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UKS2 Module Three: Created to Live in Community explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good:
Unit 1 – Religious Understanding deepens pupils understanding and appreciation of the three-part community of love, the Trinity, with the endpoint of discussing the Trinity as it might be communicated in a church setting. Children will learn that the Trinity demonstrates the perfect loving community, and we are called to emulate this self-giving and self-sacrificing love in our communities.
Building on learning from Lower Key Stage Two, Unit 2 – Living in the Wider World teaches children some of the principles of Catholic Social Teaching from Together For The Common Good, which will help them to fulfil their purpose of making a difference in the world around them. Teaching includes the common good, the human person, social relationships and stewardship.
UKS2 Module Two: Created to Love Others explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this module explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing healthy relationships and keeping safe:
Unit 1 – Religious Understanding explores the nature of God’s call to love others. Children will study and reflect imaginatively on the story of Zacchaeus’ conversion and explore ways in which they can hear God’s call in their lives.
Through a series of short sketches from presenters Zoe and Joey, Unit 2 – Personal Relationships aims to equip children with strategies for more complex experiences of relationships and conflict. This includes sessions that help children to identify and understand how to respond to spoken and unspoken pressure, the concept of consent and some practical demonstrations of this and further teaching on how our thoughts and feelings have an impact on how we act.
Unit 3 – Keeping Safe builds on the NSPCC Share Aware resources used in Lower Key Stage Two, equipping children to make safe and sensible decisions about what online content they should/shouldn’t share, cyberbullying and how to report and get help if they encounter inappropriate messages or material. The third session in the Unit moves into the real world and considers the four types of abuse: sexual, physical, emotional and neglect. Children will know how to spot each type of abuse and who they can go to for help.
The final three sessions in this Module explore how drugs, alcohol and tobacco can negatively affect people’s lifestyles and the body’s natural functioning, discuss how to make good choices even in pressured situations, and teach essential First Aid such as DR ABC and the recovery position.
UKS2 Module One: Created and Loved by God explores the individual. Rooted in the teaching that we are made in the image and likeness of God, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships:
Unit 1 – Religious Understanding explores the Gospel story of the ‘Calming of the Storm’ (from Matthew, Mark and Luke). Over five story sessions, children will consider experiences of change, growth and development, and the trust that they can have in the person of Jesus through times of trial and tribulation. This is the religious and spiritual foundation for the exploration throughout the rest of the work covered in Module 1: Created and Loved By God.
Teaching across the rest of the Units in this Module is based on our own TV drama series, Paradise Street. Please read ‘How to Lead Paradise Street sessions’ before leading these.
In Unit 2 – Me, My Body, My Health, children will learn that celebrating differences between people is enriching to a community and know that their self-confidence should arise from being loved by God. They will learn about the physical changes that boys and girls go through during puberty and how they should respect and take care of their bodies as gifts from God. Genitals are also mentioned here, but not named and identified. You might like to revisit the LKS2 1.2.3 Appendix 2 Parts of the Body worksheet as an extension activity.
Continuing through the Paradise Street series, Unit 3 – Emotional Well-Being helps children learn about pressures that they may experience from themselves, others and the media. Children will develop ideas on how to build resilience through thankfulness, use simplified CBT techniques to manage their thoughts, feelings and actions and cope with new or difficult feelings such as romance and rage. The final session in this Unit covers how children may be affected by what they see online, including pornography.
KEY DECISION: Talking about Pornography. This session addresses the risks that children face from seeing pornographic images and videos online. On the one hand, this is very much a lesson about ‘internet safety’ and therefore falls under the statutory Health Education curriculum. However, some schools and parents may also consider that this falls under the non-statutory Sex Education curriculum. We encourage schools and their parents to make their own decision about this – talk to your Programme Coordinator about this.
In Unit 4 – Life Cycles, children will learn about God’s design for creating new life through a more nuanced understanding of menstruation, fertility, conception, fetal development in the womb and childbirth. An optional session talks about sexual intercourse within the context of marriage being God’s plan for the place of sex within a relationship.
KEY DECISION: Talking about Sex. This is a very sensitive topic and the session should only be run if it has been approved and agreed by the school’s governing body in consultation with parents. Teaching about sexual intercourse is not part of the statutory curriculum. The session can be omitted without detracting from the journey of the overall programme. A separate parents-only version of this session has also been provided to allow parents the opportunity to introduce these matters at their own time and choosing. This lesson upholds and supports the teaching of the Catholic Church on sex and marriage whilst also discussing other types of relationships.
