RE Assessment for Learning - Links to the EARLY LEARNING GOALS
TOPIC: Holidays / Holydays
Many illustrations from “God’s Story” 1 and “Church’s Story” 1 CD-ROMs can be used to help resource this topic
Personal, social and emotional development
Reflect: Use story “Sally’s day out” (and / or others on the theme
 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
of holidays) to discuss/draw how they like to spend a day out.
ways
”Snapshot” how they would demonstrate their feelings of surprise,
happiness, etc. Use “small people” to re-enact the events.
Relate: Using “Pentecost: a very happy day” and the “Feelings Chart”
identify how the apostles felt before and after the events of
Pentecost.
Recognise: Use “Sally’s day out” (or other story) as focus for
 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
describing how they would behave in similar circumstances.
Relate: Using “The promise of the Holy Spirit” and reversible
“Happy and Sad” masks, discuss how Jesus friends felt at different
times after the Resurrection and before Pentecost. Children can
describe(in character) who they are and why they feel the way they
do.
Recognise: Role-play some short scenes from “Sally’s day out” which
 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
illustrate people showing love and concern for each other. Talk
about how people would behave if they were not doing this. Roleplay some examples.
Reflect: Discuss teamwork required to make the holiday event work

Pupils think about issues of right and wrong and how humans help one
another
well for everyone. Identify how people might behave badly during
the preparations /event / aftermath, etc.
Communication, language and literacy
Reflect: Provide experience of a “holiday” by involving children in
 Pupils have opportunities to respond creatively, imaginatively and
meaningfully to memorable experiences
planning a class picnic / outing as a celebration of Pentecost – a very
happy day. Discuss preparations songs and activities. Pictures from
“Church’s Story”1 (p46-47 could be used to illustrate an example of
a celebration picnic. Provide play opportunities for children
preparing holiday celebrations.
Relate: Children recall how / why we celebrated Easter. Use
 Using a religious celebration as a stimulus, pupils talk about special events
associated with the celebration
illustration from “Church’s Story” 1 (p44-45) as reminder.

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
 Pupils are able to identify a special place for prayer in the classroom

