Lag B’omer Celebration

Overview

This 45-minute outdoor lesson introduces Year 3 students to the Jewish festival of Lag B’omer through an engaging, hands-on experience. The lesson integrates religious education with cultural understanding and personal reflection, aligning with the National Curriculum for England’s focus on exploring beliefs, practices, and values.

Curriculum Links

• Religious Education Programmes of Study (KS2 – Years 3 & 4)
  • Pupils should be taught to:
    • Recall and name different celebrations and festivals from Judaism.
    • Begin to understand the stories and meanings behind religious festivals.
    • Recognise the importance of community, tradition, and symbols in religion.
• Personal, Social, Health and Economic Education (PSHE) – Upper KS2
  • Pupils should be taught about:
    • Different cultural and religious celebrations enhancing community respect and understanding.

Learning Objectives

By the end of the session, pupils will be able to:

• Identify Lag B’omer as a Jewish festival and explain its significance.
• Recognise symbols and traditions associated with Lag B’omer.
• Reflect on the themes of friendship, learning, and celebration in their own lives.
• Work collaboratively in a group setting outdoors.

Resources

• Large laminated picture cards illustrating Lag B’omer symbols (bows and arrows, bonfires, etc.)
• Story scrolls (simplified story of Rabbi Shimon bar Yochai and the origin of Lag B’omer)
• Small wooden sticks or craft materials to construct mock “bows and arrows”
• Chalk and outdoor space for drawing
• Whiteboard and markers for recap
• Sticky notes for reflection

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Lesson Structure

1. Introduction & Warm-Up (8 minutes)

• Activity: Gather pupils in a circle outside in the playground.
• Teacher introduces the Jewish festival Lag B’omer, explaining it as a day of celebration during springtime.
• Show picture cards, inviting pupils to share if they recognise any symbols.
• Link to children’s own experiences of celebrations and why community events are important.
• Curriculum focus: Engaging curiosity about other faiths; connecting learning to pupils’ own lives.

2. Story Time with Scrolls (8 minutes)

• Activity: Share the story of Rabbi Shimon bar Yochai using scrolls (read aloud or paired reading with pupils).
• Emphasis on the reason behind Lag B’omer — marking the 33rd day of Omer, symbolising light, knowledge, and friendship.
• Pupils discuss what they heard in pairs: What did they learn about the festival? Why would people celebrate this day?
• Curriculum focus: Understanding religious stories and their meaning.

3. Outdoor Symbol Hunt & Creative Task (15 minutes)

• Activity:
  • Scatter laminated symbol cards around the playground.
  • Pupils work in small groups to find as many as possible within 5 minutes.
  • When back, each group chooses one symbol and draws it in chalk, explaining its significance.
  • Optional: Use sticks and craft materials to create small “bows and arrows,” linking to the legend.
• Encourage collaboration, communication, and sharing ideas.
• Curriculum focus: Exploring symbolic language and community participation.

4. Reflection & Discussion Circle (10 minutes)

• Pupils sit back in a circle.
• Teacher facilitates reflective questions:
  • Why do you think friendship and learning are important themes for this festival?
  • How do you celebrate special times with your family or friends?
  • What can we learn from Lag B’omer about community and respect?
• Pupils write short reflections or draw on sticky notes and place them on a “Festival Tree” (a branch or a designated area on the playground).
• Curriculum focus: Personal response to religious ideas, values, and how festivals promote social cohesion.

5. Recap & Plenary (4 minutes)

• Quick-fire quiz based on the day’s learning: What is Lag B’omer? Name one symbol. Who was Rabbi Shimon bar Yochai?
• Use whiteboard for answers and praise contributions.
• Set a simple “take-home” activity: Ask pupils to discuss Lag B’omer with a family member or find out about a different cultural festival they celebrate.

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Assessment

• Formative:
  • Observe group participation and engagement in symbol hunt and creative tasks.
  • Listen to answers during story discussion and plenary quiz for understanding.
• Summative:
  • Review sticky note reflections for evidence of comprehension about themes and values of Lag B’omer.
  • Assess ability to recall key facts and symbols through verbal questions.

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Differentiation

• Provide written key vocabulary cards for pupils with literacy difficulties.
• Offer sentence starters for reflection: “I think Lag B’omer is special because…”
• Support pupils with additional help during outdoor activities or pair less confident pupils with stronger peers.

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Additional Notes

• Ensure safety while working outside; remind pupils about boundaries and respectful behaviour.
• Weather contingency: Adapt activities for covered outdoor areas or use playground markings for drawing.
• Encourage pupils to respect cultural diversity and appreciate learning about other faiths.

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This plan combines active outdoor learning with cultural and religious understanding to deepen pupils’ engagement with Judaism through an age-appropriate, multi-sensory approach.