1. Summer term 2 RE assessment criteria
Assessment criteria for schools using the model RE curriculum map

2. Year R: Big question: How did Jesus rescue people
Year R: Big question: How did Jesus rescue people? Week 1: How did Jesus rescue people who were afraid? Week 2: How did Jesus rescue people who were lonely? Week 3: How did Jesus rescue people who were sad? Week 4: How did Jesus rescue people who were sick? Week 5: How did Jesus rescue people who couldn’t see? Week 6: How did Jesus rescue people who needed food?
Remembering
To being to understand the core concept: Salvation – what it means to be saved.
To know what a miracle is - the ordinary being turned into the extraordinary because of God’s power.
To know the story of Jesus calming the storm.
To know the story of Zacchaeus.
To know the story of the Centurion servant.
To know the story of the 10 lepers.
To know the story of Jesus healing the blind beggar.
To know the story of Jesus helping the disciples to fill their nets with fish.
Religious vocabulary
Miracle
Tax collector
Centurion
Healing
Leper
Saviour/save
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 key stories listed above. (Exp)
I can remember the key stories and talk about them (Exceeding)
Questions of meaning, purpose and truth
I can describe how I feel when I help someone. (Exp)
I can talk about things that have happened to me that made me happy or sad. (Exceeding)

3. Year 1: Big question: Why is it good to listen to the stories that Jesus told? Week 1: Why did Jesus tell stories? Week 2: Who helps you when you are lost? Can God help you when you are lost? Week 3: Why is it important to listen? Why is it important for believers to listen to God? Week 4: Are you a good listener? Week 5: What makes someone a good friend? What is Jesus’ understanding of friendship? Week 6/7: Why is it good to listen to and remember the stories Jesus told?
Remembering
To know the core concept: Gospel/good news.
To know the following parables; The Lost Sheep, The Prodigal Son, The Parable of the Sower, The Foolish Builder and The Good Samaritan
Religious vocabulary
Gospel
Bible
Parable
Christian message
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 parables (WT)
I can retell the parables and talk about them (Exp)
I can retell the parables and talk about the message behind them (GD)
Questions of meaning , purpose and truth
I can talk about what makes me happy and sad (WT)
I can talk about special things that happen to others (Exp)
I can begin to talk about what the message of the parables might mean for me and in everyday life (GD)

4. Year 2: Big question: Why do Christians make and keep promises before God? Week 1: What does it mean to belong to a Christian community? Week 2: How does Baptism help Christians to belong to a church? Week 3: What happened when Jesus was baptised? What does his Baptism mean to Christians? Week 4: What happens in a Christian Baptism today? Week 5: What does marriage in church mean to Christians? Week 6: How are promises important in both Christian Baptism and Christian marriage?
Remembering
To understand the meaning of a church community
To know what Baptism is
To know the meaning of a Christian marriage
To know what is meant by the word ‘promise’
Religious vocabulary
Belonging
Community
Christian
Church
Symbol
Rite of passage
Ceremony
Baptism/Christening
Font
John the Baptist
Forgiveness
Marriage
Vows/promise
What enquiry based questions do they need to be able to answer by the end of the unit?
Ways of expressing meaning:
I can recognise symbols of Baptism (water, light, forgiveness of sins and belonging) and marriage (exchanging of rings (WT)
I can understand that Baptism means becoming a member of the Christian church and that a Christian marriage is making promises before God and the Christian community (Exp)
I can use religious vocabulary to describe the meaning of Baptism and marriage (GD)
Questions of values and commitments:
I can talk about what is important to me and others (WT)
I am beginning to be able to express my own opinion and recognise there is often more than one answer. (Exp)
I am beginning to make links between things that are important to me which may be different for other people. (Exc)

5. Year 3: Big question: Who is Jesus
Year 3: Big question: Who is Jesus? What does Jesus mean when he says: Week 1: ‘I am the bread of life’ Week 2: ‘ I am the light of the world’ Week 3: ‘I am the good shepherd? Week 4: ‘ I am the true vine’ Week 5: ‘I am the resurrection and the life’ Week 6: Who does Jesus say he is?
Remembering
To know the core concepts: Incarnation and Gospel
To know the ‘I am’ statements and their meaning to Christians
To consider how the statements may be relevant and applied to their own lives
Religious vocabulary
Incarnation
Gospel
Jesus
Human
Divine
Symbolism
Guidance
Nourish
Sustain
Prophecy
Resurrection
Eternal life
Hope
Truth
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 suggest the meaning behind the ‘I can’ statements (WT)
I can describe what a Christian might learn from the ‘I can ‘ statements (Exp)
I can make links between how a Christian understands the ‘I can‘ statements and connects them to their own lives (GD)
Questions of meanings purpose and truth:
I am beginning to explore questions about meaning and truth and can discuss the meaning behind the ‘I can’ statements. (WT)
I can ask important questions about life and can compare my ideas with those of others (Exp)
I can represent my own ideas and suggest reasons for them and respond thoughtfully (Week 6)
(GD)

