Assessment:
which way now?
"Would you tell me,
please, which way I
ought to go from
here?"
"That depends a
good deal on where
you want to get to,"
said the Cat.
This training offers:
• opportunities to network with other colleagues in Church
schools
• to share good practice
• updates on local and national developments in R.E.
• awareness of useful resources in R.E.
• knowledge, understanding and skills related to Teachers’
Standards 2, 3 and 4
In addition, we will be exploring the challenges of assessment in a
post-levels educational landscape – and considering what is ‘out
there’ (research) and ‘in here’ (Guidelines / syllabus) to help us!
Assessment: Which way now? – Spring 2017
1
News, views and resources:
• Spirited Arts competition: https://www.natre.org.uk/aboutnatre/projects/spirited-arts/spirited-arts-2017/
• Commission on Religious Education: call for evidence
https://www.surveymonkey.co.uk/r/CoRECallforEvidence
Respond using link by Feb 13th
• Wintershall Estate ‘Stations of the cross’ visit, twilight on
Tuesday March 21st
• Agreed Syllabus updates for VC schools
What’s ‘out there’ to help us?
• National Curriculum Framework for RE (NCFRE), 2013
http://resubjectreview.recouncil.org.uk/media/file/RE_Review_Summar
y.pdf
• end of phase statements (EYFS / KS1 / KS2 / KS3)
• NCFRE Expert Advisory Group
• Building on this, research by Culham St. Gabriel’s
(www.reonline.org.uk/news/new-guidance-assessment-in-re/) This
includes:
• being clear about what we are doing: assessment of knowledge
or skills – can we do both?
• age-related expectations: 7, 9 & 11 (and 14, 16)
• these require contextualising….
• A similar conclusion: Alan Brine’s blog (HMI / ex-Ofsted lead for RE)
(www.reonline.org.uk/news/assessment-where-are-we-now-anagenda-for-improvement-alan-brine/)
• Post-levels research projects (e.g. LTLRE, Barbara Wintersgill)
• ‘mastery’ as the standard that most pupils can reach
• revised Blooms Taxonomy: skills related not to age, but
demonstrating depth of understanding
(http://ltlre.org/projects/assessment-without-levels-in-re/)
• Salisbury Diocese also have some materials responding to the changing
landscape of assessement in RE: similar approach to ‘Understanding
Christianity’ in terms of concepts, and useful examples to look at
http://www.salisbury.anglican.org/resources-library/schools1/resupport/assessment
• www.reonline.org.uk Great for background knowledge, with lots of links
to classroom resources via a search tool. Use the ‘Assessing’ tab to find
out what you want to know.
Assessment: Which way now? – Spring 2017
2
Assessment in RE – part 2, The Framework: FINAL – Dave Francis (Culham St. Gabriel’s)
Assessment: Which way now? – Spring 2017
3
Newham Agreed Syllabus….2016
Assessment: Which way now? – Spring 2017
4






















explain connections between questions, beliefs, values and
practices in different belief systems
explain how and why differences in belief are expressed
recognise and explain diversity within religious expression, using
appropriate concepts
recognise and explain the impact of beliefs and ultimate
questions on individuals and communities
gather, select, and organise ideas about religion and belief
describe similarities and differences within and between religions
and beliefs
comment on connections between questions, beliefs, values and
practices
suggest meanings for a range of forms of religious expression,
using appropriate vocabulary
describe the impact of beliefs and practices on individuals,
groups and communities
investigate and connect features of religions and beliefs
make links between beliefs, stories and practices
identify similarities and differences between religions and beliefs
describe and suggest meanings for symbols and other forms of
religious expression
identify the impact of beliefs and practices on people’s lives
identify similarities in features of religions and beliefs
retell religious, spiritual and moral stories
identify possible meanings for stories, symbols and other forms of
religious expression
identify how religion and belief is expressed in different ways
recognise and name features of religions and beliefs
recall features of religious, spiritual and moral stories and other
forms of religious expression
recognise symbols and other forms of religious expression

level
5




level
4



level
3


2
level
LEARNING ABOUT RELIGION:
‘know about and understand religions & beliefs....’
1
describe how sources of inspiration and influence make a difference to
themselves and others
apply ideas and reflections to issues raised by religion and belief in the
context of their own and others’ lives
suggest what might happen as a result of their own and others’ attitudes
and actions
suggest answers to some questions raised by the study of religions and
beliefs


