PSHE Resource

PSHE Resources and Social Education Relations Resources for children in Key Stages 1 and 2.

Tortoise and the Sardines

The Fable of the Tortoise and the Sardines is an ideal Resource for the delivery of the Curriculum objectives of Key stage 1 & 2 PHSE Studies
The fable is a cautionary tale about the dangers of taking strangers at face-value. The fable has been published in English, French and Spanish (the three crucial universal languages).
The Book can therefore be used to advance young people’s knowledge of basic French and Spanish languages in a way that is colourful and enjoyable.
There are 5 comprehension questions, posed to pupils as multiple-choice questions. These questions are presented to children in English, French and Spanish. Please see below, the first 3 questions, featured in the book, for follow on work. The correct answers to the questions appear, right at the end of the book.

Sample Comprehension Questions in English

  1. At the beginning of the story, where was Tortoise sitting?
  2. What did Tortoise see swimming playfully about in the ocean?
  3. What did Tortoise pour into his large frying pan?
Sample Comprehension Questions in French
  1. Au commencement de l’histoire, où s’est assise-t-elle la tortue?
  2. Qu’est-ce que la tortue a vu nager d’une façon gaie dans l’océane?
  3. Qu’est-ce que la tortue a versé dans la poêle?
Sample Comprehension Questions in Spanish
  1. ¿Al comienzo de la historia, dónde se asentó la tortuga?
  2. ¿A Qué vio la tortuga nadando en el océano de una manera juguetona?
  3. ¿Que vertió la tortuga en el gran sartén?


  • Kindle Book: CLICK HERE (Redirects to AMAZON).​​​​​

Social Relationship Education Resource

This resource is an excellent resource for the teaching of Key Stage 1 and 2, Social Relationship Education (SRE)

THE CUNNING TORTOISE: In African mythology/ fables the Tortoise is endowed with wit and cunning. The Tortoise with the use of this wit and ingenuity outwits rivals - be they animals or humans.
The Tortoise however demonstrates in fable after fable that cunning when combined with greed only leads to humiliation and self-ri

The fable has been published in English and French and English and Spanish, three of the world’s crucial universal languages and can be used to fulfil the curriculum requirements of Social Relationship Education and to further advance young people’s knowledge of the French and Spanish Languages, in a way that is engaging, enjoyable and colourful.
There are 18 comprehension questions, posed to pupils as multiple-choice questions at the end of the story. These questions are presented to children in English, French and Spanish. Please see below, the first 3 questions, featured in the book, for follow on work. The correct answers to the questions appear, right at the end of the book.

Sample Comprehension Questions in English

  1. Where were all the birds in the animal kingdom invited to?
  2. How many feathers did each bird give Tortoise?
  3. What name did the Eagle call himself?

Sample Comprehension Questions in French

  1. Où est-ce que les oiseaux du royaume d’animaux étaient invités ?
  2. Combien de plumes donnés-ont-ils les oiseaux à la Tortue ?
  3. Comment s’est appelé l’aigle ?

Sample Comprehension Questions in Spanish

  1. ¿A dónde fueron invitados todos los pájaros del reino animal?
  2. ¿Cuántas plumas le dio cada pájaro a la tortuga?
  3. ¿Qué nombre se puso a símismo el águila?


  • Kindle Book: English/French CLICK HERE (Redirects to AMAZON)​​​​​
  • Kindle Book: English/Spanish CLICK HERE (Redirects to AMAZON).​​​​​


Orisun of the Savannah Grassland is a contemporary tale, which gives an insight into how Africans perceive animals of the wild and their perception of the psyche of these animals. Contrary to popular opinion, Africans value the wildlife, which cohabit their plains and grasslands.
The culling programme put in place by countries, such as Kenya and Zimbabwe, is enabling Africans to evolve a happy equilibrium between themselves and the wild life around them.
Three endangered species are featured in this fable; i.e the Leopard, the Chimpanzee and the African Elephant.

