Autumn Term 2

In the collective worship box each week

Cloth with the colour of the Church year ( this week is green)

• Bible
• Cross
• Candle

For this week –  bulrushes, a basket, a baby doll or images of each of these

Making links

This connects with the concept of the People of God and panel 3 of the Understanding Christianity frieze you could include the people of God concept symbol in your box.  

Further resources

Play Video

Animated video from Saddleback Kids

Bob Hartman’s Rhyming Bible, a baby in the basket

Digging deeper and learning more

It is hardly surprising that there is little archaeological evidence to support the Biblical narrative of Joseph, what sovereign nation would be content to acknowledge their debt to any alien power. After all, as the beginning of the biblical book of Exodus informs us, it was not long before Joseph meant little to the Egyptians themselves. Jacob’s descendants were perceived both as a threat to internal security and a source of cheap labour.

Officially their population growth was limited by the simple expedient of killing all male babies. Parents were forced to find ways of hiding their children. One mother fashioned a waterproof basket and set it floating amongst the reeds in the Nile river, setting their daughter to watch over it. One of the princesses from the extended royal family saw the abandoned child and chose to bring him up as her own, naming him Moses after the place where he was discovered. She even employed the child’s own mother as his wet-nurse.

Set up your worship table or centre of the class circle with the normal time (green) cloth and take out the Bible, cross and light candle.  

Opening responses

If you have school responses or opening words for collective worship say them together or say the following:

We take out the Bible 
And think about God the Father
We take out the cross 
And think about God’s son, Jesus
We light the candle
And think about God , the Holy Spirit

Can anyone remember what our story last week was all about? 

Today we are going to move forward another few chapters in God’s big story.  We are leaving the book of Genesis and moving on to the second book of the Bible Exodus.

If you are using this for class worship – take out the items in the box (see notes for the teacher) and place them in the centre

Big question – looking at the clues in the box, I wonder what our story might be about today?  

Today we are going to begin learning about Moses. We will be finding out more about Moses over the next few weeks.

Make connections 

( if you have Bible infographics for Kids you could use the family tree on page 12 to show how Abraham, Jacob, Joseph and Moses connect)

Read Exodus 2:1-10

The Lion Storyteller Bible – The secret baby

You can use the items in the box to help tell the story

A brief overview for the teacher 

Many years after Joseph’s death the family of twelve assorted brothers had grown to the size of a nation. The rulers of Egypt saw them as a threat that required keeping under control; the Israelites were forced to work for the state while every means was used to limit their population growth. It was not long before Pharaoh commanded that all Hebrew baby boys were to be thrown into the Nile River to drown. One inventive mother, realising that it was no longer possible to keep her three-month-old son safely at home, made a basket and set it floating amongst the reeds, with her daughter watching over the infant. Her hope was that some kindly person would take pity on the child. A princess from the royal house spotted the basket and chose to take the baby and bring him up as a prince, even employing his own mother as nursemaid.

Wondering questions 

I wonder what part of the story you liked best?
I wonder what part of the story was the most important?
I wonder why Moses’ mum thought he was special?
I wonder why Pharaoh’s daughter thought Moses was special?
I wonder how Moses Mum and sister felt watching Moses in the bulrushes?

Pom Pom Prayers ( you will need a mix of pom poms and some feet outlines – one for every pupil)

Moses mum knew that Moses was unique and special and that God had a plan.

This activity encourages pupils to think about how they are each unique and special and gives pupils an opportunity to celebrate what makes then unique and special. https://www.prayerspacesinschools.com/resources/117 

Listen to the song from Bob Hartman’s Rhyming Bible CD

Play Video

The Baby in the Basket – Written by Bob Hartman and Sam Hargreaves

Pupils could place their pom pom prayers in the middle of the circle or in the reflection area and say a simple thank you for each other in the class. 

In the collective worship box each week

Cloth with the colour of the Church year ( this week is green)

Bible

Cross

Candle

For this week – A  small tray or bowl filled with sand ( desert), A toy sheep

a figure to represent Moses, sandals, a picture of a burning bush  – you could make this by sticking some paper flames in some oasis or a playdough base

Making links

This connects with the concept of the people of God and panel 3 of the Understanding Christianity frieze you could include the people of God concept symbol in your box.  

