Exemplification of Levels: Level 1 - REONLINE · EARLY LEARNING GOAL: Children have a developing awareness of their own needs, views and feelings, and are sensitive to the needs and

Level 1 Examples, Copyright RE:ONLINE 2013 1

Exemplification of Levels: Level 1 EXAMPLE 1 LEVELS EXEMPLIFIED: 1 UNIT OF WORK: Being human KEY QUESTION: What was Jesus thinking and feeling in the Garden of Gethsemane? CONTEXT OF THE SET TASKS: Pupils have heard the story of Jesus in the Garden of Gethsemane, incorporating a sense of loneliness and despair as well as the stillness and beauty of the olive grove. They have talked about being alone, facing problems/worries using a variety of verbs for feelings. They have talked about a special place they go to, to think and get things straight. FOCUS FOR LEARNING AND ASSESSMENT: These activities focus on the following areas of enquiry in the non-statutory national framework for RE (page 36): ATTAINMENT TARGET 1: beliefs, teachings and sources; ATTAINMENT TARGET 2: identity and belonging.

Pupils working at: Framework Level 1 in Attainment target 1: recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.

ACTIVITY: Pupils draw a picture of Jesus in the garden at nightfall and include features which reveal Jesus' feelings.

Points to note: Make use of literacy hour for story (Literacy objectives: Text -Story Words - verbs) and possibly art time for picture (Y3 Unit on portraits/people).


EXAMPLE 1: PUPILS’ RESPONSE LEVELS EXEMPLIFIED BELOW: 1 UNIT OF WORK: Being human ASSESSMENT AREA(S): AT 1: beliefs, teachings and sources. Pupils were assessed on their ability accurately to depict Jesus' emotions in the Garden of Gethsemane through inclusion of significant features of the story. Example of a pupil working at level 1:


COMMENTRY: This pupil's picture tells a large part of the story, and includes the idea of Jesus' loneliness, picturing him at prayer while his disciples are asleep and ignorant of his concerns. The lack of vocabulary stops this pupil from achieving Level 2.


EXAMPLE 2 LEVELS EXEMPLIFIED: 1 > 2 UNIT OF WORK: Festivals and Celebrations: Christmas KEY QUESTION: What do we know and like/dislike about a story? CONTEXT OF THE SET TASKS: Pupils have talked about celebrations in their own lives, e.g., birthdays, new babies, fireworks etc. and have talked about what they like/dislike about them. Pupils have talked about the Christmas story and why it is important and celebrated by most Christians. FOCUS FOR LEARNING AND ASSESSMENT: These activities focus on the following areas of enquiry in the non-statutory national framework for RE (page 36): Attainment Target 1: practices and ways of life; Attainment Target 2: meaning, purpose and truth. EARLY LEARNING GOAL: Children have a developing awareness of their own needs, views and feelings, and are sensitive to the needs and feelings of others.

Pupils working towards: Framework Level 1 in Attainment target 2: talk about what they find interesting or puzzling.

ACTIVITY: Pupils talk about an aspect of the Christmas story, e.g. name some of the people in it - Mary, Joseph, Jesus etc., or say how many kings were in the story etc.

Pupils working at: Framework Level 1 in Attainment target 2: talk about what they find interesting or puzzling.

ACTIVITY: Through class discussion, pupils show an understanding of what the Torah is and what it contains.

Pupils working towards: Framework Level 2 in Attainment target 2: recognise that some questions cause people to wonder and are difficult to answer.

ACTIVITY: In writing, pupils make some comparisons between the importance of the Bible to Christians and the Torah to Jews, including reference to some of the beliefs contained within.


Points to note: If the teacher chooses to do a whole class circle time a tape recorder could be used. When dealing with birthday celebrations and Christmas it is good to remember that not all families celebrate these occasions, e.g. Jehovah's Witnesses, and that therefore, teachers should explore alternative celebrations of family life as well as birthdays and Christmas.


EXAMPLE 2: PUPILS’ RESPONSE 1 LEVELS EXEMPLIFIED: 1 >2 UNIT OF WORK: Festivals and Celebrations: Christmas ASSESSMENT AREA(S): AT 2: meaning, purpose and truth. Pupils were assessed on their oral contributions to a discussion about what they like/dislike about the Christmas story: Examples of pupils working towards level E1:

• ‘Presents, chocolate etc….’ • ‘Christmas tree ….’

Examples of pupils working at level E1:

• ‘I like it when Mary has a baby and then 3 kings and 3 shepherds go to see the baby.’ • ‘I like the 3 kings going to see the baby Jesus and giving him presents.’ • ‘I like it when the angels tell the shepherds to go and see the new baby.’

Examples of pupils working towards level E2.

• ‘I don’t like it when Mary has had the baby and King Herod wants to kill the baby Jesus because it’s not very nice and Jesus was going to be king.’

• ‘I like it when Jesus was born with Mary, Joseph, the Donkey, the three kings and the three shepherds inside because they went to see the little king.’

• ‘I like the angel telling Mary she is going to have a baby because Jesus was born on Christmas day and made it special.’

COMMENTARY Pupils working at level 1 were able to respond accurately to some of the significant features of the Christmas story. Those working towards level 2 were able to identify parts of the story which related more specifically to Christian beliefs, such as the idea that Jesus was a ‘king’ or that Jesus’ specialness was marked by angelic appearances, but did not show that they recognised that 'some questions are difficult to answer'.






















EXAMPLE 3 LEVELS EXEMPLIFIED: 1 > 2 UNIT OF WORK: Festivals and Celebrations: Easter KEY QUESTION: What happened at Easter? CONTEXT OF THE SET TASKS: Pupils have previously looked at celebrations in their own lives and at religious celebrations. They know about the Christian celebration of Easter and have listened to the Easter story step by step. FOCUS FOR LEARNING AND ASSESSMENT: These activities focus on the following areas of enquiry in the non-statutory national framework for RE (page 36): ATTAINMENT TARGET 1: beliefs, teachings and sources; ATTAINMENT TARGET 2: meaning, purpose and truth. EARLY LEARNING GOAL: Through stories children learn about important religious celebrations.

Pupils working at: Framework Level 1 in Attainment target 1: recall religious stories and recognise symbols.

ACTIVITY: Pupils sequence pictures of the Easter story and an adult scribes their comments.

Pupils working towards: Framework Level 2 in Attainment target 1: retell religious stories and suggest meanings for religious actions and symbols.

ACTIVITY: Pupils put the Easter story in their own words and suggest what the Easter events meant for Jesus' followers. Pupil’s Response>>

Points to note: This activity was completed through the use of ready made pictures, that pupils were asked to put in order and then to say what was happening and why it might be important.


EXAMPLE 3: PUPIL’S RESPONSES LEVELS EXEMPLIFIED: 1 >2 UNIT OF WORK: Festivals and Celebrations: Easter ASSESSMENT AREA(S): AT 1: beliefs, teachings and sources. Pupils were assessed on their ability correctly to sequence the Easter story and to comment on its importance for Jesus' followers. Example of a pupil working towards level 2:


Exemplification of Levels: Level 1 - REONLINE · EARLY LEARNING GOAL: Children have a developing awareness of their own needs, views and feelings, and are sensitive to the needs and

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