Monthly Archives: February 2012

Strength of Character – David

Bible base:

1 Samuel 16:7

Aim:

To help students understand that ‘strength’ is not just about physical strength, but also about having the strength inside yourself to do what is right.

Things you’ll need:

Three balloons, one of which needs to be a giant balloon.
A container or box with a pretend spider (or a real one!).
A simple brainteaser or riddle (see example below).

Preparation

Before the assembly begins, set up a table or other suitable surface and two chairs where the audience will be able to see for the arm-wrestling contest.
Find and write up on a large piece of card a brainteaser or riddle, for example, the sequence: O T T F F S S ? (What are the next two letters in the sequence. Answer: ‘E’ and ‘N’. The letters are the first letter of the numbers 1 to 9 written as words, Eight and Nine.)

Presentation

1 Start by getting students to think about strength with illustrations from current news or TV programmes that they will be familiar with (eg World’s Strongest Man).

2 Explain to students that in this assembly you’re going to be finding out how strong some of them are. Ask for three volunteers to take part in a series of strength tests – two boys and one girl works well.

Arm-wrestling

Have an arm wrestling contest with each volunteer. Set this up so that everyone in the audience can see the contest. Make sure you lose at least one round. Talk about the physical strength needed to arm wrestle.

Balloon race

Next, give each of your three volunteers a balloon. Give the giant one to the person who beat you in the arm-wrestling contest. Tell the contestants that the first one to blow up their balloon and burst it by blowing it up (no nails or pins!) is the winner.

Get the other students to cheer the competitors. Whether or not anyone manages the balloon challenge, when you’ve ended the contest, comment that this test needed physical strength (keeping on blowing into the balloon), but also courage – no one likes the idea of a balloon bursting in their face!

The spider test

Introduce your pretend (or real) spider! Are the ‘tough’ arm wrestlers so brave now? Is being ‘tough’ always about being fearless? Sometimes even the biggest, ‘toughest’ people are afraid of creepy crawlies!

Note: keep this light-hearted, being careful not to make any of your volunteers feel embarrassed.

The brain-teaser test

Show the brain-teaser to your contestants (and audience). Can the contestants work it out? (No help allowed from the audience.) Their physical strength or bravery can’t necessarily help them now; a different kind of strength is needed to get the answer and succeed.

Tell everyone the answer to the brain-teaser if no one can work it out.

3 Thank your contestants and ask them to return to their places.

Reflection

Comment that all kinds of strength are needed in life: physical, mental and academic strengths all have a part to play in life.
Ask how ‘strong’ they think they are when it comes to making some of the big decisions in life about right and wrong. Point out that it often takes strength to do what you know or believe is right (give some examples which you think are relevant to your audience).
Ask how they know what is right and wrong. Explain that everyone needs to have a basis for decisions about moral or ethical issues. Explain it has to do with:

Character: what you are like (eg honest/dishonest, reliable/unreliable, fair/unjust, etc).
Values: what’s important to you (eg you only think about yourself; you’re concerned about others).

Both of these have to do with what you’re like on the ‘inside’ – not how physically strong or how clever you are.

Briefly refer to the story in the Bible about the choice of David as king in 1 Samuel 16. David was chosen not because he was a good-looking singer who fought wild animals, but because of the strength of character and the person he was, which God saw on the ‘inside’ (1 Samuel 16:7).

Response

1 In a short time of quiet, ask the students to reflect on:

What do you think your strengths are (eg sport, dancing, music)?
What do you think are your strengths of character (eg work hard, good friend)?
What are your values (eg right, wrong, honesty, morals)?
Do you need to change anything or do something differently?

2 Ask students how they might need to be strong in standing up for what’s right. Conclude by challenging them to be strong enough to make good choices and to decide to make a difference in good ways today.

What am I worth? – Zacchaeus

Bible base:

Psalm 139:13,15; 1 Samuel 16:7; Ephesians 2:10; Luke 19:1–10

Aim:

To help students consider that each one of them is valuable to God.

