ASSESSMENT 3.6 Being a Christian

The topic ‘Being a Christian’ has 3 assessment tasks on the blue assessment CD. Before teaching the topic teachers should choose one of the assessment tasks to complete with the children at an appropriate time.

What follows is an optional assessment for learning grid that can be used to aid driver word led planning and assessment. It provides a map of assessment opportunities that goes beyond the assessment tasks on the Assessment CD. Pupils are not required to gain every statement in a section. Teachers can use the grid to tailor what assessment for learning takes place. It will aid those teachers with mixed aged classes.

ASSESSMENT for LEARNING AT1 AT2

At the end of this topic,

Most children will be able to

▪ retell the Parable of the Good Samaritan 2(i)

▪ retell the story of Paul on the Road to Damascus 2(i)

▪ make links between the Parable of the Good Samaritan and being a 3(i)

Christian

▪ use religious words to describe some Christian religious practices 2(ii)

▪ describe some ways in which Christians live 2(iii)

▪ describe some ways you can use your gifts in the service of God 2(iii)

▪ describe some ways in which Paul changed after Damascus 2(iii)

▪ give reasons why Christians act as they do 3(iii)

▪ give reasons why Paul’s actions changed after Damascus 3(iii)

▪ ask and respond to questions about what being a Christian involves 2(i)

▪ ask and respond to questions about the relationship between Jesus and Peter 2(i)

▪ ask and respond to questions about Paul’s experience on the road to Damascus 2(i)

▪ ask and respond to questions about their hopes and dreams 2(i)

▪ ask questions about forgiveness and realise some questions are hard to answer 2(ii)

Strands covered AT 1 strand (i), (ii), (iii); AT 2 strand (i), (ii)

Less able children will

▪ recognise the Parable of the Good Samaritan 1(i)

▪ recognise the story of Paul on the Road to Damascus 1(i)

▪ recognise some signs and symbols of the Christian faith 1(ii)

▪ recognise some ways Christians live 1(iii)

▪ talk about their feelings about Peter and Paul 1(i)

▪ say what they wonder about their hopes and dreams 1(ii)

Strands covered AT 1 strand (i), (ii); AT 2 strand (i), (ii)

More able children will

▪ use a developing religious vocabulary to name some of the gifts given in

Baptism, Reconciliation & the Eucharist and give reasons for how they 3(ii)

can help a person

▪ show understanding of how Paul’s experience shaped his life 4(iii)

▪ make links to show how Peter’s feelings affected his behaviour towards Jesus 3(i)

▪ compare ideas about whether Jesus was right to forgive Jesus 3(ii)

Strands covered AT 1 strand (ii), (iii); AT 2 strand (i), (ii)

CD-ROM Assessment for Learning

Statements in black ink refer to those strands and levels covered by WTL assessment tasks on the Assessment CD-ROM

Statements in italics are taken from the assessment for learning grid for 3.6 ‘Being a Christian’ and outline further strands or levels that could be covered when teaching 3.6.

Learning ABOUT Religion (i), (ii) & (iii) Learning FROM Religion (i) & (ii)

Strand
Level / i) Beliefs, teachings
and sources / ii) celebration & ritual / iii) social & moral
practices & way of life / i) engagement with own &
others’ beliefs & values / ii) engagement with
questions of meaning & purpose
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 / Show understanding of how religious belief shapes life