Religious Education National Expectations Scale

QCA tables text verbatim from QCA with slighly varied table arrangements

The School Curriculum and Assessment Authority (SCAA) initially provided these approaches so that:

SCAA Attainment Targets (summary)
Attainment Target 1 is about learning about religions including naming, describing, coherently picturing, explaining and comparing
Attainment Target 2 is about learning from religion including responding (informed and considered) to religious and moral issues, reflecting on religions from one's own viewpoint, respond to identified questions of religious meaning.

These following tables represent the advisory suggestions of the QCA which took over the SCAA recommendations. This is advisory because RE is decided upon locally.

Local Education Authorities can provide their own syllabuses and in North Lincolnshire, North east Lincolnshire, East Riding of Yorkshire and Kingston upon Hull the AT1 and AT2 are reversed.

Level AT1 AT2
Learning about religions Learning from religion
Religious beliefs and teachings
Religious practices and lifestyles
Ways of expressing meaning
Identity and experience
Meaning and purpose
Values and commitments
Knowledge and understanding of... Skill of asking and responding to questions of...
Response, evaluation and application of...
Beliefs and teachings Practices and lifestyles Expression and language Response, evaluation and application of questions of identity and experience Response, evaluation and application of questions of meaning and purpose Response, evaluation and application of questions of values and commitments
(What people believe) (What people do) (How people express themselves) (Making sense of who we are) (Making sense of life) (Making sense of right and wrong)
1 Pupils recount outlines of some religious stories Pupils recognise features of religious life and practice Pupils recognise some religious symbols and words Pupils identify aspects of own experience and feelings, in religious material studied Pupils identify things they find interesting or puzzling, in religious materials studied Pupils identify what is of value and concern to themselves, in religious material studied
Recounting stories; recognising features Identifying aspects
2 Pupils retell religious stories and identify some religious beliefs and teachings Pupils identify some religious practices, and know that some are characteristic of more than one religion Pupils suggest meanings in religious symbols, language and stories Pupils respond sensitively to the experiences and feelings of others, including those with a faith Pupils realise that some questions that cause people to wonder are difficult to answer Pupils respond sensitively to the values and concerns of others, including those with a faith, in relation to matters of right and wrong
Identifying and knowing some things are characteristic of more than one religion; suggesting meanings Responding sensitively
3 Pupils describe some religious beliefs and teachings of religions studied, and their importance Pupils describe how some features of religions studied are used or exemplified in festivals and practices Pupils make links between religious symbols, language and stories and the beliefs or ideas that underlie them Pupils compare aspects of their own experiences and those of others, identifying what influences their lives Pupils compare their own and other people’s ideas about questions that are difficult to answer Pupils make links between values and commitments, including religious ones, and their own attitudes or behaviour
Describing aspects; making links with language and expression Comparing own and other people’s experiences and ideas
4 Pupils describe the key beliefs and teachings of the religions studied, connecting them accurately with other features of the religions making some comparisons between religions Pupils show understanding of the ways of belonging to religions and what these involve Pupils show, using technical terminology, how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for some symbols, stories and language Pupils ask questions about the significant experiences of key figures from religions studied and suggest answers from own and others’ experiences, including believers Pupils ask questions about puzzling aspects of life and experiences and suggest answers, making reference to the teaching of religions studied Pupils ask questions about matters of right and wrong and suggest answers that show understanding of moral and religious issues
Describing and comparing key aspects; giving meanings in different forms Asking questions and suggesting answers in light of teachings of religion studied
5 Pupils explain how some beliefs and teachings are shared by different religions and how they make a difference to the lives of individuals and communities Pupils explain how selected features of religious life and practice make a difference to the lives of individuals and communities Pupils explain how some forms of religious expression are used differently by individuals and communities Pupils make informed responses to questions of identity and experience in the light of their learning Pupils make informed responses to questions of meaning and purpose in the light of their learning Pupils make informed responses to people’s values and commitments (including religious ones) in the light of their learning
Explaining the difference that beliefs, teachings and features make to individuals and communities and their use Making informed response in light of learning
