1. Is this resource necessary?
 This resource in combination with the use
of the picture books will bring visibility to
families with two mums or two dads as
well as other family types
 This resource will help support children
who are in family types not represented in
mainstream class materials
 Positive and consistent messages from
junior infants to sixth class will enable all
children to embrace and understand the
diversity of family types in Ireland.
 Use of Socratic questioning, teachable
moments and preparation for tricky
questions will develop critical thinking
skills, tolerance and a knowledge around
different families
 Use of this resource may stimulate
conversations within your school and with
colleagues around the importance of
teaching about different families
How do I use this resource?
• You can use the picture books as a ‘way
in’ and starting point, to discussions and
critical thinking around different family
types or the books can be used to make
different families visible so they are
appreciated and accepted in an informal
way
• The key and sensitive themes are listed
to inform the teacher as to its
suitability for the age or context in
which there are teaching.
• Each resource guide includes some
suggested activities and suggestions on
how to integrate across the curriculum.
• Each resource is presented in a spiral
approach similar to the SPHE
curriculum, with language and concepts
developed at a class and age
appropriate level
Are these picture books suitable for my class?
As with any resource, the context of the school will dictate this. These books have been
specifically chosen as they may be used to focus on families with two mums or two dads. That said,
at the heart of each story is the love, care, and uniqueness that families offer children. Lesbian
and gay headed families are a peripheral theme, that if appropriate and suitable, teachers and
schools can use them to develop greater knowledge, understanding, and respect for such families.
“The Family
Book”
by Todd Parr
“And Tango
Makes Three”
by Justin
Richardson
“The Seven
Chinese
Sisters” by
Kathy Tucker
“The Different
Dragon” by
Jennifer Bryan
Junior/Senior First/Second Third / Fourth Fifth/ Sixth
 Picture books are linked to SPHE curricular strands and strand units, each resource guide is
colour coded by class bands with objectives identified
 Suggested questions and activities accompany each resource sheet
 Sensitive themes clearly identified
 Some tips and approaches to answering tricky questions provided
Different Families Resource Guide
Using Picture books to support different families in the Primary school
cass
Written by Pól de Chnuic and designed by Fiona Ní Mhartín

2. Junior and Senior Infants
Different Families Resource “The
Family
Book”
by Todd ParrThis resource will help you:
• teach and talk about different family types
• discuss the role of families
• bring visibility to different family types in an
informal way
Why use this resource sheet and book?
Using this book and sheet will stimulate
discussion around different family types.
It will allow children to develop their own
understanding by asking questions and
challenging their own concepts and ideas
around family types. It can be used to
introduce the concept of families with
two mums or two dads and show that they
behave and act in just the same way as
other families, developing a “just like us
attitude” in the children. The extension
activities and worksheet will integrate
and extend your work using the book.
Key themes:
• families come in
all different
shapes and sizes
• families do
things together
• all families love
one another
Sensitive themes:
• variety of family
units depicted
including same sex
families
Subject: S.P.H.E
Strand/Strand Unit: Myself and others; Myself
and my family
Objectives:
(Pg. 20 Primary School Curriculum, S.P.H.E)
The child should be enabled to
• identify and name the people who constitute a
family and appreciate that all family units are
not the same
• realise that he/she belongs to a family and
that each person has a place and a role within
the family
• explore the things that families do together
• realise how families take care of, support and
love each other
• explore and acknowledge many things that can
be learned at home
Questions:
 Who is in your family?
 Name some things your family do
for you?
 What type of things do your
family do for you?
 What families are in this story?
 What things do they do together?
 What things do you do in your
family?
 What do all families have in
common, that make them similar
or the same?
 What things do you learn at
home?
 What is your favourite thing to do
with your family?
Follow up activities
• Accompanying Activity: Draw your family celebrating a happy occasion.
• Creative Response: Draw you and your family doing something that you like, something ‘special’ –
and make your own class ‘Family Book’.
• Recall Activity: Have a look at the pictures and see can the children remember the different types
of families.
• Class Discussion: Ask the children to imagine what the different families might do at the weekend
• Creative Response: Draw your family tree.

