2027 Grade 1 CRE curriculum designs should help you plan, practise or review a clear learning goal. This page combines guidance for using curriculum designs, an illustrative subject example, a follow-up task and general KCSERevision resource links. Adapt the activity to the current curriculum and the learning already taught in class.
Grade 1 CRE: KCSERevision resources
Grade 1 CRE: further practice
Discuss a teacher-selected Christian teaching in relation to a learner who finds a lost classroom item. Describe possible actions, explain the value involved and support a reasoned choice using the teaching studied. Distinguish the practical scenario from the wording or historical context of the religious source. Model one example, allow an independent attempt and use concrete objects or pictures when an explanation is difficult.
Planning check — Grade 1 CRE curriculum designs: Use the official curriculum design as the reference for outcomes. Compare a commercial teaching resource against it; the presence of a grade label is not proof that every outcome is covered.
Grade 1 CRE: turn an outcome into evidence of learning
A curriculum design sets out intended learning. Begin with the current official design used by the school, identify the relevant strand and outcome, and read the associated scope before selecting supplementary materials. An outcome is a destination for learning; the title of a commercial resource is not proof that the destination has been reached.
- Locate the outcome. Copy the relevant outcome accurately into the planning record and note its source. Identify the action the learner should demonstrate, such as explain, compare, calculate, create or evaluate.
- Decide what evidence would count. Use the example on this page to distinguish doing an activity from demonstrating understanding. A completed page may show participation; a justified response can reveal the intended reasoning.
- Match activity and evidence. Choose a task whose demand fits the outcome, available time and learners. Avoid assigning a long task that mainly measures copying when the outcome concerns explanation.
- Review the match. After the activity, compare actual responses with the intended evidence. Record a gap that needs teaching and check whether the task itself gave learners a fair opportunity to demonstrate the outcome.
For a coverage check, use columns for outcome, planned activity, evidence collected and next action. Leave an outcome unconfirmed when the evidence is missing. This makes the record useful for planning instead of presenting a ticked list as proof of mastery.
Worked teaching example: care that respects a person’s choice
Illustrative activity: A classmate appears upset and turns down an invitation to join a game. A learner wants to help but does not know the reason.
Task
Suggest a compassionate response that respects the classmate’s wishes. Relate it to relevant Christian teaching studied with the teacher.
Worked reasoning or expected evidence
A respectful enquiry, an offer of company and seeking an appropriate adult when necessary can show care. The learner should not invent the cause of distress or insist on a particular response. Use the taught reference accurately when explaining the value.
A common difficulty to check
Assuming that help must be accepted immediately overlooks the other person’s dignity. Distinguish offering help from controlling the decision.
Extend or adapt the task
Compare a public announcement with a quiet offer of support. Explain which protects privacy in this situation.
Grade 1: link a new idea to a familiar representation
Start with a concrete example and use a picture or spoken explanation to connect it with the written task. Demonstrate one response, then allow an independent attempt that changes a small detail. Check understanding through talk as well as writing so that handwriting does not hide the subject idea. Give short instructions and establish the meaning of important words. When an error occurs, return to the representation and ask the learner to show the step. Record whether the difficulty concerns the idea, the vocabulary or the response format.
Coverage evidence for this example
Choose a relevant outcome from the current design. Explain which part of the response above would demonstrate it, what evidence would be insufficient, and what another task should check. The activity is an illustration; the official design determines the scope.
Using the resource directory
These links open general collections. Choose the correct level, subject and topic on the destination page. Use each resource’s stated year and curriculum; 2027 is the preparation target for this page.
Join KCSERevision
Join KCSERevision to view the available membership plans and access options. Check the collection you need and the current membership details before joining.
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