In every storytelling workshop, children are made aware of the fact that Africa is a continent and has an Arid Northern part which is the geographic setting of the book: Seluwa of the Fulani people.
The Storyteller then engages in an interactive discussion with the children about the fauna, the echo system and culture of the Sahara region. These discussion tend to be animated and a lot of learning emerges from these sessions.
The children are introduced to the culinary culture of North Africa by giving them the opportunity to smell indigenous North African spices such as powdered Ginger. They are also introduced to Cous-cous grain, the staple grain/diet of North Africa. The children are also introduced to Coriander; a herb that is prevalent in North African Cuisine.
The story of Orisun of the Savannah Grassland is also used in the storytelling workshops to introduce pupils to the fauna and eco- system of sub-Saharan Africa.
Children participate very keenly in the discussions about the wildlife of Africa and the rain fall patterns of the Savannah grassland. The photographs reveal the eager participation of pupils in these discussions.
Arts and craft germane to Sub-Saharan Africa are also introduced to the pupils to increase their knowledge of the artistic culture of the various communities of Sub-Saharan Africa.


  1. The name of the female African Leopard mentioned in Paragraph 1 is?
  2. How many times had she been pregnant? (Parag.1)
  3. The female African Leopard had to go for days without water to drink, what would happen when she gives birth to her cubs? (Parag.2)
  4. Write out the words Nosike whispered very softly to Orisun in greeting. (Parag.6)
  5. Why did they have to trek longer distances to find water for the little ones according to Nosike? (parag.2)
  6. Fill in the blanks: They then……out some ……. ………, cave or secluded ……….in the …….. or ………. they ….. in and ……… wait there to …..
  7. How did she want her children to remember her? (parag.1)
  8. Omi–adura was therefore entirely on her …….. now. (Parag.1)
  9. What did Orisun use to do what she was doing in (parag.4)
  1. What did she say she needed to do before she went? (parag.6)
  2. Omi-adura’s mother was unable to …….for such a long time. (Parag.3)
  3. What did a kind mountain nanny goat tell Omi-adura’s mother about. (Parag.3)
  4. When the …… came for my….…… to bring ….., she made her …. to this ….. just as the ……. ….. had ….. her to. When the ….. or ….. of bringing ….. came upon ……, she ……. the ….. and ….. from the ……..
  5. When will the call come for Omi-adura to go to where her ancestors have all gone to? (Parag.2)
  6. What does the name Omi-adura mean as seen in parag.3?
  7. Without looking back, what did Orisun say to Omi-adura in a strong and powerful voice? (Parag.6)
  8. Fill in the blank spaces in the last sentences on page 7.
  9. The ……… beauty of the …….. and its ……… ………. Grass was like a …….. ……… wrapped around Orisun and her cubs.
  10. ~All answers can be found on page 8. ……. With time, .…….. into a …… old female ……… All her ……. And even ……. ……… still go back to the ……. known as (Omi-adura or stream of prayer)(Parag.2)


Transatlantic Slave Trade Educational Resource

An illustrated story which brings an individual experience from the Transatlantic Slave Trade into clear focus. Kadeja, is a young Ghanaian bride, newly married and deeply in love with her warrior husband, Kwesi. As the bridal party approaches the mosaic palace at Elmina Castle that Kwesi has built, the bridal party is set upon by Slave Traders,; many are killed and Kadeja is captured never to be seen again. The story gives a background to the marriage so the reader can understand fully the tragic couple’s relationship .
Also included is a selection of pictures and maps to help the reader visualise and pinpoint where the story takes place. There are also a series of comprehension questions (with multiple choice answers) that will test the reader’s knowledge of the story and the wider Slave Trade.
As the book is intended as a teacher’s resource for teaching the Transatlantic slave trade, it would be a useful addition to any school library, since students could read it for their own interest and to expend their knowledge of the subject. Kadeja the Fulani Pearl Queen would also be a text that any school librarian could recommend to History teachers to use in teaching this subject or include in a relevant book to loan out .
The book could be read by able primary school students as well as Year 7 students upwards.”
Review by Sam Sinclair School Library Association

Kadeja the Fulani Pearl Queen, is a haunting tale, about the ardent love between Kadeja, and Kwesi, the heir to the Ashanti throne. The story encapsulates the pathos that lies at the heart of the Transatlantic Slave Trade, and the critical cost of the Trade, to families and communities, in Africa. The follow-on work uniquely examines the role the Quakers and Abolitionists such as William Wilberforce played to bring an end to the Trade.
The book is illustrated and published in French and English.

