1. Resources Home
  2. Primary
  3. Religious education
  4. Ethics and values
  5. Value of life
Marriage and the Family. Religious Studies B Edexcel GCSE (9-1) WHOLE TOPIC. Beliefs in Action.

Marriage and the Family. Religious Studies B Edexcel GCSE (9-1) WHOLE TOPIC. Beliefs in Action.

This topic covers the whole specification of the MARRIAGE AND THE FAMILY focused on CHRISTIANITY while catering the scheme of work to allow access for all students. (Making it related to their lives). Easy to follow lessons that can be easily adapted. Lots of exam practice. Within this topic and what you will be buying in 9 good quality resources with some handouts that were made from scratch and have been taught and tested with 4 GCSE groups. All lessons have a exam question as a title - this then is answered at the end of the lesson to show progression over time using the knowledge they have learnt throughout the lesson. Resources cover: Marriage Sexual relationships. Families Support for the family in the local parish. Family planning (contraception) Divorce and remarriage. Equality of men and women in the family. Gender prejudice and discrimination. Within: Lessons and hand-outs (within slides and individually). 1 - Explain two reasons why marriage is important to Christians. 2 - ‘No children should have sex before marriage’. 3 - ‘Homosexuals should not be allowed to have children’. 4 - Explain two reasons why family life is important to Christians. 5 - Explain two reasons why supporting families is important to Christians. 6 - ‘Christians should be more accepting of divorce’. 7 - Explain two different Christian beliefs about contraception. 8 - Explain two reasons why Christians have different views about the equality of men and women. 9 - Explain two reasons why some Christians oppose the ordination of women.
sam_512
Aesop's Fables:  ‘The Trees and the Axe’ (Week 12/12)

Aesop's Fables: ‘The Trees and the Axe’ (Week 12/12)

Religious and Moral Education – previously delivered to Year 7 What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Aesop's Fables:  ‘The Wind and the Sun’ (Week 11/12)

Aesop's Fables: ‘The Wind and the Sun’ (Week 11/12)

Religious and Moral Education – previously delivered to Year 7 What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Aesop's Fables:  ‘The Goose that Laid the Golden Eggs’ (Week 10/12)

Aesop's Fables: ‘The Goose that Laid the Golden Eggs’ (Week 10/12)

Religious and Moral Education – previously delivered to Year 7 What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Aesop's Fables:  ‘Brother and Sister’ (Week 9/12)

Aesop's Fables: ‘Brother and Sister’ (Week 9/12)

Religious and Moral Education – previously delivered to Year 7 What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Forgiving the Unforgivable PPT

Forgiving the Unforgivable PPT

This PowerPoint presentation is the second of three lessons focussing on Forgiving the unforgivable, exploring the story of Kemal Pervanic and his experiences of incarceration in the Bosnian War. For the accompanying lesson plans and student booklet (plus resources for the other lessons) please visit: Within this lesson students will learn about Kemal’s experience in the Omarska camp and the reality that he personally knew many of his guards and interrogators as his teachers, friends and neighbours. Students will explore his journey towards forgiveness and the impact this had on him. They will learn about Kemal’s project in Bosnia to unite young people of all nationalities. The previous lesson introduces Kemal and his story. The third and final lesson explores the story of Mary Blewitt who lost 50 members of her family in the Rwandan Genocide. This resource can be used within Citizenship, Religious Studies and PSHE or within tutor time discussions or drop down days. Each lesson is designed to last approx one hour. Due to the content of this lesson, it should be facilitated by a staff member who knows the class well and can direct responses and use prompt questions to encourage healthy discussion, whilst maintaining a safe environment for all young people. The resources are available for free download at and include a lesson plan, student booklet and powerpoint for each lesson. In addition The Forgiveness Project organises speakers in schools for assembly, within class time or for special events. Please contact for further information.
anna206
Why do people forgive? PPT

Why do people forgive? PPT

This PowerPoint presentation is the first of three lessons focussing on **Why do people forgive? ** For the accompanying lesson plans and student booklet (plus resources for the other lessons) please visit: Designed for students in YR9 and above, this lesson starts to explore the reasons why people may choose a path of forgiveness through the real-life story of Mary Foley, who lost her child in a violent attack at a 16th birthday party. The lesson enables students to discuss the benefits of forgiveness on people’s physical and emotional well-being and how empathy can influence people’s ability to forgive. The two lessons that follow, further explore compassion and empathy, introducing students to Barry Mizen whose Son Jimmy was killed in his local community. Students look at Desmond Tutu’s cycle of revenge and forgiveness and discuss how empathy for an offender / the offender’s family can impact a journey of forgiveness. This resource can be used within Citizenship, Religious Studies and PSHE or within tutor time discussions or drop down days. Each lesson is designed to last approx one hour. Due to the content of this lesson, it should be facilitated by a staff member who knows the class well and can direct responses and use prompt questions to encourage healthy discussion, whilst maintaining a safe environment for all young people. The resources are available for free download at and include a lesson plan, student booklet and powerpoint for each lesson. In addition The Forgiveness Project organises speakers in schools for assembly, within class time or for special events. Please contact for further information.
anna206
Assembly: D is for Differences

Assembly: D is for Differences

Bertie bird knocks how everyone is different to him, thinking his way is the only way to be, until he discovers a land where everyone is the same. This comprehensive assembly pack includes: A fully scripted assembly including an introduction and reflection with key questions throughout, A presentation (PDF) complete with engaging images, A set of Key Word cards to enhance understanding, A reward certificate. Themes explored include: individuality, animals, colour, respect, relationships, it’s good to be me, self esteem, differences.
MySchoolAssembly
Assembly: C is for Caring for Others

Assembly: C is for Caring for Others

An old man relies on his family to look after him as he ages and becomes less able. His son isn’t as kind as he could be but his grandson soon teaches his parents a lesson in caring that they will never forget. This comprehensive pack includes: A fully scripted assembly including an introduction and reflection with key questions throughout, A presentation (PDF) complete with engaging images, A set of Key Word cards to enhance understanding, A reward certificate. Themes explored include: family, support, friendship, thoughtfulness.
MySchoolAssembly
Aesop's Fables:  ´The Lion and the Hare´ (Week 8/12)

Aesop's Fables: ´The Lion and the Hare´ (Week 8/12)

Religious and Moral Education – previously delivered to Year 7 What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Peace and Conflict Scheme of Work

Peace and Conflict Scheme of Work

A scheme of work which covers the causes of war, how it is justified politically and religiously, nuclear war, pacifism, north korea, 9.11 and terrorism, with an opportunity for an creative and analytical assessment. I've tweaked, modified and re-vamped these resources to maximise engagement and learning for 2018.
DavidFew