Progression through the revised Easter units
Unit
Knowledge / understanding focus –
the ‘big idea’
Skills
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EYFS: Meals
with Jesus
EYFS: New life
all around!
Y1: Is Easter
happy or sad?
Exploring meals that Jesus shared with
people, including how Christians
remember Jesus during communion
On the connections between new life in
Spring and the new life of Easter
It is the intention of this unit to focus
children on the contrasting emotions of
Easter and the symbols associated with
the different parts of the Easter narrative.
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Y2: What is
Easter really
about?
It is the intention of this unit to explore
the Christian belief that Jesus died to
‘mend’ people’s friendship with God, and
to encapsulate Christian beliefs about
Jesus’ death and resurrection in an Easter
Garden
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Reflecting on the comfort that Jesus brought to people through the meals in the
Easter story
Empathising with the emotions of people within the Easter story and the Feeding
of the 5,000 story
Investigating artefacts and stories through talk especially asking questions
Interpreting by suggesting meanings for words, actions & objects within the
stories
Reflecting on the feelings and experiences of new life
Empathising with the joy of new life at Springtime and with the emotions of
people within the Easter story
Investigating artefacts and stories through talk esp. asking questions
Interpreting by suggesting meanings for words, actions & objects within the story
Reflecting on the contrasting emotions that are a part of the Easter narrative
Empathising by talking about how different people within the story might have
been feeling
Investigating the symbols and objects associated with Easter e.g. cards, hot cross
buns, Easter eggs etc.
Interpreting the symbolism associated with Easter e.g. cross, egg (as new life /
tomb shape)
Evaluating by expressing what Easter might mean for a Christian
Synthesising by linking the symbols of Easter with the parts of the story /
Christian beliefs
Reflecting on the Easter celebration and puzzling aspects of the story
Empathising by considering how people feel about ‘broken’ friendships or what
Christians might feel about Easter
Investigating the different parts of an Easter Garden and relating them to the
Easter account
Interpreting the symbolism contained within an Easter Garden
Synthesising by linking the parts of the Easter Garden with what Christians believe
Expressing their views about Easter
GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Progression through Easter units
Y3: What
happened
during Holy
Week?
It is the intention of this unit to give pupils
opportunities to set out the sequence of
events from Palm Sunday to Easter Day &
the symbols associated with them, and to
reflect on what each of these events might
mean for Christians. There is also space
within the unit to help children make links
between the Jewish festival of Passover
and the Last Supper
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Y4: How does
Lent help
prepare
Christians for
Easter?
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It is the intention of this unit to consider
Christian practices during Lent across the
world, giving pupils opportunities to
explore the common themes within Lent.
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Y5: How do we
know what
happened at
Easter?
It is the intention of this unit to especially
develop pupils’ skills of investigation &
evaluation, as they look at the four Gospel
accounts of the Easter narrative. It might be
better to focus initially on the similarities. It is
intended that the skills developed in this unit
will help to prepare pupils for an independent
comparison of texts in the year 6 Christmas
unit.
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Reflecting on the symbols and what they mean in relation to the Easter story
Investigating by gathering information from a variety of sources, including art &
Bible texts
Interpreting by drawing meaning from works of art and suggesting meanings for
symbols and forms of religious expression
Evaluating by identifying what influences and inspires them and why
Synthesising by making links between the Last Supper and Passover
Analysing the links between the Jewish Passover and the Last Supper
Expressing religious views by responding to religious questions through Art
Reflecting on the feelings, experiences, beliefs and practices associated with Lent
Empathising by considering the thoughts, feelings, experiences, attitudes, beliefs
and values of others and identifying feelings such as forgiveness and sorrow
Investigating by asking relevant questions e.g. how might this help a Christian
prepare for Easter?; by gathering information from a variety of sources e.g.
books, photos, visitors etc.
Interpreting by drawing meaning from artefacts and symbolism; interpreting
religious language
Synthesising by linking the story of Jesus in the desert with the practices of Lent;
linking the practices of Lent with Christian belief
Applying by making the association between Lent and an individual’s lifestyle,
and the impact on their church / local community
Expressing by explaining rituals and practices associated with Lent and how they
might help a Christian prepare for Easter
Reflecting on ultimate questions that are raised by the Easter narratives.
Empathising by considering the beliefs and values of others; developing the
ability to identify feelings such as love, wonder, forgiveness and sorrow as these
issues are raised in the Easter narratives; seeing the world through the eyes of
others, and seeing issues from their point of view
Investigating by asking relevant questions about life after death; knowing how to
gather information from a variety of sources e.g. the four gospels
Interpreting religious language and suggesting meanings of religious texts
Synthesising by linking significant features of religion together e.g. the Gospel
accounts with their intended audience
Analysing the similarities between the Gospel accounts; distinguishing between
opinion and fact
Evaluating issues of religious significance e.g. Are the similarities and differences within
the Gospel accounts important?
GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Progression through Easter units
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Y6: Adam, Eve,
Christmas &
Easter – what
are the
connections?
It is the intention of this unit to explore
the connections, as Christians see them,
between Genesis and the events of
Christmas and Easter. Pupils will develop
their research skills, and also the skills of
synthesis and expression, but also be
given opportunities to reflect on their own
beliefs.
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2014
‘Alternative’
Y6: Did Jesus
have to die?
It is the intention of this unit to explore
what Christians believe about the death of
Jesus, as an ‘atonement’ or redemption
for sin. This is a difficult concept, and may
raise more questions than answers!
Reflecting on feelings, relationships, experience, ultimate questions and beliefs
Empathising by presenting their point of view, whilst considering the thoughts,
feelings, experiences, attitudes, beliefs and values of others; identifying with
feelings such as love, forgiveness and sorrow
Investigating by knowing how to gather information from the Bible & other
sources
Interpreting religious language; suggesting meanings of religious texts e.g. the
names of Jesus from Isaiah
Evaluating the challenges of Christian belief with reference to evidence and
argument
Synthesising by making links between Adam, Eve, Christmas and Easter
Expressing by explaining concepts e.g. sin / sacrifice / salvation; expressing
religious views (theirs and others); explaining the links between Christmas &
Easter
Applying by considering the consequences of peoples’ actions
 Reflecting on ultimate questions and beliefs about the death of Jesus
 Empathising by identifying with feelings such as love, forgiveness and sorrow
 Investigating by knowing how to gather information from a variety of sources e.g.
Bible, art, knowledge of other Christian concepts and beliefs
 Interpreting meaning from works of art and symbolism; interpreting religious
language; suggesting meanings of religious texts
 Evaluating by debating issues of religious significance with reference to evidence
and argument e.g. do you have to die to ‘give up; your life?
 Synthesising by linking the concept of sacrifice with Christian belief; connecting
Jesus’ death with what he taught; making connections between Jesus’ death &
Passover
 Applying by suggesting how the idea of ‘giving up your life’ might change the way
a Christian lives
 Expressing by explaining the concept of sacrifice or atonement or redemption;
answering the question ‘Did Jesus have to die?’ giving reasons for their views
GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Progression through Easter units