LKS2 Module Three: Created to Live in Community explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good:
Unit 1 – Religious Understanding explores in greater detail the community aspect of the Trinity and encourages children to think about what the Trinity means to them and how as they were made in God’s image, they too are created to live in community.
In Unit 2 – Living in the Wider World, children will learn some of the principles of Catholic Social Teaching from Together For The Common Good, which will help them to live in communities in the way God intends. Teaching includes the common good, the human person, social relationships and stewardship.
LKS2 Module Two: Created to Love Others explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this module explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing healthy relationships and keeping safe:
Unit 1 – Religious Understanding tells the parable of The Prodigal Son, showing that God loves us, and nothing we can do will stop Him from loving us. Children will also learn about different types of sin, and the importance of forgiveness in relationships.
The sessions in Unit 2 – Personal Relationships help children to develop a more complex appreciation of different family structures, develop healthy relationships with family and friends and learn some strategies to use when relationships become difficult. Teaching also covers how to recognise discrimination and bullying, both physical and emotional. Children will learn strategies to develop resilience and resist pressure.
Unit 3 – Keeping Safe incorporates some of the excellent NSPCC Share Aware resources, as well as teaching on bullying and physical, emotional and sexual abuse through a series of animated stories. Through the animated expert Dr Datfa, children will also learn in greater depth about the effects of drugs, alcohol and tobacco and how to make good choices concerning these as they get older. The final session of the Module explores in more detail what to do in emergency situations.
LKS2 Module One: Created and Loved by God explores the individual. Rooted in the teaching that we are made in the image and likeness of God, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships:
Unit 1 – Religious Understanding explores the Gospel story Jairus’ daughter in various creative and reflective ways. Through story and discussion, children will learn that they are designed for a purpose and how they should live in light of this. A second session unpacks the Sacraments of Baptism and Reconciliation as a foretaste of heaven and a wonderful part of our relationship with God.
In Unit 2 – Me, My Body, My Health, children meet animated character, AJ, who will reappear throughout this scheme of work. In this Unit, children will learn to celebrate similarities and differences, and to appreciate and look after their bodies as gifts from God. Teaching also covers specific physical and emotional changes during puberty, and that growing from boys and girls to men and women is part of God’s loving plan for creation.
KEY DECISION: Puberty. We advise waiting until Year 4+ for the two sessions on Puberty and Changing Bodies, but recommend that a decision is made locally about the best time and place for the teaching of these sessions. Refer to the school’s RSE Policy and the school’s Programme Coordinator to establish this.
Unit 3 – Emotional Well-Being helps children to understand the difference between feelings and actions, how to manage them and what they can do to help themselves stay emotionally healthy. In this Unit, media is discussed as a ‘fake reality’ and God’s love for us is presented as a better basis for our self-confidence. Finally, children will identify unacceptable behaviours and learn to build resilience against negative feelings by practising thankfulness.
Returning to the story of Jairus’ daughter from Unit 1, Unit 4 – Life Cycles explores the miraculous nature of human conception and birth and offers an opportunity for thanksgiving. Sexual intercourse is not discussed in this session.
KS1 Module Three: Created to Live in Community explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good:
In Unit 1 – Religious Understanding children will hear the story of The Good Samaritan and will be introduced to the concept of the Trinity – God as a three in one community of love – and think about what the Trinity means for them. This is a simple teaching that we will return to in more complexity in later years. These stories show children that God made us to be in loving relationships with one another.
Unit 2 – Living in the Wider World helps children to learn about the different local and global communities that they are part of, and what rights and responsibilities come with belonging to these communities.
KS1 Module 2: Created to Love Others explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this module explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing healthy relationships and keeping safe:
Unit 1 – Religious Understanding begins with an adapted version of the Prodigal Son story to show children that God loves us, and nothing we can do will stop Him from loving us.
In Unit 2 – Personal Relationships children once again meet Super Susie, who helps them to identify the ‘special people’ in their lives who they love and can trust. In further sessions, children will learn how to cope with various social situations and dilemmas, and the importance of saying sorry and forgiveness within relationships.
