Spring Term 1

In the collective worship box each week

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

Bible

Cross

Candle

For this week –  a constellation map, a telescope, a star (or pictures of these)  a gold coin,  a piece of crystallised ginger (to look like myrrh unless you have some of the real thing) a scented candle to represent frankincense

Making links

This connects with the concept of the Incarnation and panel 4 of the Understanding Christianity frieze you could include the incarnation concept symbol in your box.  

Further resources

Here is a video version of the story you could use that looks back at Christmas.  You may have shown the first bit last term.  you could start from 1:23 if you just want to explore the Magi’s visit.

Play Video

Look back at Christmas

You could also use the Rhyming Bible ‘one hump two humps’ 

Epiphany traditions around the world

Why not explore traditions form different countries as part of a class project

Digging deeper and learning more

The festival of Epiphany on 6^th January remembers the visit of the Magi to Jesus and also signifies the end of Christmas. In some countries, it is called Three Kings’ Day.

The gifts brought by the Magi were gifts traditionally brought to kings.  Christians believe that the gifts are also symbolic of Christian beliefs about Jesus: the gold representing Jesus as King;  the frankincense representing Jesus as priest – a go-between, between God and man; and the myrrh representing sacrifice and Jesus death.   In John 19:39, myrrh is referenced as one of the burial spices that embalmed Jesus’ body. 

Set up your worship table or centre of the class circle with Christmas tide and Epiphany (white) 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

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?  

Make connections 

Connect back to Advent and Christmas and the journey to Bethlehem we explored at the end of last term

Read Matthew 2:1-12

The Lion Storyteller Bible – The Wise Men’s visit

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

A brief overview for the teacher 

Not much is known about the visitors from the East who came after Jesus was born. Tradition says that there were ‘three wise men’ but actually we only know that there were three gifts – gold, frankincense and myrrh. Some say they were Jews left in Babylon after the exile. Some say they came from three different lands to represent the entire world. Wherever they came from, and whoever they were, we do know that they followed a star to the city of Bethlehem which God had promised would be the birthplace of ‘a new ruler, who will be the shepherd of my people’. The Bible uses the words child and house, not infant and animal shelter, so we can assume that their journey was long and that some time had passed since Jesus had been born. As soon as they saw Jesus, they kneeled down and worshipped him. 

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 the star was important in the story?
I wonder why God chose the Magi who lived far away?
I wonder why the Magi were willing to travel such a long way?
I wonder who guides you and helps you?

Reflection activity :

Star activity

Set up a small display with black paper to represent the night sky and have enough gold cardboard stars for each pupil

Make a connection with the story and how Christians believe God put a star in the sky to help guide the Magi to find Jesus.

 Is there something that you need guidance about? Is there something you need help with? If you want to, you can write a thought or prayer for help or guidance onto a star and stick it onto the ‘night sky’

Or chalk blessings

One epiphany tradition in some countries is the chalk blessing. People mark houses with a special phrase asking God to bless their homes. This year would write 20+C+B+M+21

The crosses are not ‘pluses’ but reminders of Jesus Christ and his cross. The letters are the first letters of the traditional names of the wise men: Caspar, Melchior and Balthasar (see Monday) but more importantly they stand for the Latin Christus Mansionem Benedicat (May Christ bless this house).

You could take your class outside with chalk onto the playground and they could write thank yous, encouragements and ‘blessings’ for others to read this week. 

Prayer

Dear God

Thank you for the story of the Wise men.  Thank you that they were willing to follow the star.  Help us to listen to those wo guide us and follow their advice.   Help us to guide, encourage and help others too.

