Coverage Map | RE | ||||
2022-23 | Explorers/Adventurers Primary. | Explorers secondary/ Adventurers Primary | Adventurers Secondary | Pioneers | |
Term 1 | Key Concept | Creation/God | Creation / God | Creation/ God/the fall | Creation/ God |
Topic | Creation- Christian and non religious groups | Creation- Christian and non religious groups | Creation - Christian and non religious groups | Creation- Christians,Muslims,Hindus, Jews. | |
Composite Skills (6 MAX) | Explore: Special traditions:fruit and veg picking, donating goods to church/charity, Special sounds: song, prayer | Listen to the Christian creation story Explore how and when Christians like to thank their creator Talk about their own experiences and feelings about the world. | Retell creation stories, talking about what they say about the world, God and human beings. Know how and when Christians like to thank their creator Describe how and why Christians might pray to God, say sorry and ask for forgiveness. Make connections to own beliefs and practices. | Retell creation stories from different religious and non religious groups. Know a range of different religious and non religious groups’ beliefs about creation Make connections between beliefs and practices of different religious and non religious groups. | |
Term 2 | Key Concept | Incarnation | Incarnation | Incarnation | Incarnation |
Topic | Christmas | Christmas | Christmas | Creation/Christmas | |
Composite Skills (6 MAX) | To Explore: Special people- Jesus Special story- nativity Special foods Special objects- presents, decorations, tree etc Special place- church Special sounds- Christmas carols, bells. | Talk about people who are special to them Make connections with personal experiences. Retell elements of the christmas story Know some things that happen at Christmas time. Express feelings about Christmas celebrations. | Know Jesus and God are special to Christians Retell the nativity story Begin to recognise that God sent his son Jesus to Earth Begin to recognise Jesus was born on Christmas day (25th December) Recall simply what happens at a traditional Christian festival (Christmas) Identify own beliefs about christmas | To know christian beliefs about christmas. To know how christians around the world celebrate Christmas. To compare and contrast their own and other people's beliefs and practices. | |
Term 3 | Key Concept | God | God | God. Torah | God.Torah. The People of the Land. |
Topic | Jews- Purim | Jews- Purim | Jews- Purim | Jews- who is Jewish and how do they live? | |
Composite Skills (6 MAX) | To Explore: Special story/special person - Esther Special foods- Hamantaschen Special sounds- Graggers Special traditions- Graggers, dressing up, eating Hamantaschen. | Retell some elements of the story of Esther Know some ways in which Purim is celebrated. Make links between Jewish beliefs and practices and own life. | Know some key Jewish beliefs. Retell the story of Esther Know how Purim is celebrated Know why Purim is celebrated Know that Purim is a special celebration for Jewish people Make links to own beliefs,practices and traditions. | Know some key Jewish beliefs Know some stories used in celebrations and how they remind Jews of what God is like. Give examples of how Jewish people celebrate special times (e.g. Shabbat, Sukkot, Chanukah) • Make links between Jewish ideas of God found in the stories and how people live • Give an example of how some Jewish people might remember God in different ways (e.g. mezuzah, on Shabbat) Make links to own life, beliefs and practices. | |
Term 4 | Key Concept | God. Salvation. | God.Salvation. | God.Salvation. | God.Salvation. |
Topic | Easter | Easter | Easter | Easter | |
Composite Skills (6 MAX) | To Explore: Special people- Jesus Special story- Easter Special foods- Eggs, biscuits, hot cross buns etc. Special symbols- eggs, chicks, bunnies,crosses etc. Special place- church Special sounds- Easter songs Special traditions- egg hunt, painting eggs. | Listen to the Easter story Know that Jesus died Know some ways that Christians celebrate Easter Know some Easter traditions in our own lives. | Retell Easter story Know how Christians celebrate Easter Know why Christians celebrate Easter Know some Easter symbols and their meaning. Make connections between Christian beliefs and practices and own lives. | Understand the meaning of the Easter story to Christians and what it tells them about God. To know how christians around the world celebrate Easter. To compare and contrast their own and other people's beliefs and practices. | |
Term 5 | Key Concept | Self awareness | Self awareness/noticing similarities and differences | Self awareness/ feelings/friendship | Self awareness/ feelings/belonging |
Topic | Who am I and where do I belong? | Who am I, and where do I belong? | Who am I, and where do I belong? | Who am I, and where do I belong? | |
Composite Skills (6 MAX) | Recognising self and others Naming self and others Indicating likes and dislikes. | To recognise and communicate own physical features To notice similarities in appearance. To notice differences in appearance. To recognise and communicate what I like and don't like in class. | To recognise and communicate what I like and don't like. To recognise similarities and differences in what we like and don’t like. (what we value) To recognise and express feelings about things I like and dislike. To recognise similarities and differences in what we like and don’t like(what we value). To express feelings and concerns. To know that people have different feelings and behave respectfully. To listen to opinions of others. | To take part in self reflection about my personal qualities. To share my opinion on the qualities of others. To ask and answer questions, listen to other people’s opinions and explain our opinions on each other's personal qualities. To reflect on my qualities and discuss my feelings about them. To reflect on where and with who I belong. To express my feelings about where I belong. To express my feelings about where I will belong in the near future and what qualities/strategies could help. | |
Term 6 | Key Concept | Self awareness | Self awareness/noticing similarities and differences | Self awareness/ feelings/friendship | Self awareness/ feelings/belonging |
Topic | Who am I, and where do I belong? | Who am I, and where do I belong? | Who am I, and where do I belong? | Who am I, and where do I belong? | |
Composite Skills (6 MAX) | Recognising self and others Naming self and others Indicating likes and dislikes. | To recognise and communicate what I like and don’t like for lunch To recognise and communicate what I like and don’t like on the playground/field. To recognise and communicate who I like to be with in school. To recognise and communicate who is in my family To recognise people in my new class. To share information about myself with my new class. To notice similarities between myself and my peers. | To learn what a friend is, who is or might be a friend. To recognise what belonging is and recognise some places where I belong. To express feelings and concerns To know that people have different feelings about different things. To listen to opinions on what might help me. To ask and answer questions. | To recognise where I would like to belong. To recognise who I would like to belong with To reflect on what gives us a sense of belonging. To discuss how we can find places and people to belong with. To express my feelings about where I will belong in the near future and what qualities/strategies could help. To ask and answer questions. To notice similarities between myself and my peers. | |
Explorers: ‘Who am I and where do I belong?’ runs as continuous provision all year. They will focus on self awareness and have access to topics through exploration using their senses as well as through ‘Exploration of the World’ via the Explorers pathway curriculum.