In Unit 3 – Keeping Safe, Super Susie helps children to tell the difference between good and bad secrets. This unit also explores the risks of being online by incorporating the ‘Smartie the Penguin’ resources from Childnet, and teaching on physical boundaries, incorporating the PANTS resource by the NSPCC. Through the animated expert Dr Datfa, children will also learn about the effects of harmful substances (including alcohol and tobacco), some basic First Aid, what makes a 999 emergency and what they should do if in an emergency situation.
KS1 Module One: Created and Loved by God explores the individual. Rooted in the teaching that we are created by God out of love and for love, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships:
Unit 1 – Religious Understanding introduces children to the story from the Gospel of Matthew, when Jesus welcomed all of the little children to come to Him. The five-story sessions encourage children to understand that they are created by God out of love and for love. Children will revisit this Gospel story at the end of this Module.
Building on this knowledge, Unit 2 – Me, My Body, My Health encourages children to celebrate similarities and differences between people, including our God-given bodies and the things they enable us to do! Teaching also includes maintaining personal hygiene and the physical differences between boys and girls.
o KEY DECISION: Genitalia. In Unit 2 Session 2, there is an optional section for discussing external body parts (genitalia). Teachers leading this session should refer to the RSE Policy in the school and your school’s Programme Coordinator to establish whether discussing genitalia is appropriate for the age and stage of their children.
Over the three sessions of Unit 3 – Emotional Well-Being, children will meet presenters Jayden and Josie and fictional character Super Susie. They will help children to understand and articulate their own changing feelings and how other people’s feelings might differ from theirs. Children will learn how they can manage their feelings and about the consequences of their actions.
Unit 4 – Life Cycles returns to the Gospel story from Unit 1, to show that God created us to follow the cycle of life and He loves us at every stage. Children will learn about the specifics of the human life cycle and celebrate how they have already changed and grown.
EYFS Module 2: Created to Love Others explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this Module explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing healthy relationships and keeping safe:
The two part session in Unit 1 – Religious Understanding firstly helps children to understand why the Bible is so special to Christians, and secondly helps children to act out the Gospel account of Jesus washing His disciples’ feet, showing that He loves us and is a role model for us to copy in loving one another.
In Unit 2 – Personal Relationships children will expand their vocabulary by applying names to different family/friend relationships, consider positive/negative behaviour in relationships and learn to look to Jesus as their role model for a good friend. Children will learn to resolve conflict and the importance of asking for forgiveness: that when we hurt others, we also hurt Jesus – but that Jesus teaches us how to forgive ourselves and others.
In Unit 3 – Keeping Safe, children learn practical ways to stay safe inside and out, about bodily privacy (including the NSPCC PANTS message that ‘privates are private’) and the importance of talking to their ‘special people’ if anything troubles them. Children will meet animated expert Dr Datfa, who advises on medicine safety and the people who help us in emergencies (a session that can be linked to the ‘People Who Help Us’ topic in EYFS). All these topics are underpinned by the religious teaching that we are created and loved by God, with bodies and minds that He wants us to keep safe.
EYFS Module Three: Created to Live in Community explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good:
Unit 1 – Religious Understanding introduces in a very simple way the concept of the Trinity, where God is three-in-one and each part loves the others and loves us. Children will come to understand that as we are made in the image of God, we are designed to love God and love one another in our wider communities too. Through the story of Jesus feeding the 5000 with just the humble offering of a small boy, children will learn that our loving actions can be used by God to do incredible things.
Unit 2 – Living in the Wider World helps children to extend their understanding of communities from Unit 1, as they learn about the responsibilities they have to people, places and the planet now and increasingly as they get older.
EYFS Module One: Created and Loved by God explores the individual. Rooted in the teaching that we are created by God out of love and for love, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships:
Unit 1 – Religious Understanding introduces children to the story of creation, where God created the earth, sea, stars, plants, animals and humans. The five-story sessions encourage children to creatively explore this topic and help them to deeply know that they are created by God out of love and for love.
In Unit 2 – Me, My Body, My Health, children meet the story book characters of Freddy Teddy, Mollie the Cat and Billy Bird who will reappear throughout this scheme of work. Children will learn about their uniqueness in real terms, including celebrating differences and individual gifts, talents and abilities. They will learn about looking after and using their God-given bodies and develop their vocabulary around this topic.