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 –  figures representing Joshua and the people (these could be lego figures)  a set of duplo or lego or wooden blocks ( for the walls) a trumpet ( or picture of)

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

Here is a video version of the story you could use that recaps from Moses onwards

Play Video

God’s Story: Joshua Becomes Leader

There is also this video that includes the Battle of Jericho

Digging deeper and learning more

Fast forward forty years and the Israelites finally enter the Promised Land under the leadership of Joshua. The Jordan river is the boundary marker, ahead lie many obstacles, not least the current population. Most of the land is occupied by small fortified towns and nomad herders, and understandably they were not going to welcome invaders. They did not take into account the intervention of the God of Abraham, Isaac and Jacob. The Jordan river, a formidable obstacle, was quickly crossed due to a convenient upstream landslip. While the walled city of Jericho was conquered as the protective walls fell. Slowly the people of Israel spread throughout the region, each tribal group occupying their own territory, establishing their own communities. Joshua reminded the entire nation that their status was due to God’s promise to Abraham and their duty was to worship Jehovah. They were particularly warned not to forget all that had been accomplished for them, and to never worship the local deities, most of which were linked to fertility cults.

Set up your worship table or centre of the class circle with Christmas tide and Epiphany (white) 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

Last term in our time exploring the Bible we looked at Creation and Covenant and Exodus and the promised land. This term we are moving on to look at the next section of the Bible and we are going to explore and learn about Judges and Kings 

Today we are moving to a new book in God’s big story – the Book of Joshua

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?  

Make connections 

When we last explored together this Big Story of the Bible we were with Moses and the Israelites were still on a journey to the promised land we re-join the story together today with a new leader Joshua as they finally reach the promised land.

Read Joshua 6:1-20

The Lion Storyteller and Storyteller Family Bible – The Walls Fall Down 

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

A brief overview for the teacher 

The Israelites travelled around for many years before crossing the Jordan River and entering the promised land. Joshua was now their leader and relied on God in much the same way as Moses had. The first obstacle was the city of Jericho, a typically fortified settlement ruled over by a petty king. Rather than a frontal attack God instructed Joshua to march around the city walls once a day in silence. After six days they were told to process around seven times, then, on command, to shout. Hardly a terribly practical way of getting into a walled city, except for the fact that as the people shouted the walls crumbled. God at work again. Slowly the entire land was divided up and the various families, now tribes in their own right, took possession of the country. The land of Canaan where Abraham had settled all those centuries earlier was now theirs. 

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 who you turn to for advice when you don’t know what to do?

I wonder what it must have felt like watching the people of Israel walk round your city, not knowing what God was going to do?

Reflection activity :

 Build a prayer and reflection wall using the brick template.  

Please prayers

Encourage pupils to write their please prayers or reflections on some ‘bricks’.  These might be things they would like the courage to do this week or their prayers or reflections for help for themselves or others.

Thank you prayers

Encourage pupils to write their thank yous for those who help them and give them advice on some ‘bricks’

Build a prayer and reflection wall using the bricks

Prayer

Dear God,
Thank you for our learning about the story of Joshua today and how you helped Joshua in his time of need. Help us when we find things are difficult.
Thank you for the people who help us when things are difficult.

Amen 

In the collective worship box each week
Cloth with the colour of the Church year ( this week is white)

• Bible
• Cross
• Candle

For this week –  
A figure to represent Gideon
The numbers 30,000, 10,000 and 300 to represent the soldiers 
A toy trumpet or image of a horn
a torch or picture of a flame
you could have some pots and sticks for pupils to take part in the story and bang the pots

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
Here is a video version of the story you could use 

Play Video

God's Story: Gideon

or a shorter version;

Play Video

God's People: Gideon

Digging deeper and learning more
For many years, Israel did not have a systematic government, leaders emerged as needed from different backgrounds, known collectively as Judges. Not because of any legal training or status but because they often spoke for the God of Abraham, Isaac and Jacob. The land was troubled by marauding tribes who would sweep down at harvest time and carry off most of the produce. Gideon was a most unlikely leader, part of an insignificant family within the smallest tribal group, but God selected him as a leader. When Gideon mobilised the fighting men against the Midianites, tens of thousands heeded his call. Under instruction from God this army was whittled down to just three hundred men; the God-given battle plan was simple.  Each of the warriors was armed with a trumpet and a smouldering torch shielded by a pottery jar. In the dark they surrounded the enemy camp, then blowing their trumpets they smashed the jars, the torches flaring into life. The confused and demoralised army turned on each other before fleeing, defeated.

