CURRICULUM AND ASSESSMENT PAPER 22: IDENTIFYING …



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‘BEYOND LEVELS’: ASSESSING PUPILS' ATTAINMENT AND PROGRESS IN RELIGIOUS EDUCATION

CURRICULUM AND ASSESSMENT PAPER W1.13: LEARNING OBJECTIVES FOR HALF TERM UNITS-YEAR 1

This paper should be read alongside Paper 12

|KS |1 |

|Year |1 |

|Half term |1 |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |What is a Christian? (i) A follower of Jesus. |

| |How did Jesus teach his followers to behave? |

| |Examples of Jesus' teaching that Christians try to copy e.g. |

| |The foundations of Christian morality -The two greatest |

| |commandments |

| |The parable of the Good Samaritan (children's version) 'Love your |

| |neighbour' |

| |The parable of the two sons (children's version) 'Carry out your |

| |promise' |

| |The story of Martha and Mary. 'Get your priorities straight' |

| |The parable of the prodigal son. 'Forgive; however much someone |

| |has hurt you'. |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils can define the words Christianity and Christian. |

| |Pupils know that: |

| |Christians are people who follow Jesus |

| |Pupils can recall the two great commandments |

| |. |

| 2. Understanding:  |Pupils can explain what 'love' means in this context |

| |Pupils can distinguish between examples of 'loving God' and of |

| |'loving your neighbour'. |

| |pupils can summarise parables in their own words |

| |pupils can explain the point of each parable i.e what is its |

| |message/meaning |

| 3. Applying:  |pupils can explain how Christians might try to apply the message |

| |of each parable to their own lives. |

| 4. Analyzing: | |

| 5. Evaluating:     |Pupils decide how difficult it would be to live by these |

| |principles |

| 6. Creating:  |Pupils can create their own parable for today on the theme of one |

| |of Jesus' parables. |

|KS |1 |

|Year |1 |

|Half term |2 |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |What is a Christian? (ii) Someone who believes in Jesus |

| |Christmas- what's it all about? |

| |Pupils are taught the story of the birth of Jesus from a |

| |simplified version of Luke 2, 1-21. |

| |Pupils find out about common Christmas traditions - crib, nativity|

| |play, cards, presents, tree, cake, pudding, turkey, lights, |

| |decorations, Carols from Kings, the Queen etc. |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils can recognise the main characters in Luke's account of the |

| |nativity. |

| |Pupils can recognise and name traditions associated with |

| |Christmas. |

| 2. Understanding:  |Pupils can tell Luke's nativity story in their own words. |

| |Pupils can distinguish between the different roles of the |

| |characters in the story. |

| |Pupils can differentiate between Christian and secular Christmas |

| |traditions. |

| 3. Applying:  | |

| 4. Analyzing: |Pupils can distinguish between Luke's nativity story and another |

| |version(s) of the story (ancient or modern). |

| |Pupils can suggest reasons why there is more than one version of |

| |the story. |

| |Pupils can suggest what Luke's story is telling readers about who |

| |Jesus was. |

| 5. Evaluating:     |' |

| 6. Creating:  | |

|KS |1 |

|Year |1 |

|Half term |3 |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |What is a Christian? (ii) A member of the Church |

| |How do children join the Christian family? |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils know that 'Church' can mean a building, or a group of |

| |Christians or all Christian people over the world. |

| |Pupils can identify the main elements of infant baptism: Church, |

| |priest/minister/baby/godparents/font/water/sign of the |

| |cross/promises/candle. |

| 2. Understanding:  |Pupils can give an account of what happens at an infant baptism. |

| |Pupils can explain the meaning of different elements of infant |

| |baptism. |

| |Pupils can identify the similarities and differences between |

| |infant baptism and adult (believers) baptism. |

| 3. Applying:  | |

| 4. Analyzing: |Pupils can compare and distinguish between infant baptism and |

| |initiation into a club or society e.g. Brownies/Cubs; |

| |Pupils identify the features infant baptism compared to initiation|

| |into a club, which show that baptism is a Christian ceremony. |

| 5. Evaluating:     | |

| 6. Creating:  | |

|KS |1 |

|Year |2 |

|Half term |4 |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |Easter - Holy Week |

| |The days of Holy Week in the Christian calendar: the stories and |

| |traditions associated with them |

| |Palm Sunday - Jesus enters Jerusalem on a donkey - palm Sunday |

| |processions |

| |Maundy Thursday - the last supper and foot washing - Maundy money |

| |Good Friday - Jesus dies on the cross - processions/Easter garden |

| |Easter Day - Jesus' resurrection - Easter garden - symbols of new |

| |life e.g. eggs. |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils remember the names of important days in holy week and can |