6 Pupils use their knowledge and understanding to explain the principal beliefs and teachings of religions studied in the context of different groupings, denominations and traditions Pupils use their knowledge and understanding to explain what it means to belong to a faith community in the context of different groups, denominations and traditions within religions studied Pupils use their knowledge and understanding to explain how religious beliefs and ideas can be expressed in a variety of forms, using technical terminology correctly Pupils respond to the teachings and experience of inspirational people by relating these to their own and others’ lives Pupils respond to religious perspectives on questions of meaning and purpose by relating them to their own and others’ lives Pupils respond to religious perspectives on a range of contemporary moral issues by relating these to their own and others’ lives
Using knowledge and understanding to explain, in context of different groups, denominations and traditions; using different forms; using correct terminology Explaining and relating to own lives
7 Pupils relate religious beliefs and teachings to their historical and cultural contexts Pupils relate religious practices and lifestyles to their historical and cultural contexts Pupils relate the forms of religious expression, including texts, figurative language and symbolism to their historical and cultural contexts Pupils evaluate religious and other views on human identity and experience, using appropriate evidence and examples Pupils evaluate religious and other views on questions of meaning and purpose, using appropriate evidence and examples Pupils evaluate religious and other views on values and commitments, using appropriate evidence and examples
Relating religious beliefs, teachings, practice and forms of expression to historical and cultural contexts Evaluating religious and other views; using appropriate evidence and examples
8 Pupils analyse and account for the varying influence of religious beliefs and teachings on individuals, communities and society, using appropriate evidence and examples Pupils analyse and account for different views of religious practices and lifestyles, using appropriate evidence and examples Pupils analyse and account for different interpretations of religious expression in texts, figurative language and symbolism, using appropriate evidence and examples Pupils give an informed and well-argued account of their own and others’ views on human identity and experience in the light of different religious views and other views and feelings Pupils give an informed and well-argued account of their own and others’ views on questions of meaning and purpose in the light of different religious views and other views and feelings Pupils give an informed and well-argued account of their own and others’ values and commitments in the light of different religious and other views on contemporary moral issues
Analysing and accounting for influence, diversity and different interpretations, with appropriate evidence and examples Giving an informed and well-argued account of own views in light of different religious views and others’ views and feelings
EP Pupils distinguish and investigate different interpretations of the nature of religious belief and teachings, giving a balanced analysis of their sources, validity and significance Pupils distinguish and investigate different interpretations of the importance for believers of religious practices and lifestyles, and of the issues raised by their diversity within a plural society Pupils distinguish and investigate different interpretations of the meaning of language in religion in the light of philosophical questions about its status and function Pupils place religious, nonreligious and their own views of human identity and experience within a comprehensive religious and philosophical context, and make independent, wellinformed and reasoned judgements about their significance Pupils place religious, nonreligious and their own views of the nature of reality within a comprehensive religious and philosophical context, and make independent, well informed and reasoned judgements about their significance Pupils place religious and ethical theories concerning contemporary moral issues within a comprehensive religious and philosophical context, and make independent, wellinformed and reasoned judgements about their significance
Distinguishing and actively exploring different interpretations of the nature of religious belief, teaching, lifestyle, practice and language; giving a balanced analysis of their significance and diversity Placing religious, non-religious and own views within comprehensive religious and philosophical context; making well-informed and reasoned judgements about their significance


Range of levels within which the great majority of pupils are expected to work Expected attainment for the majority of pupils at the end of the key stage
Key stage Level Age Level
1 1–3 7 2
2 2–5 11 4
3 3–7 14 5/ 6


Note that personal beliefs, opinions and reflections themselves are not included because assessment is not appropriate. There is no measurement of acquiring actual opinions or faith which is not the aim of Religious Education.
Level descriptions are to assist planning, teaching and assessment and may help a marking scheme but the work set has its own maximum level according to what is there. An individual piece of work may not contain all aspects of a level. If the work set does not itself achieve certain levels in some or all aspects, neither can a pupil. The best time to give a levels mark is perhaps at a term end or after a number of pieces of work.

Text in last two tables directly from

Qualifications and Curriculum Authority (QCA), Section 1: National expectations in RE, [Online], Available World Wide Web, URL: http://www.qca.org.uk/ca/subjects/re/re_section1.pdf [Accessed March 5, 20:16].

Tables arrangement same implications but modified.

First table from document, SCAA (1994), Model Syllabuses For Religious Education - Faith Communities' Working Group Reports, SCAA3\13621\1, SCAA.