1. Formal Assessment Autumn 2015 Advent/ Christmas - Loving

2. Assessing Loving / Advent This term, the formally assessed theme is the CHRISTIAN LIVING THEME – Loving - Advent / Christmas We will be formally assessing AT1 (iii). The children may be informally assessed against the other strands. Each year group will assess from an activity taken from a Learning Focus in Reveal. The activities are listed over the next few slides. When planning please leave this task out. Please teach all of Explore, Reveal (but not the task you will use for the formal assessment) and following Remember please formally assess. This enables the children to have had opportunity to work through the topic in full to inform their assessment.

3. (i) beliefs, teachings and sources ii) celebration and ritual iii) social and moral practices and way of life i) engagement with own and others’ beliefs and values ii) engagement with questions of meaning and purpose CHURCH THEMESACRAMENTAL THEME CHRISTIAN LIVING THEME 1 Recognise some religious stories Recognise some religious signs and symbols and use some religious words and phrases Recognise that people because of their religion act in a particular way Talk about their own experiences and feelings Say what they wonder about 2 Retell some special stories about religious events and people Use religious words and phrases to describe some religious actions and symbols Describe some ways in which religion is lived out by believers Ask and respond to questions about their own and others’ experiences and feelings Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer 3 Make links between religious stories and beliefs Use a developing religious vocabulary to give reasons for religious actions and symbols Give reasons for certain actions by believers Make links to show how feelings and beliefs affect their behaviour and that of others Compare their own and other people’s ideas about questions that are difficult to answer 4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Use religious terms to show an understanding of different liturgies Show understanding of how religious belief shapes life Show an understanding of how own and others’ decisions are informed by beliefs and values Engage with and respond to questions of life in the light of religious teaching 5 Identify sources of religious belief and explain how distinctive religious beliefs arise Describe and explain the meaning and purpose of a variety of forms of worship Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Explain what beliefs and values inspire and influence them and others Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

4. Early Years: Early Years: Based on Focus Week 2, page 85, Adult Directed Group Activity 6. Pupils are able to recogniseways in which people Pupils are able to recognise ways in which people celebrate Jesus’ birthday each year. celebrate Jesus’ birthday each year. Level 1 AT 1 (iii) To begin to recognisethat we, as Christians, act in a particular way because of our religion. L.O To begin to recognise that we, as Christians, act in a particular way because of our religion. Within Focus week 2 the pupils learn about the first Christmas and how people celebrate Jesus’ birthday each year by for example sending Christmas cards to the people that they love. Invite the pupils to make a Christmas card for someone they love, using different media that shows the picture of Jesus’ birthday. This task would be best suited to those pupils working within Level 1. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas

5. Year 1: Year 1: Based on Learning Focus 6, page 91, Activity 3. L.O To recognise that we, as Christians act in a particular way (share and show our love) because of our religion. The pupil can recognise actions, signs, symbols, pictures and words linked to sharing and showing our love for Jesus. Level 1 AT1 (iii). The pupil can describe some of the ways in which Christians share their love at this time. Level 2 AT1 (iii). Within the context of a class the ‘driver’ word of the task can be amended e.g. recognise (L.1) becomes describe (L.2) Ask the key question, ‘What ways can we share our love at Christmas?’ Ask the pupils to make a Christmas card to show how they will show ‘love at Christmas’. Ask the pupils to decide who to send their card to and inside the card write the words ‘I will share my love with you at Christmas by…’ Invite the pupils to choose from (or draw their own) a range of Christmas symbols, pictures and simple greetings (religious and secular) which express sharing love. Make their own simple collage of sharing (and showing) their love as Christians at Christmas time inside the card. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas

6. (i) beliefs, teachings and sources ii) celebration and ritual iii) social and moral practices and way of life i) engagement with own and others’ beliefs and values ii) engagement with questions of meaning and purpose CHURCH THEMESACRAMENTAL THEME CHRISTIAN LIVING THEME 1 Recognise some religious stories Recognise some religious signs and symbols and use some religious words and phrases Recognise that people because of their religion act in a particular way Talk about their own experiences and feelings Say what they wonder about 2 Retell some special stories about religious events and people Use religious words and phrases to describe some religious actions and symbols Describe some ways in which religion is lived out by believers Ask and respond to questions about their own and others’ experiences and feelings Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer 3 Make links between religious stories and beliefs Use a developing religious vocabulary to give reasons for religious actions and symbols Give reasons for certain actions by believers Make links to show how feelings and beliefs affect their behaviour and that of others Compare their own and other people’s ideas about questions that are difficult to answer 4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Use religious terms to show an understanding of different liturgies Show understanding of how religious belief shapes life Show an understanding of how own and others’ decisions are informed by beliefs and values Engage with and respond to questions of life in the light of religious teaching 5 Identify sources of religious belief and explain how distinctive religious beliefs arise Describe and explain the meaning and purpose of a variety of forms of worship Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Explain what beliefs and values inspire and influence them and others Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

7. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 2: Year 2: Based on Learning Focus 2, page 86, Activity 3. L.O To describe ways in which Christians show their love as they prepare for the birth of Jesus. Within Learning Focus 2 the pupils learn about how the people had been prepared for the birth of Jesus’ birth many years before. Invite the pupils to make a candle drawing with rays describing some of the ways in which Christians show their love as they prepare for the birth of Jesus and bring light and joy to the people around them. The pupil can describe some of the ways in which Christians show their love as they prepare for the birth of Jesus. Level 2 AT1 (iii). The pupil can give reasons for the ways/actions in which Christians show their love as they prepare for the birth of Jesus. Level 3 AT1 (iii). Within the context of a class the ‘driver’ word of the task can be amended, e.g. describe (L.2) becomes give reasons (L.3)

8. (i) beliefs, teachings and sources ii) celebration and ritual iii) social and moral practices and way of life i) engagement with own and others’ beliefs and values ii) engagement with questions of meaning and purpose CHURCH THEMESACRAMENTAL THEME CHRISTIAN LIVING THEME 1 Recognise some religious stories Recognise some religious signs and symbols and use some religious words and phrases Recognise that people because of their religion act in a particular way Talk about their own experiences and feelings Say what they wonder about 2 Retell some special stories about religious events and people Use religious words and phrases to describe some religious actions and symbols Describe some ways in which religion is lived out by believers Ask and respond to questions about their own and others’ experiences and feelings Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer 3 Make links between religious stories and beliefs Use a developing religious vocabulary to give reasons for religious actions and symbols Give reasons for certain actions by believers Make links to show how feelings and beliefs affect their behaviour and that of others Compare their own and other people’s ideas about questions that are difficult to answer 4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Use religious terms to show an understanding of different liturgies Show understanding of how religious belief shapes life Show an understanding of how own and others’ decisions are informed by beliefs and values Engage with and respond to questions of life in the light of religious teaching 5 Identify sources of religious belief and explain how distinctive religious beliefs arise Describe and explain the meaning and purpose of a variety of forms of worship Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Explain what beliefs and values inspire and influence them and others Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

9. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 3: Year 3: Based on Learning Focus 3, page 88, Activity 3. L.O. To describe some ways in which Christians love their neighbour as themselves during Advent. (Level 2) L.O. To give reasons for ways in which Christians love their neighbour as themselves during Advent. ( Level 3) Within Learning Focus 3 the pupils learn about how, during Advent, the Church prepares for the visit of God in the person of Jesus. Using the scripture reading on page 87, invite the pupils to create a ‘Charter to Live by’ which outlines how Christians might ‘live out’ the messages within the reading, to love their neighbour as themselves e.g. explore the opposites of greed, lying, stealing etc. The pupil can describe how loving our neighbour as ourselves, is ‘lived out’ during Advent. Level 2 AT1 (iii) The pupil can give reasons for ways in which Christians love their neighbour as themselves during Advent. Level 3 AT1 (iii) Within the context of a class the ‘driver’ word of the task can be amended, e.g. describe (L.2) becomes give reasons (L.3)

10. (i) beliefs, teachings and sources ii) celebration and ritual iii) social and moral practices and way of life i) engagement with own and others’ beliefs and values ii) engagement with questions of meaning and purpose CHURCH THEMESACRAMENTAL THEME CHRISTIAN LIVING THEME 1 Recognise some religious stories Recognise some religious signs and symbols and use some religious words and phrases Recognise that people because of their religion act in a particular way Talk about their own experiences and feelings Say what they wonder about 2 Retell some special stories about religious events and people Use religious words and phrases to describe some religious actions and symbols Describe some ways in which religion is lived out by believers Ask and respond to questions about their own and others’ experiences and feelings Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer 3 Make links between religious stories and beliefs Use a developing religious vocabulary to give reasons for religious actions and symbols Give reasons for certain actions by believers Make links to show how feelings and beliefs affect their behaviour and that of others Compare their own and other people’s ideas about questions that are difficult to answer 4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Use religious terms to show an understanding of different liturgies Show understanding of how religious belief shapes life Show an understanding of how own and others’ decisions are informed by beliefs and values Engage with and respond to questions of life in the light of religious teaching 5 Identify sources of religious belief and explain how distinctive religious beliefs arise Describe and explain the meaning and purpose of a variety of forms of worship Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Explain what beliefs and values inspire and influence them and others Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

11. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 4: Year 4: Based on Learning Focus 1, page 91, Activity 1. L.O To give reasons how Christians prepare for Jesus, (God’s gift of love and friendship) through their loving actions, during the season of Advent. Within Learning Focus 1 the pupils learn about God’s gift of love and friendship. Adapt Learning Focus 1, page 91, Activity 1 Invite the pupils to design a set of guidelines which help Christians in ‘Preparing for Jesus, God’s gift of love and friendship to the world’ during Advent. Describe and give reasons for both giving and receiving loving actions during Advent The pupil can (through writing, pictures and symbols) give reasons for the different actions of Christians preparing for Jesus during Advent. Level 3 AT1 (iii) Within the context of a class the ‘driver’ word of the task can be amended, e.g. give reasons (Level 3) or describes actions becomes Level 2 Loving Action (Level 1)Description (Level 2)Reason Why? (Level 3) Give to charityDonate to CAFOD so they can give a gift of water to developing countries To show we love and care about our global neighbours

12. (i) beliefs, teachings and sources ii) celebration and ritual iii) social and moral practices and way of life i) engagement with own and others’ beliefs and values ii) engagement with questions of meaning and purpose CHURCH THEMESACRAMENTAL THEME CHRISTIAN LIVING THEME 1 Recognise some religious stories Recognise some religious signs and symbols and use some religious words and phrases Recognise that people because of their religion act in a particular way Talk about their own experiences and feelings Say what they wonder about 2 Retell some special stories about religious events and people Use religious words and phrases to describe some religious actions and symbols Describe some ways in which religion is lived out by believers Ask and respond to questions about their own and others’ experiences and feelings Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer 3 Make links between religious stories and beliefs Use a developing religious vocabulary to give reasons for religious actions and symbols Give reasons for certain actions by believers Make links to show how feelings and beliefs affect their behaviour and that of others Compare their own and other people’s ideas about questions that are difficult to answer 4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Use religious terms to show an understanding of different liturgies Show understanding of how religious belief shapes life Show an understanding of how own and others’ decisions are informed by beliefs and values Engage with and respond to questions of life in the light of religious teaching 5 Identify sources of religious belief and explain how distinctive religious beliefs arise Describe and explain the meaning and purpose of a variety of forms of worship Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Explain what beliefs and values inspire and influence them and others Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

13. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 5: Based on Learning Focus 1, page 86, Activity 2 See also background notes. Within Learning Focus 1 the pupils learn about Advent as a time of waiting. Using Isaiah 25: 8-9/ 40:9-11, the children learn about the Church’s teaching on Advent and the meaning of the Advent wreath. Invite the pupils to write a script for a radio broadcast or design a PowerPoint presentation for a school assembly which explores how the Christian belief, ‘Waiting in joyful hope’ ‘Waiting in joyful hope’ is expressed in their loving actions and/or gives shape to, their lives (what do we say and do in our lives?) during the Advent season. An e.g. of a possible excerpt from Level 3 The Advent Wreath has 4 candles, one is lit each week. There are various reasons why these are lit. A purple candle is lit in the first week. The reason for lighting this candle is … An e.g. of a possible excerpt from Level 4 One of the symbols of the purple candles is good work. During Advent Christians undertake these as a sign of expressing their love for their neighbour. Isaiah said the Lord will wipe away the tears from everyone’s eyes… We can show love like Jesus if we comfort those in distress for example… (home, school, parish, wider community) Year 5 continued on next slide... L.O. To give reasons for the loving actions of Christians during the season of Advent as they wait in joyful hope. L.O. To show understanding of how religious belief in ‘Waiting in joyful hope’ helps shapes the lives of Christians through their loving actions.

14. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 5 continued... The pupil can describe the actions of believers when they are, ‘Waiting in joyful hope.’ Level 2 AT1(iii) The pupil can give reasons for the actions of believers when they are, ‘Waiting in joyful hope.’ Level 3 AT1(iii) Evidence needed for Level 3 shows: focusing more on the actions of believers, rather than a way of life. The pupil can show understanding of the belief, ‘Waiting in joyful hope.’ Level 4 AT1 (iii). Evidence needed for Level 4 shows: more detailed reasons than at Level 3 (e.g. scriptural texts, insights from others) references to how religious belief shapes the whole of a person’s life rather than a few actions. (see mind-map/grid)

15. (i) beliefs, teachings and sources ii) celebration and ritual iii) social and moral practices and way of life i) engagement with own and others’ beliefs and values ii) engagement with questions of meaning and purpose CHURCH THEMESACRAMENTAL THEME CHRISTIAN LIVING THEME 1 Recognise some religious stories Recognise some religious signs and symbols and use some religious words and phrases Recognise that people because of their religion act in a particular way Talk about their own experiences and feelings Say what they wonder about 2 Retell some special stories about religious events and people Use religious words and phrases to describe some religious actions and symbols Describe some ways in which religion is lived out by believers Ask and respond to questions about their own and others’ experiences and feelings Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer 3 Make links between religious stories and beliefs Use a developing religious vocabulary to give reasons for religious actions and symbols Give reasons for certain actions by believers Make links to show how feelings and beliefs affect their behaviour and that of others Compare their own and other people’s ideas about questions that are difficult to answer 4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Use religious terms to show an understanding of different liturgies Show understanding of how religious belief shapes life Show an understanding of how own and others’ decisions are informed by beliefs and values Engage with and respond to questions of life in the light of religious teaching 5 Identify sources of religious belief and explain how distinctive religious beliefs arise Describe and explain the meaning and purpose of a variety of forms of worship Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Explain what beliefs and values inspire and influence them and others Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

16. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 6: Based on Learning Focus 5, page 99, Activity 3. See also background notes. L.O. To show an understanding of how the Christian belief in, ‘Waiting in expectation’ helps shape their lives. How is this demonstrated through their loving actions? Within Learning Focus 5, the pupils’ learn about John the Baptist’s expectations of Jesus. Based on the scripture, “Get the road ready for the Lord, make a straight path for him to travel.” Invite the pupils to design a set of guidelines that will help them, through their loving actions, to prepare for the coming of Jesus. They should explore the Christian belief in, ‘Waiting in expectation’ and demonstrate how this belief shapes Christian living. Year 6 continued on next slide...

17. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 6 continued... The pupil can describe how Christians, ‘Waiting in expectation,’ show their loving actions. Level 2 AT1(iii). The pupil can give reasons why Christians, ‘Waiting in expectation,’ show their loving actions. Level 3 AT1(iii). The pupil can show understanding of the Christian belief in, ‘Waiting in expectation’ and how this shapes Christians living through their loving actions. Level 4 AT1 (iii). Evidence needed for Level 4 shows: Pupils are able to support their work with a range of both scriptural texts and other source material (see mind-map/grid) N.B. In order to progress to or within Level 5 AT1 (iii): task would need to focus on a current social and or moral issue/situation The pupil would have to identify similarities and differences between peoples’ responses because of their beliefs. Moral – concerned with the principles of right and wrong. Social – pertaining to society. N.B. In order to progress to or within Level 5 AT1 (iii): task would need to focus on a current social and or moral issue/situation The pupil would have to identify similarities and differences between peoples’ responses because of their beliefs. Moral – concerned with the principles of right and wrong. Social – pertaining to society.

18. (i) beliefs, teachings and sources ii) celebration and ritual iii) social and moral practices and way of life i) engagement with own and others’ beliefs and values ii) engagement with questions of meaning and purpose CHURCH THEMESACRAMENTAL THEME CHRISTIAN LIVING THEME 1 Recognise some religious stories Recognise some religious signs and symbols and use some religious words and phrases Recognise that people because of their religion act in a particular way Talk about their own experiences and feelings Say what they wonder about 2 Retell some special stories about religious events and people Use religious words and phrases to describe some religious actions and symbols Describe some ways in which religion is lived out by believers Ask and respond to questions about their own and others’ experiences and feelings Ask questions about what they and others wonder about and realise that some of these questions are difficult to answer 3 Make links between religious stories and beliefs Use a developing religious vocabulary to give reasons for religious actions and symbols Give reasons for certain actions by believers Make links to show how feelings and beliefs affect their behaviour and that of others Compare their own and other people’s ideas about questions that are difficult to answer 4 Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them Use religious terms to show an understanding of different liturgies Show understanding of how religious belief shapes life Show an understanding of how own and others’ decisions are informed by beliefs and values Engage with and respond to questions of life in the light of religious teaching 5 Identify sources of religious belief and explain how distinctive religious beliefs arise Describe and explain the meaning and purpose of a variety of forms of worship Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs Explain what beliefs and values inspire and influence them and others Demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion