Pesach: Freedom & Memory

Overview

This 45-minute lesson introduces lower Key Stage 2 pupils (Years 3 and 4) to the Jewish festival of Pesach (Passover), focusing on the story of the Exodus and the significance of key traditions such as the Seder plate, Matzah, and the Four Questions. The lesson aligns with the National Curriculum for England's Religious Education aims to explore beliefs, teachings, and practices of religions and their influences on individuals and communities.

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National Curriculum Links

Religious Education (based on Locally Agreed Syllabus for KS2 RE reflecting the national framework):

• Understanding religion and belief, teachings and sources
• Expressing meaning through creative and reflective activities
• Making connections between beliefs and practices

Specific objectives addressed:

• Recognise and describe some key features of a festival or celebration in a religion (year 3 & 4, Judaism).
• Understand why the festival is important to Jewish people and how it demonstrates beliefs.
• Use religious vocabulary accurately (e.g. Exodus, Seder, Matzah).
• Communicate ideas through storytelling, drama, and creative arts.

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Learning Objectives (WALT)

• WALT: Understand the story of the Exodus and its significance to Jewish identity.
• WALT: Identify the purpose and symbolism of items on the Seder plate.
• WALT: Describe the importance of Matzah and the Four Questions during Pesach.

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Success Criteria

• I can sequence the main events of the Exodus story using a storyboard.
• I can explain why Matzah is eaten at Pesach.
• I can recognise and say aloud the Four Questions asked at the Seder.
• I can describe how Pesach helps Jewish people remember their freedom.

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Resources

• Large storyboards illustrating the Exodus story (4-6 panels)
• Colourful picture cards/photo of a Seder plate with labelled items
• Script or simplified text of the Four Questions (with dyslexia-friendly font and spacing)
• Graphic organisers for sequencing and vocabulary
• Whiteboard and markers
• Craft materials for optional extension (paper, pencils, colouring)

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Lesson Structure

1. Starter (5 minutes)

• Hook: Ask class, “What does freedom mean to you?”
• Discuss briefly; highlight feeling safe and able to make choices.
• Introduce Pesach as a Jewish festival about freedom and remembering.

2. Introducing the Story of Exodus (10 minutes)

• Use the storyboard with images to tell the story of Moses leading the Israelites out of Egypt to freedom.
• Ask children to sequence the story with provided storyboard cards to aid memory and understanding.
• Use simple, clear language and encourage all pupils to participate.

Differentiation:

• Provide picture clues and sentences for lower-attaining pupils.
• Encourage use of graphic organisers to map events for dyslexic learners.

3. Explore the Seder Plate & Key Symbols (10 minutes)

• Show photo or real-life example of a Seder plate.
• Explain each item briefly; focus on Matzah, explaining it’s unleavened bread eaten to remember hasty escape.
• Read the Four Questions aloud with the pupils, pointing out the tradition of asking questions to learn.

Differentiation:

• Provide simplified text versions of the Four Questions in dyslexia-friendly fonts.
• Use choral reading and repetition to embed learning.

4. Activity: Storyboard and Role Play (12 minutes)

• Children, in pairs or small groups, create their own mini-storyboard retelling one part of the Exodus story, or choose one symbol to explain (Matzah or Four Questions).
• Volunteers can role play asking and answering the Four Questions, fostering understanding through drama.

Differentiation:

• Use sentence starters for lower-attaining pupils (“The Israelites were…”, “Matzah is eaten because…”).
• More able learners can write or draw an extra panel showing what freedom means to them personally using graphic organisers.

5. Plenary and Reflection (8 minutes)

• Groups briefly share their storyboards or role plays with the class.
• Recap the importance of freedom in Pesach and how Jewish people remember this each year.
• Ask: “Why is it important to remember stories like this?”

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Assessment for Learning

• Observe participation during sequencing and role play exercises.
• Use thumbs up/down during plenary to check understanding of key concepts.
• Collect and review storyboards for comprehension of story order and symbolism.

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Differentiation Summary

Learner Support	Strategy
Lower Attainment / SEN	Use visual aids, sentence starters, paired work, graphic organisers.
Dyslexic Pupils	Dyslexia-friendly fonts, multi-sensory storytelling, oral repetition, clear spacing.
Advanced Learners	Extended task to connect personal freedom stories to Pesach themes creatively.

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Extension Activity

• Create a “My Freedom Story” booklet or illustrated poster at home or in another RE lesson, drawing parallels between the Exodus story and their own experiences of freedom.

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Teacher’s Notes

• Keep language simple and concrete; avoid complex theological terms.
• Use lots of visuals and hands-on activities to maintain engagement.
• Foster a respectful atmosphere when discussing cultural and religious practices.
• Adapt pacing based on learners’ needs and be flexible with group sizes for collaboration.

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This lesson supports pupils in developing religious literacy and empathy, grounding their understanding of Jewish identity and culture within the National Curriculum’s framework for KS2 RE.