X

Retrieve your login details

Enter your email address below and we'll send you an email with a link reset your password

loading..

YOUR FAVOURITES

You need to have an account and be logged in to be able to add and manage your list of favourites. or create an account

You haven’t viewed any of our resources yet. To start exploring them now please see our full listing here

A young Buddhist called Hivin shows us how he uses chanting when he worships at his local London Vihara.

Component 1: The study of religions - beliefs, teaching and practices: Buddhism- Meditation, the different aims, significance and methods of meditation - Samatha (concentration and tranquillity) including mindfulness of breathing.

Area of Study 3 – Buddhism- Section 3: Living the Buddhist Life- Chanting: the nature, purpose and role of chanting in Buddhism as a devotional practice and to gain mental concentration including Dhammapada 1–2, confidence and joy; the divergent understandings of the importance of chanting in Buddhist life today, with reference to Theravada Buddhism, including Tiratana: Dhammapada 190, and Mahayana Buddhism, including Nam Myoho Renge Kyo

Component Group 1 - Buddhism-Belief sand teachings & Practice - Practices - Worship •The role and significance of different forms of worship including: •• Meditation •• Chanting •• Puja and devotional ritual •• Mantra •• Malas •• Offerings •• The significance of worship in the temple •• The significance of worship in the home •The purpose of devotional ritual

2.1 Unit 1 - Buddhism - Core beliefs, teachings and practices - Practices Meditation Practices  Significance and importance of meditation (Dhammapada 282)  Types of meditation – breathing (samatha)  Loving kindness (mettabhavana)  Insight meditation (vipassana)

2.3 Component 3 (Route A) - Option 1: Buddhism - Practices Meditation ➢ The significance of meditation; Dhammapada 282, Surangama Sutra ➢ Mindfulness of breathing (samatha meditation) ➢ Loving kindness (mettabhavana meditation) ➢ Insight meditation (vipassana meditation) ➢ The importance and role of Buddhas and Bodhisattvas; example of Gautama Buddha (enlightenment through meditation). Buddhas and bodhisattvas as the focus of devotion and meditation

Holy Cribs_Extra Film 2_Chanting

S1 00:00:16:01

When Buddhists like me worship - what we call puja - we often use chanting instead of the songs or hymns you might get in other religions. The chants we use are short phrases called sutras, which come from our holy books, and they're in an ancient language called Pali, which was spoken when the Buddha was alive, over 2500 years ago. Chanting helps me to get into the right frame of mind to meditate.

S2 00:00:45:17

(Chanting)

S1 00:01:08:05

First, I'm concentrating on the words, but as I repeat them, the words become less important than the sounds. And then if I'm doing it right, I even forget about the sounds, and my mind is free from all other thoughts.

S2

(Chanting)

S1

Now my meditation can begin.

00:01:23:24 00:01:27:14

Buddhism: Chanting

Video length - 01.35
Published date - May 2023
Keystage(s) - 2, 3 and 4
Downloadable resources

Moses and the 10 Commandments – Vlog #1 – The Bible story of Moses and the 10 Commandments is retold – with a twist.

Moses and the Jewish people are on their journey from Egypt to the Promised Land when Moses goes to speak with God near the summit of Mount Sinai. Afterwards Moses relates what happened in his most recent vlog to his channel. He says that God gave him ten commandments – or rules to live by – written on stone tablets. Moses describes each of the commandments in turn and goes on to reveal that God actually gave him 613 commandments so there are still another 603 to vlog about!

Suitable for teaching KS1 / KS2.

For teachers’ notes and more: https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-moses-10-ten-commandments-vlog-1/zjqbf82

This film is from the the assemblies collection on BBC Teach: https://www.bbc.co.uk/teach/school-radio/primary-school-assemblies-collective-worship-ks1-ks2/zmsnm39

As this film is embedded you will not be able to download it.

The TrueTube team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

A film by Alastair Collinson.

Moses and the 10 Commandments – Vlog #1

Video length - 04.57
Published date - Dec 2021
Keystage(s) - 1 and 2

The Only Way is Keeping Up With Esther – The story of Esther and Mordecai is retold – in the style of an OTT reality TV show.