Things you’ll need:

1. Ten cards with one name each of people who are currently media celebrities (pop, sporting and political celebrities), for example:

Ronaldo
Victoria Beckham
Tony Blair
George W Bush
Sir Paul McCartney
Sir Elton John
Mohammed Al Fayed
Sven Goran Ericksson
Bono
Richard Whiteley.

2. Current pop video/DVD, video/DVD player and TV.

Preparation

Prepare the cards.
Before the assembly, set up equipment to show the pop video and make sure it’s ready to start.

Presentation

1 Ask for ten volunteers and give each one a card. Give them one minute to arrange themselves into the order of what they think each character is worth – the most valuable on the left and least valuable on the right. Encourage some response from your audience. Do they agree with this order? Would they say some of the characters are worth more or less?

Ask your volunteers to go back to their places.

2 Now give your audience the following choices, allowing some response after each. You might want to substitute other examples which are more current or appropriate to your audience.

Would you rather have:

Prada/Next/George at Asda?
Holiday in Bahamas/holiday in Spain/holiday in Bognor?
Friends like Brad Pitt/Busted/Pauline Fowler?
4 bed-roomed house in Surrey/semi in Bolton/1 bed-roomed flat in Toxteth?
Satellite TV, all channels/5 channels on a portable/flickering black and white?
Champagne/Bucks fizz/Tizer
Mercedes SLK/5-door Fiat Punto/B reg Volvo with rust?

Note: Adapt the examples here to suit the area and school you are in.

3 Watch a pop video by a current and popular band or artist. Ask the students:

Why do we want to be like these people?
What qualities do they have?

Reflection

Say that Christians believe the good news is that God loves us all, whatever we’re like. He is not impressed by things like wealth, beauty, fame or talent. He is interested in what we are like on the inside.
Briefly tell the story of Zacchaeus (Luke 19:1–10). Comment that Jesus loved Zacchaeus (the cheating tax collector) for who he was, not for what he had or hadn’t done. This is a picture of how he loves us too. Christians believe that God created us and we are unique, and he places a high value on all of us. He has a purpose for each person here, even though that might not including getting a number 1 single in the charts!

Response

Encourage the young people to close their eyes as you read the following verses:

Psalm 139:13,15
1 Samuel 16:7
Ephesians 2:10

Give the opportunity for response in a time of quiet, encouraging the young people to think about what they mean to God, and what plans he might have for them in the future.

Prayer – Parable of Pharisee and tax collector

Aim

To help pupils understand that prayer is part of a relationship with God.

Bible base

Luke 18:9-14 – the parable of the Pharisee and the tax collector.

You will need:

A mobile phone

Preparation

Arrange, in advance, for someone to be waiting for a phone call from you during the assembly. It could be your mother or father or someone posing as them. Alternatively, you could arrange for the person to phone you during the assembly (when you are ready, dial the number you want and let it ring a couple of times as a signal to the person to ring you back).
Rehearse the phone conversation in advance, along the lines indicated in the Content section below.
Rehearse your reading or telling of the story of the Pharisee and the tax collector (Luke 18:9-14)

Content

Phone home!

1. Begin by saying that you have got your mobile phone with you this morning (show it to the pupils). Comment how amazing it is that you can speak to anyone you like, as long as they are near a phone, within a few seconds. How is that possible? There are not so many messages rushing around the earth. This phone is not even connected by wires or cables! The technology is incredible!

2. Mention that you were told that ‘orange’ ones were good, but the shop only had black ones in stock!

3. Suggest that you could make a call, here and now, from the assembly! Explain that you know someone who is in, because you always have a chat on the phone at this time of day. Tell everyone that it’s your mother or father (don’t say the number!). Say that everyone will have a chance to talk to him or her. Ask the audience to keep very quiet until you give a signal and then they must shout, ‘Hiya Mum (Dad).’ Give the audience a practice at doing this before you phone.

