RE Assessment for Learning - Links to the EARLY LEARNING GOALS
TOPIC: Growing
Many illustrations from “God’s Story” 1 and “Church’s Story” 1 CD-ROMs can be used to resource this topic
Personal, social and emotional development
 Pupils use some stories, including those from the Bible, as a stimulus to
reflect on their own feelings and experiences and explore them in
various ways
Relate: After reading “Jesus dies on the cross” talk about how his friends and
family would have felt. Being mindful of any recent difficult situations, ask
children to share / imagine any personal sad experiences.
*Discuss the Key Questions about the story highlighting the fact tha,t even at his
death, Jesus was thinking more about others than about himself. What message
does this have for us?
*Using character puppets, present scenarios of ways in which we can put others
before ourselves. Talk about / draw some further examples.
*Read/discuss other stories about different ways of growing.
*Read and discuss stories with a theme of thinking of the needs of others.

Using a story as a stimulus, pupils reflect on the words and actions of
characters and decide what they would have done in a similar situation
Recognise: Having read “Jane grows a little” discuss how they would have
behaved in the same circumstances.
*Identify any other circumstances when unrecognised growing might prove to be
hazardous.

Using role-play as a stimulus, pupils talk about some of the ways in
which people show love and concern for others and why this is important

Pupils think about issues of right and wrong and how humans help one
another
Reflect: In the home corner provide opportunities for children to role-play some
situations when parents and older children would show love and concern for
young children. Discuss why it is important for this to happen. Children can share
their experiences.
*Use “small people” to role-play further scenarios.
Reflect: Using puppets / pictures, etc. present pupils with “What might happen
if…” scenarios and discuss making the right choices so that we can help others.
Communication, language and literacy
 Pupils have opportunities to respond creatively, imaginatively and
meaningfully to memorable experiences

Using a religious celebration as a stimulus, pupils talk about special
events associated with the celebration
Reflect: Using photographs and artefacts brought in by the children, ask them to
share the experiences and memories which these bring back.
*Children can draw/ paint “Something I can do now that I couldn’t do then”
*Plant and look after cress seeds, bulbs and other plants keeping a photo diary
of their growth.
*Record the children’s height and weight and check once a month.
*Make “Hot Cross Buns” or Easter eggs to share with others.
Relate: Using “God’s Story”1 (p35) as a visual focus, read “The Easter garden”
then use construct a class Easter garden, discussing the components and
symbolism, for use in the class liturgy.

Through artefacts, stories and music, pupils learn about important
religious celebrations
Knowledge and understanding of the world
 Pupils ask and answer questions about religion as it occurs naturally
within their everyday experience
Relate: Using a Lenten Tree, discuss ways in which we can grow more caring
and helpful during Lent. Add leaves and flowers to the tree to record our efforts.
*To illustrate “Jesus dies on the cross”, set up a draped cross with flowers
around. Light a candle beside it when praying / talking about.
Relate: Encourage children to ask questions about Hot Cross Buns (while
learning the song), Easter eggs, etc

Pupils are able to identify a special place for prayer in the classroom
Relate: During Lent ask the children to recall why we use the different prayer foci
of the Lenten Tree, draped cross and Easter Garden.
*Encourage children to

Pupils visit the local church
Relate: If possible visit the church during Lent to look at the crucifix, Stations of
the Cross, etc. which are connected with the events of Holy Week

Pupils handle religious artefacts with curiosity and respect
Rejoice: Encourage the children to make suggestions about, and handle
reverently, the artefacts(such as the Easter garden, candle, Bible, etc) to be
used in the class liturgy.