Set up your worship table or centre of the class circle with Christmas tide and Epiphany (white) 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

Last term in our time exploring the Bible we looked at Creation and Covenant and Exodus and the promised land. This term we have moved on to look at the next section of the Bible and we are exploring and learning about Judges and Kings 

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

Today we are moving to a new book in God’s big story – the Book of Judges.  The book of Judges is not about Judges, as we know them today.  The judges were a group of leaders who rescued God’s people. 

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?  

Make connections 

Today we are going to hear about Gideon.  The Israelites are now settled in the promised land but they are not listening to God and an unlikely leader – Gideon has been chosen by God 

Read Judges 6-8 

The Lion Storyteller Bible – A brave and mighty man

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

A brief overview for the teacher 

As the Israelites settled into their Promised Land they quickly forgot all that God had done for them. Soon they were being terrorised by marauding tribes who would carry off their harvest, forcing them to hide their food supply. God chose to intervene and selected Gideon as his champion. Gideon was from a small family in an insignificant tribe and no great leader. He did manage to call an army together, but God felt it was too big so suggested that those with better things to do than fight need not stay. A further test whittled the army down to a mere three hundred men. Armed with a pottery jar containing a lamp and a trumpet this mini army surrounded the enemy camp. On the command the jars were shattered, the lamps sprung into light and the trumpets blared. The startled and nervous enemy fought amongst themselves.  Gideon and his three hundred were victorious.

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 Gideon felt when God told him to send some of his army away and it got smaller and
smaller?
I wonder if you have ever been asked to do something difficult or challenging? How did you feel?

Reflection activity :

 Talk to pupils about how Gideon listened and was a ‘courageous learner’ Encourage pupils to take a moment in quiet to reflect on positive, or powerful words they could use to describe themselves and others in their class and the ways they show how they are good listeners and courageous learners.  You could use the outline of a horn for pupils to write these words down and display them in class.  

You could encourage pupils this week to notice when they and others display these qualities or actions this week.

Prayer

Dear God

Thank you for the story of Gideon.  Thank you that we all have strengths and talents we can use to help others.  Help us to listen even when we are asked to do something big or challenging.  Help us to have courage to say yes.

Amen

In the collective worship box each week
Cloth with the colour of the Church year ( this week is white)

• Bible
• Cross
• Candle

For this week –  a lock of hair or picture of long hair,  rope, scissors, some weights ( to represent strength) keys ( to represent prison) 

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
Here is a video version of the story you could use

Digging deeper and learning more
The Biblical narrative continues as Samson is introduced. Although particularly famed for his strength he had a vocation bestowed by the God of Abraham, Isaac and Jacob. Brought up in the Nazarite tradition he neither drank wine or any other grape drink, avoided contact with dead bodies of any sort, and allowed his hair to grow uncut. His role was to fight back against the Philistine people who had invaded the land of God’s people. It is not a pretty story, full of violence and deceit, but it appears that pretty well all Biblical heroes were flawed characters. Eventually Samson was persuaded to betray the secret of his unusual strength, which lay in his uncut hair, a symbol of his obedience to the God of his ancestors. Once this sacred vow was broken his power deserted him, he was easily overcome and swiftly made prisoner. Humiliated and blinded, the enemy made him a public spectacle, but in a final show of strength he destroyed the building, himself and many of his people’s oppressors.

Set up your worship table or centre of the class circle with Christmas tide and Epiphany (white) 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 staying in the same book as last week’s journey through God’s big story –can anyone remember what the book is called?  The Book of Judges.  The book of Judges is not about Judges, as we know them today.  The judges were a group of leaders who rescued God’s people. 

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?  

