Good Practice for RE Report writing Agreed Syllabus Requirements ...

Agreed Syllabus Requirements
Good Practice for RE Report writing
It is a statutory requirement for schools to provide, at least annually, a written
report to parents on their child’s progress in Religious Education. While it is not a
requirement to report annually in relation to the levels of attainment in the Agreed
Syllabus, it is recommended that teachers use the levels as a basis for a
descriptive evaluation of a pupil’s progress in Religious Education.
Here are some tips which might help you.
What are the differences between the levels?
• There is a ‘driver’ for each level which is progressive
1. Level one – Recognize
2. Level 2 – Identify
3. Level 3 - Describe
4. Level 4 - Show understanding & make links
5. Level 5 - Impact on individuals and communities of beliefs
Write a descriptive evaluation of their progress
Where the child is doing well – celebrate a child’s achievements
How or where they need to improve (next step)
Attitude?
Response?
Expression?
Observation?
Use of I can statements/use of grade descriptors
Comment upon both Attainment Targets.
Here are some examples of statements for levels 1-4. THEYARE NOT ONE SIZE
FITS ALL. They are written against fictional children with the Diocesan Schemes of
Work in mind. You will need to check that you are covering the same religions at the
same stages if you use these statements as a basis for report writing.
Level 1
XXXXX can recognize Christian symbols but he/she needs to have more practise at
naming symbols. XXXXX joins in discussion about his/her feelings and experiences and
is starting to identify things which are of concern to him/herself, for example, his/her
family and friends.
Level 1
XXXXX has shown an enthusiasm in RE throughout this year and has developed his/her
confidence when joining in class discussions. He/she has listened to parables and is
beginning to understand that Jesus told these stories to convey a meaning or message,
which could reflect on his/her own experience of life. XXXXX particularly enjoyed our

ecent visit to the church and is showing a particular interest in the different symbols
he/she saw. He/she now needs to learn the names of key symbols.
Level 2
XXXXX can with help/confidently identify some features of Christian and Hindu
worship. He/she needs help with recognizing that some questions have a variety of
answers. However, XXXXX is beginning to ask thought provoking questions.
Level 2
XXXXX has an inquisitive approach to RE and is confident to ask questions. However,
he/she need to understand that everyone’s opinions are valuable. He/she recognizes that
people have different beliefs and values. XXXXX can retell stories and has begun to
analyse the meaning of symbols in both Christianity and Hinduism. He/she uses subject
specific language correctly e.g. puja.
Level 3
XXXXX can describe in detail some Jewish and Christian traditions such as the Passover
celebration. He/she is keen to share her thoughts and ideas and is developing sensitivity
towards the views of others. For example, XXXXX understands that Jews and Christians
hold different beliefs and both should be respected.
Level 4
XXXX shows an understanding of why the 5Ks are important to a Sikh and is able to
make comparisons with things which are important to Christians and Jews. He/she
demonstrates a good understanding of all three religions and can make links between
them. XXXXX recognizes that the beliefs of each religion can be expressed in different
practices but needs to develop the ability to construct persuasive arguments.