RE Year 1 Units and Outcomes

What makes a church different from other buildings?

At the end of this unit, most children should:-

  • Identify one or more external features of a local church, e.g. steeple, crossRE_year_1
  • Name the church as a special place for Christians
  • Name the key interior features of a church and talk about what they are used for
  • Recognise some symbols within a church and know what they mean
  • Show by their behaviour respect for other people and places of worship
  • Reflect on how it feels to be inside a church building
  • Explain how symbols are used in everyday life
  • Discuss why it is important to show respect in a place of worship

 Who were Jesus’ friends?

At the end of this unit, most children should:-

  • Talk about their friends and why they chose them
  • Recall elements of a story about someone Jesus met
  • Retell stories about people who met Jesus
  • Explain what a miracle is
  • Relate how people were changed by meeting Jesus
  • Suggest why Jesus chose different people to be his friends

 Why did Jesus tell parables?

At the end of this unit, most children should:-

  • Recall aspects of stories that Jesus told and know that they are called parables
  • Explain what they think the meaning of a parable is
  • Understand that Jesus told stories to teach people important truths
  • Describe what a Christian might learn from the parables
  • Recognise that some stories have special meaning and are important to people
  • Express how they think a parable might affect someone’s behaviour
  • Talk about what is important in the parable for them and others
  • Consider how people might change if they were to meet Jesus today

Why is Harvest a world-wide celebration?

At the end of this unit, most children should:

  • Describe how Harvest is celebrated and why it is a time to be thankful
  • Know how Christians like to say thank you to God for Harvest
  • Identify occasions when they want to say thank you and talk about the reasons why
  • Know that food comes from different places around the World
  • Identify foods that come from different countries
  • Discuss and suggest reasons why people want to help others
  • Identify ways in which what we do (e.g. being wasteful) has an effect on others
  • Make comparisons between different Harvest celebrations, identifying some beliefs

 Why is the Bible an important book for Christians?

 

At the end of this unit most children should:-

 

  • Know that the Bible is made up of the Old and New Testament
  • Identify some of the people who are in the Bible
  • Recall events from a Bible story
  • Retell stories from the Bible talk about why they might be important for Christians
  • Bring in their own special or favourite book and talk about why it is special to them
  • Talk about elements of the Bible that are puzzling e.g. miracles
  • Talk why a story might be important for Christians

 

Why is Christmas important to Christians?

At the end of this unit, most children should:-

  • Recall that the Bible contains the story of Jesus’ birth
  • Name the different people in the Christmas story, talk about what they did and how they might have felt
  • Retell the main events of the Christmas story using religious vocabulary and know that it is an important time for Christians
  • Suggests meaning for symbols within the Christmas story
  • Share experiences of celebrations
  • Reflect on the emotions associated with the celebration

Why do Jewish families celebrate Shabbat?

At the end of this unit, most children should:-

  • Recall facts about Shabbat
  • Identify key symbols of Shabbat meal and suggest what they mean
  • Suggest what makes Shabbat a special family time
  • Compare Shabbat with special days celebrated by other faiths
  • Talk about when families have special times together or times when they rest
  • Identify why rest is important
  • Talk about they learn things from their families

 What does it mean to belong?

At the end of this unit, most children should:

  • Recall facts about faith communities
  • Identify artefacts belonging to different faith communities
  • Explain something that children would learn from their faith community
  • Explain what happens during a welcoming ceremony and why
  • Identify similarities and differences in the way that people from different faith communities might dress and why
  • Talk about their own ideas of friendship and belonging
  • Consider their role within the school community

 

Why should we look after our World?

At the end of this unit, most children should:-

  • Recall elements of the creation story
  • Retell the creation story
  • Suggest why they think Christians, Muslims and Jews believe that they should care for the World
  • Talk about ways to care for the local environment
  • Respond to the World with a sense of wonder and appreciation
  • Realise that some questions about creation are difficult to answer
  • Suggest why and how they should demonstrate care for their environment

 What do eggs have to do with Easter?

At the end of this unit, most children should:-

  • Recall aspects of the Easter Story
  • Identify places in the Bible story that relate to Easter symbols
  • Suggest meanings for some Easter symbols
  • Suggest why Easter is important to Christians
  • Explore some common signs and symbols
  • Recognise signs of new life in nature
  • Identify that eggs are a symbol of new life and suggest why

 

What is prayer?

At the end of this unit, most children should:-

  • Use some religious words (e.g. God, prayer) when talking
  • Begin to show awareness of similarities and differences in the way people pray
  • Suggest meanings for religious language and expression
  • Explain why someone might pray
  • Express their own thoughts and ideas about prayer
  • Respond sensitively to the views of others and give reasons why prayer might be important to someone
  • Recognise that some questions about prayer are difficult to answer

 What might ‘God’ be like?

At the end of this unit, most children should:

  • Suggest reasons why some people might believe ‘God’ exists and others might not
  • Compare their own and other people’s ideas about ‘God’
  • Recognise that some questions about ‘God’ are difficult to answer
  • Express their own thoughts, experiences or feelings about ‘God’
  • Recall events from stories that talk about ‘God’
  • Begin to show an awareness of similarities and differences in ideas and beliefs about God
  • Use a range of vocabulary to describe and compare beliefs about ‘God’

 

 

 

What are your big questions?

At the end of this unit, most children should:

  • Recall events from creation stories
  • Begin to show an awareness of similarities between religions
  • Use a range of religious vocabulary to describe and compare key features of religions
  • Talk about things that they find puzzling
  • Identify questions that cause them to wonder
  • Respond to the world with a sense of wonder and appreciation
  • Realise that some questions that cause people to wonder are difficult to answer
  • Compare their own and people’s ideas about questions that are difficult to answer