Level Examples

The link on this page will take you to examples of activities and pupils’ work which is intended to show what attainment looks like in relation to the pre-2015 level statements.

 

spirit level

 

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 (learning about and learning from religion and belief) are exemplified here.

 

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

 

  • the pre-2015 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;
  • 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.

 

 

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