Who Is The Most Important Person* In The Easter Story?
Christianity
Name of Unit: Christianity – Who is the most important person* in the Faith: Christianity
Easter story?
Key Stage in which this unit should be taught: Lower KS2
Recommended Year Group (if specified:) Year 3 or Year 4
Previous Learning: Easter Festival and Easter Symbols (KS1)
AT1 Learning About Religion
AT2 Learning From Religion
focus:
focus:
Identify and talk about some of the key characters in the Gospel accounts of Talk about what is important to them in the challenges they face in their
Holy Week, what happens to them and what they may feel and think at relationships with others, with reference to their own and others’ feelings
different points in these narratives (L2)
(L2)
Describe and explain why there people may have the same or a range of Link things that are important to the key characters in the Gospel accounts
different responses to the roles played by the key characters in the Gospel of Holy Week and the ways in which they and others may think and behave
accounts of Holy Week (L3)
(L3)
Use specific Christian and other religious language accurately to describe Ask questions about the moral decisions they and other people make, and
and compare different beliefs about the experiences and the moral dilemmas suggest what might happen as a result of different decisions, including those
faced by the key characters in the Gospel accounts of Holy Week (L4)
made with reference to religious beliefs/values (L4)
What this unit teaches:
1 – Why did Judas betray Jesus?
2 – What does Peter’s denial say about the challenges of Christian faith?
3 – Why were there women at the crucifixion of Jesus?
4 – Who is the most important person in the Gospel accounts of Holy Week and why?
Key RE Vocabulary:
Cross-Curricular Links:
Ascension, Betrayal, Crucifixion, Denial, Disciple, Forgiveness, Redemption,
Art, Drama and Literacy
Resurrection, Salvation
Spiritual, Moral, Social and Cultural Development:
Sensitivities:
Moral issues relating to betrayal, denial and forgiveness
Be aware that Jesus is obviously the central figure in these narratives, so this
PHSCE
unit highlights other major characters (*).
Relationships
Be mindful of any children that have suffered betrayal, bereavement and loss.
Possible Further Thinking and Extension Activities:
How was each of the Easter people part of God’s plan as Christians may
understand it to be??
Future Learning:
Easter Worship, Easter Hope
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
AT1
AT2
Suggested Teaching Activities
Lesson 1
Pupils should:
AT1
Identify and talk about some
of the key characters in the
Gospel accounts of Holy
Week, what happens to
them and what they may feel
and think at different points
in these narratives (L2)
Describe and explain why
there people may have the
same or a range of different
responses to the roles
played by the key characters
in the Gospel accounts of
Holy Week (L3)
Use specific Christian and
other religious language
accurately to describe and
compare different beliefs
about the experiences and
the moral dilemmas faced by
the key characters in the
Gospel accounts of Holy
Week (L4)
Christianity
Points to Note:
Make sure all pupils know what
betrayal means.
Why did Judas betray Jesus?
Introduction:
Display images of paintings of the Last Supper.
Can the pupils suggest who the people are in the painting? Which
one is Jesus? How do they know? Which person might be Judas?
Why?
Read the Bible narrative where Jesus is stating that one of his
friends is going to betray him.
What did Jesus mean when he said’ “One of you will betray me?”
Discuss why Judas has decided to betray his friend. Highlight what
happens to Judas later in the Holy Week narratives.
Resources:
Artistic depictions of The Last
Supper in various forms and styles
Main Activity:
Provide groups with titles about the story of Judas:
 The Betrayal of Jesus
 The Last Supper
 In the Garden of Gethsemane
 Jesus is Condemned
Biblical Texts:
Matthew 26:17-30
Mark 14: 12-26
Luke 22: 37- 38
Jon 13: 18-38
Each group is to respond with a drama and a written recording
(emotions graph) to track Judas’ feelings at that particular section
of his story. (Play reflective music while pupils record the emotions
graphs).
Groups share their responses with the rest of the class. Discuss if
all agree with the emotions portrayed. How and why might there
be different opinions?
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
AT2
Talk about what is important
to them in the challenges
they
face
in
their
relationships with others,
with reference to their own
and others’ feelings (L2)
AT1
AT2
Christianity
Suggested Teaching Activities
Plenary:
Would Jesus still have been crucified, had he not been betrayed by
Judas? Discuss.
