Author Archives: Lisa Jones

Who wants to be a millionaire? – Materialism

Bible base

Luke 12:13–21

Aim

To help students reflect on whether it makes sense to want material wealth for its own sake.

Things you’ll need

Sweets for prizes, enough for at least three or four ‘rounds’ of the game, eg one tube of Smarties, a Mars Bar, a small box of chocolates, a big box of chocolates.
Three or four questions, each with a choice of four answers for the ’Who wants to be a “chocolataire”?’ game.

Preparation

Prepare your questions and the choice of answers for each. Think about what the school and students you will be visiting are like. You could include questions relevant to that particular school. Include some answer options which are just for fun. Don’t make the quiz too easy, but use questions and answers which will make it likely for your volunteer to ‘win’.

Presentation

1 Start by asking how happy they are with what they are like, and with what they own. Say that you are going to have a vote. You want them to put up their hands for each of the following.

Hands up if…

you would like to be better at sport.
you think you are pretty good at sport already.
you would like to be better at art.
you would like to be a better singer
you would like more money.

Comment briefly on their voting, pointing out that on the whole people would like to be better at things than they are at present, even things they are quite good at anyway.

2 Ask: ‘Who wants to be a millionaire?’ Mention the TV game show, briefly making it clear what the game is about, in case some of the audience haven’t seen it. Say that you’re going to play a version of this now called, ‘Who wants to be a “chocolataire”?’

Ask for a volunteer who would like to be a ‘chocolataire’. Play the game with increasingly ‘difficult’ questions, but with answers likely to be known by this age group. Include some entertaining ones too. They must choose between four answers (a, b, c, d) and can use the lifelines of: ‘Ask the audience’, ‘Phone (ask) a friend’, and ‘50/50’. Award the increasingly bigger prizes after each round (ie Smarties, a Mars Bar etc). Aim to get your volunteer to the last prize!

In your role of the game show host, build up the tension with appropriate commentary and comments to the contestant and the audience.

Note: Adjust number of rounds and time you take to play this, according to the amount of time you have for the assembly. Be careful not to let this go on for too long.

Reflection

1 After your ‘winner’ has been congratulated and thanked, comment that ‘Who wants to be a millionaire?’ is a great programme, it’s very entertaining etc. Then point out that, although it’s enjoyable to watch, the game plays on people’s greedy nature: to get more, even though they’ve got plenty; the feeling that more is better; the desire to get what you want.

2 Tell the Bible story of the farmer who kept building bigger barns (Luke 12:13–21). Explain that through the story Jesus makes the point that this man was foolish for spending his whole life worrying about getting wealthy, when he wasn’t going to be able to keep it anyway. As far as God was concerned, he was poor, not rich, because he only cared about himself.

Response

1 Explain that Christians believe God has given us the responsibility of using what he has given to us – our possessions, talents and abilities – wisely for him, for the good of others.

2 In a time of quiet, ask students to think about each of these questions in turn.

How do I use what I have?
How do I use my money?
How do I use my gifts, abilities and talents?

3 Challenge the students to try to give something or use one of their talents for someone else today.

4 If appropriate, end with a short prayer, thanking God for all he has given us, and asking for his help to use the gifts he has given us for the good of others.

5 You could finish with a light comment that, whilst there’s no pressure, the new “chocolataire” might like to share his fortune with others after the assembly!

Note: Check with the school first, that they are happy for chocolates to be given out in this way, and that encouraging the winner to share his prizes isn’t likely to cause problems for teaching staff or others.

What’s your image?

Bible base

Genesis 1:27; 1 Samuel 16:7; James 2:1–9

Aim

To help students think about image and understand that, whatever your image, you are special and valuable.

Things you’ll need

A flipchart
Selection of teen magazines.

Presentation

1 Ask students to think about examples of some of the following:

a typical business person;
a typical footballer;
a typical TV celebrity;
a typical young person.

Include different examples which you think are relevant to your particular audience, but make sure the last example is the typical young person.

2 Ask a volunteer to come to the front and draw a quick sketch of their idea of one of the typical characters you’ve mentioned (leave the ‘young person’ until last), on a flipchart. Talk about the sketch, then ask for another volunteer to draw another ‘typical’ example. Finally, ask for a volunteer to draw a typical young person.

3 As each drawing is finished, talk about it, asking students for their ideas about what they would expect people like that to wear, or how they would expect them to behave, for example:

What does the typical footballer/young person wear?
How do they speak?
How do they behave?
What do they do?