King Ahasuerus has grown tired of Queen Vashti and has her thrown out of the palace. He gives the courtier Haman responsibility for finding him a new wife and Haman quickly identifies Esther as perfect. Esther’s guardian is her cousin, Mordecai, who insists on going to the palace with Esther, while warning her not to reveal their Jewish faith. When Haman discovers their identity he convinces the King to have all Jews in the land killed – and Esther must find a way to save her people.

Suitable for teaching KS1 / KS2.

For teachers’ notes and more: https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-esther-mordecai-haman-purim/zsfq8hv

This film is from the the assemblies collection on BBC Teach: https://www.bbc.co.uk/teach/school-radio/primary-school-assemblies-collective-worship-ks1-ks2/zmsnm39

As this film is embedded you will not be able to download it.

The TrueTube and CTVC team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

A film by Alastair Collinson.

The Only Way is Keeping Up With Esther

Video length - 05.41
Published date - Oct 2021
Keystage(s) - 1 and 2
Downloadable resources

Samson – The Judge – The story of ‘Samson and Delilah’ is re-imagined as a blockbuster superhero movie. Samson’s great strength is a gift from God, but Samson has been ignoring his gift. Then, when his wife is killed by the Philistine oppressors, Samson assumes his alter-ego – The Judge – and goes in search of revenge.

The Philistines send Delilah – their top agent – to trap Samson and are able to capture him after Delilah has learnt that Samson’s hair is the secret of his strength. But Samson has one final judgement to make.

Suitable for teaching KS1 / KS2.

For teachers’ notes and more: https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-samson-and-delilah-the-judge/z7dstrd

This film is from the the assemblies collection on BBC Teach: https://www.bbc.co.uk/teach/school-radio/primary-school-assemblies-collective-worship-ks1-ks2/zmsnm39

As this film is embedded you will not be able to download it.

The TrueTube and CTVC team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

Samson – The Judge

Video length - 06.12
Published date - Oct 2021
Keystage(s) - 1 and 2
Downloadable resources

The Kitchen Miracle-Maker (Jesus Feeds the 5000) – The story of ‘Jesus Feeds the 5000’ is retold – with a twist. Mary and Mark are hosts of something reminiscent of a modern-day cookery programme. Jesus and his disciples take on the challenge to provide food for the 5000 people assembled, but with only two small fish and five loaves available it’s clear that another miracle is called for.

Various attempts are made to create delicious dishes – delicate bite-sized sandwiches, Mediterranean grilled-fish salad, golden fishcakes – but when the time is up the results are far from miraculous. Then Jesus blesses the food and shares it among the crowd. There’s plenty for everyone – and there’s even some left over. It’s a miracle!

Suitable for teaching KS1 / KS2.

For teachers’ notes and more: https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-jesus-feeds-the-5000-loaves-fishes/zrdstrd

This film is from the the assemblies collection on BBC Teach: https://www.bbc.co.uk/teach/school-radio/primary-school-assemblies-collective-worship-ks1-ks2/zmsnm39

As this film is embedded you will not be able to download it.

The TrueTube and CTVC team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

The Kitchen Miracle-Maker (Jesus Feeds the 5000)

Video length - 04.41
Published date - Oct 2021
Keystage(s) - 1 and 2
Downloadable resources

Living Your Best Life (Jesus Heals a Man with Leprosy) – The story of ‘Jesus Heals a Man with Leprosy’ is retold – with a twist.

Benjamin lives in the Galilean village of Capernaum and has leprosy. He is also appearing on the reality TV make-over show called ‘Living Your Best Life’. Benjamin learns from the presenter – Joanna, the Make-Over Queen – that Jesus is due to visit Capernaum the following day. Benjamin duly kneels before Jesus asking to be cured. Later, joined by Joanna once more, Benjamin describes how his life has changed. But what has made the greatest impression on him is the compassion and acceptance of Jesus.

Suitable for teaching KS1 / KS2.

