Beats me Buzz! What’s rocket

science?

Making progress in AT2 Assessment and pupil progress in Primary

RE

Time we got to grips with AT2

Woody! It’s not rocket science is

it!

Mardana is afraid.

What are you most afraid of?

KS1 Learning from religion

Attainment target 2 Level 1

‘Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others.’ nsNFRE p.36

KS2 Learning from religionyear 4

Write a poem about what you would miss if you were blind.

The Blind Man

Attainment target 2 Level 2

‘Pupils ask and respond sensitively to, questions about their own and others’ experiences and feelings.

In relation to matters of right and wrong, they recognise their own values and those of others. nsNFRE p.36

Chloe

KS3 Learning from religionyear 7 - 9

Roman Catholic Church

silent contemplationWhat kind of worship would you prefer?

KS3 year 7 - 9

When the Society of Friends (Quakers) meets there is no

• no taking of bread

• no sermons

• no statues

prayer

When Quakers worship there is

Explain the reasons for your views.

What kind of worship would you prefer?

Explain the reasons for your views.

KS3 year 7 - 9

Attainment target 2 level 4

Pupils raise and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. The describe what inspires and influences themselves and others

nsNFRE p.36

Religious education should look into questions

‘about the truth and worth of religion.’

Ninian Smart ‘Secular Education and the logic of religion’

(1968) p.105

Ninian Smart

Religious education is concerned with the production of

‘a ripe capacity to judge the truth of what is propagated.’

Ninian Smart ‘Secular Education and the logic of religion’

(1968) p.97

Learning from religionevaluation

personal evaluation

child

impersonal evaluation

religionthe child makes introspective judgements about themselves and learns from that introspection

the child makes judgements about truth claims of religion and learns from that scrutiny

‘More directly concerned with promoting self-knowledge.’Michael Grimmitt‘RE and Human Development’ p.226

Is it true?

‘Making critical evaluations of the truth claims, beliefs and practices of different religious traditions and of religion itself.’ Michael Grimmitt ‘RE and Human Development’ p.225

Learning from religionevaluation

personal evaluation impersonal evaluation

What are you most afraid of?

Did Jesus perform miracles or are these made-up stories?

What kind of worship would you prefer?

What would you miss if you were blind?

Does worship work? Does it make a difference?

Does God guide people?Does God speak to us?

Learning from religion

personal evaluation

What are you most afraid of?

What kind of worship would you prefer?

What would you miss if you were blind?

comfortable

child is under the microscope

non-judgemental

domesticated

inclusive?

subjective

impersonal evaluation

Did Jesus perform miracles or are these made-up stories?

Does worship work? Does it make a difference?

Does God guide people?Does God speak to us?

Learning from religionoutside their comfort zone

religion is under the microscope not the child

judgemental

challenging

deepens faith

objective Deep roots are not reached by the frost.

Gandalf

religious truth claimsimpersonal evaluationeverything is relative

claims about world we live in

Pope Benedict XVI

relative

it’s just a matter of personal opinion

all things are equally true

prayer

resurrection

God

miracles

moral judgements

judgement

It’s what I think and I

have a right to my

opinion.

A dictatorship of relativism

religious truth claimsimpersonal evaluation

claims about the

world

soulrevelationcreation

salvation

eternal life

what I happen to think

casually accepted

grounded in reasons

and evidencereasons and evidence belong to a domain which we all share

Whatever

suffering

circular reasoning

appeal to authority

anecdotal evidence

exaggerated consequences

hearsay evidence

selective quotation

metaphorical / literal

first hand eye witness evidence

cherry picking

religious truth claims impersonal evaluationprayer

revelation

creation

resurrection

God

miracles

morals

judgement

reasons which are persuasive for oneself, should be persuasive to others

evidence

personal evaluationimpersonal evaluationobjective

public reasons

subjective

public evidence

private feelings

does not easily lend itself to assessment

lends itself more easily to assessment

private emotions

reasons

National Curriculum review

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011

Tim Oates Mary James

Andrew Pollard Dylan William

A report by the Expert Panelfor the National Curriculum review Dec 2011

● slim down statutory curriculum

● clear relationship between that which is taught and learned and assessment

● essential core knowledge

● fewer things in greater depth

● change in the key stage structure

● two-year approach

National Curriculum review

Clearer relationship between what is taught and what is

Assessed two year approach

What is taughtessential core

What is assessedoutcome

Key Stage 1 Y1 Y2

Lower Key Stage 2 Y3 Y4

Upper Key Stage 2 Y5 Y6

Key Stage 3 Y7 Y8

Key Stage 4 Y9 Y10

Y11

Outcome

1

What is taughtessential core

What is taughtessential core

What is taughtessential core

What is taughtessential core

What is assessedoutcome

What is assessedoutcome

What is assessedoutcome

What is assessedoutcome

Outcome

2Outcome

3Outcome

4

Outcome

5

simple reasons

They are able to give simple reasons to support their view.

