Primary

Assessment

There are examples of different types of assessment. Specific assessment tasks, with mark schemes, are in the Teachers’ Books of ‘The Way, the Truth & the Life’ for Years 1–9. For details of Diocesan Levels of Attainment and Assessment for Learning see Publications Section for CD ROM ‘Assessment for Learning’ pub. 2007. 

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Overview of Levels Book 6

Overview of Levels of Achievement

The Levels of Achievement are based on the Qualifications and Curriculum Authority’s Guidelines for RE. For details of Diocesan Levels of Attainment and Assessment for Learning see Publications Section for CD ROM ‘Assessment for Learning’ pub. 2007. 

1. The Level Descriptors are based on National Expectations in Religious Education produced by the Qualifications and Curriculum Authority (QCA). The QCA descriptors have simply been modified to apply them specifically to Catholic religious education content. For details of Diocesan Levels of Attainment and Assessment for Learning see Publications section for CD ROM ‘Assessment for Learning’ pub. 2007
2. The Indicators for each module of work are examples of how a pupil might attain a particular level; schools may wish to assess work in content areas related to the Key Learning Objectives for the module other than those used in the Indicators.
3. Good assessment should have variety, flexibility and be based on the professional judgement of teachers. Assessment should not rely simply on end-of-module tests; schools will wish to develop a range of assessment tasks (structured questions, extended writing, oral assessment, creative and imaginative tasks) suited to the ability of their own pupils.
4. It is not necessary for every task to include all levels; teachers will need to exercise professional judgement about what is appropriately challenging for their own pupils. Nevertheless, schools will wish to ensure progression by challenging pupils to attain higher levels as they progress up the school.
5. “In deciding on a pupil’s level of attainment at the end of the key stage, teachers should judge which description best fits the pupil’s performance. When doing so, each description should be considered alongside the descriptions for adjacent levels.”
6. (QCA Non-statutory guidance on RE p. 5)

	Range of levels within which the great majority of pupils are expected to work		Expected attainment for the majority of pupils at the end of the key stage
	Key Stage 1           1 – 3		at the age of 7           2
	Key Stage 2           2 - 5		at the age of 11          4
	Key Stage 3           3-7		at the age of 14          5-6