1. Lancashire SACRE Religious Education Support Assessing RE: What does level one look like? This presentation provides materials and ideas for gathering examples of evidence of pupils’ achievements at level one of the Lancashire Agreed Syllabus 8 level scale

2. What skills are characteristic of level 1? Level one in RE is characterised by these skills: Naming and talking about religious things Pupils:  use some religious words and phrases to recognise and name features of religious traditions and communities;  can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.  talk about their own experiences and feelings;  talk about what they find interesting or puzzling;  talk about what is of value and concern to themselves and to others. (AT2 in italics)

3. Remember…  A single piece of work doesn’t show all of the achievements that are characteristic of the level. The examples that follow are most helpful if they are taken together.  Evidence may come from written work, or many other sources. Here we show what can be shared.  Judging levels is a criterion-referenced ‘art’ rather than a science. Teachers’ judgements are the most important because teachers know pupils best.  Work may relate to any aspect of the field of enquiry: some work here connects to shared human experience, or beliefs and values, or living religious traditions or the search for personal meaning. Some examples connect more than one element of the field of enquiry.  Many teachers will find the syllabus guidance on ‘I can…’ statements on CD2 of the Lancashire Syllabus very helpful.

4. In this piece of work, Joshua, 5, shows that he can recognise some aspects of what happens in a church. The piece of work followed a visit to a church. Children were asked to imagine what it was like on a Sunday when all the people came. Joshua’s lovely picture shows he has recognised simply the importance of bread and wine to Christians, and the way the church is a community of people as well as a building. He gives evidence of learning at level 1 with regard to the living religious tradition of Christianity.

5. In this piece of work, the pupil, 6, shows that she can recall the outline of a religious story.  This piece of work is a response to hearing a story of Ganesha.  The first picture shows the scariest moment in the story: “Ganesha had his head cut off.”  The second picture shows the moment in the story that is fun: “Ganesha threw a tusk!”  These pictures are carefully chosen and made by the pupil in response to sensitive questions by the teacher, and begin to make sense of the story, showing achievement at level 1.

6. In this piece of work, Harrison, 6, shows that he can recognise some aspects of Jewish worship  The piece of work sums up what Harrison had learned by exploring Jewish artefacts and hearing about Jewish worship.  “The dad blesses the children. They eat bread. They drink wine. Shabbat is a special day. They go the synagogue. They have a special book called the Torah”  He uses words like ‘synagogue’ and ‘Torah’ to identify what matters to Jewish people in worship: a simple awareness of values  He shows here that he can name and recognise some Jewish practice, working at level 1.  The living religious tradition is coming into focus for him through exploring artefacts and events.

7. In this piece of work, Lewis, 6, shows that he can identify a key moment in a Jewish story  The task was to choose the most important moment in the Jewish and Christian Creation story of Genesis 1, and make a picture.  Lewis expresses his response with skill and depth in his lovely painting. He recognises a significant moment in the story  He chooses the beginning of the story ‘Let there be light’ as the key moment  This is a good example of work at level 1 in relation to learning about the living religious tradition of Judaism

8. In this piece of work, William, 6, shows that he can talk about what is of value and concern to himself  William was asked this question: the Buddha matters a lot to Buddhist people. Who matters a lot to you?  He replied with four drawings, and talked about them.  “My brother James. I don’t see him much. My cousin Morgan: he’s a bit funny, he sticks up for me. My family – sometimes they buy me stuff and Matt. He’s got his own computer and he lets me go on it.”  This piece of work shows 4 ways that William identifies what matters to him, and is a good example of the search for personal meaning at level 1. He has done this by classroom talk, noted by the teacher for this example.  There are elements of level 2 skills in this work as well.

9. In this picture Jade (6) shows that she is able to use some religious words to talk about what she finds mysterious and puzzling  Jade made this picture in response to the question ‘Where is God?  She engages with the mystery for herself  Her lovely picture is very carefully made, using collage and her own drawing skills.  She uses three good ideas: heaven, God, angels, in responding to the puzzling question of God.  It is a good example of work in the field of beliefs and values, and also has a dimension in relation to the search for personal meaning.  The work shows key aspects of level 1 achievement.

10. Thanks to teachers and pupils  Lancashire SACRE would like to thank all the teachers and pupils who have contributed to this project, and consultant Lat Blaylock of RE Today.  Comments on the project and the examples are welcome: send them to SACRE via the Lancashire RE consultant Helen Harrison.  These materials are © Lancashire SACRE and RE Today, 2008. Lancashire schools may use them freely, but other use is by written permission only.