Outcome 1 AT2

Outcome 1 AT2

Outcome 1 AT2

Helen Y2

Pupils are able to express simple views about religion or belief.

Outcomes to be achieved by the end of KS1 AT2

I think God likes us to do good

things because it is in the Bible.

Good and bad actions

simple reasons

They support their views using a plausible reason or reasons. They show awareness of other people.

Outcome 1 AT2

Outcome 2 AT2 Pupils are able to make judgements about religion or belief.

Outcomes to be achieved by the end of lower KS2

plausible reasons / awareness of others

Outcome 2 AT2

Outcome 3 AT2

Outcomes to be achieved by the end of upper KS2

Express your own ideas about God. Give reasons to support your ideas.

Michelangelo’s God creating the sun and the moon.

William Bake’s Ancient of Days.

Study the two images carefully.

Discuss your own ideas of God. Share your own ideas of God with the rest of the class.

Leanne Y6

Outcome 3 AT2

Leanne

Y6

Outcome 3 AT2

• independence

• rhetorical question

• psychological reward

• argument to the contrary

God is probably a confident man and always needs to concentrate.

Nobody knows if there is a God or not, but if there isn’t a God some people make a point and say if there isn’t a God why are we here?

If there is a God then I think that he lives in you and keeps watch over what you are doing.

simple reasons

They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary.

Outcome 1 AT2

Outcome 3 AT2

Pupils are able to make independent judgements and about religion or belief.

Outcomes to be achieved by the end of upper KS2

plausible reasons / awareness of others

Outcome 2 AT2

Outcome 3 AT2

simple reasons

They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary.

Outcome 1 AT2

Outcome 3 AT2

Pupils are able to make independent judgements and about religion or belief.

Outcomes to be achieved by the end of upper KS2

plausible reasons / awareness of others

Outcome 2 AT2

Outcome 3 AT2

sound reasons / arguments to the contrary

heteronomous autonomous

Outcome 4 AT2Outcomes to be achieved by the end of KS3

Katie Y8

Zakat: What I think!

I think paying money to charity as a form of Zakat is a good idea. Many people (including me) can be greedy, at times, taking advantage of what they’ve got and wishing for more.

People who need this money to buy just the bare essentials must realise the value of money more than the people who when an extra ‘0’ appears on their bank statement it means the difference of staying in a 5 star apartment in New York for a month or 2 weeks in the Bahamas!

I think having a set amount for giving is a very good idea because then you cannot feel guilty about whether that was enough to give or not.

Outcome 4 AT2Outcomes to be achieved by the end of KS3

Zakat: What I think!

I think paying money to charity as a form of Zakat is a good idea. Many people (including me) can be greedy, at times, taking advantage of what they’ve got and wishing for more.

People who need this money to buy just the bare essentials must realise the value of money more than the people who when an extra ‘0’ appears on their bank statement it means the difference of staying in a 5 star apartment in New York for a month or 2 weeks in the Bahamas!

I think having a set amount for giving is a very good idea because then you cannot feel guilty about whether that was enough to give or not.

● linkage between statements

● a thread connecting the statements so that there is

an underpinning logic ● use own knowledge

● more likely to use evidence

They make use of cogent reasons. They use their own knowledge to support their views. They identify and can make a plausible response to alternative views or to arguments to the contrary.

Outcome 4 AT2

Pupils are able to link statements which explain or justify their view in response to religion or belief.

Outcomes to be achieved by the end of KS3

● linkage between statements

● a thread connecting the statements so that there is an underpinning logic

● use own knowledge

● more likely to use evidence

simple reasons

They make use of cogent reasons. They use their own knowledge to support their views. They identify and can make a plausible response to alternative views or to arguments to the contrary.

Outcome 1 AT2

Outcome 4 AT2

Pupils are able to link statements which explain or justify their view in response to religion or belief.

Outcomes to be achieved by the end of KS3

plausible reasons

Outcome 2 AT2

Outcome 3 AT2

sound reasons / arguments to the contrary

cogent reasons / own knowledge

Outcome 4 AT2

simple reasons

Outcome 1 AT2

plausible reasons

Outcome 2 AT2

Outcome 3 AT2

sound reasons / arguments to the contrary

cogent reasons / own knowledge

Outcome 4 AT2

Pupils are able to link statements which explain or justify their view in response to religion or belief.

They make use of cogent reasons.

They use their own knowledge to support their views. They identify and can make a plausible response to alternative views or to arguments to the contrary.

Pupils are able to make independent judgements and about religion or belief.

They support their views using sound reasons. They show awareness of other people. They can respond to arguments to the contrary.

Pupils are able to make judgements about religion or belief.

They support their views using a plausible reason or reasons. They show awareness of other people.

Pupils are able to express simple views about religion or belief.

They are able to give simple reasons to support their view.

Making Progress in AT2