Having visited a place for prayer, or the parish church, pupils learn new
words associated with the place, showing respect
Relate: Use photographs to encourage the children to remember what they saw
/ did in church. Add captions using the children’s descriptions.
Creative development
 Using religious artefacts as a stimulus, pupils think about, and express,
meanings associated with the artefact

Pupils share their own experiences and feelings, and those of others,
and are supported in reflecting on them
Relate: If a visit to the church was possible during Lent, ask the children to
remember the names of the relevant artefacts, etc. which they were shown.
Photographs could be used to help the children recall what they saw.
Reflect: Using photographs and artefacts recall (or share family memories) of
different stages of their growth.
*Each child could have a “Growing” book in which to record in drawing/ writing/
photographs/ parental contributions some facts about their own growth and that
of other living things.
Assessment for Learning (AfL) Key Question:
Topic:
Growing
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Level:
Suggested Assessment Opportunities
One
Year Group:_ One
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:
AT2 (i):_ Engagement with their own and others’ beliefs and values – Talk about their own experiences and feelings
 Talk/draw/write about children’s own experiences of growing. Discuss how they feel when they visit the hairdressers, shoe shop, etc
 Visit Nursery/Reception class and compare what they did then with what they can do now. Discuss differences.
 Create display “How we’ve grown; how we’ve changed” (See HIA p83)
 Discuss their feelings on hearing about the events of Good Friday
AT1(i): Beliefs, teachings and sources – Recognise some religious stories
 Show through discussion/drawing/drama that the scripture in “Lent: a time for growing” is a special story about the life of Jesus
 Respond to the key Questions about the events of Good Friday
 Sequence the story of Good Friday in words/pictures
AT1 (ii): Celebration and ritual – Recognise some religious signs and symbols and use some religious words and phrases
 Recognise (when talking about Ash Wednesday/Lenten cross/ Good Friday) that the cross / crucifix is a symbol of Jesus death and resurrection
 Discuss why a Lenten tree is an appropriate symbol for Lent (a time of spiritual growth)
 Talk about why Christians make the Sign of the Cross and the words we say in prayer as we make the symbol
 Participate in the Lenten prayers
AT1(iii): Social and moral practices and way of life – Recognise that people, because of their religion, act in a particular way
 Make suggestions about how we can grow “in heart and mind” during Lent
 Make a weekly “Promise Card” to show how they can grow more like Jesus during Lent.
 As we add fulfilled promises to the Lenten tree, recall why we are doing these things
AT2(ii); Engagement with questions of meaning and purpose – Say what they wonder about
 Encourage responses to the Key Questions about Jesus reactions to those who put him to death and who died beside him
 Discuss what the story of Good Friday tells us about Jesus