4. Make the call and during the (pre-arranged) conversation, make sure you include the following:

Say thank you for something;
Say sorry about something;
Ask for a favour;
Make it appear that you are listening to some advice (eg by saying something like, ‘OK I will’);
End by saying, ‘I love you’ so softly that you have to repeat it, to your ‘embarrassment’! Let everyone say ‘Hiya Mum (Dad)!’ and end the call.

5. Comment that your mobile phone is a good one but it’s got its limitations. For example, you have to keep it turned on and the batteries fade; it has to be within range and, as with any phone, the person you are trying to call has to be in and has to want to talk to you! Say that you doubt whether you could talk to the Queen, although there was a Canadian journalist who once managed it!

Talk with God

1. Explain that you have another mobile phone that’s usuable any time and at any range. It has free rental and there are no charges for calls. It’s called ‘prayer’. Christians think of prayer as being like a two-way conversation, a bit like using the phone. Then add that they may have noticed, though, how some people treat phones as though they are made for one-way conversations! They forget that there are two parts to a phone. Ask if they have ever had that sort of experience? (Hold the phone, outstretched, away from your ear!)

2. Comment that some people treat prayer like that, too. They keep on talking at God, instead of having a conversation with him.

3. Read or tell the story of the Pharisee and the tax collector (Luke 18:9-14) from a contemporary version of the Bible.

Application

Make the point that although we may not feel good enough to pray, that is the very attitude God is looking for in prayers! Instead of long, formal prayers, the Bible shows people talking to God as a person – which is what he is!
Remind everyone that during your telephone call earlier, there were three very important things you said: there was a ‘thank you’, a ‘sorry’ and ‘a please’. And those are exactly the sort of things that many Christians try to include in their prayers with God: telling him about all the things that have happened to them and are going to happen; all the different ways in which they have felt, happy, angry, disappointed. Conversation with God – prayer – is about being real with someone who is always at the end of the line, never out, never switched off, and who never has flat batteries!
The conversation you had on the phone earlier also included your listening to some advice and being reminded of some things you had forgotten. And there was also a chance to say how you felt about your mum (dad). For the Christian, these things are part of prayer too.
Conclude by reminding everyone that conversation is part of a relationship; and prayer is part of our relationship with God. Like all relationships, it needs working at! Encourage pupils to talk with God. It’s good to talk.

Love – Valentines Day

Aim

To show pupils that there are different kinds of love; and to help them understand the extent of God’s love.

Bible base

Mark 12: 29-31; Luke 15:11-32; 1 Corinthians 13:4-7 – love.

You will need:

A selection of funny St Valentine’s day cards (but make sure you haven’t missed any ‘double meanings’ – teenagers won’t!)
Examples from newspapers of St Valentine’s day messages
1 Corinthians 13:4-7 copied onto large pieces of card (use a modern Bible version)
A jigsaw Jigsaw Picture (5780 downloads ) made from large pieces of card which has been cut in four, each piece showing one of ‘the four loves’: storge, philia, eros and agape.

Preparation

Prepare display cards as described.
Find out in advance from a teacher at the school if there is a widely known boy/girl relationship which the parties involved wouldn’t mind being mentioned in the assembly.

Content

St Valentine’s Day

1. Explain that St Valentine’s day is named after Valentine, a priest, who fell in love with an executioner’s daughter. Sadly, the girl was blind, but the priest miraculously restored her sight. However the emperor was displeased with him. He ordered him to be clubbled to death and then his head was chopped off!

2. Over the years it became the tradition for people to remember St Valentine and his love. Gradually it became known as the day when birds choose their mates; and then people started sending the one they loved a card.

3. Show and read out some of the St Valentine’s day cards. Then say that you have somehow managed to intercept one, sent by a boy who is present in this assembly to a girl who is here too. Read the message, inserting the names of the boy and girl (who you found out about in advance) in the appropriate places.