3. Think and be ready!
Being prepared with responses will help children with tricky questions, extend their understanding and
challenge any misconceptions or stereotypes. Being prepared with responses will help children with
tricky questions, extend their understanding and challenge any misconceptions or stereotypes. It's also
useful to explore your own feelings and thoughts in relation to different family types and in particular
families with two mums or two dads. Use the reactions of the children as teachable moments to clarify
and extend concepts. It’s also important to be affirming and positive of all responses even if you can’t
answer some questions because of the age range and school sensitivity around some concepts.
• A child can’t have two mums or two dads!
“Some families have a Mom and a Dad, and some have two moms and two dads, but what is most
important is that a family is a place where there is love”
• That’s weird!
“Sometimes we think things are weird when they are different, or haven’t seen them before, but
it’s not nice to call families weird”
• That’s not a real family!
“Families come in all shapes and sizes, and what’s most important about a family is that children
have adults and parents who care and look after them, and that’s what makes a family”
Be sure to include diversity of families in class discussions, displays and stories.
Maths: Graph / Data activities
Strand: Data
Curricular Objective: represent and interpret a set of simple data using objects, models or
pictures.
Description: Discuss with students things they like to do with their families. Show the children
a pre-made graph with several activities written at the top with a picture to represent each
activity. Example- Eat, Take A Walk, Go On Trips. Students will decide which activity they like
to do best with their families. Instruct them to place their cut out which will represent
themselves underneath that activity. After each student has had a turn, students will interpret
data by finding out how many liked each activity. Discuss which activity had the most and the
least.
English: My favourite food!
Strand: Competence and confidence in using
language
Curricular Objective: talk about past and
present experiences
Description: Discuss how many families
enjoy cooking together. Ask the children for
examples of something’s they cooked in the
past. Choose one, and see can the class come
up with the steps to prepare it.
Drama: My family having fun
Strand: Exploring and making drama
Curricular Objectives: use the ability to play
at make-believe to enter fully into
participation in drama
Description: Have students stand in a circle
and act out their favourite family activity.
Other students copy the activity. Repeat
with other students.
Integration
Written by Pól de Chnuic and designed by Fiona Ní Mhairtín

4. The Family Book Activity Sheet
Draw a picture of you with your family on a special
occasion

5. First and Second Class
Different Families Resource “And Tango
Makes Three”
by Justin
Richardson
This resource will help you:
• teach and talk about different family types
• discuss the role of families
• bring visibility to different family types in an
informal way
Why use this resource sheet and book?
Using this book and sheet will stimulate
discussion around different family types.
It will allow children to develop their own
understanding by asking questions and
challenging their own concepts and ideas
around family types. It can be used to
introduce the concept of families with
two mums and two dads and show that
they behave and act in just the same way
as other families, developing a “just like
us attitude” in the children. The
extension activities and worksheet will
integrate and extend your work using the
book.
Key themes:
• family care
• looking after one
another
• love
• life cycle of a
penguin chick
Sensitive themes:
• two male penguins
adopt an egg and
create a family unit
Subject: S.P.H.E
Strand/Strand Unit: Myself and others; Myself
and my family
Objectives
(Pg. 31 Primary School Curriculum, S.P.H.E)
• identify / talk about those who live at home and
recognise that homes and families can vary, for
example exploring who lives at home and what
nouns / words are used to describe them
• recognise his / her role and place in the family
unit and the contribution made by each family
member
• appreciate his / her own family and identify
ways in which members of families can help,
support and care for each other
• explore many of the things that are learned in
families, both practical and otherwise
Questions:
 Can you remember any of the
families of animals in the zoo?
 Why were Silo and Roy different
from the other couples?
 Who is in your family?
 What did they do together?
 Name some things your family and
you do together?
 When did they feel left out?
 What did Mr Gramzay give them?
 How did they care for the egg?
 How does your family care for
you?
 What did they show their chick
when it was born?
 What do all families have in
common?
Follow up activities
• Accompanying Activity: complete the activity sheet that accompanies this resource and discuss
the children's’ pictures / sentences
• Paired Activity: list all the different ways that our families care for us / keep us safe
• Class Activity: retell the story in order
• Written Response: write a recount piece on a family trip
• Creative Response: draw a picture of the penguins caring for the egg
• Creative Writing: write an imaginative diary entry about the penguins story as the zookeeper

