Wiltshire RE Syllabus
Medium Term planner
Year: 5/6
Term: 4
Theme Beliefs and questions: how
people’s beliefs about God, the world
and.others influence their lives;
Religion: Christianity
Key Question: What matters to Christians about Easter?
Learning Objectives:
a) Beliefs, teachings and sources and e) Questions of meaning, purpose
and truth
Step 1: Engagement AT2 (1 lesson)
Lesson 1
WALT : To understand the Easter story
 It is important to ensure the children understand the link between Shrove
Tuesday, Lent and Easter. Using sequence cards http://www.twinkl.co.uk/resources/festivals-and-culturalcelebrations/easter/easter-story sequence in groups or enlarge and make a
human chain.
 Children can quickly bullet point the story in books.
 Review the story—what makes it extraordinary? Many people were crucified
for opposing the Romans. The difference is the Resurrection and later
Ascension, and these are matters of faith.
 Examine the Easter story—children could make a spider diagram of the
character traits that Peter, Judas and Jesus showed. Focus on Jesus—his
resurrection gives us hope for a life after death, his sacrifice shows trust in
God’s plan and his courage shows we must face our fears.
 Children could write a paragraph explaining how the Resurrection is important
to Christians
Step 2: Investigation AT1 (3 lessons)
Lesson 2
WALT : To understand the idea of the Servant King
REMEMBER ME
SHOWING HUMILITY AND SERVICE - WASHING DISCIPLES FEET
Children explore the story of the Last Supper – (the Last supper, Leonardo da Vinci
is a good visual aid) refer to previous lesson. The Christian ceremony of the
Eucharist commemorates the Last Supper. A piece of bread or wafer and wine are
distributed to the congregation in memory of this last meal with the disciples. Before
travellers sat down to eat they would wash. Traditionally the servant would wash the
master’s feet. Before the Last Supper Jesus took a bowl and towel and washed his
disciples’ feet. This went against their belief – they thought he was the master and
they should wash his feet. Read or tell the story of the washing of the disciple’s feet
–John 13. This could be done practically.
 Ask the children Why they think Jesus washed his disciple’s feet?
 What message was Jesus giving to his disciples – did this give them an idea
about the way he wanted them to carry on his work?
 Does this give Christian people today clues about how Jesus would want
them to behave and act towards others? How does this help them develop
their own values?
 Washing the disciple’s feet was a symbol of service - Can children think of
services or jobs which need to be done which are unpleasant but essential to
help others?



Think of an activity that someone has done for us that is not pleasant for them
but made us feel more comfortable? Washing our clothes; looking after us if
we are ill etc. Does the way people treat us have an effect on the way we
treat others? Write about someone who normally serves you. How could
you reverse roles? Why would we do this – love, gratitude, kindness.
Suggest why Jesus wants his followers to adopt these values?
Children could look at the poem/writing ‘Children Learn what they Live’. Pick
out the values they think Jesus was trying to show when he washed his
disciples feet.
Children could draw around their own feet and annotate with qualities they
think Jesus was showing to his disciples – this could make a class display)
Lesson 3
WALT : To understand the events of Jesus’ final hours
JESUS’ ARREST AND CRUCIFIXION
After the Last Supper Jesus told his disciples that one of them would betray him.
They were confused by this and Peter exclaimed he would never let him down; Jesus
told him he would deny him three times before the cock crowed. Judas left the group.
Jesus walked with his disciples to the Garden of Gethsemane. He asked his
disciples to keep watch whilst he went to pray. The disciples could not keep awake
and, as they slept Judas came with the soldiers and betrayed Jesus by kissing him
on the cheek (the traditional greeting of a student to the teacher!). Peter followed and
denied Jesus three times. Jesus is tried and crucified whilst his friends watch.
 Children could read the story or watch part of The Miracle Maker DVD. Refer
to spider diagrams of character traits lesson 1—can they add feelings to
them? Peter fear, shame, misery—Judas shame, horror—Jesus—despair.
 Highlight betrayal, denial, doubt—can children explain each word in the
context of the story?
Lesson 4
WALT : To understand the Christian meaning of the Resurrection
EASTER DAY – Seeing Jesus.
Refer to previous lesson--- and start a feelings graph for Jesus beginning at the Last
Supper and ending at the Resurrection.
 In CS Lewis’ book ‘The Lion, the Witch and the Wardrobe’, Aslan dies and
rises again – Read this section of the story as an introduction to this part of
the Easter story.
 Highlight the part of the story where Aslan dies and rises again. For each
part children record how Aslan felt….
The girls felt….
How do you know?
 The Easter story does not end with the crucifixion. Ask children to find
references and extracts from the Bible, telling of events from the crucifixion to
the resurrection (Matthew Chapters 26 – 27; Mark Chapters 16-17; Luke Chapters 23 – 24;
and John Chapters 19 and 21 – 22)
 Select verses from the resurrection
 Complete feelings graph
 Ask Children how Jesus felt/Peter felt/His disciples felt. How do you know?
