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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
Classroom Poster Set: Positive Skills

Classroom Poster Set: Positive Skills

Have you practised kindness today? Can you tell the difference between a fact and an opinion? Can you remember how to have a respectful conversation? Download our free Positive Skills Classroom Poster Set and brighten up your classroom with some positive day-to-day reminders for your students. You can download our free PDF posters below and choose to print your posters in paper sizes: A0, A1, A2, A3 and A4.
thinkkind
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
Aesop's Fables:  ‘The Wolf and the Lamb’ (Week 7/12)

Aesop's Fables: ‘The Wolf and the Lamb’ (Week 7/12)

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:  ‘Crow and the Swan’  (Week 6/12)

Aesop's Fables: ‘Crow and the Swan’ (Week 6/12)

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: ‘Who will Bell the Cat?’ (wk 5/12)

Aesop's Fables: ‘Who will Bell the Cat?’ (wk 5/12)

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
Forgiveness and Justice PPT

Forgiveness and Justice PPT

This PowerPoint presentation is the third of three lessons focussing on Forgiveness and Justice. 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 explores forgiveness and justice through the real life story of a victim and perpetrator of crime. Students will investigate the similarities and differences between criminal and restorative justice (RJ) and start to explore how empathy can affect our actions in times of trauma and conflict. The two lessons prior to this one introduce restorative justice and the potential impact on participants and communities through another story of restorative justice. 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 it’s content this lesson 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 can organise speakers in schools for assembly, within class time or for special events. Please contact for further information.
anna206
How do lottery winners cope?

How do lottery winners cope?

Study includes the story of John McGuiness ; a hospital porter whose lottery win affected his life. Complete lesson with audio visual material and activities for discussion and reflection. Ideal for RS and / or PSHCE lessons.
hundredacre15
Why are some people poor?

Why are some people poor?

Fully resourced lesson exploring the issue of the poverty trap affecting some people. Complete with audio visual material - an episode of Eat Well for Less. Explores some of the issues affecting living on a restricted wage and the difference between necessities and luxuries.
hundredacre15
Rich and Poor in the UK - Complete Unit of Work

Rich and Poor in the UK - Complete Unit of Work

Fully resourced and stimulating unit of work based around the study of wealth and poverty within the UK> Complete with detailed powerpoints ideal for specialist and non specialists alike to aid delivery. Comes with audio visual material. progress points, moments for reflection and debate. Great unit ready made for KS3 and / or KS4 non exam or core RS Curriculum.
hundredacre15