Sample Comprehension Questions in English

  1. How many of Kadeja’s aunties got captured in the raid? Tick the correct box
  2. How many of Kadeja’s aunties died? Tick the correct box.
  3. Apart from the use of guns, what else did the raiders use to capture the African people? Tick the correct boxes.

Sample Comprehension Questions in French

  1. Combien de tantes de Kadeja ont été capturées dans le raid ? Cochez la bonne case.
  2. Combien de tantes de Kadeja ont décédés ? Cochez la bonne case.
  3. En dehors de l'utilisation des armes à feu, qu'utilisaient les assaillants pour capturer les Africains ? Cochez les bonnes cases.


Transatlantic Slave Trade Educational Resource

Ablavi the female Dahomian Warrior, written by Stella Osammor, tells the story of seemingly ordinary young woman, thrust into the path of destiny. After the death of her mother at the hands of a brutal Slave Trader, she summons the courage to fight against her captors. Ablavi is a riveting account of the courage of a Dahomian princess, who fought alongside Dahomian women to keep the coastal waters of the Dahomey kingdom, safe and secure. The courage of these female warriors discouraged slave raiders from taking Dahomey people away to distant lands as slaves.
This publication is in French, Spanish English.

Sample Comprehension Questions in English

  1. The country Dahomey is now called by a new name. Is it
  2. Dahomey is located on
  3. What did the Slave Raiders do to the elderly leaders of Ablavi’s village?

Sample Comprehension Questions in Spanish

  1. El país Dahomey ahora tiene un nuevo nombre. ¿Cómo se llama
  2. Dahomey se sitúa en:
  3. ¿Que le hicieron los asaltantes de esclavos a los jefes ancianos del pueblo de Ablavi?

Sample Comprehension Questions in French

  1. Le pays de Dahomey a maintenant un nouveau nom. Comment s’appelle-t-il ?
  2. Dahomey est située au
  3. Qu’est-ce que les assaillants ont fait aux chefs âgés du village d’Ablavi ?


  • Kindle Book: English/French CLICK HERE (Redirects to AMAZON)​​​​​
  • Kindle Book: English/Spanish CLICK HERE (Redirects to AMAZON).​​​​​