identify what influences and inspires them, and why
compare their own ideas and feelings about what pupils think is
important
make links between what they and other people think is important in life,
giving reasons for beliefs, attitudes and actions
ask significant questions about religions and beliefs
respond sensitively and imaginatively to questions about their own and
others' ideas, experiences and feelings
ask questions about their own and others’ ideas, feelings and
experiences
give a reason why something may be valued by themselves and others
recognise that some questions about life are difficult to answer



express their own experiences and feelings
identify what is important to themselves and may be important to others
identify what they find interesting and puzzling in life



level
express clear views about how sources of inspiration and influence
make a difference to their own and others' beliefs
recognise and explain how issues related to religion and belief are
relevant in their own lives
contribute to discussions and develop arguments about religious
viewpoints and beliefs, and the challenges of commitment
suggest lines of enquiry to address questions raised by the study of
religions and beliefs
suggest answers to questions raised by the study of religions and
beliefs, using relevant sources and evidence

LEARNING FROM RELIGION:
‘expressing and communicating ideas & insights...’
GUILDFORD DIOCESE STATEMENTS OF PROGRESS & ATTAINMENT IN RELIGIOUS EDUCATION
Assessment: Which way now? – Spring 2017
5
Learning from religion: ‘expressing ideas and insights....’
influences and beliefs
from level
4 to 5
from level
3 to 4
from level
2 to 3
from level
1 to 2
to level
1
asking questions
thinking about answers
impact of values
explain how issues are relevant in your
life and what difference they make to you
and others
suggest ways you might go about
addressing questions or issues raised
suggest answers to questions about life,
beliefs, values and commitments,
using relevant sources & evidence
develop ‘arguments’ about religious
viewpoints and beliefs, and the
challenges of commitment
describe what inspires and affects
you and other people
apply ideas raised by religion and
belief in your own and others’ lives
suggest answers to questions about
life, beliefs, values and commitments
suggest what might happen as a result
of your or others’ attitudes or actions
say what has an effect on your life,
comparing your own with other
people’s experiences
ask important questions about religion
and belief
give a reason why something may be
important to you and others
ask questions about your own and other
people’s experiences and feelings.
identify what is important to you and
others
talk about what you find interesting or
puzzling
compare your own and other people’s
answers to important questions about
religion and beliefs
be thoughtful and caring when talking
about other people’s ideas and feelings
realise that some questions make us
wonder and are difficult to answer
describe why you and others think
something is right or wrong
say what you and others think is right or
wrong
talk about your own experiences and
feelings
talk about important values e.g. love,
friendship etc.
…you should try to…
To get...
Learning about religion: ‘know about and understand religious…..’
language
from level
4 to 5
from level
3 to 4
from level
2 to 3
from level
1 to 2
to level
1
use a range of religious words to
explain things which are
sacred to religious people
use appropriate religious words
to show understanding of things
which are sacred to religious
people
use some religious words to
describe the important parts of
religions
use some religious words to say
what is important for religious
people
use some religious words to
recognise and name some
important things for religious
people
diversity
sources
expression
explain how and why differences
in belief are expressed, both
within and between religions
explain how different people can
use holy books and religious
teachings to find answers to
life’s questions
describe similarities and
differences within a religion as
well as between religions
show connections between
stories or holy books and how
religious people live their lives
identify some things that are the
same and some things that are
different between religions
make links between religious
stories and what someone
believes
describe ways in which people
worship and explain how this
can be different within and
between religions
suggest reasons why people
worship and describe what a
range of religious symbols and
actions mean
describe how some people
worship, e.g. through words and
songs, art, objects etc.
identify some things that are the
same in different religions
retell religious stories
say what religious symbols and
actions might mean
say how different people show
their religion
recall features of different
religions
recall events / people in religious
stories
recognise some religious
symbols or actions
recognise different ways people
show their religion
To get...
impact
clearly explain the difference
religion makes in people’s lives
and the wider community
describe how religion affects the
lives of individuals, groups and
communities
identify how religion affects
people’s lives
…you should try to…
GUILDFORD DIOCESE LADDER OF PROGRESSION IN RELIGIOUS EDUCATION IN PUPIL-SPEAK LANGUAGE
Assessment: Which way now? – Spring 2017
6
Assessment Tracker for use with the Guildford Diocesan RE Guidelines
If you wish to record pupils’ termly RE assessments onto one form, this is one way that it
could be done:
1. Use the RE units in the order in which you teach them during the academic year.
2. Take the statement from the “Most pupils will be able to:” box. Where there are two or
more statements, select the one that you think most suitable for your pupils.
3. Cut and paste them into the “Learning about” statement and “Learning from” boxes
in the model grid e.g.
make links between what they
suggest Jesus might think about
Christmas and overcommercialisation (L3)

