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Better RE for all pupils Achievement in RE with The New Nottingham City and County Agreed Syllabus This presentation introduces examples of the kinds of.

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Presentation on theme: "Better RE for all pupils Achievement in RE with The New Nottingham City and County Agreed Syllabus This presentation introduces examples of the kinds of."— Presentation transcript:

1 Better RE for all pupils Achievement in RE with The New Nottingham City and County Agreed Syllabus This presentation introduces examples of the kinds of work that are characteristic of each of levels 1-6 in RE. Provided by Lat Blaylock, RE adviser with RE Today and consultant to Nottingham City and County SACRE. Copyright: 2009.

2 Achievement in RE Levels 1-6 Some examples from the classroom for the new Nottingham City and County RE Syllabus

3 Achievement in RE in Nottinghamshire city and county This presentation is developed following the launch training for teachers for the new RE Agreed Syllabus, Examples of pupils’ work are annotated to show the skills in evidence and to make clear how the work shows what the pupils are achieving These judgements are tentative, but intended to inform the work of teachers in planning pupils progress in RE The consultant to SACRE, Lat Blaylock, would be pleased to receive examples of pupils’ work for addition to this set of examples Remember: A level is a big step Work on paper rarely shows more than an aspect of a level Pupils’ achievement in RE comes as a result of good teaching and learning Learning about religion and learning from religion are best shown when they are wound together in RE. Both ATs are as important as each other. Learn about AND learn from…

4 Learn about religionLearn from religion 8 Analyse / contextualise Justify views 7 Account for…Evaluate 6 InterpretExpress insight 5 ExplainExpress views 4 Show understanding Apply ideas 3 DescribeMake links 2 RetellRespond sensitively 1 NameTalk about This table identifies one characteristic skill for RE in each level and each attainment target. Use it in conjunction with the full text of the 8 level scale. Page 54

5 Summary of skills in learning about religion Summary of skills in learning from religion 8 Analyse / contextualise religious material Justify views and ideas about religion, expression, ethics and spirituality 7 Account for religious phenomena, using the methods by which religion is studied Evaluate personally and critically 6 Interpret religious material for myself Express insight into religious, spiritual and ethical questions 5 Explain the impact and the similarities and differences of religion and spirituality Express views in the light of religious ideas and consider spiritual challenges 4 Show understanding of religious materials Apply ideas from religious and spiritual sources for themselves 3 Describe religion Make links between religious and spiritual materials and their own experiences 2 Retell stories of religion Respond sensitively to religious questions 1 Name religious features, objects, stories or characters Talk about religion This table identifies all the characteristic skills for RE in each level and each attainment target. Use it in conjunction with the full text of the 8 level scale.

6 Syllabus and learning links These examples all suggest learning activities that are targeted to enable pupils to explore religious stories, festivals, symbols, practices, suggest meanings for key words, and recognise the importance of religion for believers. The themes of RE connect here to work about self expression in speaking and listening, and to wider literacy skills, as well as the purposes of community cohesion in RE This kind of work in RE can give children the experience of talking about their own beliefs and values and the beliefs and idea of religious and non-religious ways of life. Good RE assessment often comes as much from regular classroom work as from set-piece ‘testing’ activities. Page 49

7 In this piece of work, Bryony, 4, in FS2, shows that she can attend to an aspect of religious life for herself. She has taken an opportunity to show that she is achieving one of the early learning goals, about diversity in knowledge and understanding of the world.

8 Adam, 6, identifies four occasions that have prompted particular feelings for him. He then heard the story of the last week of Jesus’ life: Peter was happy on Palm Sunday, worried when Jesus was arrested, cross with Judas and sad when Jesus died. The work shows that he can identify feelings for himself, and express them. Next steps might ask him to pick out similarities between his feelings and those of Peter in the story. He is able, in this piece of work, to show achievement at level 1 – talking about feelings, and perhaps the beginning of L2, responding sensitively.

9 Abok here shows – specially in her answer from the shepherd – a sensitive response to the events of the religious story at L2 – she is aware of the significance of some details of the story.

10 Stephen, 6, has drawn a beautiful Hanukiah candlestick. His teacher wrote his remark down. Although he is not factually accurate (there are 8 candles, for 8 nights of the festival), his use of the ideas of God and miracle shows he can respond to the story for himself. Evidence that he can work at level 1.

11 Jalpa, 7, was asked: Food matters. What matters more? -To you? -To the world? Her response shows that she can identify things which matter to her, and respond sensitively to questions of values. She shows here that she is able to work at level 2. The work links up ‘being healthy’ with RE’s concern for values.