Over the three sessions of Unit 3 – Emotional Well-Being, children will learn about likes, dislikes and self-acceptance. They will learn from Freddy Teddy and his friends how to describe different feelings, both good and bad. Finally through a real world example, children will learn that actions have consequences; that when we make mistakes we should say sorry and ask for forgiveness.
Through Mollie the Cat and Billy Bird talking about their respective journeys from kitten/egg to adult animals, in Unit 4 – Life Cycles children will explore the natural human cycle of life, focusing on what children can remember about their development so far and what they know will happen as they get older. This is underpinned by the religious understanding that growing up is part of God’s plan for our lives and that we are loved by Him at every life stage.
If you have used “Life to the Full” in previous years, you will be pleased to see some new developments and improvements across the entire programme.
We had hoped to have all of these changes in place for the very start of the new academic year. Unfortunately, despite working very hard throughout the summer months, the Covid situation had a big impact on our work in many ways and we are not quite there with the new content yet, although be assured that the resources are almost complete! They just need to be designed and signed off.
In reality, you should see these new resources and developments being added to the website over the coming days and weeks, with the new programme fully available by the Autumn half-term. This includes:
– Learning Stage for EYFS
– Replacement for the Kester’s Adventures series
– Updated sessions on the Trinity
– New resources on ‘First Aid’ and ‘Drugs, Alcohol and Tobacco’
You can read more about what is new in 2020 here.
If this delay causes any problems for your planning, please don’t hesitate to get in touch.
The Ten Ten Team
Don’t know your parent username and password for the Online Parent Portal?
This was sent to the Programme Coordinator in an email at the start of your subscription in a document called Key Information.
You can request a copy of your Key Information to be sent to you. Please note that only Programme Coordinators are registered to receive this information:
This page is under construction.
Instead of downloading and printing the Teacher Script, consider using Speaker Notes on the Google Slides presentation. You can read the Speaker Notes on your computer whilst the full presentation is displayed on your screen. Here’s how:
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Thank you for visiting the updated subscriber pages for “Life to the Full – Secondary Schools”. Although you will find lots of new pages and resources, you will also find some resources that are “Awaiting Upload”.
Like you, Covid-19 has affected our operations significantly. This has meant that our filming dates were delayed by months and we were only able to start shooting the new materials in July, as soon as lockdown on this particular activity lifted.
We had some big decisions to make about the programme for this academic year. However, when the DFE announced that the new RSHE curriculum would be implemented during this year, we decided to push ahead with the production.
The good news is that, despite the long delay, we are now only a little behind in our delivery on the materials. We consulted with a number of schools and decided to make a plan of action that we felt would best meet your needs at this time. The plan of action included:
– Merging the Year 10 and Year 11 programme into one programme for this academic year. This is reflective of the fact that because this is a new programme, none of the students will have had this material before, so they won’t be repeating any content or missing out. Also, this gives less prep for teachers in a time of great pressure on the curriculum. Finally, some schools told us that the RSHE programme for Year 11 will be curtailed due to other curriculum demands. We plan to publish a new Year 11 resource from September 2021.
– Delivering the new material on a weekly basis, starting on Monday 7 September. This means that if you plan to implement the curriculum in Autumn 2020, the material will be available to you week-by-week. However, this also buys us crucial time to deliver the materials despite delays.
Given this, we plan to deliver the following sessions, films and resources on these dates:
Monday 7 September
– Year 8: Session 1
– Year 10/11: Session 1
Monday 14 September
– Year 8: Session 2
– Year 10/11: Session 2
– Parent Consultation Tool
Monday 21 September
– Year 8: Session 3
– Year 10/11: Session 3
– Assessment Activities
Monday 28 September
– Year 8: Session 4
– Year 10/11: Session 4
– Cinema-in-Education session training (please contact us if you need draft copy sooner)
Monday 5 October
– Year 8: Session 5
– Year 10/11: Session 5
– Mapping Documents
Monday 12 October
– Year 8: Session 6
– Year 10/11: Session 6
– Online Parent Portal fully updated to reflect new sessions
Monday 19 October
– Year 8: Session 7
– Year 10/11: Session 7
Be assured of our continued support. If you have any programming queries, please don’t hesitate to contact us.
All Lesson Plans and Appendices are protected by licensing software called “Locklizard”. This means that your computer needs to have the licence installed so you can open it.
The Locklizard software required on your computer is different to the username and password you use to log into the website. You need both.