4. Point out that simply by the law of averages, you are far more likely to fall for a person, that that person is to fall for you. So, some people play safe and send their messages anonymously, sometimes through a newspaper. Read out some of the messages from newspapers that you have brought with you.

5. Say that another thing people think about on St Valentine’s day is kissing! Comment that you need to be careful when kissing. Ask your audience if they know these interesting facts. When you kiss:

You are using twenty-nine facial muscles;
Your heartbeat increases from seventy-two to ninety-five beats per minute;
Consequently the blood in your body races around a lot faster, so you feel warmer and your face goes redder and your lips enlarge;
You may burn up three calories and…
Some experts say your lifespan could be reduced by up to three minutes!

St Valentine’s day could damage your health! Comment that perhaps it’s easier to describe a kiss simply as the shortest distance between two people!

Love

1. Comment that all this talk of romance and kissing could lead you to think that that’s all there is to love. Certainly the media seem to concentrate on these aspects of love. But there is more to love than just these things.

2. Jesus said that the two greatest commandments were to love God with all your strength, and to love your neighbour as yourself (see Mark 12:29-31). And St Paul (who wrote a lot of what we call the Bible) said this about love…(Display 1 Corinthians 13:4-7, written on an OHP acetate.) Ask pupils: Do you think that this is a good description of the way you love others?

3. Explain that the English language has only one word for something which the ancient Greeks had four words for! If you say in English that you ‘love’ someone, it immediately has certain implications that may not have been intended. But the Greeks could express themselves rather more freely. The words they could use were:

Storge. This word, storge (display on the appropriate piece of the jigsaw), meant ‘affection’. It’s the word you might use when you say ‘I love fish and chips’, or ‘I love Llandudno’, or even, ‘I love old Mrs Jenkins, next door’. ‘Love’ used in this way doesn’t mean that you want to elope with Mrs Jenkins; it means you have a deep affection for her.
Philia. The second word the Greeks had was philia (display this next piece of the jigsaw). This word would be used to describe the feelings you have in a close friendship. It could be brotherly or sisterly love, where you have things in common with that person or are able to confide in them. It’s the kind of love you might feel for a best friend. It’s important that we are able to recognise this kind of love for one another, without it having any romantic associations.
Eros. The third word is eros (display this piece of the jigsaw). It’s the same word as the name of the little character in Piccadilly Circus, London, who fires an arrow from his bow and which appears on lots of St Valentine’s day cards. From this word we get the English word, ‘erotic’. This kind of love means the physical attraction that St Valentine’s day is about. It’s to do with the kind of feeling that makes us blush or sends shivers down our spine. It’s the sort of love that is portrayed in so many films and songs. It’s the sort of love that may lead two people to say, ‘I can’t live without you. Let’s get married.’
Agape. The ancient Greek’s fourth word for love was agape (put the last piece of the jigsaw in place). The literal meaning of this word is ‘sacrificial love’. It’s the sort of love shown when someone gives their life to save another. It’s the sort of love shown when someone gives their life to save another. It’s the sort of ‘mad’ love that keeps on loving even when it gets nothing back in return. It’s the sort of love that welcomes back an undeserving prodigal son (explain as appropriate; see Luke 15: 11-32). And every time, in the New Testament, when the love of God or Jesus is mentioned, this word – agape – is used.

Explain that the greatest act of love, according to the Bible, is Jesus’ death on the cross for the sake of people who had rejected him. In response to the question, ‘How much does God love us?’ some people have stretched out their arms (demonstrate this as a reminder of the crucifixion) and said, ‘This much.’

Application

Say that it’s the greatest thing in the world to know that you are loved. For many Christians the realisation that God loves them with this agape love – which meant Jesus dying on the cross for them – was the thing which made them want to get to know God themselves and to ‘love’ him in return.
Comment that there is a lot being said about the subject of ‘love’ at the present time. Say that you are going to finish the assembly with a few moments of quiet. Ask pupils to use this time to think about all the people, places and things that they could say they ‘love’. If they would like to, they could take this opportunity, as they think about them, to say ‘thank you’ to God for them.