For teachers’ notes, assembly framework and more:https://www.bbc.co.uk/teach/school-radio/assemblies-ks1-ks2-jesus-heals-a-man-with-leprosy-living-your-best-life/zgh9g7h

This film is from the the assemblies collection on BBC Teach: https://www.bbc.co.uk/teach/school-radio/primary-school-assemblies-collective-worship-ks1-ks2/zmsnm39

As this film is embedded you will not be able to download it.

The TrueTube and CTVC team made this film for BBC Teach, so for more resources go to BBC Teach: https://www.bbc.co.uk/teach

The Bible Stories series was commissioned by BBC Teach and produced by CTVC/TrueTube.

Living Your Best Life (Jesus Heals a Man with Leprosy)

Video length - 5.04
Published date - Oct 2021
Keystage(s) - 1 and 2
Downloadable resources

A Day in the Life of a Buddhist Monk – Say hello to Manapo. He’s a Buddhist Monk, and TrueTube followed him around with a camera to find out what he does all day.

TrueTube films are designed for use in a number of ways. Some ideas of where this film could link to your curriculum are below:

AQA 

Component 1: The study of religions - beliefs, teaching and practices: Buddhism - Human destiny - A ‘perfected person’ (Arhat) and Bodhisattva ideals, Buddhahood and the Pure Land. Buddhahood and the Pure Land - Buddhahood and its relation to Pure Land Buddhism. Meditation, the different aims, significance and methods of meditation - The visualisation of Buddhas and Bodhisattvas.

Edexcel 

Area of Study 1 – Buddhism - Section 3: Living the Buddhist Life - Meditation: the nature, purpose and significance of meditation in Buddhism; the different types of meditation: samatha (concentration), metta bhavana (loving kindness) and vipassana (insight); meditative practices, including mindfulness breathing and zazen, divergent understanding of the nature and importance of visualisation of the Buddha and Bodhisattvas, including Amitāyus Meditation Sutra; how the different practices are used by Mahayana and Theravada Buddhists and the benefits from their use. Chanting: the nature, purpose and role of chanting in Buddhism as a devotional practice and to gain mental concentration, including Dhammapada 1–2, confidence and joy; the divergent understandings of the importance of chanting in Buddhist life today with reference to Theravada Buddhism, including Tiratana: Dhammapada 190, and Mahayana Buddhism, including Nam Myoho Renge Kyo. Mantra recitation: divergent understandings of the nature, purpose, role and importance of mantra recitation with reference to Theravada Buddhism, including Namo Buddhaya (‘Homage to the Buddha’), and Mahayana Buddhism; the nature and purpose of using sacred syllables, devotional articles, offerings and mala beads and why they are used in different schools of Buddhism.

OCR 

Component Group 1 -Buddhism-Beliefs and teachings & Practices - Buddha and Enlightenment • The life of Buddha •• The early life of Buddha •• The Four Sights •• Defeat of Mara •• Enlightenment •• Nibbana • Issues related to the life of Buddha, including the importance of Buddha for Buddhists in the modern world • Common and divergent emphases placed on the life of Buddha by different Buddhist groups •Different interpretations and emphases given to sources of wisdom and authority by different Buddhist groups

WJEC 

2.2 Unit 2 PART A - Christianity - Core beliefs, teachings and practices Beliefs –Practices - Special Places  Significance of a place of worship (Hebrews 10:24-25; Matthew 18:20)  Purpose of pilgrimage, places, activities, experiences in Wales and elsewhere e.g. Holy Land, St. David’s, Bardsey Island, St. Non's Well

Eduqas

Component 3 (Route A) - Option 1: Buddhism - Practices -Buddhist places of worship in Britain and elsewhere ➢ The importance of features and functions of temples and viharas; statues, shrines, stupa and meditation area. Mahayana and Theravada Buddhist temples in Britain compared to those in countries where Buddhism is widely practised. ➢ Offerings: food, light, flowers, incense, offerings of food to monks (dana)

A Day in the Life of a Buddhist Monk

Manapo  My name is Manapo, Manapo Bhikkhu, and I am a Buddhist monk.

Manapo  A bhikkhu is a fully ordained Buddhist monk. The word literally means one who depends on alms, not these kinds of arms, but alms as in gifts of food. A typical day will begin at 5:30, so a bell, big bell will be rung at 5:30, and then hopefully everybody gets up, and then at 6 a.m., there is what we call morning puja, and that is an hour of chanting followed by meditation.