12 Nottingham City and County Agreed Syllabus provides ‘I can…’ statements to clarify planning and learning. Some examples at LEVEL 2: I Can… Put 7 parts of the creation story into the right order (sequencing) Use a saying of Jesus as a title and theme to a story made up by me (e.g. ‘Love Your Neighbour’ or ‘Do Not Worry’). Say what makes the Torah Scroll and the Gospel special, and to whom. Give a reason why Jewish people like to go to Synagogue. Suggest what the story of Hanukkah means for Jews today. Respond sensitively to stories about people from (e.g.) the Jewish and Christian religions, noticing what matters to them. Talk about the value of saying sorry and forgiving people. Respond to stories of kindness, self sacrifice or bravery from sacred texts with my own ideas. Make up good questions to ask ‘the person who knows everything’’ Talk about how a piece of music can express a feeling like joy or excitement, and how singing together (in worship) can make people feel. (Teachers will find a large selection of these ‘I can…’ statements on the disc accompanying the syllabus)

13 Joshua is able to work at level 2: he selects key ideas or moments from the story, suggesting meanings (see next page)

14 Joshua also wrote about when he feels safe and when he feels in danger. This part of the task was aimed a level 3, a very good achievement for a boy in Year 1 / 2. The task makes a useful connection to SEAL work.

15 This piece of work uses a key concept from Judaism (promised land) in an effective and imaginative way. After telling the story of the Exodus and the first Passover, the teacher asked the class to think of what their own ‘promised land’ might be like. Joanna (6, Y2) is able to make a link between the story of Exodus and her own ideas about what’s perfect. She shows that she can respond sensitively to an aspect of religious story (level 2) and an emerging level 3 in her links to the idea of promised land

16 In the example, Joe, 9, was asked to select two key moments from the ‘Noah’ story, and suggest what Noah might have prayed at these points. The activity enables Joe to use the terminology of salvation and thanksgiving, and make links between the story and his own responses: he shows he can work at level three.

17 Jill, 7: Where is God? God is a runner and a racer and fast. God is a swimmer, fast and not last. God is in heaven and air with the sky. God is someone who seems to fly. God is overhanging like a willow tree. So if it rains he is a shelter for me. God rhymes, Taylor, Age 7 Where is God? God is in the flowers Using his powers Where is God? God is in the cloud Watching Feeling proud Where is God? God is in the sun Warming everyone Where is God? God is in the ground Hearing every sound Jill and Taylor wrote poetry on the theme ‘Where is God?’ Their poems connect to the Y2 literacy unit ‘Patterns on the Page’. They show here that they can explore a puzzling and important religious question sensitively, linking beliefs, ideas and questions to self expression skilfully. This work is at level 3.

18 These pupils (two Y4 boys) were asked to create a poster for the library wall, showing users how to treat the Qur’an. Lots of factual information, and a positive view of sacredness are simply shown. The work is evidence that they can describe key features of religious practice regarding the Qur’an for an audience. The task requires them to make links between Islam and the wider community: they show achievement at Level 3 here. An important dimension of the work is its community cohesion exploration.

19 Tyler, 9, in Year 5, was asked to make suggestions about how sacred books could be held in local libraries. His work shows some understanding of similarities and differences between ways of respecting sacred texts, and shows that he can apply an idea about respect and equality for himself. This is an achievement at Level 4. His work does contain a misunderstanding of the place of the Guru Granth Sahib, so future learning needs to correct this.

20 Using religious vocabulary, Rose identifies and comments with understanding on similarities and difference between her ideas and the visitor’s ideas, and on the impact of prayer on Muslim life in Britain today. This piece of work shows that Rose is able to work at level 4.

21 After playing a ‘commitment game’, Mayur (9) describes his own commitments and the ways they link to his behaviour. At AT2, he is showing he can work at level three. He struggles with the literacy aspects of this task, but the thinking and response to challenge are good features of his work

22 After playing a commitment game, Kara shows that she is able to show understanding of her own commitments, using appropriate vocabulary. She understands the impact of these commitments in practice, and applies the idea of commitment for herself at level 4. This piece of work is a good example of a non-religious response to an RE stimulus. RE assesses pupils’ skills, but not their stance. An agnostic, or Muslim or Christian can achieve level 4 by showing similar skills from different stances.

23 The Five Pillars of Islam (See the example of work from Emily, 8, on the next slide) BELIEFBELIEF PRAYERPRAYER GIVINGGIVING FASTINGFASTING PILGRIMAGEPILGRIMAGE

24 Emily, 8, has been learning the 5 Pillars of Islam. She shows here that she can describe Islamic practice clearly using the right words, and she has taken the chance to reflect on her own goals in parallel to the learning about Islam. Links between her life and Muslim life are evident at Level 3.