Further resources

Play Video

Animated video from Saddleback Kids

Digging deeper and learning more

Moses was aware of how his people were being mistreated and even attempted to intervene, but knowledge of his crime caused him to flee. He quickly settled to the life of a goat keeper, and while he was guarding his father-in-law’s flock he noticed an unusual sight. A shrub that was obviously on fire but not burning away. Curious he went to investigate and was stopped by a voice calling his name. In the course of this bizarre conversation, the biblical narrative tells how Moses was commissioned by God to lead the descendants of Jacob out of Egypt, back to their ancestral homeland. In a world of multiple deities it was important that Moses was able to name the one who spoke to him. He was told that “Eyheh” had sent him; in the Hebrew language ehyehcan mean, I am, I was and I will be; covering all three tenses, hinting at the eternal nature of God. For emphasis Moses was to say that this was the God of Abraham, Isaac and Jacob.

Set up your worship table or centre of the class circle with the normal time (green) cloth and take out the Bible, cross and light candle.  

Opening responses

If you have school responses or opening words for collective worship say them together or say the following:

We take out the Bible 
And think about God the Father
We take out the cross 
And think about God’s son, Jesus
We light the candle
And think about God , the Holy Spirit

Can anyone remember what our story last week was all about? 

Today we are going to move forward a couple of chapters in God’s big story.  We are still with Moses and in the second book of the Bible Exodus.

If you are using this for class worship – take out the items in the box (see notes for the teacher) and place them in the centre

Big question – looking at the clues in the box, I wonder what our story might be about today?  

Today we are going to hear more about Moses. Last week Moses was still a baby.  Today we are moving forward a few years and now Moses is now a man.

Read Exodus 3:1-16

The Lion Storyteller Bible – The Burning Bush

You can use the items in the box to help tell the story

A brief overview for the teacher 

Moses grew up as the adopted son of an Egyptian princess, but it was not an easy fit as he identified as an Israelite. Once he went so far as to intervene when a Hebrew slave was being beaten, becoming aware that his secret was known he had little choice but to flee. He met and married a Midianite woman and settled to goat and sheep keeping, his past life forgotten. A bush on fire caught Moses attention, when he turned aside to investigate he heard the voice of God. Then God spoke to him, identifying himself as the God of Abraham, Isaac and Jacob. He set him a task – return to Egypt, persuade the king to let the Israelites go, and establish their own independent nation in the land God had promised them. Moses was not very eager, but accepted the challenge and returned to Egypt. 

Wondering questions 

I wonder what part of the story you liked best?
I wonder what part of the story was the most important?
I wonder If you were in Moses position, what would you have done?
I wonder what this story teaches us about trust?
I wonder what this story teaches us about not giving up?

Moses was set a big challenge to make life better for others. 

We can often be faced with challenges – some harder than others if we want to make life better for others. Give each pupil a cut out of a flame.  Encourage pupils to write down some big challenges they have and that are in the world that they would like to help make better for others.  Encourage pupils to add them to the burning bush in the middle. 

Encourage pupils to reflect on one thing they can do this week that would make a difference to someone else.

Dear God
Thank you for giving me the strength to tackle new things, help others and not be scared.
Please help me as I take on new challenges that are important to me.
Thank you for those at school and at home who encourage me and help me.

Amen

In the collective worship box each week

Cloth with the colour of the Church year ( this week is green)

Bible

Cross

Candle

For this week –  a candle, some matzah, a wine glass, a plate, some bitter herbs ( eg horseradish) if your schools has a seder plate and seder symbols you could include these. 

Making links

This connects with the concept of the People of God and panel 3 of the Understanding Christianity frieze you could include the people of God concept symbol in your box.  

