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Formal Assessment Autumn 2015 Advent/ Christmas - Loving

Formal Assessment Autumn 2015 Advent/ Christmas - Loving. 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.

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Formal Assessment Autumn 2015 Advent/ Christmas - Loving

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  1. Formal Assessment Autumn 2015Advent/ 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. ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

  4. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas • L.O To begin to recognisethat 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. Early Years:Based on Focus Week 2, page 85, Adult Directed Group Activity 6. Pupils are able to recogniseways in which people celebrate Jesus’ birthday each year.Level 1 AT 1 (iii) This task would be best suited to those pupils working within Level 1.

  5. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas • 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. 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)

  6. ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

  7. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 2: Based on Learning Focus2, 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 describesome 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 reasonsfor 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. ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

  9. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas • Year 3: Based on Learning Focus3, 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 reasonsfor 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 describehow loving our neighbour as ourselves, is ‘lived out’ during Advent. Level 2 AT1 (iii) • The pupil can give reasonsfor 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. ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

  11. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas 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 reasonsfor 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

  12. 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. L.O. To give reasonsfor the loving actions of Christians during the season of Advent as they wait in joyful hope. L.O. To show understandingof how religious belief in ‘Waiting in joyful hope’ helps shapes the lives of Christians through their loving actions. • 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 assemblywhich explores how the Christian belief, • ‘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 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) 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 … Year 5 continued on next slide ...

  14. Autumn 2015 - Formal Assessment – Loving/Advent – Christmas Year 5 continued ... • The pupil can describethe 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 understandingof 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. 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 anunderstanding ofhow 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 describehow 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 understandingof 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 toidentify similarities and differences between peoples’ responses because of their beliefs. • Moral – concerned with the principles of right and wrong. • Social – pertaining to society.

  18. ATTAINMENT TARGET 1 : Learning about Religion AT 2 : Learning from Religion

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