Pilgrimage Beginnings

Overview

In this lesson (1 of 2), students are introduced to pilgrimage as a meaningful journey in Christianity, looking at why people travel, what they hope to find, and how places (such as Jerusalem and Santiago de Compostela) can symbolise a spiritual path. Students use discussion and a guided storytelling activity to connect historical and cultural understanding with personal reflection.

Learning intentions

• WALT understand what a pilgrimage is and how it is practised and understood within Christianity.
• WALT identify common reasons people make pilgrimages (faith, devotion, searching for meaning, remembrance).
• WALT explain how a pilgrimage can function as a symbol of a spiritual journey.
• WALT use evidence from a short narrative or teacher-provided summary to support a clear viewpoint.

Success criteria

• I can define pilgrimage in my own words and describe its purpose in Christianity.
• I can name at least two notable pilgrimage sites and connect each to a reason people journey there.
• I can explain, using key vocabulary, how a journey can represent a spiritual path.
• I can contribute respectfully to discussions and listen to others’ ideas.

Curriculum links

• Religious education learning involves understanding religions, their beliefs, practices, and cultural expressions, including Christianity and pilgrimage traditions.
• Students build understanding through discussion, questioning, and interpretation of beliefs and practices.
• Students develop thinking skills by making connections between historical significance and symbolic meaning.
• Students practise communication by expressing ideas clearly in pair and class dialogue.

Lesson structure (45 minutes)

1. 0–5 min · Starter: “A journey with a purpose”. Teacher displays three prompt cards: “seek”, “give thanks”, “remember/repair”, and asks students to choose one and briefly share why (partner talk). Students discuss and share one reason someone might travel if their journey had spiritual meaning.

2. 5–12 min · Mini-lesson: What is pilgrimage? Teacher explains pilgrimage as a purposeful journey undertaken for faith and spiritual growth, highlighting Christianity’s historical development and variety of motivations. Students complete a quick “Concept check” on their worksheet: circle the best match for pilgrimage (journey with spiritual purpose) and write one sentence using “pilgrimage”.

3. 12–20 min · Storytelling session: Jerusalem and beyond. Teacher tells a short, teacher-read story sequence: travellers journey toward holy places; the journey involves preparation, reflection, worship, and community; mention Jerusalem as a key Christian context connected to Jesus’ life and the early Christian story. Students listen for reasons and symbol clues, then underline phrases on a printed story summary that suggest purpose (e.g., devotion, remembrance, seeking peace/forgiveness).

4. 20–29 min · Guided discussion: Why pilgrimage? Teacher facilitates a structured discussion using three stems on the board: “People go on pilgrimage because…”, “A pilgrimage can symbolise…”, “This shows faith through…”. Students contribute using sentence starters, aiming to reference at least one of the reasons: devotion, searching for meaning, remembrance, and/or transformation of the self and community.

5. 29–37 min · Notable pilgrimage focus: Santiago de Compostela. Teacher provides a concise second narrative segment about Santiago de Compostela, describing it as a well-known Christian pilgrimage destination in Europe and focusing on the idea of “the road” as a spiritual pathway (including preparation, endurance, reflection, and shared experience). Students complete a “Place-to-Meaning” graphic organiser: Site → Reason people travel → Symbolic spiritual meaning.

6. 37–44 min · Reflection and exit ticket: “My understanding so far”. Teacher sets a respectful reflection task and reads out the exit ticket questions. Students answer in writing: (1) Define pilgrimage. (2) Choose one reason and explain how the journey could change someone spiritually. (3) Name one site and one spiritual symbol it represents.

7. 44–45 min · Pack away and collect. Teacher collects exit tickets and checks that all students have completed at least the definition and one reason.

Resources

• Teacher-prepared story summaries (printed) for Jerusalem and Santiago de Compostela
• Prompt cards for “seek / give thanks / remember-repair”
• Student worksheet with: concept check, underline task, and “Place-to-Meaning” organiser
• Whiteboard or slide for discussion stems
• Exit ticket slips or worksheet section for final responses

Assessment

• Formative check during starter: students’ quick partner explanations show initial understanding of “journey with purpose”.
• Formative assessment during the storytelling and discussion: teacher listens for correct use of “pilgrimage” and reasons for travel.
• Exit ticket: evaluate clarity of definition, ability to link pilgrimage to symbolic spiritual meaning, and correct naming of at least one site.

Differentiation

• Support: provide sentence starters and a word bank (pilgrimage, devotion, reflection, meaning, spiritual, remembrance, transformation).
• Support: offer a simplified graphic organiser with reduced text and an example of how to fill in Site → Reason → Symbolic meaning.
• Extension: invite some students to add a second reason for pilgrimage or include a nuance (e.g., pilgrimage can be personal and communal).
• EAL/SEN: allow oral responses for the concept check if needed, and pre-teach key vocabulary with brief definitions and examples.