Further resources

Play Video

Animated video from CrossRoads

Digging deeper and learning more

Returning to Egypt Moses attempted to persuade Pharaoh to free the Hebrew workforce, but despite his efforts and a sequence of disasters that badly affected the Egyptians he was unsuccessful. The capricious king of Egypt would agree, then change his mind, making life even more difficult for his forced labourers. But according to the writer(s) of the Book of Exodus, this was not simply a battle of wills, the God of Abraham, Isaac and Jacob was determined to make a powerful point. Moses was instructed to establish the Passover tradition, and to mark every Hebrew household with blood on the doorposts. A special meal was to be eaten, and all were to prepare to travel, as this was to be the final disaster to strike the Egyptians. Overnight the first born in every household died, affecting even the herds and flocks, but none of Abraham’s descendants would suffer the same fate. Even today, in remembrance of this cataclysmic event, Jewish people celebrate Passover and tell the story of their escape from slavery.

Set up your worship table or centre of the class circle with the normal time (green) cloth and take out the Bible, cross and light candle.  

Opening responses

If you have school responses or opening words for collective worship say them together or say the following:

We take out the Bible 
And think about God the Father
We take out the cross 
And think about God’s son, Jesus
We light the candle
And think about God , the Holy Spirit

Can anyone remember what our story last week was all about? 

Today we are going to move forward a few chapters in God’s big story.  We are still with Moses and in the second book of the Bible Exodus.

If you are using this for class worship – take out the items in the box (see notes for the teacher) and place them in the centre

Big question – looking at the clues in the box, I wonder what our story might be about today?  

Read Exodus 12:1-13, 31-36

There is no Lion Storyteller link this week but there is a video resource ( see notes for the teacher)

You can use the items in the box to help tell the story

It is important to honour the Jewish background to this story 

A brief overview for the teacher 

When Moses was instructed by God to return to Egypt he began negotiations with Pharaoh to release the enslaved people of Israel. The discussions didn’t go well and God was forced to intervene with a series of disasters that affected only Egyptians, but not the Hebrews. The culmination of this campaign was to be the death of all of Egypt’s first born, an awful judgement on a stubborn king and his people. In preparation each Israelite family was to prepare a feast, a symbol of their forthcoming freedom. This was the origin of the Jewish Passover Festival, full of symbolism and storytelling. That terrible night there was grief in every Egyptian household, and a chastened Pharaoh allowed the Israelites their freedom. Released from their slavery the people were led out of Egypt to a new future and the new land that God had promised them, a land that promised food and security.

Wondering questions 

I wonder if you have ever had a special feast?

I wonder what special items were included in your feast

I wonder what it would have felt like to be told you are free to leave?

I wonder what it felt like to leave your home behind and set out on a long journey?

Use the symbols from the Passover meal for your time of reflection

Light or turn on the battery candle and place in the middle.  Ask pupils to reflect on why light is important 

Bitter Herbs symbolise the bitterness of slavery.  Ask pupils to reflect on something in our world at this moment they would like to change

Matzah – a reminder that the Israelites left in a hurry as God set them free. Ask pupils to think about someone or something they are thankful for

Ask pupils to share their responses and say a simple prayer to finish.

In the collective worship box each week

Cloth with the colour of the Church year ( this week is green)

Bible

Cross

Candle

For this week –  images of a cloud and flames or a torch, some cotton wool to represent manna, a figure to represent moses, a picture of tablets of stone, the number 10

Making links

This connects with the concept of the People of God and panel 3 of the Understanding Christianity frieze you could include the people of God concept symbol in your box.  

Further resources

You could use this crossroads video about the wilderness story to link to the theme of trust

Play Video

God's Story: Wilderness

Digging deeper and learning more

According to Exodus something like a million people left Egypt under Moses leadership, complete with their animals and household goods. During the day they followed a pillar of cloud which was replaced in the darkness by a pillar of fire. A furious Pharaoh ordered to his troops to pursue them, but when they attempted to follow this embryo nation of Israel, who had safely escaped along a path through the sea, the whole army was overwhelmed by the returning waters. Nobody is really sure what route the Israelites took, but eventually they arrived at Sinai mountain, traditionally situated between the Red Sea and Gulf of Jordan. It was here that Jehovah, the God of Abraham, Isaac and Jacob gave Moses the commandments. Ten basic rules that defined the Israelite legal code, setting out how the nation were to practice the twin requirements of respecting God and the needs of others. Religious ordinances were also laid down, which defined how worship was practiced, alongside dietary instructions and rules about social behaviour.

