Syllabus Introduction - KS3 levels explained

The AT1 Levels Explained

Working Towards Level 1

Pupils who do not show any awareness of even a very limited range of features of Christianity cannot be considered to be working at Level 1. This raises the question: what about pupils from non-Christian religious backgrounds, who might display considerable knowledge and understanding of their own religion but not of Christianity? The issue here is that pupils should be assessed in relation to what they are actually learning in their RE lessons, and at all key stages more time will be devoted to teaching about Christianity than to teaching about any other religion. This is particularly true of Key Stage 1, where, according to the Essex Agreed Syllabus, the only religion required to be taught in a systematic way is Christianity.

Level 1

Pupils working at Level 1 show limited awareness of some of the more apparent features of Christianity. Many of these are likely to have been encountered in their own direct experience (for example, Christmas, Easter, weddings, baptisms and the local church) or through the media (for example, films about Jesus and TV broadcasts of church services). If pupils are able to identify, name, recognise and provide very limited information (as opposed to being able to provide simple descriptions and some accurate information), they are displaying awareness rather than knowledge, which is required for Level 2. Pupils working at Level 1 do not need to show any awareness of religions other than Christianity.

Level 2

Pupils working at Level 2 have moved on from showing limited awareness of some of the more apparent features of Christianity, to demonstrating knowledge of the same. This means that pupils are doing more than simply identifying, naming, recognising and providing very limited information. They are now providing simple descriptions and some accurate information. At Level 2, this knowledge is applied to a more limited range of Christian content than is the case at Level 3. Pupils working at Level 2 also show awareness of other religions. At the very least, they should be aware that other religions exist.

Level 3

Pupils working at Level 3, demonstrate knowledge of a wider range of features of Christianity and other religions than at Level 2. A distinguishing characteristic of attainment at Level 3 is that pupils attribute similar status and importance to different aspects of the religion(s) being studied and are unclear as to what is peripheral and what is more central. For example, pupils who perceive festivals such as Harvest, Hanukkah, and Raksha Bandhan to be as important in religious terms as Easter, Pesach and Divali will be working at Level 3.

Level 4

Pupils working at Level 4 have moved on from those working at Level 3 in two respects: first, they are now demonstrating basic understanding rather than just knowledge; and second, this understanding relates to the features of the religion(s) being studied that are of central importance. In this context, a key distinguishing characteristic of understanding as opposed to knowledge is that it entails the ability to explain and give reasons in addition to simply describing. The majority of pupils should be working at Level 4 by the end of Key Stage 2.

Level 5

Pupils working at Level 5 demonstrate a deeper level of understanding of the central features of the religion(s) being studied than those working at Level 4. At Level 5, pupils give detailed and accurate explanations, but without really taking account of variations in belief and practice within particular religions. The majority of pupils should be working at Level 5 or 6 by the end of Key Stage 3.

Level 6

Pupils working at Level 6 show sound understanding of the fact that there is wide variety within different religions, both in the way that the central beliefs, values and teachings are interpreted and in matters of practice. Pupils working at Level 6 have a secure grasp of different denominations, traditions, sects and schools within the religion(s) being studied, and make reference to these in their explanations. The majority of pupils should be working at Level 5 or 6 by the end of Key Stage 3.

Levels 7 & 8

Pupils working at Levels 1 to 6 are developing their knowledge and understanding of the religions studied. Pupils working at Levels 7 & 8 are using evaluative skills to analyse different aspects of these religions. They are also using their knowledge and understanding of religion to enable them to evaluate religious (and other) perspectives on aspects of human experience. In deciding whether pupils are working at Level 7 or Level 8, teachers need to determine the degree of sophistication of the evaluative skills being used. If pupils are using highly developed evaluative skills, they are working at Level 8.

Exceptional Performance

Religion can be studied from many different academic perspectives. Pupils demonstrating exceptional performance in R.E. are acting as young theologians, ethicists, historians, anthropologists, sociologists, psychologists or philosophers, bringing the analytical tools of one or more of these academic disciplines to bear on different aspects of religion.

G. Jones:
The FitzWimarc School, Rayleigh, Essex