Exemplification of Levels

The links on this page will take you to examples of activities and pupils' work which is intended to show what attainment at each of the new levels in the non-statutory national framework for RE looks like.

It is important to note that the levels given here are judgements made by the teachers of the pupils whose work is shown, and are usually based on wider information that we may have available here. In other words, the work presented here is illustrative of the sort of response given by pupils working at that level. Teachers will want to gather information about pupils over a considerable period of time before making an overall assessment of the level at which they are working.

Not all the parts of all the levels for each of the two attainment targets are exemplified here, though examples will be added over time.

Select Level to see examples of tasks
designed to test pupils' level of attainment:-

Bear the following points in mind when making assessment of your own pupils' work in levels:

• the national framework levels may not be identical to the advice on assessment provided in your locally agreed syllabus or the recommended syllabus of the religious foundation in the case of voluntary aided schools. In such cases remember that the national framework is non-statutory and you should comply with the requirements of the legal syllabus for your school;
• some pieces of work may be difficult to fit into the level statements - this may be because the task needs to be more clearly focused, or because pupils' responses produce unexpected insights. Either way, don't be completely bound by the levels - try to give credit where it is due;
• read the level statements in the framework as a whole and get a sense of the 'three-ness' or 'five-ness' of the corresponding levels. This will help in making judgements about pupils' responses to the set tasks;
• some aspects of RE are not easy to assess. It would be difficult to make judgements about the 'level' of a particular pupil's 'spirituality', for example. Nevertheless, we can assess what is communicated - look for evidence in their oral and artistic as well as written responses for progress in pupils' knowledge, skills and understanding in RE;
• it is important to involve pupils in the assessment of their own learning. Share the learning objectives with them and demonstrate how they can succeed and make progress.

For guidance on setting good tasks for assessment purposes see the information on the task-setting pages >>

The full version of the level statements is on pages 36 and 37 of the non-statutory framework for RE, which can be downloaded from http://www.qca.org.uk/9817.html. The level statements are also available here >>.