Sequencing Holy Week

National Curriculum Links

• Religious Education Programmes of Study (England) Key Stage 2:
  • Pupils should study the beliefs and practices of Christianity.
  • Understand the importance of key events in the “big story” of the Bible.
  • Explore how religious beliefs influence the behaviour and attitudes of believers.
• Relevant Attainment Targets:
  • AT1: Pupils should be able to name and describe some key features of religious life and practice, including festivals and celebrations (Holy Week).
  • AT2: Begin to recognise and describe the impact of religious belief on believers’ responses (why the events of Holy Week matter to Christians).

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Lesson Title

WALT: Sequence Holy Week Events

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Learning Objectives

• WALT identify and sequence the key events of Holy Week.
• WALT understand why Christians consider Holy Week important.
• WALT work collaboratively to present learning to the class.

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Success Criteria

• I can name and put the key events of Holy Week in the correct order.
• I can explain why these events are important to Christians.
• I can work well with others to create and deliver a short presentation.

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Lesson Structure (45 minutes)

1. Starter Activity (10 minutes)

Recap and Activate Prior Knowledge

• Brief discussion: Ask, “What do you remember about Holy Week?” Call on volunteers to share one event they recall. Use a large timeline visual on the board with picture cards representing the main events of Holy Week (Palm Sunday, Last Supper, Good Friday, Easter Sunday).
• Show a dyslexia-friendly reading sheet (large font, simple sentences, clear spacing) summarising each event, read aloud together.
• Use colourful, tactile picture cards students can handle to aid memory.

2. Main Activity Part 1: Group Sequencing Task (15 minutes)

• Divide class into 5 groups (5 children each, mixed Year 3 and 4). Provide each group with a set of event cards (with images and simple text descriptions) mixed out of order.
• WALT: Put these events in the correct order on a blank timeline sheet.
• Teacher support: Scaffold with prompt questions for low attainers, e.g. “Which event comes before Good Friday?”
• Dyslexia-friendly cards and sentence strips available alongside images to support reading.
• Extension for more able: Ask groups to add one sentence about why the event is important to Christians.

3. Main Activity Part 2: Group Presentation Preparation (10 minutes)

• Groups create a short presentation using their timeline. Provide options for presenting:
  • Speak aloud together to the class.
  • Use a simple role-play to act out key moments.
  • Draw an illustrated poster summarising their timeline.
• Encourage use of vocabulary such as “Jesus”, “disciples”, “betrayal”, “resurrection”, “hope” adapted to age level.
• Use sentence starters: “First…”, “Then…”, “This is important because…”

4. Group Presentations and Class Discussion (7 minutes)

• Groups take turns to share their work.
• Class to listen and ask one question each after presentations (with teacher support to prompt simple questions).
• Discuss as a class: “Why do you think Christians remember these events each year?”

5. Plenary (3 minutes)

• Recap learning, refer to WALT and Success Criteria.
• Use thumbs up/thumbs down or smiley face cards to self-assess understanding.
• Praise collaborative skills and new vocabulary learned.

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Differentiation Strategies

Group	Strategy
Lower Attainers	Extra teacher/TA support; picture-only cards; oral wording prompts; paired work with Year 4 peers.
Dyslexic Learners	Use of dyslexia-friendly materials; text with clear font (e.g., Comic Sans, Arial); coloured overlays; oral instructions; chunk reading.
Advanced Learners	Encouraged to explain the significance of events; create a short written paragraph or add reflections in group work.

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Extension Activities

• Design and write a ‘Holy Week Diary’ entry from the perspective of someone living at the time.
• Create a comic strip to show one key event with captions.
• Research how different Christian denominations celebrate Holy Week and share findings in a short talk or poster.

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Resources Needed

• Large visual timeline (wall display) with image cards.
• Dyslexia-friendly Holy Week story sheet (simple sentences, clear font).
• Event sequencing card sets per group.
• Blank timeline sheets for sequencing.
• Materials for poster/role-play (paper, coloured pencils, simple props).
• Smile/frown/thumbs up cards for plenary.

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Assessment Opportunities

• Observe group discussions and presentations for understanding of sequencing and event significance.
• Use questioning to probe individual understanding in plenary.
• Check timeline accuracy and use of key vocabulary in presentations.

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Teacher Notes

• Engage mixed year groups by pairing less confident Year 3 children with supportive Year 4 peers.
• Use multi-sensory approaches to support varied learning needs: visuals, oral, kinaesthetic (role-play).
• Maintain a positive, encouraging tone to build confidence, especially given lower prior attainment.
• Celebrate effort and teamwork as much as content accuracy.

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By the end of this lesson, students will confidently sequence the stories that make Holy Week so central to Christian faith and appreciate why they remain meaningful today. This layered, active approach ensures accessibility and challenge for all learners in an inclusive setting.