Points to Note:
Make sure all pupils know what
betrayal means.
Sensitivities:
Be aware of any pupils who feel
betrayed by others and also those
who may be responsible for
betraying their friends.
Link
things
that
are
important to the key
characters in the Gospel
accounts of Holy Week and
the ways in which they and
others may think and behave
(L3)
Ask questions about the
moral decisions they and
other people make, and
suggest what might happen
as a result of different
decisions, including those
made with reference to
religious beliefs/values (L4)
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
Lesson 2
Pupils should:
Identify and talk about some
of the key characters in the
Gospel accounts of Holy
Week, what happens to
them and what they may feel
and think at different points
in these narratives (L2)
Describe and explain why
there people may have the
same or a range of different
responses to the roles
played by the key characters
in the Gospel accounts of
Holy Week (L3)
Use specific Christian and
other religious language
accurately to describe and
compare different beliefs
about the experiences and
the moral dilemmas faced by
the key characters in the
Gospel accounts of Holy
Week (L4)
AT1
AT2
Christianity
Suggested Teaching Activities
What does Peter’s denial say about the challenges of
Christian faith?
Points to Note:
Make sure all pupils know what
denial means.
Introduction:
Ask pupils to think about and possibly share any times that they
have fallen out with a friend.
Watch the clip of Peter denying that he knew Jesus from The
Miracle Maker film (see link).
Peter was Jesus’ closest friend. Why would he do this? Is this the
way that you would treat your friend? What do you think Jesus felt
about Peter doing this? If you had treated a friend badly, what
could you then do to show you are sorry and mend your
friendship again? What do you think Peter did?
Read Bible narrative, ‘Peter addresses the crowd’. Peter’s message
meant that 3400 people were baptised as Christians that day.
Main Activity:
Give each group a different image of Peter’s denials or of Peter
addressing the crowds. Ask each pupil to write a question that
they would like to ask Peter (on a thought bubble).
Resources:
https://www.youtube.com/watch?v=
jRzL1Aca4Lw
Biblical Texts:
John 18: 15-27
Acts 2: 14 – 41
Free Bible Images/National
Gallery/Google Images
Thought bubble templates x2 per
pupil
Pupils pass their question to someone else in the group who
provides their answer on another thought bubble.
Share the questions and answers by asking the children to move
around the classroom and read and think about the responses to
the images. (Play reflective music while they do this).
Plenary:
How did Peter’s actions affect himself, Jesus, the crowd?
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
AT2
Talk about what is important
to them in the challenges
they
face
in
their
relationships with others,
with reference to their own
and others’ feelings (L2)
AT1
AT2
Christianity
Suggested Teaching Activities
Draw out that Peter knew in his heart that God was telling him to
make amends and repair the damage he had done.
Can pupils recognise a link with the Christian message of Easter?
Points to Note:
Make sure all pupils know what
Sensitivities:
betrayal
Be
awaremeans.
of any relationship
problems in the class.
Draw out the core themes in Christianity Easter: new life,
redemption, reconciliation, making amends for sins and
restoration, God’s relationship with humanity being mended.
Link
things
that
are
important to the key
characters in the Gospel
accounts of Holy Week and
the ways in which they and
others may think and behave
(L3)
Ask questions about the
moral decisions they and
other people make, and
suggest what might happen
as a result of different
decisions, including those
made with reference to
religious beliefs/values (L4)
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
Lesson 3
Pupils should:
Identify and talk about some
of the key characters in the
Gospel accounts of Holy
Week, what happens to
them and what they may feel
and think at different points
in these narratives (L2)
Describe and explain why
there people may have the
same or a range of different
responses to the roles
played by the key characters
in the Gospel accounts of
Holy Week (L3)
Use specific Christian and
other religious language
accurately to describe and
compare different beliefs
about the experiences and
the moral dilemmas faced by
the key characters in the
Gospel accounts of Holy
Week (L4)
AT1
AT2
Christianity
Suggested Teaching Activities
Why were there women at the crucifixion of Jesus?
Points to Note:
Introduction:
Show pupils an image of the painting of ‘The Yellow Christ’ by
Gaugiun.
