Religious Festivals Journey

Overview

Unit: Exploring World Religions
Lesson: 4 of 4
Duration: 60 minutes
Class Size: 14 students
Year Group: Year 5
Subject: History

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National Curriculum Links

This lesson addresses the History programme of study for Key Stage 2 under the 2014 National Curriculum for England, specifically:

• Pupils should be taught to:
  • “Extend and deepen chronological knowledge and understanding, making links between aspects of history and other learning.”
  • “Understand historically significant events and changes within appropriate contexts, including interactions between people.”
  • “Understand and make connections between different historical, cultural and social contexts and religious practices.”

While the focus is religious festivals, this supports the broader aims of history by developing understanding of cultural beliefs and how these influence societies over time.

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Learning Objectives

By the end of this lesson, pupils will:

1. Identify and describe key religious festivals within the world religions studied in previous lessons (e.g., Christianity, Islam, Hinduism, Buddhism, Judaism, Sikhism).
2. Explain the significance of these festivals and the customs associated with their celebration.
3. Collaborate effectively in small groups to research, organise and present information.
4. Develop cultural appreciation by recognising and respecting diversity in religious customs and practices.

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Resources

• Printed fact sheets for each festival (e.g., Christmas, Eid al-Fitr, Diwali, Vesak, Hanukkah, Vaisakhi)
• Laptops/tablets with curated safe websites for further research
• Large paper or A3 posters and coloured markers
• Presentation planning sheets
• Whiteboard and marker pens
• Timer/stopwatch
• Name badges for roles within groups (Researcher, Recorder, Presenter, Designer)

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Lesson Structure

1. Starter (10 minutes)

Activity: Quick Recall Quiz & Discussion

• Begin with a 5-question multiple choice quiz on religious festivals previously discussed.
• E.g., “Which festival involves lighting lamps to celebrate the victory of light over darkness?”
• Discuss answers as a class, refreshing knowledge and sparking interest.

Purpose: Activate prior knowledge and set a purpose for research.

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2. Group Research (25 minutes)

Activity: Festival Investigation

• Pupils are divided into 5 groups of 3, with each group assigned one religious festival representative of one world religion studied.
• Roles within groups:
  • Researcher: Finds key facts and festival customs
  • Recorder: Notes information and important points
  • Designer: Creates a poster or visual aid
  • Presenter: Prepares to present findings
• Using fact sheets and digital resources, groups investigate:
  • When and where the festival is celebrated
  • Why it is significant to followers
  • Typical customs and traditions
  • Any special foods, rituals or symbols

Teacher role: Circulate to scaffold questions and deepen understanding.
Tip: Provide prompts such as, “Why do you think this festival is important to the people who celebrate it?” or “How might this festival help people feel close to their community?”

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3. Presentations (20 minutes)

Activity: Group Sharing

• Each group presents their findings (approx. 4 minutes each).
• Encourage use of visuals, key vocabulary, and clear explanations.
• After each presentation, allow 1-2 minutes for questions from peers and constructive feedback.
• Use a ‘praise and question’ approach:
  • Praise something well explained or interesting, then ask a thoughtful, open question.

Purpose: Develop communication skills and reinforce learning through teaching others.

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4. Plenary & Reflection (5 minutes)

Activity: Cultural Reflection Circle

• Pupils sit in a circle and are asked:
  • “What did you learn today that surprised you about religious festivals?”
  • “How do festivals help us understand more about other people’s beliefs and cultures?”
• Record reflections on the board to visually show new learning.

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Assessment

• Formative assessment through observation of group work, noting collaboration and understanding.
• Questioning during presentations to probe depth of knowledge and ability to explain significance.
• Plenary reflections provide insights into pupils' cultural appreciation and empathy.
• Teacher completes a simple checklist focusing on:
  • Engagement with task
  • Accuracy of information
  • Presentation skills
  • Respectful listening and questioning

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Differentiation

• Support: Provide additional vocabulary cards with key words and meanings, paired research materials in simpler language.
• Challenge: Encourage higher-order thinking questions, such as comparing customs across religions or considering how festivals have changed over time.
• Extension: Ask pupils to think about how festivals they researched might be celebrated differently in other countries.

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Cross-Curricular Links

• English: Speaking and listening skills developed through presentations and discussions.
• Geography: Connect festivals to locations around the world.
• Art: Creative design of posters.
• PSHE: Promoting respect, tolerance and understanding of cultural diversity.

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Teacher Tips for “Wow” Factor

• Use authentic artefacts or costume pieces related to festivals to handle/look at during the lesson.
• Play traditional festival music softly in the background during group work for atmosphere.
• Encourage groups to include a simple, dramatic or visual element in their presentation (e.g., lighting a pretend Diya lamp using battery tealight).
• Record short video clips of each group’s presentation to create a class “World Festivals Gallery” to share with parents or online class platforms.

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This plan scaffolds pupils' enquiry skills while embedding historical understanding of cultural practices and strengthens social development through cooperative learning. It meets curriculum aims by making history meaningful and relevant to Year 5 learners.