Task Setting for Better RE

In order to ensure that pupils are being challenged and are making progress it is, of course, essential to construct good tasks for them to do. The 'Assessing pupils' work' page give a general guide to assessment principles, and there are examples of pupils' work intended to show what attainment at each of the new levels in the non-statutory national framework for RE looks like.

In constructing good tasks it is helpful to use the new level descriptions in the non-statutory national framework for RE. Remember, however, that if your agreed or trust deed syllabus has its own attainment targets and level statements, these should take priority. Nevertheless, we have included some examples - see the links above - which make use of the framework levels here to demonstrate some principles of good task-setting.

The full version of the level statements is on pages 36 and 37 of the non-statutory framework for RE, which can be downloaded from www.qca.org.uk/9817.html.
The level statements for England are available here >>
The level statements for Wales are available here >>

For information about 'pupil-speak' 'can-do' level statements, click here >>

It is important to use information already gathered about pupils' capabilities in RE to set a differentiated range of tasks which will challenge and extend their thinking. In the examples linked to this page you will find a range of tasks linked to level descriptions. Pupils might tackle these tasks consecutively or jump straight to the tasks which will move them on from where they are.

How to set good tasks

Here is a method you might use to design activities for assessment:

• select a unit of work from your syllabus;
• select a suitable point in your scheme of work on which to focus the assessment activities;
• spend some quality thinking time (preferably with colleagues) to develop a Key Question;
• complete the 'context' section of the form, indicating the relevant learning that has already taken place;
• decide the area of focus for the assessment from the A - F 'Focus Areas' for the Unit as indicated in AMV. You could focus on ONE or TWO areas;
• use the 'objectives for learning and assessment' (levels) or a list of simplified 'pupil-speak' statements to fill in the range of level descriptors. You could focus on just ONE statement for the 'majority class expectation', or, as in many of the examples included in Section 3 of this document, THREE different levels;
• design activities to fit the descriptors, bearing in mind your Key Question, particularly for the more able pupils

See links in the left-hand panel for examples of task-setting for the Foundation Stage and Key Stages 1, 2 and 3.