What are their responses? Is there any symbolism in the colours
used? How are the women who are observing Jesus on the cross
feeling? Whose actions led to this point? Why? Could Jesus’
crucifixion have been prevented? How?
Now show pupils an image’ of another painting, this time ‘The
Descent from the Cross by Rogier van der Weyden. Ask them to
focus again on the women – how are they the same and different
to those shown in Gauguin’s work? Why are there? How are they
feeling? Use a zoom facility if available to look at their faces in
detail.
Read the Bible narrative from the Garden of Gethsemane through
to the crucifixion. Take care to choose versions which focus on
the women.
Resources:
http://www.albrightknox.org/artwor
ks/19464-le-christ-jaune-yellowchrist
https://www.museodelprado.es/en/t
he-collection/art-work/the-descentfrom-the-cross/856d822a-dd224425-bebd-920a1d416aa7
Main Activity:
Ask children to choose one of those two pictures and to discuss
and or write answers to the following questions
 What part of the Christian story does the painting show?
What is the artist trying to convey about the meaning of
that story?
 What would you like to ask the artist about the painting?
 Choose one of the women in the painting – who is she and
what would you like to ask her ?
 Why do you think the artist decided to include her and
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
AT1
AT2


AT2
Talk about what is important
to them in the challenges
they
face
in
their
relationships with others,
with reference to their own
and others’ feelings (L2)
Christianity
Suggested Teaching Activities
why is she in the story?
Why did you choose that particular woman?
What do you think makes a piece of art Christian?
Points to Note:
They can record their answers around a copy of the picture,
postcard or drawing.
Plenary:
Pupils could create a personal response to their chosen art work,
explaining and reflecting upon their work.
Reflective music is played whilst pupils view one another’s work.
Link
things
that
are
important to the key
characters in the Gospel
accounts of Holy Week and
the ways in which they and
others may think and behave
(L3)
Sensitivities:
Be aware of any children who will
be particularly sensitive to, and
unduly disturbed by, references to
the pain and suffering of Jesus on
the cross.
Ask questions about the
moral decisions they and
other people make, and
suggest what might happen
as a result of different
decisions, including those
made with reference to
religious beliefs/values (L4)
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
Lesson 4
Pupils should:
Identify and talk about some
of the key characters in the
Gospel accounts of Holy
Week, what happens to
them and what they may feel
and think at different points
in these narratives (L2)
Describe and explain why
there people may have the
same or a range of different
responses to the roles
played by the key characters
in the Gospel accounts of
Holy Week (L3)
Use specific Christian and
other religious language
accurately to describe and
compare different beliefs
about the experiences and
the moral dilemmas faced by
the key characters in the
Gospel accounts of Holy
Week (L4)
AT1
AT2
Christianity
Suggested Teaching Activities
Who is the most important person in the Easter story?
Introduction:
Show pupils the Miracle Maker clip of Jesus’ Resurrection and
Ascension (see link).
Who is the woman featured? What is her relationship with Jesus?
Why was she so upset at the beginning of the clip? How and why
did her mood change as the clip continues? How did Mary
Magdalene feel about Jesus’ crucifixion and resurrection?
Explore the answers given.
Main Activity (Assessment Task):
Pupils to choose one of the Easter People studied (Judas, Peter,
one of the women at the Crucifixion and Mary Magdalene) and to
write a diary recording their feelings about the events.
Points to Note:
Recap prior learning.
Resources:
https://www.youtube.com/watc
h?v=zc2NtYSI7oE
Plenary:
Who is the most important person in the Easter story?
Which one of them has taught you the most about what it means
to be a follower or disciple of Jesus and live a Christian life?
AT2
Talk about what is important
to them in the challenges
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools
Who Is The Most Important Person* In The Easter Story?
Learning Objectives
they
face
in
their
relationships with others,
with reference to their own
and others’ feelings (L2)
AT1
AT2
Suggested Teaching Activities
Christianity
Points to Note:
Sensitivities:
Be clear that it is Christians who
believe in the resurrection and
ascension of Jesus.
Link
things
that
are
important to the key
characters in the Gospel
accounts of Holy Week and
the ways in which they and
others may think and behave
(L3)
Ask questions about the
moral decisions they and
other people make, and
suggest what might happen
as a result of different
decisions, including those
made with reference to
religious beliefs/values (L4)
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board for Schools