| The teacher should introduce the
lesson with a brainstorm about marriage/weddings. The teacher should try to
extract from pupils aspects of the service e.g. vows, promises, hymns,
readings as well as the unreligious side of the ceremony. The teacher
could show a clip of a wedding ceremony, the Rowan Atkinson clip from Four
Weddings and a Funeral usually goes down well.
Pupils should then take part in a marriage continuum. The teacher should
place numbers 1-10 around the room.
Each pupil is issued with a piece of paper with ten questions on it in
the form of a continuum. All pupils should fill in the continuum in the same
coloured pen and should not write their names on the sheet. The teacher then
collects in all the folded pieces of paper and shuffles them handing them
back to the pupils. Each pupil represents an anonymous point of view to
avoid any embarrassment.
The teacher reads each question aloud and the pupils move to the correct
number in the classroom. It is easy to see the classes value judgements on
the questions raised in the continuum.
In their exercise books pupils should write down why they hold a
particular view on the first four questions on the continuum. They should
also think about why some have opposing views. A class discussion follows.
Pupils are then given a series of situations encountered by married
couples. Pupils should discuss how a married person should respond in these
situations. Pupils should discuss if it would make a difference if the
person was a Christian.
Pupils should write a letter to any two of the people in the situations
outlined. What advice would a Christian give to them? Give reasons in your
answer.
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