Grade Descriptors RE1 How well pupils’ achieve and enjoy their learning in Religious Education Requires Improvement (3) Good (2) Outstanding (1) Inadequate (4) Some pupils, from their varied Most pupils, from varied Almost all pupils, from their How well pupils achieve and their starting points, make progress in starting points, make good progress varied starting points, make learning in Religious Education is likely to each key stage. in each key stage. good progress in each key be inadequate where a number of the stage, with many achieving following apply: outstanding progress. Pupils make very limited progress in each key stage. Groups of pupils, including those Whilst some groups, including those Most groups of pupils, including Almost all groups of pupils, who have special educational needs, who have special educational needs, with special educational needs, are including those with special are not making progress. are making progress a majority are also making progress comparable to educational needs, are also not. the progress of other pupils. making progress comparable to the progress of other pupils. Pupils have minimal knowledge and Some pupils, relative to age and Most pupils, relative to their age and Almost all pupils, relative to capacity make some use of their capacity, are religiously literate and their age and capacity, are understanding of Religious knowledge, understanding and engaged young people; they use religiously literate and Education. skills, to reflect and think in a their knowledge, understanding and engaged young people; they limited way about the demands of skills, to reflect spiritually, and to use their knowledge, religious commitment in everyday think ethically and theologically. As a understanding and skills life. consequence, most pupils are aware effectively, to reflect of the demands of religious spiritually, and to think commitment in everyday life. ethically and theologically. As a consequence, they are fully aware of the demands of religious commitment in everyday life. Pupils are not engaged in lessons and Most pupils are actively engaged in Almost all pupils are actively Pupils participate in their lessons lessons and are committed to engaged in lessons and are have no interest in the subject. but with limited motivation to improving their knowledge, committed to improving their improve their knowledge, understanding and skills, in order to knowledge, understanding and understanding and skills as learners.
Grade Descriptors RE1 How well pupils’ achieve and enjoy their learning in Religious Education Inadequate (4) Requires Improvement (3) Good (2) Outstanding (1) How well pupils achieve and their learning in Religious Education is likely to be inadequate where a number of the following apply: Pupils make very limited progress in each key stage. Some pupils, from their varied starting points, make progress in each key stage. Most pupils, from varied starting points, make good progress in each key stage. Almost all pupils, from their varied starting points, make good progress in each key stage, with many achieving outstanding progress. Groups of pupils, including those who have special educational needs, are not making progress. Whilst some groups, including those who have special educational needs, are making progress a majority are not. Most groups of pupils, including with special educational needs, are also making progress comparable to the progress of other pupils. Almost all groups of pupils, including those with special educational needs, are also making progress comparable to the progress of other pupils. Pupils have minimal knowledge and understanding of Religious Education. Some pupils, relative to age and capacity make some use of their knowledge, understanding and skills, to reflect and think in a limited way about the demands of religious commitment in everyday life. Most pupils, relative to their age and capacity, are religiously literate and engaged young people; they use their knowledge, understanding and skills, to reflect spiritually, and to think ethically and theologically. As a consequence, most pupils are aware of the demands of religious commitment in everyday life. Almost all pupils, relative to their age and capacity, are religiously literate and engaged young people; they use their knowledge, understanding and skills effectively, to reflect spiritually, and to think ethically and theologically. As a consequence, they are fully aware of the demands of religious commitment in everyday life. Pupils are not engaged in lessons and have no interest in the subject. Pupils participate in their lessons but with limited motivation to improve their knowledge, understanding and skills as learners. Most pupils are actively engaged in lessons and are committed to improving their knowledge, understanding and skills, in order to Almost all pupils are actively engaged in lessons and are committed to improving their knowledge, understanding and
section_48_framework_january_2018.docx