Year Group

Lower KS2 (Year 3 and Year 4 Mixed)

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National Curriculum Links

Religious Education (KS2) – Understanding Christianity and Judaism

• Pupils should learn:
  • About Judaism and its festivals and traditions.
  • The significance of religious practices and beliefs in the daily lives of believers.
  • Recognise and describe religious symbols, artefacts, and practices.
  • Understand how beliefs influence the way people live and behave.

(Referenced from Nottinghamshire Agreed Syllabus and the RE themes in the National Curriculum – Exploring religions and worldviews.)

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Lesson Title

Lesson 1: Shabbat – A Time for Rest & Family

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WALT (We Are Learning To)

• Understand the significance of Shabbat as a weekly day of rest and a special time for family.
• Identify key Shabbat items and explain what they represent.
• Explore the creation story as the biblical basis for Shabbat.

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Success Criteria

• I can name and recognise at least three items used during Shabbat.
• I can explain why Shabbat is important to Jewish people.
• I can link Shabbat with the idea of rest from the creation story.

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Duration

45 minutes

Class Size

25 students (mixed Year 3 and Year 4, lower ability mixed attainment)

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Lesson Structure

1. Starter (5 minutes)

Objective: Activate prior knowledge and engage curiosity.

• Begin with a simple question on the board: “What do you do after a busy week to rest?”
• Children discuss with a partner for 1 minute and then share examples of how they rest or spend time with family.
• Teacher explains: “Today, we will learn about how Jewish people rest and spend time with family every week on Shabbat.”

Differentiation: Use visual prompt cards showing examples of rest and family activities.

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2. Main Teaching Input (10 minutes)

Objective: Introduce Shabbat and the creation story as its foundation.

• Use a large, colourful storybook or printed poster with the creation story, highlighting Day 7 (rest day).
• Explain that Jewish people remember God resting on the seventh day by celebrating Shabbat every week.
• Present key Shabbat objects with real or replica items and large labelled images:
  • Candles (to light at the start)
  • Challah bread (special braided loaf)
  • Kiddush cup (for blessing wine or grape juice)
• Show each item clearly; explain its role and importance (use simple sentences and repetition).

Dyslexia friendly: Use large print, clear font, and colour-code labels (e.g., candle = blue, bread = yellow, cup = red).

Differentiation: For lower ability, focus on naming items and their function. For higher ability, explain symbolism such as light representing peace.

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3. Group Activity (15 minutes)

Objective: Hands-on identification and reinforcing learning through active participation.

• Divide the class into 5 small groups (5 children per group).
• Provide each group with a “Shabbat Box” containing pictures or replicas of Shabbat items alongside simple description cards.
• Task: Match the name card to the item and discuss why it is important.
• Each group presents their matched items aloud.

Differentiation: Support lower ability groups with additional adult help or peer support. Provide word mats with images/words for support.

Extension activity for advanced learners:

• Ask them to think about why resting and spending time with family is important in their own lives and share their ideas.

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4. Reflection & Discussion (10 minutes)

Objective: Reflect on the meaning of rest, family, and Shabbat tradition.

• Gather children in a circle to share:
  • What have you learned about Shabbat?
  • Why do you think resting every week is important?
  • Can you think of a time when family time helped you feel happy or calm?
• Teacher summarises the key points, emphasising family, rest, and a special time that repeats every week.

Differentiation: Use sentence starters displayed visually for less confident speakers:

• “Shabbat is important because...”
• “I like resting because...”

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5. Plenary & Assessment (5 minutes)

Objective: Check understanding and reinforce learning.

• Quick oral quiz (show images, and children shout out names and purposes).
• Use thumbs up/down gesture for “Do you think Shabbat is a time for rest?” and “Is family important on Shabbat?”
• Collect simple exit tickets where students draw one Shabbat item and write (or copy) one sentence about why it is important.

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Resources Required

• Storybook or poster of the creation story
• Replica/real Shabbat items or clear images (candles, challah, Kiddush cup)
• Shabbat boxes with items + name/description cards
• Visual aids with large print and colour-coded labels
• Sentence starter cards
• Exit ticket sheets (with space for a drawing and sentence)

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Differentiation Summary

• Visual aids with clear images and colour coding for all learners
• Small group work to allow scaffolded support
• Sentence starters and word mats for writing activity
• Real/replica artefacts to engage sensory learners
• Adult/peer support for lower ability learners

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Dyslexia-Friendly Strategies

• Large, clear font (Arial or Comic Sans)
• Colour coding on key vocabulary
• Use images alongside text for comprehension
• Break instructions into small chunks
• Provide oral explanations and repeat key points

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Extension/Homework (Optional)

• Children create a simple Family Routine Chart showing their own weekly “rest and family time” activities.
• Advanced learners write a short paragraph explaining why Shabbat could be important to Jewish families.

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Teacher Notes

• Encourage empathy by linking Shabbat to students’ own lives.
• Reinforce the weekly rhythm of Shabbat to build understanding of religious time cycles.
• Be sensitive to children’s home backgrounds when discussing family time.
• Use vivid storytelling and hands-on materials to compensate for gaps in prior knowledge.

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By the end of this lesson, pupils will have a foundational understanding of Shabbat as a sacred, weekly time for rest and family, aligned with the National Curriculum aims of learning about religious traditions, symbols, and how they influence people’s lives.