Helping Others Counts

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Overview

Subject: Religious Education
Key Stage: KS1 and lower KS2 (ages 5–9)
Duration: 20 minutes
UK Curriculum Area: Understanding Christianity and Religious Stories (Non-Statutory Guidance for RE in the National Curriculum)

This session explores “The Good Samaritan” story from the Bible in an interactive and engaging way tailored to young learners. It encourages empathy, moral reflection, and connection to daily life — all aligned with the aims of RE in UK primary schools: to provoke challenging questions, develop understanding, and learn to respond thoughtfully to beliefs and teachings.

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Learning Objectives

By the end of this 20-minute session, pupils will:

• Retell the story of the Good Samaritan using roleplay and creative storytelling.
• Recognise the moral values in the story: kindness, helping others, and treating everyone equally.
• Reflect briefly on how they can be a 'Good Samaritan' in school or at home.

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Resources Needed

• A colourful story box or treasure chest
• Character masks (or simple headbands) for 4 roles: Traveller, Robbers, Priest, Samaritan
• A small ‘road map’ made with masking tape on the floor
• Laminated signs: “Help”, “Ignore”, “Be Kind”
• Soft background instrumental music (optional)
• Sticker badges with “I helped!” for reflection

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Lesson Structure (20 mins)

⏱️ 1–3 MINUTES: Welcome & Warm-Up

Activity: “Kindness Freeze Dance”
Play gentle music. Children dance around the room. When the music stops, ask a fast ‘kindness question’:

• "Put your hand up if you've helped someone this week!”
• “Can you shout one way to show kindness?”

This energises the class and sets a positive tone.

Link to curriculum: Encourages values and promotes spiritual, moral and cultural development.

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⏱️ 4–8 MINUTES: Story Scroll Discovery

Activity: Story Box Unpack & Dramatic Telling
From a colourful story box, pull out key symbolic items (e.g., a bandage, a small sandal, a heart-shaped cushion). As each is removed, say:

“I wonder what this could be?... Let’s open our imaginations!”

Read or summarise “The Good Samaritan” using a large story scroll or illustrated story cards. Use expressive storytelling with actions and voices.

Engages auditory and visual learners, encourages listening and reflection.

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⏱️ 9–15 MINUTES: Good Samaritan Road Game

Activity: Interactive Roleplay Game
Lay a tape 'road' across the floor. Select four pupils for quick roleplay: the traveller, two robbers, a priest, and finally a Samaritan. Use simple masks or props.

Narrate the scene, guiding the children:

• The traveller ‘walks’ the road and is ‘hurt’.
• The first two characters walk by. Hold up “Ignore” sign.
• The Samaritan kneels, gives help. Hold up “Be Kind” sign.

Let the rest of the class choose what sign they would raise if they saw someone who needed help.

Physical engagement helps embed story elements and moral judgment.

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⏱️ 16–18 MINUTES: Pause & Reflect

Activity: Feelings Circle
Sit in a circle. Ask:

• “How do you think the traveller felt?”
• “Has anyone ever helped you?”
• “Can you think of one way to be a ‘Good Samaritan’ today?”

Invite one or two volunteers to share. Give them an “I helped!” sticker badge.

Strengthens emotional literacy and empathy — key KS1/KS2 RE skill.

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⏱️ 19–20 MINUTES: Wrap-Up & Kindness Promise

Activity: Class Kindness Chain
Each pupil writes (or draws for younger pupils) one kind action on a coloured strip of paper. Connect these into a paper chain to hang in the classroom: your “Good Samaritan Kindness Chain”.

Explain that this chain shows how their good actions can link together to change the world around them.

Reinforces moral response and active learning as encouraged in UK RE guidance.

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Inclusion & Differentiation

• KS1 Pupils (Ages 5–7): Use drawings, actions, and simplified language; support with visuals and modelling.
• Lower KS2 Pupils (Ages 7–9): Invite more complex reflection – e.g., reasons why someone might choose not to help; encourage short journal jottings or questions for follow-up.
• SEN/ELL Support: Use dual-coding (simple symbols with text). Partner children as ‘story helpers’ during the road game.

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Assessment for Learning

Informal, using:

• Oral contributions during freeze game and feelings circle
• Participation and empathy during roleplay
• Children’s thoughts captured on the kindness chain

Opportunities for formative assessment of pupils' developing attitudes and personal reflections in alignment with RE learning outcomes (e.g., "I can talk about how religious stories help people decide how to behave").

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Extension Ideas (Post-lesson options)

• RE Journal Entry: "What makes a hero?"
• Home Task: "Be a Kindness Detective” – complete an act of kindness at home and report back.
• Class Assembly Piece: Use the “Helping Others Counts” scene as a mini drama.

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Teacher Note

This short but memorable lesson injects joy, movement, and moral insight into the RE curriculum. Let your children perform, reflect, and physically step into the shoes of kind characters. Use it as a springboard for a wider unit on Jesus’ parables, friendship, or responsibility.

Next Steps Recommendation: Progress to wider discussions of 'neighbour' in global religions — Who is our neighbour in Buddhism? in Islam? in Sikhism?

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Develops key RE skills: enquiry, storytelling, empathy, personal response. Wow factor included — expect smiling little Samaritans all week.