6. Think and be ready!
Being prepared with responses will help children with tricky questions, extend their
understanding and challenge any misconceptions or stereotypes. Being prepared with responses
will help children with tricky questions, extend their understanding and challenge any
misconceptions or stereotypes. It's also useful to explore your own feelings and thoughts in
relation to different family types and in particular families with two mums or two dads. Use the
reactions of the children as teachable moments to clarify and extend concepts. It’s also
important to be affirming and positive of all responses even if you can’t answer some questions
because of the age range and school sensitivity around some concepts.
• I don't think two boy penguins can do that!
“When Roy and Silo grew up they fell in love. Sometimes when boys and girls grow up they
fall in love, and sometimes a boy falls in love with another boy, and sometimes a girl falls
in love with another girl.”
• That’s weird!
“Sometimes we think things are weird when they are different, or haven’t seen
them before, but it’s not nice to call families weird.”
• That’s not a real family!
• “Families come in all shapes and sizes, and what’s most important about a family is that
children have adults and parents who care and look after them, and that’s what
makes a family.”
• Be sure to include diversity of families in class discussions, displays and stories
Science: Life Cycle of an penguin / other plants
Strand: Plants and Animals
Curricular Objective: become familiar with the life cycles of common plants and animals.
Description: Revise the sequence of events in the story – and discuss the life cycle of other
plants and animals they know. Ask the children to work in pairs to figure out the life cycle of the
penguin chick was. Show the children some plants that grow in the New York Zoo and ask the
children could they draw a diagram to show the life cycle of these plants. Focus on what the
chick, other animals and plants need to grow and develop. Ask the children is there anything
specific etc.
Maths: Counting
Strand: Algebra
Curricular Objective: Recognise patterns
including odd and even numbers
Description: Think of other groups of
numbers – 2, 5, 10 etc. Get the children to
count in those numbers. Ask the children to
draw 6 groups of three and count how many
penguins there were all together.
Drama: Mind the egg!
Strand: Co-operating and communicating
using Drama
Curricular Objectives: Develop the ability,
out of role, to co-operate and communicate
with others in helping to shape the drama
Description: Ask students to get into pairs
and discuss how they are going to look after
their egg. Get them to improvise the actions;
moving, squatting and swapping.
Integration
Written by Pól de Chnoc and designed by Fiona Ní Mhairtín

7. _________________________
_________________________
_________________________
And Tango Makes Three Activity sheet
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Draw three scenes from the story in order and write
a sentence about each scene

8. Third and Fourth Class
Different Families Resource
“The Seven
Chinese Sisters”
by Kathy Tucker
This resource will help you:
• teach and talk about different family types
• discuss the role of families and roles in families
• bring visibility to different family types in an
informal way
Why use this resource sheet and book?
Using this book and sheet will stimulate
discussion around different family types.
It will allow children to develop their own
understanding by asking questions and
challenging their own concepts and ideas
around family types. It can be used to
introduce the concept of families with
two mums and dads and show that they
behave and act in just the same way as
other families, developing a “just like us
attitude” in the children. The extension
activities and worksheet will integrate
and extend your work using the book.
Key themes:
• family care
• looking after one
another
• love
• different
contributions
and roles of
family members
Sensitive themes:
• there are absent
parents
• the right to be
cared for by those
best able
Subject: S.P.H.E
Strand/Strand Unit: Myself and others; Myself
and my family
Objectives:
(Pg. 46 Primary School Curriculum, S.P.H.E)
• explore and discuss different kinds of families,
recognising that families vary in structure, in
the way they communicate and in the way
family members spend their time
• recognise that each member has a place and
role in the family and contributes to the
effective functioning of the family
• explore what belonging to a family means and
that family members love, protect provide and
care for each other
Questions:
 What does this story tell us about
what family does for us?
 What role did each sister have?
 Would they have saved their
younger sister without each others
special talents?
 What jobs do you do at home?
 Who is in your family?
 What roles do people in your
family have?
 This story shows us that seven
sisters live together as a family
unit, do you know any other
different types of family units?
 What makes a family special?
 Who do you think are the best
people to care for children in
families?
Follow up activities
• Accompanying Activity: Complete the activity where the children draw and write about the
talents in their own families.
• Class Discussion: Talk about different roles family members play – Dad makes the dinner, Mum
washes up, Dad minds the children, Mum works, sibling roles and so on – discuss how they all
contribute to the family unit running smoothly.
• Paired Work: Create a list of all the talents different members of their families have.
• Written Response: Create a Diary entry from the perspective of one of the sisters.

