The Easter break may signify Easter eggs, Easter bunnies and an Easter hunt, but why is it so important for Christians?
Table of Contents:
1. Teacher’s background information.
The festival of Easter tells the story of how Jesus was unlawfully treated, beaten, whipped and crucified and yet Christians rejoice at the outcome 3 days later.
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2. Lesson plans and resources for the Christian festival of Easter
[a] The Christian Festival of Easter. The lesson plan is a downloadable PDF document to present to the children. (Opens in a new tab.)
[b] The Christian Festival of Easter lesson plan is a PowerPoint slideshow, viewable or downloadable for teachers to show the children. (Opens in a new tab on www.slideshare.net) (Same material as the PDF above).
[c] The Christian Festival of Easter lesson plan video with different speakers presenting the lesson. Be prepared to pause the video when a question is being asked: (Same material as the PDF above).
[d] Free videos and songs:
See three children’s Easter songs below.
See a video of Jesus’ Last Supper just before he was killed.
3. Three free children’s songs about Good Friday and Easter.
These songs can be used in R.E. lessons, assemblies, collective worship, church children’s talks, Sunday schools, etc.
[a] E is for The Easter and Holy Week Song with Actions by John Hardwick.
John’s aim with this song was to use each letter in the word E.A.S.T.E.R to explain a part of the Easter story in both a lively and reflective way with a catchy chorus.
[b] ‘God’s Story – Easter’ by Crossroads Kids’ Club.
Easter is a major part of God’s big rescue plan. It shows us how much Jesus loves us and is one of the most exciting parts of God’s story.
[c] Good Friday and Easter Sunday Actions Poem for Children by John Hardwick.
Note: Each Easter day has a different audience participation. Friday and Saturday are performed in a sombre spirit, but Sunday is done in an exciting, triumphant way!
4. A cartoon video for Easter:
[a] Jesus’ Last Supper before his death – Kid’s Bible Story (4.55 minutes long)
5. How to fulfil the locally agreed syllabus on the ‘Christian Festival of Easter’ lesson plan
Hopefully, you will be able to match your locally agreed syllabus with what is here.
This lesson plan is based on the UK RE Attainment Targets.
Here is the Mapping Grid for the Attainment Target Categories:
- Sacred Texts – stories, scriptures, parables, teachings
- Beliefs – ideas about God, truth, meaning, purpose
- Practices – worship, prayer, festivals, rituals, lifestyle
- Identity – belonging, community, worldview, personal reflection
- Values – moral ideas, attitudes, virtues
- Living – how beliefs affect actions and everyday life
🎯 Why This Grid Works for UK Schools
✔ Matches Agreed Syllabus expectations
✔ Supports progression from KS1 to KS2
✔ Aligns with Ofsted language (knowledge, understanding, impact)
✔ Works for lesson planning, assessment, and inspection evidence
✔ Non-political, non-denominational, UK-appropriate
For many local syllabi, in KS1, Christianity plus at least one other major religion is studied.
Effective RE should combine:
- knowledge (stories, beliefs, practices)
- understanding (why people believe/do what they do)
- reflection (personal response, values, empathy).
Typical Key Questions for KS2
Here are common “core/enquiry” questions or themes that appear in most KS2 agreed syllabi:
- Beliefs & Worldviews
a) What do different people believe about God / the world / human life?
What are the origins of the religions, and why are the ‘founders’ so significant? How do devotees show their devotion to these figures?
How do the lives, teachings and examples of the key religious figures in the different religions influence individuals and faith communities today?
Are these figures good role models for us today? Why?
How important is it for us to have good role models to base our lives on?
b) What do sacred texts, teachings and stories say? Why are they important? Why are sacred texts and holy books so important? (Sacred Texts)
What is a sacred text? What sacred texts are important in religion? How did they come into existence?
What beliefs about God are expressed in the sacred texts?
What do different sacred texts say about what it means to be a person?
What rules for living are found in different sacred texts?
c) What do people believe about life after death, morality, purpose and meaning?
What do people believe about life after death — and how do these beliefs affect their actions? - Practices & Expression
a) How and why do people worship? (Worship)
What do religious people do in their worship? Why do they do this?
What do believers gain from worshipping on their own (privately) and with other people (in the home or place of worship)?
How does worship influence their lives?
Why don’t all members of a religious or non-religious community believe and live in the same ways? (Diversity).
Does it matter that people have views, beliefs and religions that differ from my own? Why?
How might differences enhance the life of a community?
b) What makes religious places, festivals, rituals, and symbols important? What do our celebrations show about what we think is important in life? (Festivals)
What are some of the main festivals in the religions?
How do festivals express important beliefs and events in each religion?
What value do religious festivals have in the lives of individuals and communities?
How do religions express their beliefs about God? (Symbolism)
How do they express these beliefs through art, language, rituals and symbols?
c) How do believers express and live out their beliefs — individually and as communities?
How can belonging to a religion influence the lives of the faith communities? How do religious communities live out their beliefs and actions in the wider world?
What does it mean to be a Christian, a Hindu or a Muslim? Is religion important in the community?
Are places of worship really needed? (Religious buildings)
How do the features of these buildings help them to fulfil their purpose? What are the differences between private and collective worship?
Why do religions and non-religious groups celebrate important moments in life? (Rites of Passage).
What rites of passage do people observe in religious and non-religious traditions? - Impact, Values & Ethics
a) What does it mean to live by certain values — and what can we learn from different religions/worldviews?
What do the religious and non-religious worldviews teach about ‘the good life’? (Ethics).
Who and what influences how I live my life? How important is my behaviour?
What is my personal code of conduct? What are my most important values in life?
What do the different religious and non-religious teachings say about how we should live our lives?
How do different religious and non-religious groups decide what is right and wrong?
b) How do religious ideas influence attitudes toward social justice, fairness, environment, community life and global issues?
Is there a purpose to life, and how can we find out? What helps give meaning and purpose to life?
How does what we believe influence the way we should treat the world? (Creation and environment).
What do I think caused the universe?
Does the universe have a purpose, or is it just there?
What do different religions, non-religious groups and scientific views say about how the universe and life came about?
Do people have a responsibility to care for the world? Why, and what is this?
How important is human life? Why? Is human life more important than all other life?
How do religions respond to global issues such as justice, environment and human rights?
These then required merging within the Assessment Aims, but as can be seen, there had to be some overlapping of the themes/core questions:
- ASSESSMENT AIM: 1. SACRED TEXTS (Stories, Scriptures, parables & teachings) – [SACRED TEXTS & WHO AM I?]
- ASSESSMENT AIMS: 2. BELIEFS (Ideas about God, truth, meaning & purpose) – CREATION & IMPORTANT PEOPLE]
- ASSESSMENT AIM: 3. PRACTICES (worship, prayer, festivals, rituals & lifestyle) – [FESTIVALS & PLACES]
- ASSESSMENT AIM: 4. IDENTITY (belonging, community, worldview & personal reflection) – [BELONGING & IDENTITY]
- ASSESSMENT AIMS: 5. VALUES (moral ideas, attitudes, virtues, right & wrong) – [FESTIVALS & BELONGING]
- ASSESSMENT AIMS: 6. LIVING (how beliefs affect actions and everyday life) – [IMPORTANT PEOPLE & FESTIVALS]
Each assessment had its own set of questions to answer. These are included in each lesson plan, which is suitable for that particular subject.