All you need is love – Valentines Day

Bible base:

Matthew 22:39; 1 Corinthians 13:4–13

Aim:

To help students think about the meaning of love and about treating others with kindness.

Things you’ll need:

Flip chart and pens to write up suggestions from students.
A CD player and CDs with current songs including the word ‘love’.
Bible verses from 1 Corinthians 13:4–7 printed onto card or on PowerPoint (optional).

Preparation

Think of four or five current songs which you think students will know which include the word ‘love’ in the titles or lyrics.

Presentation

1 If possible, play a selection of current songs including the word ‘love’ as students enter the room where you’re meeting for the assembly.

2 Ask students to see how many songs they can come up with which include the word ‘love’. You could show them some CD covers as clues. Write the song titles up on a flipchart if you have one. How many can they think of?

3 Talk about the fact that love is mentioned a lot in music, in magazines, on TV etc. But what is it? For example, what does it mean to love someone? Ask for some suggestions.

4 Point out that it can mean different things at different times, depending on who you are talking about. Get the students to suggest different people we ‘love’ (eg boyfriend/girlfriend, Mum, Dad, brother, friends). Comment that the way we love these people is different depending on the kind of relationship we have with them.

5 Say that you’re going to read one description of love. Read this passage from the Bible, slowly and thoughtfully: 1 Corinthians 13:4–7. Explain that this is from the Bible and is a description of how Christians believe people should act towards others. These principles can be applied to any of our friendships and relationships. Display the verses now if you wish.

6 Talk through each element of the Bible passage, asking for practical examples of what it might mean to behave like this towards friends, parents, boyfriend/girlfriend, teacher etc.

Reflection

Invite the students to consider this commandment from the Bible about how we should care for others: ‘Love your neighbour as you love yourself.’ Matthew 22:39 (NCV)
Comment that this means we should treat people the way we would like to be treated.

Response

Ask the students to think about their own behaviour and actions. Are there times when they don’t ‘love’ others in the way you’ve just been talking about? Ask them to think about how they might need to change. Encourage them to ask God to help them to be ‘loving’ towards others today.

If you wish, you could play a quiet Christian song on the theme of love as students go out from the assembly.

New Year Resolutions

Bible base:

Matthew 28:20; Hebrews 13:8

Aim:

To help students reflect on the opportunity the new year brings for a fresh start.

Things you’ll need:

Flip chart.

Preparation

Think of a personal – and if possible, amusing and/or entertaining – New Year’s resolution anecdote.
Set up flip chart before assembly begins.

Presentation

1 Begin by talking about a New Year’s resolution you once made – choose one that’s not very serious.

2 Ask the students if they have made any New Year’s resolutions? If so, what are they? Encourage them to say their serious and not-so-serious ones. As they do, write some up on the flip chart (eg stop biting finger nails, be nice to their little sister).

3 After you have gathered a few, ask:

Why do people make resolutions?
What would help you keep your resolutions?
What makes it difficult?

Talk about the reasons why people find it hard to keep their resolutions.

4 Ask students to think back to last term. What was good about it? What didn’t go so well? Now ask them to think about this term. What are they looking forward to? What are they determined to do better?

5 Now ask them to think about the world. If they could make some New Year resolutions for the world what would they be? From all their suggestions, what would be their top three for the world. Write these up on the flip chart. Then ask if they think these ‘resolutions’ are likely to be kept.

Reflection

1 In a time of quiet, ask students to think about the coming year:

How they would like their own lives to be this year?
What would they wish for the world?

2 Comment that, whether or not they keep their resolutions, and whatever happens in the world, there are probably going to be some problems and times when they will find things difficult.

3 Say that you are going to read some words from the Bible. Read Hebrews 13:8:

‘Jesus Christ is the same yesterday, today and for ever.’ Hebrews 13:8 (CEV)

Then read the second half of Matthew 28:20, explaining that these are words Jesus said to his followers when he was on earth:

‘… I will be with you always, even until the end of this age.’ Matthew 28:20 (CEV)

4 Remind the students that God is with them always. In the coming year, he will be with them through all the bad times, and the good ones too.