9. Teachable Moments
In 3rd and 4th class many children are of an
age when they have heard words like ‘gay’ and
‘lesbian’, often they hear these words used
inappropriately. At this stage it is timely to
explain that these are words people use to
describe themselves and what they mean.
Explaining to children that gay is a word to
describe sexual orientation and not a slang
term, especially during discussions around
respect and tolerance of different families.
Teachable moments will help further with this
area, where overheard put downs using ‘gay’
can be moments to teach the meaning.
Stop it: Keep it simple with quick responses.
“It’s not okay to use the word gay to slag
someone off”.
“It’s not okay to say something is gay just
because you don’t like it”.
Educate: If you have the time and
opportunity to educate on the spot, do it. If
you don’t make time later.
“The word gay is used to describe…”
Be proactive: Teach the terminology and have
inclusive and respectful discussions about
difference.
Maths: Counting
Strand; Algebra / Number patterns and
sequences
Curricular Objective: explore, recognise and
record patterns in number, 0-9999
Description: Imagine your special talent is
to count in unusual or different number
patterns like 12’s, 15’s, 23’s. Continue this
pattern until 10,000. Ask the children can
they recognise their friends patterns.
Drama: Acting out
Strand: Co-operating and communicating
using Drama
Curricular Objectives: develop the ability,
out of role, to co-operate and communicate
with others in helping to shape the drama
Description: Ask the children to develop an
improvisation of a time when they were
helping out at home – focus on what they
were doing and what others were doing.
Integration
Gay: A man who has or wants to have a loving relationship with another man.
Lesbian: A women who has or wants to have a loving relationship with another women.
Socratic Questioning
Being prepared with responses will help
children with tricky questions, however the
Socratic questioning technique will extend
their understanding and challenge their ideas
and preconceptions. It will not need you to
take a position. The main aim of questioning is
not to support any one idea but to challenge
attitudes and develop critical thinking skills.
1.Clarification of a key concept:
“Could you explain that answer further?”,
“What led you to that judgement?”, “Why did
you come to that conclusion?”. “What made
you say that?”
2: Challenging assumptions and
misconceptions:
“Is there another point of view?”, “Is this
always the case?”
3: Arguments based on evidence:
“What evidence do you have to support that
view?”, “Is there any other information that
would help support this?”, “Could we challenge
that evidence?”,
4: Looking at alternatives:
“Did anyone look at this from a different
angle/ perspective?”, “Is there an alternative
to that point?”, “Could we approach this from
a different perspective?”
5: Consequences, implications and analysis:
“What are the long-term implications of
this?”, “However, what if.......happened?”, “How
would ......affect..?”
Written by Pól de Chnuic and designed by Fiona Ní Mhairtín

10. The Seven Chinese Sisters Activity Sheet
Imagine you are rewriting this story about your own family. What special
skills or talents would you have?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________

