Task Setting for Better RE
Key Stage 3
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: Life's Journeys
KEY QUESTION: Can religious art change people's lives?
CONTEXT OF THE SET TASKS: In work on the crucifixion in Christianity and the three marks of existence in Buddhism, pupils have considered such concepts as inspiration, love, sacrifice, anatta, anicca, dukkha, and examples of Christian and Buddhist symbolism.
Pupils working towards:
Framework Level 5 in
Attainment targets 1 & 2:
- explain how religious sources are used to provide answers to ultimate questions, recognising diversity in forms of religious, spiritual and moral expression, within and between religions (AT1). They ask, and suggest answers to, questions of meaning, purpose and truth, relating them to their own and others' lives (AT2).
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ACTIVITY:
Pupils suggest meanings contained in at least two Christian and Buddhist pictures*, taking into account the possible purposes of the different artists; they then write questions they would like to ask the artists; finally, they say which of the pictures means most to them and which might mean most to Christians and/or Buddhists today. |
Pupils working at:
Framework Level 6 in
Attainment targets 1 & 2:
- interpret the significance of different forms of religious, spiritual and moral expression (AT1). They use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues. They express insights into their own and others' views on questions of identity and belonging, meaning, purpose and truth (AT2).
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ACTIVITY:
Pupils produce a portfolio of Buddhist and Christian designs with explanations linking symbolism and belief; they then write down their own views on the most important beliefs being expressed in the designs, giving reasons and examples to support their views.
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Pupils working at :
Framework Level 7 in
Attainment targets 1 & 2:
- account for the influence of history and culture on aspects of religious life. use some of the principal methods by which religion and spirituality are studied, including the use of a variety of sources, evidence and forms of expression (AT1). They articulate personal and critical responses to questions of meaning, purpose and truth (AT2).
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ACTIVITY:
Pupils research and write comments on one of the pictures, showing how the historical and cultural context in which it was produced influenced aspects of the artistic expression. They then write an appreciation of their favourite piece from the portfolio and explain in detail the appeal it might have across different times and cultures.
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Points to note:
*For Tidjani Agona's carving , see Cooling, M., 1998, Jesus through Art, Stapleford: RMEP. ISBN 1 85175 119 X.
For Dali, see academic.brooklyn.cuny.edu/history/virtual/portrait/dali-christ.jpg
For Buddhism, try, e.g., the 'Eight Auspicious Symbols' found at buddhism.kalachakranet.org/generalsymbols.html#5
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