Task Setting for Better RE
Key Stage 2
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: Expressions of Belief
KEY QUESTION: What can we learn from the Easter Story?
CONTEXT OF THE SET TASKS: Pupils have learnt about the meanings of signs and symbols - both religious and non-religious in relation to the Easter Story.
They have also participated in various role plays and hot seating activities involving a few of the main characters who feature in the Easter Story.
Pupils choose one of the main characters from Holy Week, e.g., Jesus, Peter or Mary, and draw a scene from Holy Week with their main character as the focus.
Pupils working at:
Framework Level 2 in
Attainment target 2:
- ask and respond sensitively to, questions about their own and others' experiences and feelings.
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ACTIVITY:
Pupils ask questions about their chosen character from the Easter Story, for example, by considering what was happening to them at that time, what had previously taken place and what was about to happen to them.
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Pupils working at:
Framework Level 3 in
Attainment target 2:
- identify what influences them, making links between aspects of their own and others' experiences.
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ACTIVITY:
Pupils divide the surrounding area around their picture into two halves and record key words that could describe how the character in the Easter Story was feeling and their own feelings if they were to be placed in exactly the same situation; they then give possible reasons for those particular feelings. |
Pupils working at:
Framework Level 4 in
Attainment target 2:
- raise and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments.
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ACTIVITY:
Through 'Hot Seating' activities, pupils consider three different questions that they would like to ask of a character in the Easter Story; they then suggest answers a Christian might give to some of these questions. |
Points to note:
For a focus on the Christian belief in the Resurrection, see, e.g., material on the RE:Quest website at http://www.request.org.uk/main/festivals/easter/Easter01.htm
A useful pack of materials for exploring Easter at different levels is published by the Diocese of Bath & Wells, 2002, Easter: a whole-school scheme of work, Wells: The Old Deanery RE Resources Centre. Price £10. Tel. 01749 670777.
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