Assessment for Learning (AfL) -
Key Question:
Topic: Growing
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Level: Two
Suggested Assessment Opportunities
Year Group:_Two
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:
AT2(i): Engagement with own and others beliefs and values – Ask and respond to questions about their own & others’ experiences & feelings
 Discuss/write about how Jesus must have felt at his trial and crucifixion.
 Discuss /write about how Jesus family and friends would have felt. “Hot –seat” some of the characters.
 Children share their own feelings about these events.
 Class / group: Using a painting of the Crucifixion as a focus, add speech/thought/feelings captions
AT2(ii): Engagement with questions of meaning and purpose – Ask questions about what they wonder about and realise that some of these questions are difficult to
answer
 Plant and look after bulbs, speculating about growth patterns, development, size. Record what happens and check against forecasts.
 Encourage children to think and ask questions about why Jesus chose to endure his punishments.
 Key questions on “New Life”
AT1(i): Beliefs, teachings and sources –Retell some special stories about religious events and people
 Create a storyboard or zig-zag book with captions describing the events of the Passion. Include the section “New Life”. (In stages – as the Gospel excerpts
are read)
 Show excerpts from “Miracle Maker” or “Jesus of Nazareth” then have children work in groups to dramatise some of the events
 Retell the events of the crucifixion in their own words
AT1(ii): Celebration and ritual - Use religious words and phrases to describe some religious actions and symbols
 Children talk about / describe the difference between a cross and a crucifix
 Discuss the symbols used by the Romans in Mark 15: 16-21
 While preparing the liturgy discuss with the children which appropriate symbols and prayers should be used.
AT1(iii): Social and moral practices and way of life – Describe some ways in which religion is lived out by believers
 Dramatise some everyday situations where children might grow to be more like Jesus, e.g. role –play the initial situation then show how it would change
(You could use the “WWJD?” –“What would Jesus do?” scenario).
 Group/pairs: Write a simple play-script/cartoon strip illustrating one of these situations.
Assessment for Learning (AfL) Key Question:
Topic: Growing
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Level: Three
Suggested Assessment Opportunities
Year Groups:_ Three/Four
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:
AT1(i): Beliefs, teachings and sources – Make links between religious stories and beliefs
 Having read Luke 6: 27-28; 32-38, or “Jesus says”, highlight the words which indicate “Living in God’s way”
 Pairs: Discuss, take notes then respond to the Key Questions on the above passages.
 With reference to Mark16: 2-8, explain why people believe in the Resurrection of Jesus
 “Hot-seat” one/some of the witnesses at the tomb about their experiences
AT1 (ii): Celebration and ritual – Use a developing religious vocabulary to give reasons for religious actions and symbols
 Explain the purpose of the liturgy “The Way of the Cross”
 Discuss / write about why we say the five Sorrowful Mysteries of the Rosary.
 Write a short commentary which could be said before each of these mysteries.
AT1(iii): Social and moral practices and way of life – Give reasons for certain actions by believers
 Explain why Christians keep Lent as a special season in the Church’s liturgical year.
 After reading ”Jesus says” or Luke 6: 27-28; 32-38, mark favourite words and phrases. Explain the choices made.
 Discuss/write about which of these things they would find hard to do. Choose one of these and try to carry it out during Lent.
 Explain why you think observing Lent is a good idea for you.
AT2 (i):_ Engagement with their own and others’ beliefs and values – Make links to show how feelings and beliefs affect their behaviour and that of others
 Draw up an action plan to help live in God’s Way.
 Discuss explain why Jesus’s friends were prepared to believe in his Resurrection
AT2(ii); Engagement with questions of meaning and purpose – Compare their own and other people’s ideas about questions that are difficult to answer
 Discuss /devise questions for a partner about their thoughts on the Resurrection
 Groups: Concept map (or other). Identify facts in favour or against the belief in the resurrection of Jesus
Assessment for Learning (AfL) Key Question:
Topic: Growing
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Level: Four
Suggested Assessment Opportunities
Year Group:_Five / Six
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:
AT2(i): Engagement with own and others beliefs and values – Show how own and others’ decisions are informed by beliefs and values
 Draw up a self-development plan, adding suggestions from the Ash Wednesday prayers to augment the original content
 Pairs: Pick out the words in the Ash Wednesday prayers that name what people do during Lent that helps them to grow in holiness and write a sentence to
explain what each means.
AT1(i): Beliefs, teachings and sources – Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences; making links between them
 Identify from the texts, some of the events in the Passion of Jesus which are commemorated in the Way of the Cross.
 Groups: Using the internet, download paintings which illustrate these events. Discuss what is happening and how those taking part must have felt.
 In character as an observer of the events of the Passion, write about the feelings they experience and the reasons for doing so.
 Use the four Gospels to find Scripture readings which match the five sorrowful mysteries of the Rosary (p105). Discuss / explain why we choose to recall
these particular events in the life of Jesus and why we refer to them as “mysteries”.
AT1(ii): Celebration and ritual - Use religious terms to show an understanding of different liturgies
 Using the prayers on p104 and other sources, describe and explain the parts of the Ash Wednesday liturgy that relate to the blessing and distribution of the
Ashes
 Groups: Compose a prayer to accompany each of the events mentioned in the texts for the Way of the Cross
AT1(iii): Social and moral practices and way of life – Show understanding of how religious belief shapes life
 Explain how their self-development plan can encourage spiritual growth and how this could work to the benefit of others.
 Groups: Dramatise some scenarios as evidence to support this “improvement for all”, e.g. in a “chat show” format where different participants are
interviewed; or where a television interviewer /journalist questions people about Lent. (Could be videoed).
AT2(ii): Engagement with questions of meaning and purpose – Engage with and respond to questions of life in the light of religious teaching
 Groups: After reading Mark 16:1-8 (or simpler version) discuss the events of Easter Sunday. Encourage children to discuss the arguments for and against
the resurrection of Jesus.