| |put them in order |

| |Pupils know what story is associated with each day |

| |Pupils can name one tradition associated with each day. |

| 2. Understanding:  |Pupils can explain why these traditions are associated with |

| |specific days. |

| 3. Applying:  | |

| 4. Analyzing: | |

| 5. Evaluating:     | |

| 6. Creating:  | |

|KS |1 |

|Year |1 |

|Half term |4S |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |Synoptic unit 1 What is a Christian? What have we learnt so far? |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils recall: |

| |Christians are people who- |

| |try to follow the teachings of Jesus |

| |believe that Jesus was the Son of God |

| |belong to the Church |

| |'Church' has several meanings |

| |St Luke's story of the nativity |

| |Parables Jesus told |

| |Ways in which Christmas is celebrated |

| |Infant baptism |

| 2. Understanding:  |Pupils can summarise: |

| |what baptism is for |

| |what they know about Jesus |

| |what they know being a disciple of Jesus: then and now. |

| 3. Applying:  | |

| 4. Analyzing: |Classify what they have learnt about Christianity under the |

| |headings beliefs, people, community, special books, special |

| |buildings, teachings, symbols, attitudes. |

| 5. Evaluating:     | |

| 6. Creating:  |Pupils can create a diagram to show how the individual things they|

| |have learnt are related to Christianity and to each other. |

|KS |1 |

|Year |1 |

|Half term |5 |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |Who are the Jews? |

| |A Jew is someone born into Judaism - inherited from mother |

| |Originally from Israel - Jerusalem is important to them |

| |The people of the book. Someone who tries to live by the Torah: |

| |tzitzit; Sefer Torah; yad |

| |first five books of the Tenach |

| |the Ten commandments (Exodus 20,1-17) |

| |the Shema (Deuteronomy 6: 4 – 9): the mezuzah and tefilin |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils recognise key terms: Torah, Shema, Ten Commandments, |

| |mezuzah, tefillin. |

| |Pupils can find Jerusalem on a map of Europe/Middle East |

| |Pupils know that the Tenach is almost identical to the Christian |

| |Old Testament. |

| |Pupils know that the Tenach is written in Hebrew. |

| |Pupils know that the Ten Commandments are important for Jews and |

| |Christians. |

| |Pupils know that the shema can be found in a mezuzah and in |

| |tefillin. |

| 2. Understanding:  |Pupils can explain how Jews show respect for the Torah |

| |Pupils can explain why the Jews are called 'the people of the |

| |book'. |

| 3. Applying:  | |

| 4. Analyzing: |Pupils can distinguish between the purposes of the first four and |

| |the last six commandments. |

| 5. Evaluating:     |Pupils decide which of the Ten Commandments they think are most |

| |important for people today. |

| 6. Creating:  |Pupils create 'ten commandments' for their school. |

|KS |1 |

|Year |1 |

|Half term |6 |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |Why is Moses important to the Jews? |

| |A prophet - in the Tenach - one who understands the will of God |

| |and tells it to the people. |

| |The story of Moses is one of the most important from the Tenach |

| |for Jewish people. |

| |The story of Moses in a children's version. |

| |the Jews as slaves in Egypt |

| |Moses brought up in the Egyptian court |

| |killing the Egyptian |

| |burning bush |

| |plagues |

| |Exodus |

| |Red Sea |

| |10 Cs |

| |brink of 'promised land'. |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils can remember the main points about the story of Moses. |

| 2. Understanding:  |Pupils can explain what a prophet was in their own words. |

| 3. Applying:  | |

| 4. Analyzing: |Pupils can select episodes from the story that might suggest to |

| |the Jews that Moses was in touch with God. |

| |Pupils can select episodes from the story that explain why Moses |

| |is such an important figure for the Jews. |

| 5. Evaluating:     | |

| 6. Creating:  | |

|KS |1 |

|Year |1 |

|Half term |6 |

LEARNING OBJECTIVES

|ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 |Synoptic unit 2 |

| |Who are the Jews? What have we learnt so far? |

|COGNITIVE PROCESSES | |

| 1. Remembering: |Pupils can give simple definitions of the Tenach, Torah and Shema |

| |Pupils can remember the key points in the life of Moses |

| 2. Understanding:  |Pupils can explain ways in which the Jews show their respect for |

| |the law |

| |Pupils can explain why Moses is so important for the Jewish |

| |people. |

| 3. Applying:  | |

| 4. Analyzing: | |

| 5. Evaluating:     | |

| 6. Creating:  |Pupils can create a diagram to show how the things they have |

| |learnt about Judaism so far are related to each other. |

|KS |1 |

|Year |1 |

|Half term |6S |

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