PSHE/Citizenship Studies

The novel uniquely and passionately explores issues from both sides of the racial divide. It challenges stereotypical perceptions; Love and hate, power and influence. It is a story of healing, of hope and of promise for a racially divided world. Miranda takes the reader through her life in Britain, Ghana and the USA. “Am I White or Black?” she asks.
Silhouettes of a Treasured Heritage is a fictional narrative, which examines the consequence of being a person of racially mixed parentage in our world today. It is a thrilling and critical appreciation of such experiences as told by Miranda the heroine, experiences that would be familiar to many people of similar background.
Here are some sample questions from the novel and find enclosed a review from FRESH RB Studios!
Silhouettes of a Treasured Heritage tells the story of Miranda, born in the spring of 1943 and her journey to embracing her identity as a person of racially mixed heritage. Her father is full Scottish and her mother, an Ashanti Princess, is three quarter Ghanaian /one quarter Portuguese. From a young age in Bedford, UK, she faced prejudice regarding her colour and African features. This devastated her young mind but with the help of her paternal grandmother in Scotland, she found comfort.
As she grows up, she meets Rory the brother of her friend Beverley at their home in Ireland. Rory, who later becomes Miranda’s husband, is an Irish man studying and living in America. Having grown up in the UK, Miranda is able to identify with her Scottish roots however it seemed the part of her belonging to Africa craved communion with it. Still fixated on the quest for her identity, she is encouraged by Rory to visit Africa as it might help fill the gaps in her mind.
Miranda travelled to Accra, Ghana to meet her mother’s relatives and family on this journey of self-discovery. She found greater acceptance amongst her mother’s people in Ghana. Her colour soon becomes a thing of insignificance as soon as they get to know the person beneath the skin. This journey uncovered rich aspects of the culture of her African heritage and leaves her with a better understanding of her Ghanaian origins.
She then later moves to Berkeley in America for a transplant surgery training program. This was during the civil rights movement; a time where people fought against segregation, injustice and racism towards black people in the southern states of America. In November 1968, her training program comes to a happy and fruitful end and she leaves America a married woman with a baby on the way.
On her return to Britain, she encounters the tragic experience of her parents death and the loss of her baby as a result of the running clashes between the police and gangs of black youths in London. This experience made her an orphan and bereft of a child in one day and she couldn’t help but feel a sense of loss towards her country. After her recovery in the hospital, she makes a journey on her own back to Ghana post the tragic ordeal, to mourn the death of her mother with her mother’s people. Her husband, Rory, soon follows her and they settle in Ghana for four years where they have their twin boys and a daughter. Her years in Ghana symbolised an escape from painful and overwhelming memories and emotion she felt back in Britain.
After this period in Ghana, the family returns to America, where she begins to document her experiences of racism and her life experiences as a person born of two different races. Moved by the unease and racial tensions, Miranda develops a passion to work alongside those who desire to improve the lives of black people in America. She does this by taking up the position in the surgical unit of the rehabilitation centre in Harlem.
The system of subtle discrimination within England’s social institution compelled her to perceive herself as black; a heritage she knew little about. It was this rejection Miranda suffered growing up within her paternal heritage that opened her up to the richness of Africa and its people, to be unashamed and to stand in the heat with deprived and needy black people. Needless to say, through all the pain, she realised that she is a person who is blessed with a rich and dual heritage, after all those who nurtured her and helped her grow into her full personhood were white. In the end, she comes to the conclusion that there are no inferior or superior races but all have within them people of noble virtues and excellences that exist alongside malevolent people.

Main Themes in the Book

  • Identity
  • Quest for Discovery
  • Love
  • Injustice
  • Loss / Tragedy
  • Power of Tradition

  • Are issues of citizenship or origins important to people of all races. Why should these issues matter? This can be deliberated upon in groups or in a class discussion.
  • Can Britain be said to be a "successfully multi-racial country?" This can be examined in a group or class discussion.


PSHE Studies and Emotional Intelligence

Excellent Resource Material, for the Teaching of Key Stages 3 and 4, PSHE Studies and Emotional Intelligence. S

"Over half a million copies of this book, has been sold worldwide! Its an excellent
teaching resource, designed to help young people on the threshold of adulthood, acquire valuable
emotional intelligence"

The Triumph of the Water Lily is a celebration of womanhood. It is a moving exploration of life and death, in which Effua, the narrator, tells a passionate story of trial and tribulation, of the triumph of love and life, even in the throes of death.
The novel attests to the nobility, elegance and profound goodness of Nkem, the central character. It is also a courageous story of romance filled with excitement, novelty and moments of shock, particularly for Effua, whose life has been inexorably influenced by Nkem’s.

  • It is immensely useful for students to be invited to look at the question of conflict resolution in various parts of the work. The enormous cost of war to a country and its toll on human resources is highlighted by Effua in chapter four of the text(pages 103 to 109 ).
  • Nkem the heroine of the text chooses to “Stoop to Conquer” when faced with conflict and crisis in her marriage. Nkem’s letter in chapter 10 page 153 of the text seems to suggest that this strategy served her well.
  • In spite of the above, is there sometimes a case for going to war?
  • As Norman’s noble gesture suggests, in chapter 14 , page 194, it is always in our best interest as individuals and communities to recognise the season to search for peace and to do everything in our power to secure it.