Response

Encourage the students to reflect on the following (the Millennium Resolution written by Churches Together in England) and to make it their own prayer if they wish:

Let there be

respect for the earth,

peace for its people,

love in our lives,

delight in the good,

forgiveness for past wrongs

and from now on, a new start.

Pancakes – Lent

Bible base:

Mark 8:31–38

Aim:

To help students think about the meaning of Lent.

Things you’ll need:

Two or three pancakes – made slightly thicker than usual.
A frying pan.

Preparation

Prepare your pancakes! You may only need one – the others are spares in case the first one gets broken.

Presentation

1 Ask the students what they think is special about this time of year. Help them, if necessary, towards the answer: Pancake Day!

2 Show the frying pan with one of the (cold) pancakes already in it. Ask if anyone is good at flipping pancakes. Ask for a couple of volunteers and let them try, Encourage applause for the best effort and let your volunteers sit down.

3 Now ask the students if they know the reason for Pancake Day. Encourage some answers, then briefly talk about their responses.

4 Talk about Lent, explaining that it is the time leading up to Easter. Jesus spent 40 days fasting (going without food) in the desert, thinking and praying about what God had sent him to do.

5 Explain the reason for Pancake Day. Some Christians believe that they should give up foods, as a way of showing that they are remembering Jesus’ time in the desert, spending more time praying and fasting as Jesus did. In order to clear out food from their store cupboards, people used to make pancakes. Then, during the time of Lent, they wouldn’t eat any rich foods. This tradition led to us having Pancakes on Shrove Tuesday. Ask whether any of the students are intending to give up something for Lent (eg chocolate).

6 Show the pancake to the students again. Holding it up, talk about what a wonderful thing a pancake is – it can be used for all kinds of things! Give some silly examples, acting them out as you say them, for example: ‘You could use it to shine your shoes; as a face cloth; to wash under your armpits; as a hat; to play Frisbee.’ Then say, ‘Or, you could eat it.’ Begin to eat it! You could pretend to offer it to some of your audience as well!

Reflection

Put the pancake to one side. Then talk briefly about Easter. Explain that at the first Easter time, just over 2,000 years ago, Jesus died a horrible death on a cross. He gave up his life. Christians believe that he gave up all he had in heaven to come to earth for us.
Lent is a good opportunity to take some time, like Jesus did, to think about what God wants us to do with our lives. Or, to consider if there is anything in our lives which we think God would want us to give up.
At this point, you may wish to read Mark 8:31,34–36. Explain that these are some words from the Bible about Jesus when he was talking about his death.

Response

In a short time of silence, invite the students:

to take a moment to think about how they would feel if they had to give up something very precious to them. Ask them to reflect on how Jesus gave up his life for us.
to think about what God might want them to do with their lives.
to think whether there are things in their lives – apart from chocolate – which aren’t right? Encourage students to make a decision to change, asking God’s help to do so, if they’d like to.

Egg Race – Easter

Bible base:

John 11:25,26

Aim:

To help students learn more about the meaning of Easter.

Things you’ll need:

Three Cadbury’s Creme Eggs (or similar)
An advert for Cadbury’s Creme Eggs (or similar)
A stopwatch
Mini chocolate eggs – enough for one for everyone in the assembly (optional, depending on school and your finances!)

Preparation

Find out, if possible, the current ‘world-record’ for time taken to eat a Cadbury’s Creme Egg, or have a suitable other ‘record’ ready (eg from other schools, youth groups etc visited).

Presentation

1 Ask the students some questions about Easter eggs, for example:

Who likes chocolate?
How many Easter eggs did you get last year?

2 Show an advert for Creme eggs. Show them a Cadbury’s Creme Egg – hinting that someone in this assembly might get the egg!

