Religious and values education
Religious Education Concept Explorer Mat
Read a Christian story from the Gospel of Luke, ask “I wonder” questions and discuss what being a good neighbour might look like. The pages include talk rules, a creative response and an invitation to connect the theme with other beliefs or experiences without requiring anyone to share.
Follow the Christian story in pictures, then talk about what it means to be a good neighbour.
Read the complete materialRead the material
Read a Christian story from the Gospel of Luke, ask “I wonder” questions and discuss what being a good neighbour might look like. The pages include talk rules, a creative response and an invitation to connect the theme with other beliefs or experiences without requiring anyone to share.
Activity. Use the preview for diagrams and layout.
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NAME CLASS DATE LEARNING GOAL Explore a Christian story about care. SUCCESS CRITERIA I can ask “I wonder” questions. I can describe a good neighbour. I can respond with respect. No. 1 A man was going from Jerusalem to Jericho. Robbers attacked and hurt him. No. 2 A priest came along, but he passed by. A Levite came, and he passed by too. No. 3 Then a Samaritan came along. He stopped and took care of the hurt man. No. 4 He took the man to an inn. He paid the innkeeper to look after him. a I wonder why the priest and the Levite passed by. b I wonder how the hurt man felt when someone stopped. c Write your own: I wonder … A Christian story from the Bible The Parable of the Good Samaritan Told by Jesus · The Gospel of Luke Someone asked Jesus, “Who is my neighbour?” Jesus answered by telling this story. A parable is a story that teaches a lesson. CLASS CATALOGUE NO. 170.1 Religious education concept explorer mat R E L I G I O U S E D U C AT I O N AG E S 7 TO 1 1 C H R I S T I A N I T Y The Good Samaritan Explore a Christian story about being a neighbour. 1 Read the story Gallery 1 2 I wonder Gallery 2 2 Respond 3 Teacher 1 Explore Page 1 of 2
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Our talk rules Read these together before you talk. 1 LISTEN I listen when others speak. 2 RESPECT I respect beliefs that are different from mine. 3 DISAGREE KINDLY It is fine to disagree, kindly. 4 CHOOSE No one has to share. a Who was a good neighbour to the hurt man? How do you know? b What could being a good neighbour look like at school? WORD BANK kind care help stranger neighbour respect Choose one: draw someone being a good neighbour today, design a kindness poster, or write a short poem. MY TITLE a Where else have you heard about caring for others? At home, in another faith, or in your own beliefs. b One way I can be a good neighbour this week: Religious education concept explorer mat R E L I G I O U S E D U C AT I O N T H E G O O D S A M A R I TA N R E S P O N D A N D R E F L E C T Being a good neighbour 3 A good neighbour Gallery 3 4 My creative response Studio MY RESPONSE 5 Care for others Archive KEY IDEA Many religions and worldviews teach care for others. 1 Explore 3 Teacher 2 Respond Page 2 of 2
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Religious Education Concept Explorer Mat Teacher companion Religious Education | Pupils aged 7 to 11 Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this when teaching about the Parable of the Good Samaritan and ideas about care. Explain the story's Christian context and agree respectful discussion rules. Pupils may respond through drawing, writing or another offered choice, and no one has to share personal beliefs. Purpose Describe the story's idea of a good neighbour, ask a question about it and respond respectfully to a care-related prompt. Start here Read the story and its source note, then review the talk rules. Explain that pupils can choose not to share a personal belief or experience. A teaching sequence 1. Read the four story panels and ask pupils what they notice about each character's actions. 2. Use an “I wonder” prompt to ask why a character acted as they did or how the hurt man may have felt. 3. Discuss what a good neighbour might do at school, using the word bank if helpful. 4. Choose one creative response, such as a drawing, poster or short poem, or complete the optional prompt about caring in another belief or worldview. Let pupils explain which neighbour action they chose. Checking guidance Look for pupils to refer to the story and explain an idea about care or neighbourliness. Ask, “Which part of the story gave you that idea?” If pupils compare beliefs, invite respectful description without asking anyone to represent a whole tradition. Ask for an action from the printed story that supports the pupil’s idea of neighbourliness. Accept a drawing or spoken explanation and keep comparison of worldviews descriptive and respectful. Support Offer the story panels one at a time and let pupils point to a character's action before speaking. Provide the word bank or invite a drawing instead of a written response. Keep personal belief-sharing optional. Take it further Ask pupils to compare two responses to the hurt man and explain what difference each makes within the story. They can discuss how care may be expressed in different contexts while avoiding claims that all traditions teach the same things in the same way. Things to keep in mind Identify the printed account as a Christian story. Do not require personal-faith disclosure or ask a pupil to speak for a religion or worldview. Religious Education Concept Explorer Mat Teacher companion | Page 1
A teaching sequence
Describe the story's idea of a good neighbour, ask a question about it and respond respectfully to a care-related prompt.
Follow the Christian story in pictures, then talk about what it means to be a good neighbour.
Read the complete materialRead the Christian story panels
Read the four story panels and ask pupils what they notice about each character's actions.
What does each character do in the printed story?
Ask an I-wonder question
Use an “I wonder” prompt to ask why a character acted as they did or how the hurt man may have felt.
Which story detail prompted your question?
Discuss a good neighbour at school
Discuss what a good neighbour might do at school, using the word bank if helpful.
What action could show care without anyone sharing personal beliefs?
Choose a respectful creative response
Choose one creative response, such as a drawing, poster or short poem, or complete the optional prompt about caring in another belief or worldview. Let pupils explain which neighbour action they chose.
Which neighbour action does your drawing, poster or poem show?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for pupils to refer to the story and explain an idea about care or neighbourliness. Ask, “Which part of the story gave you that idea?” If pupils compare beliefs, invite respectful description without asking anyone to represent a whole tradition. Ask for an action from the printed story that supports the pupil’s idea of neighbourliness. Accept a drawing or spoken explanation and keep comparison of worldviews descriptive and respectful.
Give a little support
Offer the story panels one at a time and let pupils point to a character's action before speaking. Provide the word bank or invite a drawing instead of a written response. Keep personal belief-sharing optional.
Take the idea further
Ask pupils to compare two responses to the hurt man and explain what difference each makes within the story. They can discuss how care may be expressed in different contexts while avoiding claims that all traditions teach the same things in the same way.
Things to keep in mind
Identify the printed account as a Christian story. Do not require personal-faith disclosure or ask a pupil to speak for a religion or worldview.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Bright Margins
This two-page mat retells the Good Samaritan story in four numbered steps, then asks pupils to describe a good neighbour, pose “I wonder” questions and respond respectfully to a care-related prompt.
Glue Stick Club
The story moves from the injured traveller and those who pass by to the Samaritan who stops, helps and pays for care. That gives pupils a specific narrative to discuss rather than asking for a definition of kindness in isolation.
Kindly Red Pen
Read the short sequence together, pause for questions and let pupils draw or speak before writing. Keep discussion respectful of different beliefs and experiences of receiving or giving care.
Calm Table
The Christian story is a prompt for reflection, not a universal account of every tradition or a test of personal morality. Do not require pupils to disclose personal experiences when responding to the care prompt.