25 Examples of work: Questioning God This task, to ask the questions you’d like to of ‘the person who knows everything’ is versatile across many levels. Aaron’s four great questions show he is able to work at level 2. In the RE context, he asks questions about things that matter to him. This is a high achievement for Aaron, who is in Year 1.

26 The task was to suggest questions to ask of ‘the one who knows everything’. This piece of work shows that Duncan can work at level 3. Duncan can ask important questions about religion and belief. His literacy struggles do not prevent him from thinking deeply, as his first question shows. Next steps might be to suggest answers that might come from religions studied.

27 Zoe (9) chooses a good question to ask of God, shows that she understands what makes a good question and suggests a range of answers. She gives evidence of achievement at level 4 – suggesting a range of answers to her puzzling religious questions and applying religious ideas for herself

28 Wenxin (10) is working in one of her additional languages. She has selected ‘the best question’ to ask of the omniscient, and suggested why it is a good question, why it is hard to answer and three things God might say in reply. She applies ideas well to the topic, and if you think she can express and explain her views in the light of religious ideas (which I do) then you can give level 5 for this piece.

29 Liam (12) was asked to take into account his learning about Christian beliefs in Jesus and design T shirts that would appeal to young Christian purchasers. His marketing notes (next slide) say why he has made them like this.

30 Is Liam able to use his religious vocabulary to show that he understands some Christian beliefs and experiences, suggesting meaning in different forms of religious expression? If so, he is showing he can work at level 4 here.

31 From work about Malcolm X and Farid Esack, two Islamic anti- racists from USA and South Africa, Shayley, 12, expresses here her own values with regard to racism, suggesting answers to questions of diversity and value. This creative expression of moral ideas shows achievement at level 4.

32 The task was to develop a ‘code for living’ after reviewing such codes from different faiths, and to explain the selected guidance. Susi is able to work at level 5 in this piece. She suggests answers to questions of value and commitment, explaining some influences on her and expressing her own views in the light of religious teaching. She explains the potential impact of her moral ideas. Next steps might be to consider her interpretation of the challenges such codes present to religious people

33 Jessica, 13, expresses her views about Jesus’ teaching on the love of enemies and on doing to others ad you would like them to do to you. Can she suggest answers to questions of purpose, value and commitment explaining what she thinks about a religious source and an ethical issue? If so, she gives evidence here that she can work at Level 5. It’s a good example of how work in RE can approach the topic from any stance: skills matter in RE assessment.

34 This piece of work is a good example of achievement at level 5. Scott, 13, gives a view of Christianity and Islam by explaining his understanding of similarities and differences between the two faiths. He shows his skills in using examples, arguments and some specialist terminology. To take his work further, Scott might distinguish between sociological and theological ways of looking at the problems he addresses.

35 Emma, 13, shows here that she can express insight into questions about God, inspired by Sikh sacred text. Studying the Mool Mantar from Sikh scripture, a long class discussion considered whether beliefs about God are ‘beyond words’. The teacher asked pupils to create theological reflections on God- questions arising from the Sikh text. The task asked for a piece of learning from religion work, starting with the text. Emma, not a Sikh, used her higher level language skills and her philosophical insights to create this work (line 7: ‘sweetie’ is mis- spelled, the last two words of the text are missing: should say ‘my song’) It is an insightful (and paradoxical) interpretation of the Sikh idea of God from her own viewpoint at level 6.

36 Becky, 13, shows here that she can work at level 6. The quality of the diverse views she presents shows that she is able to handle a range of religious and philosophical concepts in relation to questions of meaning and truth. Closer reference to her sources and to the methods of religious study would move her achievements on further.

37 Elena is 13 Elena, 13, shows in this piece of work that she is able to work at level 6. She interprets religious or spiritual experience using a wide conceptual understanding. She is alert to the variety of interpretations, but expresses her own ideas with insight and clarity.

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39 Craig, 12, explains his imagery and approaches the topic with spiritual interest. Can he express insights of his own using reasons and examples into the questions of meaning in the gospel narrative? If so, this is evidence he can work at level 6.

40 Assessment in RE: Six principles Assess less, but do it better Balance AT 1 and AT 2 Tasks matter more than tests. Invest time in task design. Use the principles of AFL: formative, pupil- centred, focused on improvement, light weight enough to be manageable Personalise the assessment: 30 different not 30 the same “You don’t fatten a pig by weighing it more often” Planning progression is more important than levelling outcomes. Much more. Lat Blaylock, RE Today and City and County SACRE, Nottingham Not to be copied


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