3 Tell them the ‘record’ time taken to eat a Creme Egg. Ask if anyone thinks they could beat that.

4 Ask for two volunteers (who like Creme Eggs!). Give them both a Creme Egg and challenge them to see who can eat their egg in the shortest time. Will either of them beat the record?

Use a stop-watch for timing. Make sure that both competitors start at the same time, on your ‘Go!’. Encourage support for both (making sure that both volunteers have support!). You could ask half the audience to support one competitor, and one part the other one. Build up the atmosphere by commentating as the contest develops.

Cheer the winner. Announce the times. Is there a new record? Award the winner another egg as their prize.

Reflection

Comment that it’s great getting – and eating – Easter eggs at Easter, but what’s the point of them? Ask the students to suggest some answers.
Respond to answers given by students. These might include:

New life
Baby chicks being born
Spring/new life beginning
Jesus coming back to life.

3 Talk briefly about the answers you receive, making sure that the above are included. Then go on to explain that Christians believe Jesus’ death and resurrection – his coming back to life – mean that forgiveness, new life and the chance to start again are possible for everyone.

Response

1 In a time of quiet, ask students to think about:

What does Easter mean to me?
Are there any ways in which I need to make a new start?

2 Pray, if appropriate, then wish everyone ‘Happy Easter’!

Optional extra: Tell students that you’re going to give them each a mini-Easter egg as they leave. As they eat it, ask them to think about anything they need forgiveness for, or ways in which they need to make a fresh start. Say that they could even ask God to help them with that. (Make sure you encourage them to put the wrapping in a rubbish bin!)

Enigmas – Easter

Aim

To show pupils that the only reasonable explanation of the mystery of the empty tomb is that Jesus rose from the dead.

Bible base

John 19 – the death and burial of Jesus
John 20:1-10; Luke 24:1-12; Matthew 28:1-15 – the empty tomb;
John 20:11-29; 21:1-22; Luke 24: 13-53; Matthew 28:16-20 – appearances of Jesus after his resurrection.

You will need:

Either a digital projector & laptop or visual display cards.

Preparation

Prepare display cards or powerpoint for each enigma

Content

Enigmas

1. Explain that you are going to play ‘enigmas’. An enigma is another name for a puzzle or a riddle. You are going to describe some situations. The contestants have to work out how and why those situations have come about. For the sake of time in this assembly, they may only ask a maximum of three questions to which you can answer ‘yes’ or ‘no’.

2. Ask for six volunteers to make two teams of three people each. Each team takes turns in trying to solve the following ‘enigmas’. Display each ‘enigma’ in turn, so that everyone in the audience has the opportunity to consider them. Here are the ‘enigmas’ (NB: they are quite well known situations, so be prepared for quick answers!):

In the middle of a field is a hat, a scarf, a pipe, a carrot and a few lumps of coal. (Answer: A snowman has melted.)
A man goes into a pub and asks for a glass of water. The man behind the bar takes out a gun and points it at the man’s head. The man says, ‘Thanks,’ and walks out. Why? (Answer: he had hiccups! The barman frightened him to make the hiccups stop.)
A man is pushing a car along. He can see a hotel in the distance and he knows that when he gets there, he’ll have to give the owner of the hotel a lot of money. Why? (Answer: He’s playing Monopoly!)
An empty ship is floating in calm waters. It is far from any port and is in no danger of sinking. There is no one on board, there are no signs of a struggle and it hasn’t been reported missing. Why? (Answer: It’s a plastic toy boat in someone’s bath!)

3. Whether the two teams get the answers right ot not, give them all a round of applause and then pose the next situation to the entire audience:

• A cave hollowed out of a rock has been used as a grave. The mystery is – it’s empty. Inside, the sheets which had been wrapped around the body are lying on the floor. Why?

4. Suggest a few questions people might ask in order to solve this ‘enigma’, and follow each with the answer. For example:

Did the person really die? (Answer: Yes. He was executed by experts.)
Was the body stolen? (Answer: No. The body was never produced.)
Did this person appear alive to anyone after his execution and disappearance from his grave? (Answer: Yes, to well over 500 people on various occasions.)