Locklizard has sent an email to your Programme Coordinator with the required software and registration licence.
If you are using a personal computer:
– You can install the software yourself by following the instructions provided by your Programme Coordinator.
If you are using a school computer:
– We recommend that your IT Technician installs the software on your school computer. This is because your permission to download software is likely to have been restricted.
– We provide more Technical Information for your IT Technician here: IT Information
Yes. Please email email@example.com providing your full name, school name and postcode. We will arrange for the LockLizard email to be sent to you.
No! This is a one-off process that only takes a couple of minutes per computer. Once the software has been installed, your subscription is automatically checked in the background. The only time you will need to do it again is if your computer memory is wiped or if you get a new computer.
Yes, you can view all of the resources using the ‘View Online Only’ section in the download links. However, please note that you will be unable to download or print the resources from these links. Therefore, long-term we recommend that you have the software installed on every computer.
‘Life to the Full’ is an annual subscription service. It is not viable for us to release the full materials on a perpetual licence, and schools have told us that they would prefer to pay a smaller annual subscription rather than a large one-off fee. Controlling access to the materials through Locklizard software is one way we can protect the service.
Any computer can download the documents. However, when you try to open the document, the licensing software checks that the computer you are using has an active subscription. If the Locklizard software is not installed on your computer, you won’t be able to open the document. Although you may be able to open the document on one computer or device which has the software installed, you won’t on another which doesn’t have the software installed.
Please contact firstname.lastname@example.org. We’d be very happy to help and advise you.
Instead of downloading and printing the Teacher Script, consider using Speaker Notes (online presentation only). Here’s how:
Thank you for this opportunity to nurture the faith of the children in my care.
By the power of your Holy Spirit, lead and guide me as I prepare this time of collective worship and bless each and every child with an open heart and mind to hear your Word.
In your name, Jesus, Amen
Complete the short form below to receive an automated email containing your Key Information and Staff Registration list.
To embed the Sunday Liturgy for Families on your school website, please use the following embed code (you will need access to the ‘backend’ of your website to do this):
Please note: you just need to embed this code once. The Sunday Liturgy for Families will be automatically updated every week using the same code.
The course is due to launch on Monday 27 April 2020. It will be available for a minimum of 12 months.
There are 6 modules and it takes approximately 30-45 minutes (or less) to complete a module. Learners may choose to spend more time on each module exploring ‘further reading’ links. We anticipate the entire course can be undertaken in 3-4 hours. Progress can be saved so you can pickup where you left off.
Yes, there are no limits to the number of staff who can undertake the course. If you would like more than one member of staff to undertake the course, just complete the sign-up form once. Once the course is available, you can share it with other members of staff who will be able to individually register.
Yes, some schools are considering running the course with multiple members of staff at the same time. This is perfectly viable.
1) RSHE Statutory Guidance
2) Teaching RSHE in a Catholic Context
3) RSHE Policy and Guidance
4) The Role of Parents
5) Breaking down the CES Model Curriculum
6) Resources and External Visitors
Session One: Ten Ten’s 10 Principles for Catholic RSE
RSHE Statutory Guidance and RSHE in a Catholic context.
Session Two: The CES Model Curriculum
Core themes, primary/secondary differentiation and implementing a scheme of work based on the model curriculum.
Session Three: Who is responsible for teaching RSHE?
Understanding why parents are the ‘first educators’ on matters relating to human growth and sexual development, and the role of the Church and school in supporting them.
Session Four: RSHE Policy, External Visitors and Choosing Resources
Guidance on updating RSHE Policy, how to choose resources and inviting external visitors to your school.
If you have attended a Ten Ten RSE INSET Training Day through your diocese, there will be some overlap in the content. For example, ‘Ten Ten’s 10 Principles for Catholic RSE’ was presented on these training days and this will be covered again. However, there will be additional contributions during these Hub Days. The focus will be less on Ten Ten’s fully-resourced programme in Catholic RSE (‘Life to the Full’) and more widely about enabling schools to understand the forthcoming statutory changes and the decisions they must make for their schools.
This is to ensure that as many schools as possible can attend the training days. Please note that places are limited so early booking is advised.
The course lasts for just one day, so please only book one day. The same content will be repeated on each of the Hub Days.
The day is aimed at teachers working in both primary and secondary schools.
Unfortunately, this day is aimed only at teachers in Catholic schools. However, you can still sign up to the E-Learning Course.