Set up your worship table or centre of the class circle with the normal time (green) cloth and take out the Bible, cross and light candle.  

Opening responses

If you have school responses or opening words for collective worship say them together or say the following:

We take out the Bible 
And think about God the Father
We take out the cross 
And think about God’s son, Jesus
We light the candle
And think about God , the Holy Spirit

Can anyone remember what our story last week was all about? 

Today we are going to move forward a couple of chapters in God’s big story.  We are still with Moses and in the second book of the Bible Exodus.

If you are using this for class worship – take out the items in the box (see notes for the teacher) and place them in the centre

Big question – looking at the clues in the box, I wonder what our story might be about today?  

Read Exodus 12-19, 

Lion Storyteller Bible – ‘A Long Journey’ 

You can use the items in the box to help tell the story

A brief overview for the teacher 

After four hundred and thirty years (12:40) over a million Israelites (12:37) left Egypt and started on their journey to the promised land. God was with them, leading them in a pillar of cloud during the day and fire at night. But their adventure was not yet over; Pharaoh had changed his mind as he had so many times before and pursued them with his elite chariot company (14:5-9). Trapped between a hostile army and the sea the Israelites despaired, but God had a plan. Moses held his walking stick over the water, and God moved it aside, offering a dry route through the water (14:21-22). Once the Hebrew nation were safely through, the waters returned, trapping the hapless Egyptian army. After twelve weeks travel Moses halted the entire company at the foot of Mount Sinai, here God gave him the Ten Commandments, rules for daily living.

Wondering questions 

I wonder if you have ever been on a long journey?
I wonder how you prepared for your journey?
I wonder what it was like to watch the sea part?
I wonder what this story might help us learn about trust?
I wonder if there are any of the commandments that you think are still important today?

Give each pupil an outline of a person.  Ask them to spend some time writing the name of or drawing a symbol for a person or people that they trust to help them and guide them.

Play some reflective music 

Ask pupils to put the outlines in the middle and say a thank you prayer for everyone named

A brief overview for the teacher 

Advent is the period of four Sundays and weeks before Christmas. The word ‘Advent’ means ‘coming’ in Latin, and so Christians use the time to celebrate Jesus coming into the world as a baby, and prepare for Jesus coming back at the end of time to take us all to heaven. No one is really sure when Advent was first celebrated but it dates back to the first century when monks were ordered to fast during December leading up to Christmas. Paper Advent calendars were first popular in Germany in the early 1900s.

To help you celebrate Advent you could make an advent wreath, the tradition being that you light one candle on each of the four Sundays of Advent, and a fifth one on Christmas day

In the collective worship box each week

Cloth with the colour of the Church year ( this week is purple)

• Bible
• Cross
• Candle

For this week 

An advent ring – you can make this from green tinsel or green Christmas foliage. 

5 candles -Often three of the candles are purple to represent the advent time of prayer and sacrifice. The middle candle is normally white, but don’t worry if you have to use a different colours

You might want to have the verses that link with each candle on a screen on printed out

Making links

This connects with the concept of incarnation and panel 5 of the Understanding Christianity frieze you could include the incarnation concept symbol in your box.  

Set up your worship table or centre of the class circle with the Advent time (purple) cloth and take out the Bible, cross and light candle.  

Explain to pupils that purple is the colour used in church during Advent, It will change to gold and white on Christmas day

Opening responses

If you have school responses or opening words for collective worship say them together or say the following:

We take out the Bible 
And think about God the Father
We take out the cross 
And think about God’s son, Jesus
We light the candle
And think about God , the Holy Spirit

Big question

What do we do when we are preparing for something or someone special to arrive?

Today we are going to think about Advent as part of our journey through to Christmas. Explain what Advent means or Christians and that it is a time of preparing and waiting.

How do you prepare for the coming of Christmas in your home?   (E.g. advent calendars, decorations, Christmas trees, lights, gifts and cards)

Take out the items for the advent wreath one by one from  the box (see notes for the teacher) and make up the advent wreath explaining the symbolism behind each bit.