5. Say that the most reasonable explanation for this ‘enigma’ is: this person must have risen from the dead!

Application

Explain that the enigma you have just solved is not a made-up one like the ones in the game earlier. This enigma is actually the key to the Christian faith.
Many people through the centuries have asked many more questions than these about this amazing event. And they have ended up coming to the conclusion that Jesus Christ – the person buried in that grave in the cave – did come back to life from the dead, and he could only do this because he was none other than God himself.

Family Breakdown

Topic

Family breakdown

Aim

To help children consider that some things that go wrong can’t be put right.
To help them understand the importance of knowing someone is with you when things are hard.

Bible base

Psalm 23

Content

1 Ask the children to imagine they are on a car journey.

You have a breakdown. What do you do? Can you see what’s wrong? Can you fix it yourself? If you can’t, what will you do next? (Answer: phone for help on an emergency phone or your mobile.) Point out that you need to tell someone about the problem.

The AA (or equivalent) come. What will the AA mechanic do? (Answer: he’ll try to fix the problem.) If the problem is simple, the AA person can fix it and you can continue your journey. If it’s a big problem, so that the breakdown mechanic can’t do anything, what then? Either you can have your car towed to a garage to be mended, or you might choose to have it towed back home.

The car owner needs to think and make a decision. Do you want it fixed? Is it worth it?

The passengers have to be thought about too. The breakdown and the breakdown services affect them too. Perhaps the driver will try to blame them (‘I told you to put some water in…’), even though the car and driving it is the driver’s responsibility. How might the passengers be feeling? This could depend on the relationships. For example, are the passengers family members? Or friends being given a lift to the airport? Can the passengers do anything about the problem? (Answer: ‘No’.)

2 Now make the comparison with family breakdown.

Sometimes things go wrong in families and there are arguments (eg adult/adult; adult/child; child/child). Sometimes there’s a ‘breakdown’. Sometimes we can fix things easily by saying sorry, talking about the problem and trying to put things right. Sometimes we can’t. It’s a big problem. Then we need help (refer back to the emergency phone call). We need to talk to someone about our problem who knows how to help us get it fixed.

The people involved in the breakdown have to make a decision. Do I want to get this fixed? Sometimes the answer is ‘No’ and that will mean that things are going to change.

Like the passengers in the car, everyone in the family will be affected. Like the driver, adults sometimes try to blame the children. Make the point that it is not the children’s fault It is the grown-ups’ responsibility.

Point out that, no matter what your faith, sometimes things go wrong for you and your family.

Application

For everyone

Read Psalm 23. Then talk about the role of the shepherd. Explain that to keep his sheep from straying, the shepherd would sometimes even break a sheep’s leg. It was the shepherd’s role to protect his sheep. But there is no promise in the psalm that a sheep will never get lost. This psalm is for everyone. It promises that God will be with you in the bad times.
Sometimes a friend can give you the support you need to go through a difficult time. It may be that you will be able to see God’s love through your friend.
Often when there’s a big breakdown, we can’t know how things will turn out. We just have to be patient and wait.

Response

Ask the children to sit quietly for a few moments. Ask them to think about people they know (it might be them) who are going through difficult times in their families. Perhaps some people will be going home after school to difficult situations which make them unhappy or afraid.
Ask the children to think about people who have got difficult family situations and are being helped at the moment (eg by social workers, counsellors, friends).
If you feel it is appropriate, you could end the assembly with this prayer:

Dear God, please help… (ask the children to choose someone they know) who is going through a very difficult time in their family. Please help them to be ready to accept help and to know that you are with them and want to take care of them. Amen.

NB Be very sensitive to the difficult family situations children in the assembly may be in. Remember that this assembly may raise issues that the children will want to talk about. If appropriate, you could talk with the head teacher about how to provide opportunities for children to do this.