Largely, yes. However, one will animate the other so you can do both if you wish.
The Online E-Learning Course and the Hub Training Days are provided free-of-charge.
• Is anything else more important to me than God? People or things or activities?
• Do I speak to God throughout the day? When I wake up, before meals, before I go to sleep?
• Do I remember to thank God for the good things I have done or received?
• Do I ask God’s Holy Spirit to help me to live like he wants me to?
• Have I used the words ‘God’ or ‘Jesus’ in anger, or with a lack of respect?
• Have I used bad language?
• Do I go to Mass on Sunday, unless I have a good reason?
• Do I focus on God in Mass, or think about other things and distract people?
• Do I help my family to keep Sundays as a day of rest, or do I make things difficult through
• Do I love and respect my parents (or carers)?
• Have I treated them badly through what I’ve said or done?
• Have I talked back to my parents?
• Am I willing to help around the house? Do I actually do the chores I’ve agreed to do,
without being nagged?
• Do I try to get along with my brothers and sisters? Do I treat them as I would want to
• Do I try to give good example, especially to younger brothers and sisters?
• Do I respect others in authority: babysitters, old people, teachers, priests?
• Do I beat people up and hurt their bodies?
• Do I say mean things, or make fun of people to upset them?
• Do I egg people on to do bad or naughty things?
• Do I respect everyone, including those that are different to me?
• Do I respect my body as a gift that God has given me? Do I respect other people’s bodies?
• Do I watch or read things that I know are bad for my soul and mind?
• Do I dress and speak appropriately, remembering I am a child of God?
• Have watched images or video online that I know I shouldn’t have watched?
• Do I keep the promises that I have made to God?
• Have I taken anything that belongs to someone else?
• Have I stolen someone else’s idea or copied their homework?
• Do I give back things I borrow when I agree to? And do I look after those things, so that I
can give them back in good condition?
• Am I honest, do I always tell the truth?
• Or do I lie to make myself look good, or to get out of trouble?
• Have I lied to make someone else look bad or get into trouble?
• Do I play fairly or have I cheated at games?
• Do I gossip and spread rumours about other people?
• Am I faithful to my family and friends?
• Am I jealous of my brothers or sisters?
• Do I want all my parent’s attention for myself?
• Am I willing to share my things and my time with others?
• Am I happy with what I have and not jealous of the things my friends have?
• Have I nagged my parents into buying things because my friends have them?
• Do I share my things with others when they need them?
• Am I grateful for the things I have?
I’m sorry for all the bad things I have done, which don’t fit with how you designed me to live.
I’m sorry for when I haven’t respected you. Thank you for making me and loving me.
Please forgive me and help me live more in line with your plan to love, be loved and make
Take a moment to survey your body, adjusting it to make it as comfortable as possible.
Now turn your attention to your breath. Breathe in through your nose and be aware of the breath as it fills your lungs. Your stomach should push out like a balloon being blown up. Without stopping, breathe out through your nose. Your stomach should fall naturally as air leaves your lungs. Relax and focus on the rhythm of your breath.
Imagine that a butterfly has landed next to you.
It flies up and then lands on your left thumb. It jumps from your left thumb to your second finger… then your third finger… then your fourth finger… and then your baby finger.
Then it flies up and sits on your left wrist… then your lower left arm… then your upper left arm… and then it settles on your left shoulder.
Then the butterfly moves to the left side of your waist… down to your hip… your thigh… your knee… your lower leg.
The butterfly lands on your left heel… then the top of your foot… then your big toe… your second toe… your third toe… your fourth toe… your little toe.
Then the butterfly moves over to your right side.
It starts on your right thumb. It jumps from your right thumb to your second finger… your third finger… your fourth finger… your baby finger.
Then it flies up and sits on your wrist… your lower right arm… Your upper arm and then it settles on your shoulder.
Then the butterfly moves to the right side of your waist… down to your right hip… your right thigh… your right knee… your lower leg.
The butterfly lands on your right heel… the top of your right foot… your big toe,
your second toe, your third toe, your fourth toe, your little toe.
Now the butterfly flies up and sits your forehead.
And it whispers to you very gently:
‘You are made by God.
He cares about you.
He cares about what you think.’
Then the butterfly moves to your ear and says:
‘God cares about what you hear.’
Then the butterfly hovers above your eyes and says:
‘God cares about what you see.’
