Progression and Assessment

5.1 Progression

‘Challenging RE’ is designed to help teachers plan religious education that is appropriate to the needs and abilities of all pupils. It provides a structure and a language of progression to enable them to do this and to share it with their pupils. It will help with planning, assessment for learning and assessment of learning. Above all, regardless of the ability of the pupil, it enables teachers to construct meaningful learning experiences for, and develop higher order thinking skills in, their pupils. The structure that follows consists of separate sections to help teachers help their pupils make progress in their religious education, to see what they will have done in earlier stages of learning and what they will be expected to do in later stages.

Progression is reflected in different ways within the Agreed Syllabus:

1. The aims of the Agreed Syllabus help planning age-appropriate learning (puts key stage learning into context).
2. The development of learning in RE through the learning process for each key stage; (helps make expectations clear to pupils).
3. Non-statutory End of Key Stage Statements to help with reporting and clarifying expectations. These might help, for example, where a school uses such methods as ‘working towards, at and beyond’.

Progression is about planning learning experiences that will challenge pupils appropriately so that they gain in skills and attitudes as well as in knowledge and understanding. These structures, taken together, will help teachers to identify where pupils are and plan appropriate ways of moving them on in their learning. It is important that all aspects of progression are considered in medium term and lesson planning so that pupils gain maximum benefit.

5.2 Assessment

Assessment is a statutory requirement of the Agreed Syllabus. Schools are required to report pupil attainment and progress to parents annually in all subjects including RE, in line with DfE requirements. We encourage schools to use the progression statements and end of Key Stage statements to measure and report progress, but schools should adapt this to their whole-school assessment and reporting policy as far as is practicable. RE should be no different from any other subject in terms of assessment.

High-quality assessment in RE uses assessment sufficiently, but not excessively. Most assessment should be formative (assessment for learning) and there should be no more than 5 formal summative assessments (assessment of learning) across each of Key Stages 2 and 3, and fewer in Key Stage 1. Most assessment should be through tasks and quizzes planned into the learning itself rather than end of unit assessments/tests.

Please note that there are aspects of RE, such as personal development and personal beliefs and attitudes, that cannot and should not be assessed in themselves.

5.3 Progression through the aims of the Agreed Syllabus

Key Stage 1 Pupils

To understand the nature, role and influence of religion and worldviews locally, nationally, and globally, pupils:

• Show basic knowledge and understanding of Christianity and at least one other faiths and worldviews, exploring similarities and differences between them.

To reflect on questions of meaning, purpose, and value pupils:

• Reflect on personal experience and say how it is linked to feelings and opinions
• Appreciate the experiences, feelings, and opinions of others.

To formulate reasoned opinion and argument pupils

• Give one or more reasons for an opinion, based on appropriate factual knowledge and understanding

Lower Key Stage 2 Pupils

To understand the nature, role and influence of religion and worldviews locally, nationally, and globally, pupils:

• Consider the nature and interpretation of sources of authority in Christianity, other faiths, and worldviews.
• Explore similarities and differences within religions and worldviews

To reflect on questions of meaning, purpose, and value pupils:

• Think about what influences our beliefs and lifestyle and the way we see things.

To formulate reasoned opinion and argument pupils

• Gain basic understanding of some beliefs to be able to give valid reasons for and against an opinion.

Upper Key Stage 2 Pupils

To understand the nature, role and influence of religion and worldviews locally, nationally, and globally, pupils:

• Understand what it means to be religious, and the influence religions and worldviews have on individuals and communities.
• Consider different responses two ultimate questions

To reflect on questions of meaning, purpose, and value pupils:

• Explore different religious and non‐religious beliefs about meaning, purpose and value.

To formulate reasoned opinion and argument pupils

• Show awareness of the ways beliefs influence attitudes, way of life and behaviour.
• Express and justify their own beliefs and opinions and listen sensitively to those of others.
• Distinguish between valid and invalid arguments.

Key Stage 3 Pupils

To understand the nature, role and influence of religion and worldviews locally, nationally, and globally, pupils:

• Analyse and think critically about religious and other beliefs and practises and different interpretations of these
• Evaluate the benefits and challenges of living in a multi faith and diverse society.

To reflect on questions of meaning, purpose, and value pupils:

• Raise and explore the ultimate questions which are contained in religious beliefs and practices and non-religious worldviews.
• Develop personal responses to ultimate questions in the light of their own and others’ experiences and beliefs.
• Relate a range of textual sources and narratives to beliefs, practices, and ultimate questions, showing understanding of different interpretations.

To formulate reasoned opinion and argument pupils

• See things from other peoples’ perspective.
• Build valid arguments using questions, interpretation, reasoning, and justification.
• Analyse strengths and weaknesses in arguments/stances to arrive at independent conclusions.

Key Stage 4 Pupils

To understand the nature, role and influence of religion and worldviews locally, nationally, and globally, pupils:

• Analyse and evaluate the significance of religion and worldviews in the modern world.

To reflect on questions of meaning, purpose, and value pupils:

• Reflect on their own and others’ responses, religious and secular, to ultimate questions, analysing the impact these can have in the world.

To formulate reasoned opinion and argument pupils

• Evaluate the impact these responses can have in the world considering the strength or otherwise of different views and responses.
• Hypothesise about the impact that different beliefs, attitudes, and lifestyles might have on others and the world.