1. Autumn term 1 RE assessment criteria
Assessment criteria for schools using the model RE curriculum map

2. Year R: Big question: Who made the wonderful world and why
Year R: Big question: Who made the wonderful world and why ? Week 1: What is precious to you? Week 2: How do Christians believe the world began? Week 3: What is special about the natural world? Week 4: What makes us unique? Week 5: What and who do Christians believe are precious to God? Week 6: Why is harvest important?
Remembering
To be introduced to the core concept : Creation
To know the creation story
To know that for Christians God is the Creator
To understand what a harvest festival is
Bible references that need to be referred to: Matthew 10 v , Psalm 139 v
Religious vocabulary
Christian
God
Creator
Bible
Beginning
Old Testament
Special
Precious
Unique
Care
Love
Thankfulness
Harvest
Harvest celebrations
What enquiry based questions do they need to be able to answer by the end of the unit?
Beliefs, teachings, sources of wisdom and authority:
I can talk about the creation story (Exp)
I can remember the creation story and talk about it (Exceeding)
Questions of values and commitments
I can say what is special/precious to me (Exp)
I can talk about what is special to me and others (Exceeding)

3. Year 1: Big question: What responsibility has God given people for taking care of creation? Week 1: What does the story of creation teach us about the world ? Week 2: How do people treat God’s creation? Week 3: How should Christians follow God’s instructions for taking care of creation? Week 4: What would you like to ask God about creation? Week 5: What does it mean for a Christian to be made in God’s image? Week 6: How do Christians care for the people God created?
Remembering
To know the core concept : Creation
To know the creation story and where it comes in the Bible (Old Testament)
To understand what it means to be made in God’s image
To have an understanding of how the Christian community cares for the people God created
Biblical references: Genesis 1 v
Religious vocabulary
Christian
God
Creator
Maker
Bible
Old Testament
Jewish people
Judaism
Torah
Genesis
Pollution
Instruction
Responsibility
Steward/stewardship
Care
Adam and Eve
Garden of Eden
God’s image
What enquiry based questions do they need to be able to answer by the end of the unit?
Beliefs, teaching, sources of wisdom and authority:
I can talk about the creation story (WT))
I can retell the creation story and talk about what it might mean for a Christion (Exp)
I can retell the creation story and give some examples of what a Christion might do to take care of the world and God’s people (GD)
Questions of values and commitments
I can talk about why it’s important to take care of the world (WT)
I can talk about what I can do to take care of the world (Exp)
I can talk about what I can do to take care of the world and what difference it can make (GD)

4. Year 2: Big question: Why did Jesus teach the Lord’s prayer as the way to pray? Week 1: How do we talk to our friends? Week 2: What do you need to live? Week 3: Why do we forgive and why do we need to forgive? Week 4: How do Christians believe the Lord’s Prayer helps them with ‘What would Jesus do?’ Week 5: Why and how do Christians believe they should praise God? Week 6: What does the Lord’s prayer mean to Christians?
Remembering
To know the core concept: Gospel
To know that it is the most famous prayer for Christians
To know it’s the prayer that Jesus taught his disciples
To know what each part of the prayer means to a Christian
Make links between the key messages of the Lord’s prayer (loving, caring parent, trust in God, forgiveness, temptation) and the school’s Christian values.
Religious vocabulary
Prayer
Lord’s prayer
Hallowed
Heaven
Kingdom
Forgive/ness
Sins
Trespasses
Temptation
Praise
Power
Glory
Amen
What enquiry based questions do they need to be able to answer by the end of the unit?
Beliefs, teachings and sources of authority:
I can retell the Lord’s prayer and talk about it (WT)
I can retell the Lord’s prayer and suggest what it means (Exp)
I can describe what the Lord’s prayer means to a Christian (GD)
Questions of values and commitments:
I can talk about why it is important to make the right choices ( eg. forgiveness, etc) (WT)
I am beginning to express my own opinions and ideas about making the right choices and I recognise that there may be more than one answer (Exp)
I am beginning to recognise that there are links between the choices I make and how they affect others (GD)

5. Year 3: Big question: What is the Bible’s big story and what does it reveal about having a faith in God? Week 1: How did the Bible come into being? Week 2: Does the Bible have many plots or one plot? Week 3: Why is the Bible sometimes referred to as the map for Christian life? Week 4: What does the Bible teach about faith and what faith means to us? Week 5: How do people in the Bible show they have faith? Week 6: How have Christians shown faith and show faith today in spreading the good news.?
Remembering
To be introduced to the core concepts: God, Creation , Fall,,People of God, Incarnation, Gospel, Salvation, Kingdom of God
To know that the Bible is a collection of books in different genres
To know the big story of the Bible through the key concepts
To know the Apostles creed
To know that Bible verses influence how a Christian lives their life
To know the story of Daniel and the Lion’s Den, and the stories of Ruth, Abraham and Sarah
To know the miracle of Jesus Calming the Storm
To know the encounter of Thomas doubting
To know the parable of the woman with the haemorrhage and the healing of the paralysed man
To know the story of Mary Jones
Religious vocabulary
Christian
The Bible
The Old/New Testament
Concepts: God, creation, the fall, people of God, incarnation, Gospel, Salvation, Kingdom of God
Christian life
The Apostles’ Creed
Chapter
Verse
What enquiry based questions do they need to be able to answer by the end of the unit?
Beliefs, teachings, sources of and authority:
I can retell the big story of the Bible through the concepts (WT)
I can describe what a Christian might learn from a sacred text in the Bible (Exp)
I can make links between the teachings of the Bible and begin to show how they connect to a believer’s life (GD)
Questions of meanings purpose and truth:
I am beginning to ask questions about some of the concepts of the Bible and can discuss the biblical texts (WT)
I can ask important questions about the Bible and can compare my ideas with those of other people (Exp)
I can represent my own views on challenging questions and respond thoughtfully (GD)