Each week in church or at home a candle is lit to help Christians reflect on important things whilst they wait and journey towards Christmas. Each Sunday, during the season of Advent, a candle is lit on advent crowns in churches or at home. The candles help Christians to prepare for the coming celebration of Christmas.  

Christians believe….

The circle and green represent God’s never ending love

Light the candles on the ring as you explain what it is but not the central one

The first candle represents prophecy and HOPE. Christians have HOPE because God keeps his promises (Romans 15:12-13)

The second candle represents FAITH. It is sometimes called the “Bethlehem Candle” as a reminder of Mary and Joseph’s journey to Bethlehem (Luke 2:1-7)

The third candle is often pink, it is sometimes called the shepherds candle. Pink represents JOY. The angels sang a song of JOY (Luke 2:7-15)

The fourth candle or Angel Candle represents LOVE. The angels share the good news that God sent Jesus because he LOVEs us (John 3:16)

The fifth (middle) candle placed in the middle represents Jesus. One of Jesus’ names is The Prince of PEACE (Isaiah 9:6)

The middle candle reminds Christians that Jesus said “I am the Light of the World” This candle is lit on Christmas Day

Waiting can be difficult, we don’t always like waiting.  Sometimes in life we go through hard times and things feel difficult. We often rely on those around us to light up our dark days, to encourage us and help us. But sometimes we need to be that light for others. Do you support and encourage others when they’re having a hard time? Take a candle outline and write or draw a thought or prayer of what you could do to support someone else. It might be making someone smile, bringing a gift, being a listening ear.   

Place you candle around the advent wreath  

Dear God

As we journey through advent together Please help us to use this season of Advent to prepare ourselves so that we can enjoy Christmas. Help us to think about how we can be light to others.

Amen

In the collective worship box each week

Cloth with the colour of the Church year ( this week is purple)

Bible

Cross

Candle

For this week 

Your class advent wreath

A dustpan and brush

An angel Christmas decoration or image

A sheet of music or some music notes

Making links

This connects with the concept of incarnation and panel 5 of the Understanding Christianity frieze you could include the incarnation concept symbol in your box.  

Further resources

In Luke 1:46-56 the Bible records a song of praise that Mary sang when she arrived at Elizabeth’s. It is often called the Magnificat. As a class you could listen to different versions of the song, taking time to think about the words and their meaning.

Pupils could write their own song or poem about something that is important or special to them

Set up your worship table or centre of the class circle with the Advent time (purple) cloth and take out the Bible, cross and light candle.  

Explain to pupils that purple is the colour used in church during Advent, It will change to gold and white on Christmas day

Opening responses

If you have school responses or opening words for collective worship say them together or say the following:

We take out the Bible 
And think about God the Father
We take out the cross 
And think about God’s son, Jesus
We light the candle
And think about God , the Holy Spirit

Today we are continuing to journey through Advent  and we are beginning our journey through the Christmas story ( you could choose to light a candle on your advent wreath)

Big question

Have you ever received good news? How did you feel when you heard this good news?

Read Luke 1:39-56

A woman called Mary – Rhyming Bible 

Or A surprise for Mary  and Mary’s special song ( you can access the story here )–Lion Storyteller Christmas book

You can use the items in the box to help tell the story

A brief overview for the teacher 

Mary’s cousin Elizabeth and her husband Zechariah had not been able to have children, but in their old age, an angel visited Zechariah while he was serving in the temple and told him that God had heard their prayer and they were going to have a son. A special son who would be God’s messenger – telling people to get ready for Jesus. Mary journeyed from Nazareth to a small town in the Judean hills to visit her cousin. When she arrived, the baby in Elizabeth’s tummy leapt for joy. Elizabeth was overjoyed as the Holy Spirit told her how Mary’s baby was even more special – God’s big rescue plan. Mary stayed with them for three months before travelling back to Nazareth. When Elizabeth had her baby, Zechariah did what the angel had told him and he was named John.

Wondering questions 

I wonder what part of the story you liked best?

I wonder what part of the story was the most important?