Make connections 

Today we are going to hear about another leader – Samson, Samson was the last of the Judges 

Read Judges 13:2-5, 24; 16:1-22

The Lion Storyteller Bible – Samsons great deeds, Samson and Delilah

And Samson and the Philistines

You could split this in to two collective worships this week if you wanted. 

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

A brief overview for the teacher 

The Israelite nation was always at the mercy of their stronger neighbours, this time it was the warlike Philistines. Samson was set apart even before his birth to be special, he lived by particular rules, but at times chose to ignore them. These were violent times and Samson reacted, his anger was always against the aggressors, the people who were trying to control the Israelites. He was amazingly strong, but was not always wise in his choice of companions. Foolishly he allowed the secret of his strength to be known. It lay not just in his hair, but the obedience to God that it represented. After his head was shaved he was easily overcome and mocked by the victorious Philistines. Blind and shackled, he was put on display in one of their pagan temples. He prayed to God, and used his returning power to destroy the building.

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 we can learn from this story that might help us today?
I wonder what this story teaches us about trust and strength? 

Reflection activity :
 
You will need some cardboard tube and some cut outs of weights using the template.  This activity encourages pupils to think about what is weighing them down and if they want to, to ask God for strength to lift it. 

We all sometimes worry about things worries can make us sad, and they can weigh us down. Are you worried about something? If you want to, you can write a worry onto one of the cardboard weights and then add it to the tube. As you ‘weight-lift’ it, maybe you could ask God to give you strength, and courage to talk with someone too. 

You might want to mention that sometimes our worries feel big and heavy, and when they do, it is good to talk with a trusted adult (teacher, parent, etc.) about them, to help us to lift them.
This activity is taken from https://www.prayerspacesinschools.com/resources/6 

Prayer

Dear God,
Thank you for the story of Samson, help us to be strong to do what is right, when we are worried give us the strength and courage to ask for help.  Help us to be brave to stand against what is wrong and kind to those who need our help. Amen

In the collective worship box each week
Cloth with the colour of the Church year ( this week is white)

• Bible
• Cross
• Candle

For this week –  figures to represent Samuel and Eli.  A speech bubble. A picture of an ear.

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

Here is a video version of the story you could use

Digging deeper and learning more
The Tabernacle was the tented centre of worship for the Israelites. Originally portable, when they settled the Promised Land it was established at Shiloh. Here lived the High Priest and his family overseeing daily activities. In obedience to a religious vow Samuel’s mother apprenticed him to the Tabernacle where he lived through much of his childhood. One night Samuel heard the voice of God, but it was some time before he identified it. Though still a child he was given a sombre message for the high priest Eli. As he matured Samuel was recognised as the effective leader of the nation; Israel  was a theocracy withe the God of Abraham, Isaac and Jacob was seen as the ultimate authority, while Samuel was the acknowledged divine representative. This did not sit well with the people and they demanded a king, wanting a secular ruler, just like other nations. Saul was duly anointed as the first king of Israel, though he started well it was not long before things began to go awry.

Set up your worship table or centre of the class circle with Christmas tide and Epiphany (white) 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 to the 1^st book of Samuel

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?  

Make connections 

The book of 1 Samuel picks up where the judges left off.  We are now in a time where Kings have taken over leadership of the people from the Judges. During this time, God used people like Samuel, called prophets, to send messages to his people. Today’s story is all about how God chose Samuel

Read  1 Samuel 1:9-11, 20; 3; 8:1-22

The Lion Storyteller Bible – Samuel hears a voice 

You can use the items in the box to help tell the story.  You could encourage pupils to do the actions – rubbing their eyes, tremble, look like they are scared

A brief overview for the teacher 

Hannah was so grateful to God that she gave up her son, Samuel, to serve at the Shiloh tabernacle. While he was still a child, God spoke directly to Samuel, giving him a message for the High Priest Eli. This was the beginning of his God given job as a prophet for Israel, a messenger from God. His chief role was to bring the nation back to the worship of the one God. Under his influence the people destroyed their pagan shrines and statues and returned to following God’s rules for daily life. They won a great victory over the Philistines but then clamoured for their own king. Despite being warned of the disadvantages of a monarchy the people insisted and Samuel duly anointed Saul as their first king. At first things went well for the king, but it did not last and before long doing things God’s way was forgotten. 