 Relate this back to the Lion the Witch and the Wardrobe. Does the death/
rising of Aslan help you to understand what Christians believe happened at
the Crucifixion and Resurrection? What do you think?
 Using an outline of a cross, reflect on and record around it why the cross is
such an important symbol for Christians everywhere.
Step 3: Expression AT 2 (1 lesson)
Lesson 5
WALT: EASTER CELEBRATIONS IN DIFFERENT COUNTRIES AND CULTURES
 When something good happens to us we celebrate this in different ways –
e.g. birthdays – party, special trip, sleepover, etc. Christians celebrate the
resurrection of Jesus in different ways. Can children suggest different ways
they know of celebrating Easter? – Can children find links between these
celebrations and symbols from the gospel accounts?
 Children research how Easter is celebrated in different parts of the world. Do
the symbols we are familiar with feature in other countries or cultures. Are
there any other symbols in other cultures that reflect parts of the Easter story
we do not use?
 Children work in groups to research other cultures. Children give feedback to
the class –make information posters for display.
Step 4 : Evaluation AT 2 (1 lesson)
Lesson 6
WALT : IDEAS OF SACRIFICE AND FORGIVENESS
To Christians, the most important thing about Easter is that Jesus willingly died to
take away all of our wrong doings and bring us closer to God, that he then came
back to life three days later and is still alive today in Heaven.
 Use a human bar chart to express the class views on this - Give the
statement ‘ I believe Jesus rose from the dead’ and ask them to say how
strongly they agree/disagree with the statement. By selecting a number1-5
where 1 is strongly agree and 5 is strongly disagree. Place answers in a box
and shake well. Children select from the box another child’s view and stand in
a human bar chart to indicate range of beliefs.
 Read the poem (attached) The Morning that Death was killed –Steve Turner
 Discuss with the class—triumph over death, a sense of joy in the poem
 Children could write a diary entry for Good Friday, as if they were one of the
people who watched Jesus die. They should include their own feelings.
Evidence in books:
See individual lesson plans.
Step 1
Engagement
Skills:
Skills and Attitudes focus in this enquiry
Step 2
Step 3
Investigation
Evaluation
Skills:
Skills:
Step 4
Expression
Skills:
Suggest meanings
Sort ideas
Make links
Reflect on impact
Attitudes:
Attitudes:
Attitudes:
Attitudes:
Understand
Analyse
apply
Empathy
AT1 Levelled Learning Outcomes
AT2 Levelled Outcomes
Level 2 Retell stories, identify
religious material & ask questions
Pupils
use religious words and phrases to
identify some features of religion
and its importance for some people
begin to show awareness of
similarities in religions
retell religious stories and
suggest meanings for religious
actions and symbols
identify how religion is
expressed in different ways
Pupils:
ask, and respond sensitively to,
questions about their own
and others‟ experiences and
feelings, in relation to religion and
belief
recognise that some questions
cause people to
wonder and are difficult to answer
in relation to matters of right and
wrong, recognise their own values
and those of others
Level 3 Describe religion, make links
to their own experience
Pupils
use a developing religious
vocabulary to describe some key
features of religions, recognising
similarities and differences.
make links between beliefs and
sources, including religious stories
and sacred texts
begin to identify the impact
religion has on believers‟ lives
describe some forms of
religious expression
Pupils
identify what influences
them, making links between aspects
of their own and others‟ experiences,
in relation to religion and belief
ask important questions
about religion and beliefs, making
links between their own and
others‟ responses
make links between religious and
non-religious values and
commitments, and their own
attitudes and behaviour
Level 4 Show understanding of
religion, apply ideas to
themselves & others
Pupils
use developing religious
vocabulary to describe and
show understanding of
sources, practices, beliefs, ideas,
feelings and experiences.
make links between them, and
describe some similarities and
differences both within and
between religions.
describe the impact of religion
on people‟s lives.
suggest meanings for a range of
forms of religious expression.
Pupils
raise and suggest answers
to questions and issues raised by
religion and belief.
apply their ideas relating to their
study of religion and
belief to their own and other
people‟s lives.
describe what inspires and
influences themselves and
others, in relation to religion
and belief
Resources:
See text
Teacher Reflection:
WWW
EBI
The Morning That Death Was Killed
I woke in a place that was dark
The air was spicy and still
I was bandaged from head to foot
The morning that death was killed.
I rose from a mattress of stone
I folded my clothes on the sill
I heard the door rolling open
The morning that death was killed.
I walked alone in the garden
The birds in the branches trilled
It felt like a new beginning
The morning that death was killed.
Mary, she came there to find me
Peter with wonder was filled
And John came running and jumping
The morning that death was killed.
My friends were lost in amazement
My father, I knew, was thrilled
Things were never the same again
After the morning that death was killed.
Steve Turner
Author: J Campbell