Unit: What might Jesus
think about Christmas?
Learning
Learning
about
from:
decide which parts of the
celebration of Christmas maintain
the true meaning of Christmas for
a Christian and why (L3)
describe how a story from the Bible
illustrates God rescuing people (L3)

reflect on and creatively respond to
a Bible account, explaining their
thinking (L3)
create an image / playlist / poem
that represents aspect(s) of God’s
character and explain the symbols /
imagery that they have used (L3)
Pupil names

Use ‘best fit’ to
establish whether
pupils are working at,
above or below
expected attainment.
investigate sources (e.g. artefacts /
art / stories / text) and link what
they find with Christian beliefs
about God (L3)
Code:
red = emerging
yellow = expected
green= exceeding
Term: Autumn
Unit: How does the Bible
reveal God’s plan?
Learning
Learning
about
from

Unit: What do Christians
believe God is like?
Learning
Learning
about
from

Assessment tracker for year: 3
4. For OSUs (Optional Study Units), two assessment grids have been provided: you will
need to use the correct grid for the age of the pupils.
5. Add the pupils’ names down the side of the tracker. If you are going to assess 10
pupils at the end of each unit it will be easiest to keep these pupils’ names together.
6. Complete using the evidence on your grids following the colour code shown (see example)
7. The assessment using the grids will contribute towards a best-fit judgement at the end
of phase: the summary on this tracker may be helpful in this process.
However, this tracker has limitations:
1. The Diocesan units of work (with the exception of Christmas and Easter) are for phases
rather than single year groups. It has been done this way to allow for mixed age
classes. This means that the expectations for pupils are more likely to vary as they will
be dependent on when the unit is taught e.g. a child doing a unit at the start of the
Autumn term in year 1 is likely to achieve the lower statement while a child doing the
same unit at end of the Summer term in year 2 is more likely to achieve the higher level
statement.
2. The Christmas and Easter units have been written for separate year groups. This should
mean that the statements are a better match to pupils’ attainment. This may also
mean that pupils appear to go backwards in the units taught immediately following
Christmas and Easter. The same may be true with the year 1 and 2 units about the
church and the Bible.
3. To avoid this, schools could do all their assessment using units for Christmas, Easter and
the final unit of the academic year but these are very busy periods for class teachers
and so it may be too much to ask to do it in this timescale.
January 2017
Assessment: Which way now? – Spring 2017
7
create an image / playlist / poem that
represents aspect(s) of God’s character
and explain the symbols / imagery that
they have used (L3)
describe how a story from the Bible
illustrates God rescuing people (L3)
reflect on and creatively respond to a
Bible account, explaining their thinking
(L3)
decide which parts of the celebration
of Christmas maintain the true
meaning of Christmas for a Christian
and why (L3)
make links between what they suggest
Jesus might think about Christmas and
over-commercialisation (L3)




Pupil names
Adam
Asha
Daniel
Freddie
George
Hannah
Holly
James
Jayden
Jonah
Joseph
Josh
Katie
Lauren
Laurence
Lily
Lois
Luke A.
Luke S.
Matthew
Max
Melody
Millie
Oliver
Peter
Rebecca
Rosie
Samuel
Tilly
Tom

Use ‘best fit’ to
establish whether
pupils are working
at, above or below
expected attainment.
investigate sources (e.g. artefacts / art
/ stories / text) and link what they find
with Christian beliefs about God (L3)
Code:
red = emerging
yellow = expected
green= exceeding

Assessment tracker for year: 3
Unit: What do Christians
believe God is like?
Learning
about
Learning
from
Assessment: Which way now? – Spring 2017
Term: Autumn
Unit: How does the
Bible reveal God’s plan?
Learning
about
Learning
from
Unit: What might Jesus
think about Christmas?
Learning
about
Learning
from:
8