Pupils visit the local church

Pupils handle religious artefacts with curiosity and respect
Having visited a place for prayer, or the parish church, pupils learn new
words associated with the place, showing respect
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: Use crucifix / Easter garden / songs / egg (as symbol of
new life) to remind children of events / celebration of Easter. Use
illustrations from “Church’s Story”1 to illustrate that Spring is a
time to celebrate new life and that people of all faiths and
nationalities celebrate the coming of Spring. Take “Nature Walk” to
find evidence / examples of “new life”.
Celebrate in drawings / drama / song / poetry.
Provide opportunities to make links between the celebration of
Easter / eggs / new life. Prayers of thanksgiving / happiness, etc
Relate: Change focus of “prayer corner” for Pentecost by replacing
artefacts, etc. Note children’s suggestions for appropriate
artefacts, pictures, etc.
If possible, children could visit the church to see the Paschal candle
/ colours of vestments, etc used during the Easter season (between
Easter and Pentecost.)
Give children the opportunity to handle the crucifix, bible, candle,
etc while preparing the new prayer focus area, recalling the events
of Easter or Pentecost or on the visit to church.
Introduce new words associated with Pentecost celebrations
Talk about why certain artefacts would / wouldn’t be appropriate to
use in the prayer focus area.
Create a Pentecost mural showing the events of Pentecost and how
they changed the lives of everyone involved. Illustrations from
“God’s Story” 2 (p84-85) could be used as a stimulus.
Assessment for Learning (AfL) Key Question:
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Topic: Holidays / Holydays
Suggested Assessment Opportunities
Level: One
Year Group: One
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:-
AT1(i) – Beliefs, teachings and sources: Recognise some religious stories
 Recall why Easter is a happy time.
 After hearing “Jesus makes a promise”: LA: Discuss, then draw expressions on the faces of Jesus’ friends to show how they felt, when they heard
that Jesus was leaving them and when he promised that a friend, the Holy Spirit would come.
A: Write “thought bubbles” to illustrate the feelings of Jesus’ friends. AA: As before, but with a speech bubble for Jesus.
 Recall / record the story of Pentecost in picture strip format.
 Paint / draw a picture of Pentecost or make a Pentecost mural to illustrate the events
 Drama: Small groups of 5/6 act out the events of Pentecost or let children use puppets to re-enact some of the scenes
AT1(ii) – Celebration and ritual: Recognise some religious signs and symbols and use some religious words and phrases.
 Make a list of holy days - why these days are special.
 Provide options: e.g. Good Friday, Easter Sunday, Ash Wednesday, Christmas, Pentecost, Sports Day, birthday, Christmas, going on holiday. Include
the feast days of other religions, e.g. Diwali. Pick out the holy days. A and AA: Explain how we celebrate (some of) them. LA: Sort the days into holy
days and other holidays.
AT2(i) – Engagement with their own and others’ beliefs and values: Talk about their own and others’ experiences and feelings.
 Talk about / paint / label pictures of holidays.
 Write a list / stick on captions of what is needed on holidays (as in “Barnaby Bear” worksheets).
 List places to go and visit on holiday. (Could be linked with Geography)
 Ask someone who has visited / is from another country, 3 questions to help find out more about that country.
 Write / draw 3 (or more) things about what makes a holiday enjoyable – incorporate ICT
AT2(ii) – Engagement with questions of meaning and purpose: Say what they wonder about
 E.g. Wonder about how Jesus’ friends felt when they knew that he was leaving them or that the Holy Spirit had come to them
Assessment for Learning (AfL) Key Question:
Topic: Holidays / Holydays
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Level: Two
Year Group: Two
Suggested Assessment Opportunities
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:AT2(i) – Engagement with their own and others beliefs and values: Ask and respond to questions about their own and others’ experiences and feelings
 Design questionnaire to find out about children’s / adults favourite holidays then use to investigate people’s favourite aspects of holidays. Collate
information to give an overview.
 Project / use illustration from “Church’s Story”1 (p8-9; 32-33; 44-45; 46-47) to discuss feelings / atmosphere of holiday celebration.
 Help to plan and co-ordinate different aspects of a class outing, e.g. to celebrate Pentecost – the birthday of the Church. (For the benefit of those
who have little experience of holidays).
AT1(i) – Beliefs, teachings and sources: Retell some special stories about religious events and people
 Recount “The promise of the Spirit” / “Pentecost” in the persona of an apostle / observer explaining how they felt and what they were asked to do.
 Role-play the events, take photographs then ask children to add speech / thought bubbles to indicate what the apostles might be saying or thinking.
 Project illustration from “God’s Story”1 (p36-37) or “God’s Story”2 (p84-85) and ask children to “speak in the voice” of one of those in the picture
saying how they felt
 Individually, or in groups, retell the events of Pentecost in a cartoon strip or zig-zag book format.
 Using a narrator, retell the story through dance/ music / drama
AT2(ii) – Engagement with questions of meaning and purpose: Ask questions about what they and others wonder about and realise that some of these
questions are difficult to answer.
 Link this to interpreting the thoughts of the apostles (as in AT1(i))
 How do we know, or can prove, that the Holy Spirit came to the apostles?
Assessment for Learning (AfL) Key Question:
Topic: Holidays / Holydays
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Level: Three
Year Group: Three/Four
Suggested Assessment Opportunities
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:AT1(ii) – Celebration and ritual: Use a developing religious vocabulary to give reasons for religious actions and symbols
 Explain why we celebrate Pentecost as one of the great feast days of the Church. LA: Explain why we celebrate our own birthday, and why
Pentecost is regarded as the birthday of the Church.
 Describe and explain some of the symbols of the Holy Spirit in the passage. AA:- As previously, but find other examples of symbols of the Holy
Spirit (e.g. dove) and if possible mention when it appeared in scripture.
 Make a “Happy Birthday” card , using symbols of the holy Spirit and appropriate text from scripture.
 Design a Pentecost banner (IT) for using in a church celebration of Pentecost. Use appropriate symbols/scripture (phrases)
AT1(i) – Beliefs, teachings and sources: Make links between religious stories and beliefs.
 “Before and after”- Show how the apostles lives changed at Pentecost. Demonstrate through re-enactment, “freeze frame”/ storyboard/ dance /
drama / music / art (abstract), etc.
 Explain how welcoming the Holy Spirit in our own lives could change us (see litany p423).
 Using Copymaster B, explain why Mary is revered as someone special by the Church. AA:- explain also why she is a good example for us to follow.
AT1(iii) – Social and moral practices and way of life: Give reasons for certain actions by believers.
 Explain how the behaviour of Jesus’ friends (Copymaster A –Acts 2) made them stand out as being different. Write or dramatise as news report /
playscript of gossip between observers / interview with some of Jesus’ followers.