Manapo  (monks carrying out puja)

Manapo  Buddhist meditation is a combination of samatha and vipassana. Samatha means calming, stilling the mind, making it peaceful and most importantly, clear. Vipassana means insight and this is the goal of Buddhism, so we are developing a concentrated mind that is able to see things clearly and then let go.

Manapo  Then at 7:30, we have chores and these go on for an hour. An important part of the monastic discipline is looking after the place in which you live. You would usually find monasteries to be very clean and well kept places. Then at about 8:30, I will have a period of personal time.

Manapo  Enlightenment is when we fully understand the Four Noble Truths. The first noble truth is that this ordinary life of ours involves suffering. The second noble truth is that our suffering is caused by our craving and our desires. The third noble truth is that this suffering can be ended by letting go of craving. And the fourth noble truth is the Noble Eightfold Path, the Buddha's teachings which lead to the ending of suffering.

Manapo  Then at 11, we eat our one meal of the day and we have to eat that before 12, and that is a ceremony. So, we monks have to formally receive the food so we don't just go and help ourselves. It's all given to us. I've been a Buddhist monk for almost 17 years and I haven't had any money during that time, not even a penny. So that means that we are completely dependent upon the generosity of others. As a monk, being dependent on what people give to me, I am grateful for whatever food is offered. However, I choose to be a vegetarian. A central teaching in Buddhism is, is compassion, wishing all living beings to be free of suffering. In the process of producing meat, there is obviously an enormous amount of suffering in the animal world, and so we want to help animals by stopping eating meat.

Manapo  As a Buddhist monk, I don't have many possessions. There are eight basic requisites which we are supposed to have, which includes three robes, there is the alms bowl, there is a water filter, a razor, a belt, and the needle and thread. Buddhist monks robes are usually yellow or orange or brown, and in ancient India, yellow was the colour of renunciation. The word renunciation means to leave behind, so when we wear this, this yellow robe, it's the same colour as a leaf that's about to fall from a tree. It signifies that we have left behind the so-called ordinary life, the rat race. So we leave behind our money, our wealth, our family and an and relationships. We also leave behind our hair and our normal clothes. I shave my head for the same reason that I wear the robe, so it's another symbol of renunciation. Hair is often closely connected with vanity. People spend an awful lot of time on their hair and their appearance by shaving off our hair. We're saying that physical appearance and beauty are not important when it comes to the pursuit of of real happiness.

Manapo  On the day that I became a novice monk, I was given the name Manapo. Manapo is a Pali word, so Pali is the, the language of the ancient Buddhist texts. It means, the likeable one, so whether my teacher found me likeable or whether it's something I need to work on, I'm not quite sure.

Manapo  During the late afternoon. We have time to ourselves and it will be similar to the morning period, so walking meditation, sitting meditation, perhaps some private study, reading of Buddhist texts. Walking meditation is very similar to sitting meditation in that we focus on just one thing. So we we have a number of paths, a number of walking paths around the monastery, and they're just straight paths, and we walk back and forth and as we walk, we focus very carefully on the soles of our feet touching the ground.

Manapo  As a bhikkhu, I am not married, I don't have a girlfriend or a partner, and I am not allowed to get married.

Manapo  So at 8 p.m. we have evening puja, which is more or less the same as morning puja, but the chanting is a little bit different.

Manapo  (monks chanting)

Manapo  After evening puja, we have personal time again, and then I go to bed, usually between 11 and 12. So as a monk, I don't get as much sleep as most people. I do get more than what the Buddha actually recommended, he recommended four hours. And the reason why we don't need to sleep as much is because meditation practice, in part fulfils the function of of sleeping and dreaming, because it can be a very restful activity. The thing I find most rewarding about being a bhikkhu is that it gives my life a purpose. One of the most difficult things I've found about life before, was the sense that it had no purpose. I realised that I'd been born, I was going to live a bit and then I was going to die. What's the point in that? But as a monk, I've given my life a purpose, and that purpose is to reach enlightenment, which means to free my mind from all greed, hatred and delusion. I might be some way off, but at least I have a purpose.