I wonder how Mary felt travelling alone after all the strange things that had happened? 

I wonder how Elizabeth felt listening to Mary with such an incredible story to tell?

 I wonder what they talked about as they made their way into Elizabeth’s home?

I wonder how hard it was for Mary to trust God?

I wonder what the angel Gabriel’s words, “Nothing is impossible to God” mean?

If you are doing the posada reflection station see posada then you could encourage pupils to write their hope for the future on the footprints and place them around the nativity scene.

alternatively

Think about what the angel said, ‘nothing is impossible with God.’ Think about your hopes and dreams, however impossible they may feel. If you want to, you can write or draw them onto strips of paper, and then add link them together to make a paper chain.

Dear God

As we journey through advent together Please help us to use this season of Advent to prepare ourselves so that we can enjoy Christmas. Help us to think about how we can be hope to others.

Amen

In the collective worship box each week

Cloth with the colour of the Church year ( this week is purple)

Bible

Cross

Candle

For this week 

Your class advent wreath

Figures from your nativity scene of Mary and Joseph

A map of the journey showing the distance from Nazareth to Bethlehem

Making links

This connects with the concept of incarnation and panel 5 of the Understanding Christianity frieze you could include the incarnation concept symbol in your box.  

Further resources

Play Video

Jesus is Born Luke 2:1-20

Pages 40-41 of Bible Infographics for kids

Set up your worship table or centre of the class circle with the Advent time (purple) cloth and take out the Bible, cross and light candle.  

Explain to pupils that purple is the colour used in church during Advent, It will change to gold and white on Christmas day

Opening responses

If you have school responses or opening words for collective worship say them together or say the following:

We take out the Bible 
And think about God the Father
We take out the cross 
And think about God’s son, Jesus
We light the candle
And think about God , the Holy Spirit

Today we are continuing to journey through Advent  and we are continuing our journey through the Christmas story 

Big question

Have you ever been on a long journey?  What did you do to prepare?

Read Luke 2:1-7

Or A Long Journey  from the Lion Storyteller Christmas book 

( you could choose to light a candle on your advent wreath)

The second candle represents FAITH. It is sometimes called the “Bethlehem Candle” as a reminder of Mary and Joseph’s journey to Bethlehem (Luke 2:1-7)

A brief overview for the teacher 

Israel was under Roman occupation. The Roman Emperor, Augsutus, wanted to make sure that everybody had been counted and registered – probably to make sure that they paid their taxes. This was arranged by everyone returning to the place where their tribe originally came from. Joseph was from the line of David, and so he had to travel to Bethlehem. By this time Mary was heavily pregnant, but they took the journey which would have taken 4-7 days from Nazareth to Bethlehem. The Bible doesn’t mention a donkey, but as there were many people travelling too, some kind person might have given a tired Mary a ride for a bit. When they arrived in the city, there was no room for them to stay in any of the inns, and so they ended up in an animal shelter. Not the place you would expect for the birth of the Saviour of the World!

Wondering questions 

I wonder what part of the story you liked best?
I wonder what part of the story was the most important?
I wonder what was on Mary’s mind on this long, slow journey?
I wonder what was on Josephs mind during this long , slow journey?
I wonder what you would feel like when there seems to be no place for you?
I wonder if a stable was the right place for God’s son to be born?

Taken from Christmas journey https://www.prayerspacesinschools.com/resources/89 

This reflection activity continues the theme of using footprints for our reflections on journeying towards Christmas

If you are doing the posada reflection station see posada (please could you out the link to the posada page) then you could encourage pupils to write on the footprints and place them around the nativity scene.

In the Christmas story, Mary and Joseph travel at least 110kilometres from Nazareth to Bethlehem. Life is a bit like a long journey, and we have lots of experiences along the way. This year is nearly over. What are the big things that you remember from this year? What happened? What was good about it? Was anything bad, or sad? If you want to, you can write or draw about an important moment onto one of the footprints… and then leave it behind as you begin your journey into the New Year. 

Dear God

As we journey through advent together Please help us to use this season of Advent to prepare ourselves so that we can enjoy Christmas. Help us to think about how we can be hope to others.

Amen