6. Year 4: Big question: Why is liturgy important to many Christians
Year 4: Big question: Why is liturgy important to many Christians? Week 1: What are the main ingredients of Christian public worship and why? Week 2: What might be the role of liturgy in building their relationships with God, with each other and with themselves? Week 3: How do individuals respond to different elements of the liturgy and how are they changed by their experiences? Week 4: How important are each of the different elements of the liturgy when compared to one another and what is the relationship between them? Week 5: (Optional session) Week 6 and 7: How would you create a liturgy for your school or your parish?
Remembering
To know the key elements of the Eucharist and the meaning behind them
To have an understanding of how liturgy impacts on the life of the believer
Religious vocabulary
Liturgy
Eucharist
Communion
Mass
Confession
The Word
Epistle
Psalm
Gospel
Intercession
Offertory
Peace
Praise
Symbol
Sacrament
Ritual
Witness
What enquiry based questions do they need to be able to answer by the end of the unit?
Ways of expressing meaning:
I can use religious vocabulary to describe how Christians worship (WT)
I can express my own thoughts and belief about how Christians express their faith through the liturgy (Exp)
I can use a wide range of vocabulary to suggest reasons for the similarities and differences in how Christians use liturgy to express their faith (GD)
Questions of meaning purpose and truth:
I can ask important questions about the liturgy (WT)
I can begin to apply my own and others’ ideas to a given question and support this with facts and evidence (Exp)
I can ask questions about the meaning behind the liturgy and suggest answers on how it helps a Christian in their daily life (GD)

7. Year 5: Big question: How does faith shape/influence our community
Year 5: Big question: How does faith shape/influence our community? Week 1: What faith and belief communities to we belong to? Week 2: How have faith and belief communities in our area changed over the last 50 years? Week 3/4: What more can we find out about our borough’s faith and belief communities? Week 5: What can we tell each other about our places of worship? Week 6: How has life in our community/borough been enriched by the diversity of faiths and beliefs that make up the borough?
Remembering
To know the faiths of our school, community and locality
To know how faith and belief communities have changed over the last 50 years
To know how faith communities work in partnership with each other and the local community
To know how faith has enriched the local community and borough
Religious vocabulary
Review key religious vocabulary previously learned through the world faith units
What enquiry based questions do they need to be able to answer by the end of the unit?
Ways of living:
I can use correct religious vocabulary to describe and compare what practice and experiences may be involved in belonging to different faith and belief groups (WT)
I can begin to explain and give reasons for the significance faith and belief has on the lives on individuals and communities (Exp)
I can articulate what key religious concepts mean for me (eg forgiveness, belonging) and recognise that this might be different for other people because of religious belief.
Questions of identity, diversity and belonging:
I can talk about religious concepts/beliefs (eg belonging) and I am beginning to relate this to the people I am learning about (WT)
I can respond thoughtfully to different ideas about community, beliefs and values (Exp)
I can consider the challenges and impact of belonging to a religion today and explain my own views about belonging, giving examples (GD)

8. Year 6 Unit A: Rules and responsibilities Big question: Who decides
Year 6 Unit A: Rules and responsibilities Big question: Who decides? Week 1: Rules Week 2: Traditional creation story Week 3: What would a modern creation story look like? Week 4: Guidelines for living as a Muslim Week 5: Creeds Week 6: Our creed for life
Remembering
Understand what is meant by rules and responsibilities
To know the Hadith
To know the Apostle Creed
The Shahadah
The Shema
Dalai Lama’s instruction for Life in the new Millennium
Religious vocabulary
Rule
Law
Religions studied; Judaism, Christianity and Islam
Creed
Responsibility
Authority
Bible
Qur’an
Hadith
Shahadah
Shema
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 can suggest reasons for the similar and different beliefs that people hold and explain how religions sources as used to provide answers to important questions (WT)
I can describe and explain how creeds help shape a believer’s life (Exp)
I can use my own personal research on a given topic and present a clear viewpoint based on religious beliefs and values (GD)
Questions of values and commitment:
I can apply and express my own views about ethical questions including ideas about what is right and wrong, what is just and fair (WT)
I can use reasoning and a range of examples to express insights into the relationship between beliefs, teaching and world views related to rules and responsibilities (Exp)
I can give a personal view with reasons and examples of how religious and world views shape rules and responsibility for individuals and society (GD)

9. Year 6 Unit B: Rules and responsibilities Big question: Who decides
Year 6 Unit B: Rules and responsibilities Big question: Who decides? Week 1: Rules Week 2: Moses and the rule breakers Week 3: Unwritten shared rules Week 4: Guidelines for living as a Muslim Week 5: Saying what matters Week 6: Our statement about living in the world
Remembering
Story of Moses
Prophet Mohammad (PBUH) and the birds
The story of The People who Hugged the Trees
Beliefs of Albert Schweitzer
Religious vocabulary
Rule
Law
Responsibility
Authority
Religions studied; Judaism, Christianity and Islam
Bible
Qur’an
Moses
Prophet Mohammad (PBUH)
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 can suggest reasons for the similar and different beliefs that people hold and explain how religious sources are used to provide answers to important questions (WT)
I can describe and explain how sacred texts help shape a believer’s life (Exp)
I can use my own personal research on a given topic and present a clear viewpoint based on religious beliefs and values (GD)
Questions of meaning, purpose and truth:
I can apply and express my own views about ethical questions including ideas about what is right and wrong, what is just and fair (WT)
I can use reasoning and a range of examples to express insights into the relationship between beliefs, teaching and world views related to rules and responsibilities (Exp)
I can give a personal view with reasons and examples of how religious and world views shape rules and responsibility for individuals and society (GD)