Explain how the behaviour of the early followers of Jesus sets a good example for us.
AT2(i) – Engagement with own and others beliefs and values: Make links to show how feelings and beliefs affect their behaviour and that of others
 Give examples of how belief in the power of the Holy Spirit can help us in our daily lives.
AT2(ii) - Engagement with questions of meaning and purpose: Compare their own and other people’s ideas about questions that are difficult to answer
 What might have happened to the followers of Jesus if they had not experienced / recognised the coming of the Holy Spirit. How would this have
affected the foundation of the Church.
Assessment for Learning (AfL) Key Question:
Topic: Holidays / Holydays
Planning Assessment Opportunities
What must I do in this topic to enable pupils to achieve this level, and demonstrate understanding?
Level: Four
Year Group: Five/Six
Suggested Assessment Opportunities
AT1: Knowledge and Understanding of:- AT2: Reflection on Meaning of:AT1(ii) –Celebration and ritual: Use religious terms to show an understanding of different liturgies
 Groups / pairs: Using the internet, research “Whit Sunday Walks”. Present information to class explaining reasons for walks.
 In groups, discuss / present information in a “concept map” format about why “Whit Walks” have become less common.
 Compare “Whit Walks” with other forms of liturgy which they have experienced.
 Plan a “Whit Walk” for school - Use IT / art to design banners to be carried in the procession
AT1(iii) – Social and moral practices and way of life: Show understanding of how religious belief shapes life
 Through writing of letter to a friend or member of the family/ “hot-seating”, children share their experience as an early Christian, discussing how
they have changed their lives and why
 Create a news report recounting the actions of the early Christians. Include an interview with an early Christian, discussing how they have changed
their lives and why (NB – Gifts of the Holy Spirit). – Could be dramatised / recorded.
 Draw up a “to do” list, showing examples from their own lives, of how to make every day a holy day
AT1(i) – Beliefs, teachings and sources: Describe and show understanding of religious sources, beliefs, ideas, feelings and experiences, making links between
them
 LA: Find out who the Ephesians were and why St. Paul was writing to them.
 A: Imagine that they are St. Paul and explain why you are writing the text of Ephesians 4.
 AA: Imagine that they are St. Paul, but writing today. What message would he write that would be relevant to our lives at the present time.
AT2(i) – Engagement with own and others’ beliefs and values: Show how own and others’ decisions are informed by beliefs and values.
 Using readings from Copymaster B, groups present contrasting examples of those following / ignoring the directions given for living as a believer in
God’s teachings. Scenarios can shown through role-play.
AT2(ii) – Engagement with questions of meaning and purpose: Engage with and respond to questions of life in the light of religious teaching
 Identify example (current and historical) when members of religious groups have not adhered to the teachings about living as Christians. (If
necessary teacher can provide background information).