Then the butterfly sits on your nose and says:
‘God cares about what you smell.’
And finally it settles on your lips and says:
‘God cares about what you say and write.’
After a moment, the butterfly moves back to your forehead and whispers again:
‘You are made my God.
He cares about you.
So look after yourself and keep yourself safe, inside and out.’
Focus back on your breathing. As you breathe in, remember what the butterfly said, that God made you. As you breathe out, remember that God cares about you. Take a few moments to think about that as you breathe in and out.
Now slowly wiggle your toes and fingers and come back to your body. Slowly blink your eyes open.
Matthew 6: 26-34
Look at the birds of the air; they neither sow seed nor reap the harvest nor gather the crops into barns, and yet your heavenly Father keeps feeding them. Are you not worth much more than they?
And who of you by worrying can add one hour to the length of your life? And why are you worried about clothes? See how the lilies and wildflowers of the field grow; they do not work nor do they spin wool to make clothing, yet I say to you that not even Solomon in all his glory and splendour dressed himself like one of these.
But if God so clothes the grass of the field, which is alive and green today and tomorrow is cut and thrown as fuel into the fire, will He not much more clothe you? Therefore do not worry or be anxious, saying, ‘What are we going to eat?’ or ‘What are we going to drink?’ or ‘What are we going to wear?’ For your heavenly Father knows that you need them.
But first and most importantly seek His kingdom and His righteousness (that is, His way of doing and being right—the attitude and character of God), and all these things will be given to you also.
So do not worry about tomorrow; for tomorrow will worry about itself. Each day has enough trouble of its own.
Thank you for giving me everything I need to survive.
Thank you for looking after me and my family.
Help me to follow your way of doing and being right.
Take a moment and place your hand on your chest – near your heart if you know where it is! Take some breaths in and out and notice how your body feels as you breathe.
Our bodies are amazing. Even now, as I speak, your blood is pumping round, your heart is beating, your lungs are breathing, your brain is thinking and there are a million other ways your body is working right here and right now – you are alive and well and you hardly even think about it. Look at your hands and notice all the little lines and patterns in the skin. They are just yours – they are completely different to the person sitting next to you and different from everyone’s. You are unique and amazing!
Not only is your body working but your mind and feelings are working too. Think for a moment about how you are feeling – maybe peaceful, maybe curious, maybe a bit tired, maybe happy, maybe sad. Isn’t it amazing that we can feel and think so many things?
Can you separate your feelings from your body? No! Our body and our feelings are completely connected. How we feel in our body affects our feelings. If you are ill and your body is aching, you might feel sad and fed up. If you are outdoors in the sunshine and having fun, you might feel happy and relaxed. Our feelings and our bodies are completely connected.
At the very centre of our feelings and bodies, God is there. He lives in us in our hearts, minds and bodies – he lives in us by His Holy Spirit. We can call this our Spiritual life – our life with God, Jesus and the Holy Spirit. How amazing – we are body, feelings and spirit and God made it all.
Say these words after me: Lord, thank you that I am awesomely and wonderfully made!
Altogether: Lord, thank you that I am awesomely and wonderfully made!
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Paradise Street is an original drama series for Upper Key Stage Two which follows the story of 4 friends – Finn, Leyla, Marcus and Siobhan – who have different personal and social experiences related to growing up and puberty. Each episode lasts about 10 minutes and is followed by a time of teacher-led discussion with the pupils. Each session also includes an episode of “Delving Deeper into Paradise Street” in which two fun presenters explore the issues in the drama and provide some teaching for pupils (which also acts as guidance and support for teachers). Each concludes with a time of personal writing in a Module 1 Workbook which will help the pupils to digest and personalise the teaching.
This week, the video content has resulted in a fairly large file which some may find too large to download easily. Therefore, we have given you the option to stream the full presentation live (via Google Slides instead of PowerPoint). This means that you don’t have to download it, you can just stream it.
Please close this box and scroll down this page to find the presentation.
– You must be signed in as a Super User to access this feature
– The presentation is delivered through Google Slides
– To play fullscreen, click the fullscreen button
– Videos open on a new page
– After playing the videos, return to the presentation and press the fullscreen button again
– We have not yet been able to play reflective music within the slides, so this feature is unavailable.
Don’t worry, you can still download the video – nothing has changed!
If this is a useful feature, please let us know.
Thanks from Ten Ten.