A Day in the Life of a Buddhist Monk

Video length - 08.46
Published date - Sep 2017
Keystage(s) - 3
Downloadable resources

The Magdalenes – Imagine if you were abducted and held prisoner against your will: if your possessions were taken, your hair was cut; you were forced to wear a uniform and answer to a new name. For women like Gabrielle O’Gorman who were sent to the Magdalene Institutions in Ireland, this was a reality. Gabrielle tells her story, and revisits the now-derelict Institution she was sent to as a teenager.

This film, made by Nick Carew, was funded by the University of Kent, and completed with the help of the Women’s Studies Centre at University College Dublin who led an Irish Research Council project on the Magdalene Institutions.

CREDITS

The Magdalenes

Video length - 10.14
Published date - Sep 2013
Keystage(s) - 3 and 4
Downloadable resources

The Problem of Evil – If God is all-powerful, all-knowing and he loves us, why do bad things happen to good people? Here’s a very general introduction to the various complicated ways in which different religions have attempted to solve the Problem of Evil.

TrueTube films are designed for use in a number of ways. Some ideas of where this film could link to your curriculum are below:

 

AQA

Component 2 -Religious, philosophical and ethical studies in the modern world: Theme E - Religion, crime and punishment- The problem of evil/suffering and a loving and righteous God: the problems it raises for Christians about the nature of God, including reference to omnipotence and benevolence, including Psalm 103; how the problem may cause believers to question their faith or the existence of God; the nature and examples of natural suffering, moral suffering. Good and evil intentions and actions. Good and evil intentions and actions, including whether it can ever be good to cause suffering.

Religious, philosophical and ethical studies in the modern world: Theme C - Evil and Suffering as an argument against the existence of God.

 

Edexcel

Section 1: Christian Beliefs Section: The problem of evil/suffering and a loving and righteous God: the problems it raises for Christians about the nature of God, including reference to omnipotence and benevolence, including Psalm 103; how the problem may cause believers to question their faith or the existence of God; the nature and examples of natural suffering, moral suffering. 2: Crime and Punishment - teachings about good, evil and suffering: Teachings about the nature of good actions, how they are rewarded, and the nature of evil actions; non-religious attitudes (including atheist and Humanist) about why people suffer, including believing in religion.

 

OCR

Component Group 1 - Beliefs and teachings - Islam - Jihad - Judaism -Nature of G-d - The Question of G-d - Key philosophical and ethical concepts: • The nature of G-d in Judaism • The problem of the existence of evil •Human suffering - Buddhism - The Question of Ultimate Reality (dhamma) Key philosophical and ethical concepts: • The nature of Ultimate Reality in Buddhism • The existence of evil in the world •Human suffering - Hinduism - The question of deity Key philosophical and ethical concepts: • The nature of deity and Ultimate Reality in Hinduism • The existence of evil in the world •Human suffering - Christianity - The problem of evil and suffering and a loving and righteous God.

 

WJEC

PART B - Theme 2: Issues of Good and Evil - Crime and Punishment PART B - Theme 2: Issues of Good and Evil – Forgiveness PART B - Theme 2: Issues of Good and Evil- Good, Evil and Suffering

 

Eduqas

Component 1 (Route A) Religious, Philosophical and Ethical Studies in the Modern World -Christianity - Theme 3: Issues of Good and Evil - Good, Evil and Suffering ➢ Philosophical perspectives on the origin of evil: Original Sin (free will) and 'soul-making' (Irenaeus and John Hick) ➢ Philosophical challenges posed by belief in God, free will and the existence of evil and suffering.

Component 1 (Route B) Foundational Catholic Theology- Theme 1: Origins and Meaning - Theme 2: Good and Evil - Good, Evil and Suffering ➢ Catholic perspectives on the origin of evil: Original Sin and evil as a “privation”, with reference to St Augustine, The Enchiridion (3.11) ➢ Alternative Christian and non-Christian views on the nature and origin of evil and the difference between moral and natural evil. ➢ Catholic beliefs about the relationship between God’s goodness and the goodness of the created world ➢ Philosophical and non-religious challenges posed by belief in God’s goodness, free will and the existence of evil and suffering ➢ The meaning of suffering and Catholic ambivalence towards it, with reference to the significance of Christ’s suffering and death and Isaiah 53

The Problem of Evil

Religions say that God loves us completely. They also say that he's omniscient, which means he knows everything and he's omnipotent, which means he can control everything. This is a problem. Every day bad things happen to good people. So if God loves us and he knows about these bad things that happen, and he could stop them from happening, why doesn't he do something about it? This is known as the problem of evil.

