1. ‘Difference’ and Level Descriptors

2. Difference ‘What must I do, in this topic, to enable the pupil to achieve level x?’

3. What is the purpose of Assessment? The main purpose of assessment is to improve standards not to measure them

4. Q: What will planning look like? - Teachers will plan together. Plan whole topic - Assessment opportunities included at planning stage. - The Q ‘What must I do, in this topic, to enable the pupil to achieve level x?’ will help structure tasks - The Level Descriptors and “Driver Words” will help structure tasks - ‘Here I Am’ objectives, outcomes, topic expectations will help structure tasks.

5. “DRIVER WORDS” AT1AT2 Level One Recognise Talk about Level Two Describe Ask Level Three Give Reasons Make Links Level Four Show Engage and Understanding Respond Level Five Identify and explain Explain distinctions

6. Spring 2008 AT 1 – Learning about Religion: Strand (i) beliefs, teachings and sources Topic: Difference Level 1:Recognise some religious stories Pupils will recognise the story of creation, Psalm 139 and the story of a particular saint.

7. Level 1: Recognise some religious stories Be able to say they are listening to the story of creation. Draw pictures from the story of creation. Be able to write down some words or phrases from the story of creation - particular events on particular days Be able to say they are listening to a psalm, its like a song with verses. Be able to write down some of the gifts God has given Be able to recognise what God is like from the psalm Be able to write down a caption under a picture of a saint. Be able to record using words and phrases some of the features of the life of a particular saint.

8. AT 1: Strand (iii) social and moral practices and way of life Level 1: Recognise that people because of their religion act in a particular way Children recognise that God created the world therefore they should care for God’s creation Children recognise that their gifts are given to them by God to use (to help others)

9. Level 1: recognise that people because of their religion act in a particular way Children contribute to a display on caring for God’s world. Children talk about and record in different ways how they can show their love to others and care for the earth.

10. AT 1: strand (i) beliefs, teachings and sources Level 2: Retell some special stories about religious events and people about religious events and people Pupils will not only recognise but be able to retell the story of creation (7 days) /the Conversion of St. Paul/the story of St. Francis/St. Thomas More or one of the saints

11. AT1 strand (iii) social and moral practices and way of life Level 2: Describe some ways in which religion is lived out by believers Pupils will not only recognise but be able to describe different ways Christians care for the earth/each other/use their gifts and talents as a response to the belief that God created the world and gave human beings various tasks

12. Strand (i): beliefs, teachings and sources Level 3: Make links between religious stories and beliefs Pupils will not only describe but be able to make links between the story of creation and the belief that human beings are unique and special to God (created last/human gifts and talents) possess a worth/value (dignity) by being created by God not through creed, colour, race etc. The belief in the importance of the Sabbath (Sunday) as a way of giving time to God to worship and say thank you for his creation.

13. Strand (i): beliefs, teachings and sources Level 3: Make links between religious stories and beliefs The pupils will not only describe but be able to make links between the story of Peter’s pre-eminence (‘on this rock …’Mt. 16: 18-19) and the Pope as the head of the Catholic (universal) Church

14. AT 1: strand (iii) social and moral practices and way of life Level 3: Give reasons for certain actions by believers Pupils will not only describe but be able to give reasons why Christians care for the earth and care for each other, using their gifts and talents for the benefit of others

15. AT 1: Strand (i): beliefs, teachings and sources Level 4: Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Compare and contrast the different images of the Church that are given in the New Testament making links between them: ‘boat’, ‘Parable of the Dragnet’, ‘Communion of Saints’, ‘the Body of Christ’ Compare and contrast different images of Jesus (the “I AM” sayings) or the ‘Christ we share’ images making links between them

16. Level 4: Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them The importance of different days within a Church season, e.g. December 6 th ; Dec 16 th - 24 th ; Dec 24 th ; Dec 25 th ; January 6 th for different cultures/countries and the links between its religious source and the customs associated with its celebration What is important about these celebrations? What do these customs tell us about the faith and belief of a Christian community?

17. AT 1 strand (i) beliefs, teachings and sources Level 5: Identify sources of religious belief and explain how distinctive religious beliefs arise Pupils will be able to identify the Bible - in particular - stories, sayings etc as the source that Christians use to guide them in their understanding of faith. They will be able to give an account of why certain beliefs are held.

18. Level 5: Identify sources of religious belief and explain how distinctive religious beliefs arise Using “made in God’s image”; “love your neighbour” – “the Parable of the Good Samaritan” (prejudice and discrimination are wrong for a Christian); Sermon on the Mount (Beatitudes, loving enemies) – explain using a knowledge and understanding of the text and its (historical) background how this belief arose.

19. AT 1: strand (iii) social and moral practices and way of life Level 5: Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Pupils will be able to identify similarities and differences in peoples’ response to global warming, clean energy, recycling etc)