November 2020
November 2020
Alternatives to Halloween
Halloween celebrations are increasingly becoming part of British secular culture. However, many Christian groups, including churches and individual parents and carers do not agree with any involvement by adults or children in Halloween celebrations They hold the view that such involvement encourages a trivial approach to the occult and occult practices.
Whilst this is not a view held by all Christians it must be recognised as an increasingly popular and legitimate one. As such schools need to deal sensitively with the genuine and deeply held views by parents and groups in their local community. Many Christians claim any celebration of Halloween, which is increasingly being claimed as a pagan festival, as unhelpful or inappropriate in a church school context.
We would discourage schools from organising or engaging with Halloween based activities in their communities
Halloween is a corruption of All Hallows Eve (31st October), the night before All Saints Day (1st November).
All Saints Day is a major Christian festival within the Anglican tradition
and we would encourage it to be recognised and celebrated in CE schools.
We would encourage an emphasis on the positive celebration of these two days rather than on the secular recognition of Halloween.
There is an opportunity for church and school to work together to offer an alternative celebration event in place of Halloween activities such as a ‘Light’ party for children and families in the community.
There are also opportunities to make All Saints’ a special day. Is your school named after a saint? Is your church named after a saint? Why not work in partnership with your local church to research and learn more about this as part of a curriculum day.
DBE guidance document on Halloween
Why not encourage pupils to be light in the world this week
12 ways to be light in the world:
- Make something tasty like biscuits for your neighbours, teachers or class
- Read for someone who can’t see well
- Make a thank you note for someone who helps you during your week
- Call or write to someone who is usually left on their own
- When you go out take a spare snack to share with someone who might need it
- Tidy up and put away without being asked
- Smile and say hello to the people in your street
- Raise some money for a charity
- Write a letter to your MP about something you want to see changed
- Use kind words even when you might be feeling hurt
- Pick up litter in your street or local park (make sure you do it safely and wash your hands afterwards!)
- Sort out things you don’t need and give them away to people that do need them
Exodus & Promised Land – Moses: born and hidden
Gather
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
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.
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.
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)
Engage
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 River Nile 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?
Respond
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
Send
Listen to the song from Bob Hartman’s Rhyming Bible CD https://www.youtube.com/watch?v=6JKIAtslkxc
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.
Notes for the Teacher
In the collective worship box each week
- Cloth using the seasonal colour of the Church’s 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
Animated video from Saddleback Kids – https://www.youtube.com/watch?v=vf-4x4iefQE
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.
Exodus & The Promised Land – Moses: Burning Bush
Gather
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
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.
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 Moses is now a man.
Engage
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?
Respond
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.
Send
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
Notes for the Teacher
In the collective worship box each week
- Cloth using the seasonal colour of the Church’s 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
Animated video from Saddleback Kids – https://www.youtube.com/watch?v=8kNTUX0mWP8
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 ehyeh can 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.
Exodus &Promised Land – Moses: Passover Meal
Gather
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
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.
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.
Big question – looking at the clues in the box, I wonder what our story might be about today?
Engage
Read Exodus 12:1-13, 31-36 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 Wondering questions
|
Respond
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. |
Send
Ask pupils to share their responses and say a simple prayer to finish
Notes for the Teacher
In the collective worship box each week
- Cloth using the seasonal colour of the Church’s 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 school 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
Animated video from CrossRoads – https://www.youtube.com/watch?v=1IwMt-KLkSE
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.
Exodus & The Promised Land – Moses: Egypt to Sinai
Gather
Set up your worship table or centre of the class circle with the white cloth (Christ the King) 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?
Engage
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?
Respond
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.
Send
Play some reflective music.
Ask pupils to put the outlines in the middle and say a thank you prayer for everyone named.
Notes for the Teacher
In the collective worship box each week
- Cloth using the seasonal colour of the Church’s year (this week is white)
- Bible
- Cross
- Candle
For this week
have ready 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 https://www.youtube.com/watch?v=IzN1ijiFnIA
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 practised, alongside dietary instructions and rules about social behaviour.
Journey into Advent
Gather
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)
Engage
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
Respond
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 your candles around the advent wreath |
Send
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 |
Notes 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 His 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
Prepare for next week by looking on the Posada tab in December.
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.