Task Setting for Better RE
Key Stage 1
The examples contained in this section show how differentiated tasks may be used to promote pupils' learning in RE.
Pupils can work through the tasks in each unit progressively, or some groups of pupils might be set only those tasks which will challenge them at an appropriate level.
The 'level descriptors' used in these examples are taken from the non-statutory national framework for RE level statements, published by the DfES and QCA. In each case a part of the whole level statement has been chosen as a focus for pupils' learning. Over a whole key stage it would be expected that the complete statement will have been assessed.
The full version of the non-statutory level statements is available here >>
UNIT OF WORK: Special Books
KEY QUESTION: What makes the Torah special?
CONTEXT OF THE SET TASKS: Pupils have listened to stories from Christian and Jewish books. They have learnt how to use, and treat with respect, books of value to different religious groups. They have asked the local clergy questions about the Bible and its uses. Pupils have learnt about the Torah, the way it is looked after and its importance to the Jewish faith. They have discussed how both of these books are special.
Pupils working at:
Framework Level 1 in
Attainment target 1:
- can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.
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ACTIVITY:
Through class discussion, pupils show an understanding of what the Torah is and what it contains. |
Pupils working at:
Framework Level 2 in
Attainment target 1:
- identify some features of religion and its importance for some people. They suggest meanings for religious symbols.
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ACTIVITY:
Pupils look at a selection of religious and non-religious artefacts and identify which are special to Jews and why. |
Pupils working towards:
Framework Level 3 in
Attainment target 1:
- use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believer's lives.
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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:
For advice on the use of religious artefacts in the classroom see, e.g.,
Draycott, P., 1997, Religious Artefacts: why? what? how?, Christian Education Movement, ISBN 0 85100 094 1.
Gateshill, P., and Thompson, J., 1992, Religious Artefacts in the Classroom, Hodder & Stoughton, ISBN 0 340 57002 4.
Howard, C., 1995, Investigating Artefacts in Religious Education: a guide for primary teachers, RMEP, ISBN 1 85175 062 2.
Logan, J., 1997, Artefacts for an Occasion, BFSS National RE Centre, ISBN 1 872012 17 5.
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