Task Setting

In order to ensure that pupils are being challenged and are making progress it is, of course, essential to construct good tasks for them to do. The ‘Assessing pupils’ work’ page give a general guide to assessment principles, and there are examples of pupils’ work intended to show what attainment at each of the new levels in the non-statutory national framework for RE looks like.


In constructing good tasks it is helpful to use the new level descriptions in the non-statutory national framework for RE. Remember, however, that if your agreed or trust deed syllabus has its own attainment targets and level statements, these should take priority. Nevertheless, we have included some examples – see the links above – which make use of the framework levels here to demonstrate some principles of good task-setting.


The full version of the level statements is on pages 36 and 37 of the Non Statutory National Framework


See the Level Statements for England


See information about ‘pupil-speak’ ‘can-do’ level statements


It is important to use information already gathered about pupils’ capabilities in RE to set a differentiated range of tasks, which will challenge and extend their thinking. In the examples linked to this page you will find a range of tasks linked to level descriptions. Pupils might tackle these tasks consecutively or jump straight to the tasks which will move them on from where they are.


How to set good tasks


Here is a method you might use to design activities for assessment:

  • select a unit of work from your syllabus;
  • select a suitable point in your scheme of work on which to focus the assessment activities;
  • spend some quality thinking time (preferably with colleagues) to develop a Key Question;
  • make a record of the context of the unit in the whole programme of study, indicating the relevant learning that has already taken place;
  • decide the area of focus for the assessment from the A – F ‘Areas of Enquiry’ for the Unit. Focus on ONE from Areas A-C and ONE from Areas D-F;
  • use the ‘pupil-speak’ ‘can-do’ statements to fill in the range of level descriptors. You could focus on one statement for each attainment target for the ‘majority class expectation’, and add one either side for those ‘working towards’ the expectation and those ‘working beyond’;
  • design activities to fit the descriptors, bearing in mind your Key Question, particularly for the more able pupils.