Let's take a look at what the word evil actually means. There are two types of evil. First, there's moral evil, and these are things that people choose to do, such as murder, stealing, kidnapping. And second, there's natural evil, these are things that nature does, like tsunamis, earthquakes, and hurricanes. Different religions have come up with various explanations to help their followers understand why a loving God would let evil things happen to them. The attempt to solve this problem is known as theodicy, and here are a few examples of them.

If God controlled everything we did, we'd be just like puppets on a string. Most religions believe that rather than keeping us as puppets, God set us free by allowing us to choose our own path and make our own decisions. And this is called free will. So you can use your free will to do whatever you want, and some people use it to do good things like helping other people. You dropped this. Oh, thanks very much. Unfortunately, other people use it to do bad things. Oi! Some religions, like Judaism, Christianity and Islam, see life as a test. When we come to the end of our life, we'll be judged. God will look at all the good things we did and all the bad things we did, and decide if we deserve to go to heaven or to hell. By giving us free will, God will be able to see whether we chose to do good or chose to do bad.

Okay, so this might explain moral evil, but it doesn't explain why natural evil happens, like earthquakes and tsunamis, which kill thousands of people. Some people believe, however, that this is part of the test and gives people a chance to prove that they are morally good by helping and responding to those people in need.

Earthquake appeal!

Other religions such as Buddhism, Sikhism and Hinduism believe that rather than going to heaven or hell when you die, your soul will be reborn into a new body, and this is called reincarnation. These religions believe that people who do evil things could be punished in the next life, and that's known as karma.

Shh!

So if something bad happens to us, it's because we did something bad in the past or even in a past life. Might even be something as small as killing a fly. These people believe that all life is valuable, which is why a lot of people who believe in karma are vegetarians. These people also believe that natural evil is caused by human actions. So if we don't learn to take care of the planet, we'll be punished through things like earthquakes and tsunamis. With the law of karma, good is rewarded and bad is punished.

Some Christians believe in the idea of original sin. This comes from the Bible, when Adam and Eve are in the Garden of Eden, and Eve disobeyed God by eating fruit from the forbidden tree. Because Eve did this evil act, and she's the mother of all mankind, it means that each of us has a little bit of evil in us and sometimes do bad things. It also explains why sometimes people need to be punished through things like natural disasters. The final group we're going to look at is atheists. For atheists who don't believe in a god, there is no problem of evil. Atheists are scientific and rational in their view of the world, and because they don't believe in a God, they look for other reasons as to why people do bad things. These reasons might include problems in society, a person's background, or even their biology.

Now, people who don't believe in God often use the problem of evil to support their argument. If God is all loving, omnipotent, and omnipresent, then why do injustices happen in the world such as war and famine, tsunamis and earthquakes which kill thousands upon thousands of innocent people? Atheists often say that the easiest way to explain this is that there is no god. No god, no problem.

The problem of evil, bad things happening to good people is something that people have thought about for hundreds and hundreds of years. But what's going on here? Is it free will? Punishment? Original sin? Karma? Or perhaps you believe there is no God, maybe you've got another explanation of your own. It may be difficult to come to an exact answer, but it does make for a very interesting discussion. So why do you think there's evil and suffering in the world?

Oh, I think it's...

The Problem of Evil

Video length - 6.15
Published date - Sep 2013
Keystage(s) - 3 and 4
Downloadable resources

Paul’s Conversion – Religious conversion is a powerful experience that can change someone’s beliefs entirely. David Suchet takes a close look at Christianity’s most famous conversion story: St Paul on the road to Damascus.

Paul’s Conversion

Video length - 3.16
Published date - May 2013
Keystage(s) - 4 and 5