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 Samuel felt when he heard the voice calling his name?

I wonder if you have ever been chose to do something important or give an important message?  How did you feel?

Reflection activity :

We hear noises all the time, but we rarely stop and listen to what we are hearing. Be still for a couple of minutes. What can you hear?

If you want to, you can draw or write about what you can hear onto the outline of an ear provided.  You could display these in class and talk about how we can together try to be good listeners this week in school.

Prayer

Dear God,
thank you for the story of Samuel and what it teaches about listening.  Thank you for our ears so we can hear. Help us to use our ears wisely and listen carefully when others are talking.  Help us to listen well to each other in school this week.  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 crown, a bottle of oil, 8 figures (you could use legofigures, it is to represent Jesse’s sons)

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

Here is a video version of the story you could use ( it goes beyond our story today)

Play Video

God's Story: David and Saul

Digging deeper and learning more

We do well to remember that the Biblical narrative is endlessly driven by the purposes of God, presenting a theological perspective that may well be at odds with our current thinking. Saul was king, but Samuel was sent offon a secret mission to not only locate a replacement monarch, but to anoint him for the task, marking him out as the divine choice. The prophet duly presented himself at Jesse’s estate in the village called Bethlehem. Here, unknown to anybody but himself, Samuel inspected each of the sons, seeking the new king. None came up to the requirements of God, but on enquiry Samuel discovered that the youngest was missing, a sheep keeper poet, very unlike his brothers. This, the prophet knew, was God’s choice; secretly he anointed David king. Although he later took up a position of court musician and became a great warrior it was many years before David became king. David had his faults, but he constantly acknowledged his ultimate dependence on 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 staying with the story of Samuel and introducing David

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?  

Make connections

Read 1 Samuel 16

The Lion Storyteller Bible – Samuel the kingmaker

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

A brief overview for the teacher 

Despite his good start Saul was not a Godly king and even while he still reigned Samuel was sent to search for his replacement. The prophet travelled to the hill settlement of Bethlehem to visit Jesse and offer a sacrifice, but God had sent him there to identify the next king. Jesse’s sons were all introduced, fine men, just the sort to be a warrior king, but God made it clear to Samuel that none of them were his choice. Eventually the youngest of the family was brought in from his sheep minding to be presented to the prophet and Samuel knew that he had found the one. There in the domestic setting David was secretly anointed king, heir to Saul’s throne. It was many years later, and after a lot of heartbreak that David did become king, meanwhile it was back to the sheep.

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 God chose David?
I wonder what sort of leader David will be?
I wonder how we can look at people and know what they’re really like on the inside?
I wonder what sorts of things tell you about the inside of a person?
Read 1 Samuel 16v18 and ask pupils to listen out for the qualities David had.  Ask pupils to tell you what they spotted
I wonder how these attributes might help David as he got older?
I wonder what this story helps us to think about being a good leader?

Reflection activity :

Choose a selection of the character traits cards on the attached template

Suitable for your class or create your own.

Instructions for pupils

Read the words on the crowns. Find a friend. Take three words that you think best describe each other. Talk about why you have chosen those words for each other. -What words would you most like people to use to describe you?

Suggested follow up discussion questions:

‘What words do you most like people to use when they describe you?’ ‘Why did you choose this card?’ ‘When have you seen them behaving this way? ’‘Have you ever told them they are like this? ’‘How much does this description match what you think of yourself? ’‘How does it feel knowing that someone else sees this as true of you?’

Adapted from the character traits activity from Prayer Spaces in Schools

You could use this time to ask pupils who would like to to say thank you prayers for the qualities they see in each other.