11. Fifth and Sixth Class
Different Families Resource
“The Different
Dragon” By
Jennifer Bryan
This resource will help you:
• teach and talk about different family types
• bring visibility to different family types in an
informal way
• develop concepts and critical thinking skills
Why use this resource sheet and book?
Using this book and sheet will stimulate
discussion around different family types.
It will allow children to develop their own
understanding by asking questions and
challenging their own concepts and ideas
around family types. It can be used to
introduce the concept of families with
two mums or two dads and show that they
behave and act in just the same way as
other families, developing a “just like us
attitude” in the children. The extension
activities and worksheet will integrate
and extend your work using the book.
Key themes:
• family telling
stories at bedtime
• the power of story
• Kindness
• reflection on how
we have changed
since children
Sensitive themes:
• the boy has two
mothers
Subject: S.P.H.E
Strand/Strand Unit: Myself and others;
Myself and my family
Objectives:
(Pg. 61 Primary School Curriculum, S.P.H.E)
• explore and discuss families and homes and
how they can vary in many ways
• explore what belonging to a family means
• discuss possible changes in family
relationships and expectations as he/she
grows and matures
• discuss and identify behaviour that is
important for harmony in family life
• critically examine how the media portrays
families and family life
Questions:
 What important family activity is
used in the book to tell the story?
 Can you remember bedtime
stories?
 What was your favourite?
 Who is Go-Ma?
 Do you know any other family
types?
 What family types do we see
mostly in T.V programmes?
 Do you still get bedtime stories?
 How has your routine at home in
the evening changed?
 What else has changed about what
your family do for you since you
were younger?
 What things help keep harmony in
your family?
Follow up activities
• Accompanying Activity: Children compare the opinions they have and their parents have on
contentious issues!
• Class Discussion: Discuss and elaborate on different family types and where / how they know
about them. Ask the children about TV programmes with families and what way are they portrayed.
• Creative Response: Get the children to write out their favourite childhood bedtime story with a
twist.
• Critical Response: Class debate; You are never too old for bedtime stories.

12. Teachable Moments
In 5th and 6th class many children are of an age
when they have heard words like ‘gay’ and
‘lesbian’, often they hear these words used
inappropriately. At this stage it is timely to
explain that these are words people use to
describe themselves and what they mean.
Explaining to children that gay is a word to
describe sexual orientation and not a slang
term, especially during discussions around
respect and tolerance of different families.
Teachable moments will help further with this
area, where overheard put downs using ‘gay’
can be moments to teach the meaning.
Stop it: Keep it simple with quick responses.
“It’s not okay to use the word gay to slag
someone off”.
“It’s not okay to say that something is gay
because you don’t like it”.
Educate: If you have the time and opportunity
to educate on the spot, do it. If you don’t make
time later.
“The word gay is used to describe…”
Be proactive: Teach the terminology and have
inclusive and respectful discussions about
difference.
Be sure to include diversity of families in
class discussions, displays and stories.
History: Chinese New Year
Strand: Story, Myths and Legends
Curricular objective: listen to a wider range of
more complex myths and legends from
different cultural backgrounds in Ireland and
other countries.
Description: Discuss myths and legends from
Ireland and introduce the Chinese new year and
the story that goes with it. Discuss the symbols
associated with Chinese New Year. Contrast
these symbols with ones we have at new year.
History: Human Rights defenders (activists)
Strand: Stories from the lives of people in
the past
Curricular objective: Discuss and record the
lives of people who have contributed to social
and political developments
Description : Human Rights defenders have
long been synonymous with the rights of
LGBT (lesbian, gay, bisexual and transgender)
people. While discussing human rights
defenders, be sure to include those who
……..defend LGBT rights.
Integration
Gay: A man who has or wants to have a loving relationship with another man.
Lesbian: A women who has or wants to have a loving relationship with another women.
Socratic Questioning
Being prepared with responses will help
children with tricky questions, however the
Socratic questioning technique will extend
their understanding and challenge their ideas
and preconceptions. It will not need you to
take a position. The main aim of questioning is
not to support any one idea but to challenge
attitudes and develop critical thinking skills.
1.Clarification of a key concept:
“Could you explain that answer further?”,
“What led you to that judgement?”, “Why did
you come to that conclusion?”. “What made
you say that?”
2: Challenging assumptions and
misconceptions:
“Is there another point of view?”, “Is this
always the case?”
3: Arguments based on evidence:
“What evidence do you have to support that
view?”, “Is there any other information that
would help support this?”, “Could we challenge
that evidence?”
4: Looking at alternatives:
“Did anyone look at this from a different
angle/ perspective?”, “Is there an alternative
to that point?”, “Could we approach this from
a different perspective?”
5: Consequences, implications and analysis:
“What are the long-term implications of
this?”, “However, what if.......happened?”, “How
would ......affect?”
Written by Pól de Chnuic and designed by Fiona Ní Mhairtín

13. A Different Dragon Activity Sheet
As we grow older we begin to develop ideas and opinions that are
different than our parents. Below compare and contrast the opinion
your parents have and the opinions you have.
Homework
My opinion My parents opinion
Bedtime
My future
Money
Housework