Subject knowledge

Easter

• Most people who follow the Christian worldview believe Jesus died on the cross on a day called Good Friday and came back to life (the resurrection) as part of God’s plan to save humanity from sin on Easter Sunday (salvation).
• The Easter story is a crucial part of this belief.
• The resurrection of Jesus is remembered at Easter and celebrates victory over sin and death, offering believers hope of eternal life.

The Last Supper

• In English translations of the Bible, it explains how Jesus shared bread with his disciples at the Passover meal.
• According to Jewish law, leavened food (food made with a raising agent such as yeast) would not have been eaten at Passover so it is likely that this was an unleavened bread such as flatbread or cracker.
• In the Pupil video: Holy week just the word bread is used reflecting the language used in English translations of the Bible.

Misconceptions

The children may believe that:

• ‘Easter is about chocolate eggs and bunnies’ – it is important to explain that while Easter is celebrated in different ways across cultures, its religious significance for many Christians focuses on the death and resurrection of Jesus. The symbols of eggs and new life represent the Christian message of hope.
• ‘Easter is only celebrated by Christians’ – explain that while Easter is an important religious festival for many Christians, some people with different worldviews also participate in cultural or family Easter traditions, such as egg hunts or spring-themed celebrations.
• ‘Jesus stayed on Earth after coming back to life’ – explain that many Christians believe Jesus returned to heaven to be with God.
• ‘Anyone can come back to life’ – explain that many Christians believe Jesus was special because he is God’s son.

Lesson organisation 

Easter gardens (optional – see Main event)

• Items to make Easter gardens:
  • shoebox lids or trays (one per pair);
  • soil (a small bag for each table to use as the garden base);
  • a selection of natural materials such as stones, pebbles, moss, twigs, petals;
  • a selection of coloured tissue paper to make flowers;
  • green paper or pipe cleaners (for palm branches);
  • modelling clay or dough (for figures, bread, cups, etc);
  • cardboard (for creating tables, crosses, and other structures);
  • white paper (for tablecloths or decorations);
  • lolly sticks (for crosses);
  • small pots or cups (to represent the tomb);
  • scissors;
  • glue or tape;
  • markers, crayons, or coloured pencils.

1. To make the Easter gardens provide each pair with a shoebox lid or small tray.
2. Fill with a thin layer of soil to create the base for the Easter garden.
3. For the Last Supper scene, use a tray without soil.

External visitors

• Local community members could be invited to discuss how they celebrate Easter.
• For further guidance, see the link: Teacher guidance: External visitors.

Terminology

• In Key stage 1, the phrase ‘Jesus came back to life’ is used rather than the term ‘resurrection’. This is to ensure the children can engage with the key message of the Easter story in an accessible and age-appropriate way.

If you know a child has specific issues, consider discussing the lesson with them in advance and adapting it as needed. They might benefit from adult support.

If problems emerge during the lesson, consult your Senior Leadership Team.

It is the teacher’s responsibility to check all resources and lesson content to ensure they are suitable for their class setting.

Sensitivities

• When teaching the Easter story, present it sensitively and age-appropriately, avoiding graphic details about death and punishment and focusing instead on the broader message of hope and new life.
• The subject of death can be sensitive and may be personally affecting for some children.
• It is important to approach this topic with compassion and consideration for the experiences and emotions of all children.

The wonder box

• Remind children that they can use the wonder box if they have questions or concerns they would rather not share in front of the class.
• The wonder box gives the children the opportunity to share questions they may not feel comfortable asking in class. More challenging questions can be researched and additional time can be given to consider them. Children who may find writing questions challenging could either use a recording device or ask an adult to scribe for them.
• See: Teacher video: The wonder box for information on how to create and use this resource.