6. Year 4: Big question: How does belief in God affect the actions of people in the Old Testament? Week 1: How did Abra(ha)m demonstrate his faith in God? Week 2: How did Moses follow God’s ‘calling’ for his life? Week 3: How did Ruth demonstrate faith in God through selflessness (sacrifice)? Week 4: How did David’s faith make him strong? Week 5: What can Christians learn from the wisdom of Solomon? Week 6: How did Jonah and Daniel respond to God?
Remembering
To know the core concept: People of God
To know the following stories - Abra(ha)m, Moses, Ruth, David, Solomon, Jonah and Daniel
Religious vocabulary
Bible
Old Testament
Belief
Faith
Blessing
Wisdom
Selflessness
Sacrifice
Judgement
Vocation
Calling
Trust
Prayer
Commandment
What enquiry based questions do they need to be able to answer by the end of the unit?
Beliefs, teaching, sources of wisdom and authority:
I can describe what a believer might learn from an Old Testament story and reflect and respond thoughtfully (WT)
I can make links between the teachings of the text and show how they are connected to a believer’s life (Exp)
I can begin to suggest reasons for how the teachings of the text provide important answers about life and morality (GD)
Questions of values and commitments:
I can make links between the messages behind the Biblical stories and the way I think and behave (WT)
I can confidently ask questions about the moral decisions raised in the Biblical texts and suggest what might have happened if a different decision had been made (Exp)
I can begin to apply and express my own ideas about questions related to right and wrong and what is fair and just (GD)

7. Year 5: Big question: What do the miracles of Jesus teach
Year 5: Big question: What do the miracles of Jesus teach? Week 1: What is a miracle? Week 2: Magic versus miracles? What is the difference? Week 3: Who performs miracles? Week 4: Which miracle of Jesus means the most for you and why? Week 5: Do people have to visit specific places for miracles to happen or is it a question of faith? Week 6: What do the miracles of Jesus’ ministry teach Christians about being the people of God?
Remembering
To know the core concepts: Incarnation and Gospel
To know the following miracles: The feeding of the 5000, Jesus turning water into wine at the wedding of Cana in Galilee, Jesus calming the storm, the miracle of Lazarus, the woman who touched Jesus’ cloak, Jesus heals Jairus’ daughter
To know the significance of Lourdes to the Christian community
To be able to make links with the resurrection
To understand how the miracles signpost us to who Jesus is ie. God ( to note; Jesus is able to perform miracles because he is God, not because he has faith in God)
Religious vocabulary
Christianity
Christian
Miracles
Jesus/God
Bible
Gospels
Healing
Faith
Hope
Resurrection
What enquiry based questions do they need to be able to answer by the end of the unit?
Beliefs, teaching, sources of wisdom and authority:
I can make links between the teachings of the miracles and how they are connected to a believer’s life (WT)
I can suggest reasons for the similar and different beliefs that people hold about miracles and can explain how the
Biblical text might answer these (Exp)
I can say what miracles teach us about who Jesus is and explain why they are an important source of evidence in sign posting people to who Jesus is. (GD)
Questions of meaning, purpose and truth:
I can begin to apply my own ideas about miracles to a given question and support my viewpoint with facts and evidence (WT)
I can present the views of others on their thinking and understanding about miracles (Exp)
I can express the views of others, question them and understand their thinking and give reasons and examples of my own opinion on miracles (GD)

8. Year 6 : Big question: The journey of life and death Week 1: How is life like a journey? Week 2: How do we feel when people leave us? Week 3: What do Christians believe happens after we die? How does the Christian community respond to bereavement? Week 4/5: What do other religions believe happens after we die? How do they respond to bereavement? Week 6: How do we remember people who have died?
Remembering
To know the meaning of the Biblical text 1 Corinthian 2:9
To know the Christian understanding of what happens after death ie. concept of eternal life
To know the following religions’ teachings about death and dying: Buddhism, Hinduism, Judaism, Islam and Sikhism
Religious vocabulary
Refer to the unit planning
What enquiry based questions do they need to be able to answer by the end of the unit?
Beliefs, teachings and sources of wisdom and authority:
I know that there are different beliefs that people hold related to death and dying (WT)
I can describe, connect and explain different teachings linked to Christianity and world faiths in relation to death and dying and the rituals that mark this important part of the journey of life (Exp)
I can personally research, using a variety of sources, and present a coherent picture of religious beliefs and values related to death and dying (GD)
Questions of meaning, purpose and truth:
I can present what I think happens after death (WT)
I can express my own and others’ views, question and empathise and give reasons and examples of my own opinion on what happens after death (Exp)
I can give a personal view with reasons and examples of what value religious views might have tor understanding what happens after death (GD)