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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