The following charts provide a simplified version of the Somerset Agreed Syllabus Objectives for Learning and Assessment. It is a version that has been developed by special needs teachers and RE specialists in Somerset.

It is NOT a substitute for the full version in Awareness, Mystery and Value, 2004, page 45-50.

Nevertheless, it may prove helpful in:

• sharing objectives for learning and assessment with pupils;
• constructing pupils' self- and peer-assessment activities;
• record-keeping;
• constructing a statement bank for reporting to parents;
• planning future work in relation to individual and class progress in the different strands of RE enquiry.

The pupil-speak levels are designed to offer statements which match the respective levels in subjects of the national curriculum, though, clearly, there are particular requirements for religious education which are unique.

Key Stage 1 pupils will generally be working between Levels 1 and 3, with the majoriity achieving Level 2 by the end of the Key Stage.

Key Stage 2 pupils will generally be working between Levels 2 and 5, with the majoriity achieving Level 4 by the end of the Key Stage.

Key Stage 3 pupils will generally be working between Levels 3 and 7, and most pupils will be working towards Level 6 by the end of the Key Stage. It may also be helpful to remember that Level 8 of the scale is intended to be equivalent to approximately an A* grade at GCSE; Level 7 is about a 'B'; Level 6 is about a 'C'. Lower levels are not really equivalent to GCSE grades, but are intended to support pupils' progress towards the skills required for success in the subject.

LEVEL 1
A. I can remember a Christian (Hindu etc) story and talk about it.
B. I can recognise objects that are special to Christians (Hindus etc).
C. I can recognise religious symbols and pictures and talk about them.
LEVEL 2
A. I can say some things that people believe about God and important values.
B. I can talk about some of the things that Christians (Hindus etc) use and some of the stories they listen to.
C. I know what some Christian (Hindu etc) symbols stand for and I can say what some of the art (music etc) is about.
LEVEL 3
A. I can explain what a believer might learn from a religious story.
B. I can explain how believers use holy books, (places etc).
C. I can identify the religious beliefs which may be contained in religious art (music etc).
LEVEL 4
A. I can make comparisons between the beliefs and ideas of some religions and show how they are connected to believers' lives.
B. I can make comparisons between holy books, (places etc) and show how they are connected to believers' lives.
C. I can express beliefs / ideas / feelings in styles used by believers and explain the symbolism I have used.
LEVEL 5
A. I can recognise some of the main beliefs / ideas shared by some religions and can explain how these make a difference to the lives of believers.
B. I can recognise some of the main practices shared by some religions and can explain how these make a difference to the lives of believers.
C. I can compare the way believers express their beliefs and ideas and can explain how these make a difference to the lives of believers.
LEVEL 6
A. I can show my understanding of religious beliefs and ideas and how they may belong to a particular group within a religion. I can see reasons for people's beliefs and ideas, whether or not I agree with them.
B. I can show my understanding of religious practices and lifestyles and how they may belong to a particular group within a religion. I can see reasons for people's practices and lifestyles, whether or not I agree with them.
C. I can show my understanding of how religious beliefs, (practices etc) may be expressed in different ways and how particular forms of expression may be used by groups or individuals within a religion. I can see reasons for what is produced by different believers, whether or not I agree with their beliefs.
LEVEL 7
A. I can show how religious beliefs and ideas may be connected to the needs and concerns of people living at different times and in different situations.
B. I can show how religious practices and lifestyles may be connected to the needs and concerns of people living at different times and in different situations.
C. I can show how different forms of religious expression, such as story, poetry and art, may be connected to the needs and concerns of people living at different times and in different situations.
LEVEL 8
A. I can show how different people's lives (as individuals or in communities) have been affected by religious beliefs and ideas. I can pick out the most significant influences and explain why they had the effect they did.
B. I can show how people have different opinions on religious practices and lifestyles and how they have different approaches to them. I can pick out the most significant reasons for these differences and give examples of them.
C. I can show how people have different opinions on religious art and literature. I can pick out the most significant reasons for these differences and give examples of them.

LEVEL 1
D. I can talk about things that happen to me.
E. I can talk about what I like / dislike in a story.
F. I can talk about what is important to me and why.
LEVEL 2
D. I can talk about what happens to others.
E. I can talk about some things in stories that make people ask questions.
F. I can talk about what is important to others and to those who have a religious belief.
LEVEL 3
D. I can compare some of the things that influence me with those that influence other people.
E. I can say how my ideas about living on earth are similar to other people's.
F. I can link the things that are important to me and other people to the way I behave and think.
LEVEL 4
D. I can ask questions about the qualities and experiences of believers and suggest appropriate answers.
E. I can ask questions about life on earth and suggest appropriate answers - with reference to some religions.
F. I can ask questions about the decisions people make - including believers - and I can suggest what might happen as a result of different decisions.
LEVEL 5
D. I can compare my identity and my experience with that of others - including believers.
E. I can compare my ideas about life on earth with those of others - including believers.
F. I can compare my views about moral issues with those of others - including believers.
LEVEL 6
D. I can show my understanding of how different believers see themselves and their experiences. I can see reasons for their views, whether or not I agree with them.
E. I can show my understanding of how different believers view the meaning of life. I can see reasons for their views, whether or not I agree with them.
F. I can show my understanding of different believers' moral values and commitments. I can see reasons for their views, whether or not I agree with them.
LEVEL 7
D. I can give reasons and examples to support my own point of view on what makes up a person's identity and what forms their experience. I can do this in relation to religious and non-religious views.
E. I can give reasons and examples to support my own point of view on some of the big questions of life. I can do this in relation to religious and non-religious views.
F. I can give reasons and examples to support my own point of view on questions of right and wrong. I can do this in relation to religious and non-religious views.
LEVEL 8
D. I can weigh up my own and other people's religious or non-religious views on what makes up a person's identity and forms their experience. In doing this I can show sensitivity to other people's concerns and feelings.
E. I can weigh up my own and other people's religious or non-religious views on some of the big questions of life. In doing this I can show sensitivity to other people's concerns and feelings.
F. I can weigh up my own and other people's religious or non-religious views on questions of right and wrong. In doing this I can show sensitivity to other people's concerns and feelings.