  • The work looks at the role of the media in modern times.
  • Issues raised in Chapter 4 (page 56 – 57) question the manner in which the media influence our world.
  • Should we try to assess world events objectively by for instance, balancing the news account from our own national press against that of another country with a different social ideology?

  • In chapter eight of the text, students are encouraged to look at the institution of marriage.
  • What role does marriage serve in Society?
  • What benefits do individuals derive from the institution of marriage?
  • What other social mechanism(s) or institution(s) could be put in the place of marriage, to help society raise its future generations?
  • The wedding ceremony is present in all cultures. What does this ceremony symbolise within the African Cultural context.


  • Students are introduced to the realities of peer pressure as the reader is taken through the dialogue between Effua and her protégée, Maruwa. Students can be encouraged to talk about their own experience of peer pressure and strategies they may have in place for dealing with sure pressures.


Kari's Sweet Encounter With The Bible, The Oracles Of God.

Kari, a gorgeous, vibrant, ambitious career girl sets off on the trip of a lifetime only to be brought to a crashing halt by an explosion at the airport. Her life as she knows it ends, and she embarks on a different journey. Her adventures in heaven, meeting Jesus and the celestial splendour are so absorbing, you can almost feel the light in your soul. The ethereal descriptions of the people, angels, and especially of Jesus are beautiful and entrancing. Simple yet vivid, it will draw in and inspire the reader to see heaven as the alluring and truly wondrous place that it is. The illustrations are so sparkly and radiant, the book is almost luminescent. The author’s aim of prompting readers to engage with the bible is achieved without being pushy. I particularly enjoyed the different scenarios where various people are comforted and encouraged by scripture specific to their situation and felt both comforted and encouraged. The importance of words, particularly the word of God, is highlighted, which would hopefully stir the reader to pick up the bible, explore their faith and be open to the person of Jesus.

Monolingual and Bilingual Publications


The Boy Samuel

Samuel – Israel’s foremost prophet – grows up in the most unusual of places, the temple. Although a beloved son, his parents choose a different life for him and he is sent to Shiloh to live with Eli the priest as a very young child.
The bright and colorful illustrations depict happiness that communicates the joy of the Lord. The language is clear and simple, and entirely age appropriate. Where bible stories can be quite succinct, this book brings the story to life in a way that would appeal to children as they can relate to the language and everyday emotions.


The Boy with The Five Loaves and Two Fish

The much-loved story of Jesus feeding the five thousand, is narrated in a clear way that will appeal to children and in simple language they can easily understand and relate to.
Several bright and colourful illustrations show beautiful seaside pictures that will be especially engaging to younger readers.
Fleshed out nicely with scenic details, the descriptions of the location and vividness of the characters (even fictional ones like his grandmother) make for a memorable story. I would have liked it if the author had created a name for our unexpected hero rather than referring to him as ‘the boy with the five loaves and two fish’ throughout. This however will not detract from the readers’ overall enjoyment. The young boy is a very relatable character whose generosity produces unexpected results from which children can learn biblical principles of caring and sharing, and the rewards of obedience. It is heart-warming to see that the boy gave up his lunch without any expectations just because he was drawn to Jesus’s kind eyes and smile.

Here are some sample questions in English, French and Spanish!

What is the name of the town where the grandmother of the boy with the five loaves and two fish lived?
  • Blue Water Town
  • Green Water Town
  • ​​​​​​​Galilee
  • Red Water Town

​​​​​​​¿Cómo se llama la ciudad en la que la abuela del niño con cinco hogazas de pan y dos pescados vivieron?
  • La ciudad del agua azul
  • La ciudad del agua verde
  • Galilea
  • La ciudad del agua roja

Comment s’appelle la ville dans laquelle vivait la grand-mère du garçon avec les cinq pains et deux poissons?
  • La ville de l’eau bleue
  • La ville de l’eau verte
  • Galilée
  • La ville de l’eau rouge


Excellent PE Resource

Additional Resources

For additional resources or customised PSHE and SRE curriculum please contact us for further discussion.