4 Talk about the ‘typical’ young person, encouraging students to give some ideas on how typical young people look or behave. There will probably be some difference of opinion!

5 Make the point that when it comes to how we look and live, all of us are searching for identity and acceptance by others: our culture seems to put lots of emphasis on body-image. Give some examples from current teen magazines (eg Bliss, Cosmo Girl), TV programmes or celebrities. Comment that people worry about how they look, being too thin, too fat, too spotty or too tall etc.

6 Give some examples of how the pressure to ‘look good’ has caused illnesses for some people like bulimia, anorexia and depression. Some people get bullied because they haven’t got the ‘right’ image.

Reflection

1 Ask the students to think about their image, encouraging reflection and feedback with questions like:

What kind of image do you project to others?
Is it the real you?
What do others think of you?
What do you think of yourself?
How do you think God sees you?

2 Say that Christians believe God has made people in his own image, and that he loves each person for themself and has made them special, whatever they look like. Comment that this means we can know we’re OK – you don’t have to have some other ‘right’ image. It also means we need to accept others, whatever they’re like, and treat them with respect and care.

3 If it’s appropriate, read these Bible verses: 1 Samuel 16:7; James 2:2–4,8.

Response

1 Ask students to think about their own image. Is this a true reflection of what they are really like, or is it a mask?

2 Ask them how they think God sees them, as he looks at their thoughts and attitudes to others.

3 Remind them that Christians believe that whatever they are like – tall, short, thin, fat, spotty, super-model, clever, sporty or not – God loves them and thinks they’re special. Created by God, that’s the only ‘image’ that’s important.

Who is the greatest? – Washing disciples feet

Aim

To show pupils that in God’s eyes, the greatest of all is the servant of all.

Bible base

Mark 9:35 – the last will be first.

John 13:1-17 – Jesus washes the disciples’ feet.

You will need:

Some sheets of A4 paper for making paper aeroplanes.
A bowl of water and a towel for the feet washing exercise.

Content

Introduction

1. Ask the pupils: ‘Who is the greatest?’ Say that for some people the answer might be…(say the name of a popular, successful football team); or for someone else it might be…(say the name of a singer or group who has recently had a number one hit). Give one or two examples of your own favourite celebrities – possibly provoking some groans from the audience!

2. Comment that everyone will have a different answer, according to their interests and allegiances.

3. Continue by asking, ‘But who is the greatest here?’ Say that today, you are going to find out.

The great aeroplane contest

1. Ask for three or four volunteers to take part in a ‘Who is the greatest?’ contest.

2. Explain that you want the volunteers to make a paper aeroplane from the A4 paper provided. They will then launch their aeroplanes from a raised point in the room (eg standing on a chair, or on the stage). The winner (‘the greatest’) will be the person whose paper plane travels the furthest.

3. Act as commentator whilst the contestants make their planes, building up the excitement and drama of the contest. When they are ready, ask each competitor to launch their planes in turn. Ask the audience to allow each plan to land and then the pupil nearest should pick up the aeroplane and hold it aloft as a ‘marker’ showing the next contestant the distance he/she must try to beat.

4. When the contest is over, announce the winner and reward them with a ‘tremendous’ prize (hand them a sheet of A4 paper) – an aeroplane! Give everyone a round of applause. Keep your volunteers at the front. Ask the winner how it feels to be the greatest (great designer, great scientist, great inventor and great test pilot) – officially!

Application

1. Comment that it’s a good feeling to be ‘the greatest’, getting all the glory and lots of attention. Then say that the Bible has something to say on the subject. Read these words from the Gospel of Mark: ‘Whoever wants to be first must place himself last of all and be the servant of all’ (Mark 9:35, Good News Bible). Say that this seems a strange way to describe greatness.

2. Jesus’ way of looking at things is not the same as ours. On one occasion he demonstrated this to his disciples by getting down on his hands and knees and washing their feet! An amazing thing to do – as you can imagine – considering they were living in a hot country and had been wearing sandals.

Jesus said that he expected his disciples to do the same sort of things for one another, and that the most important people actually live as though they are the least important!

3. Bring out the bowl of water and the towel and ask the winner of the paper aeroplane contest how he/she feels – considering that they are ‘the greatest person’ here – about washing the feet of the losers.

If the winner agrees, let him/her do this! If they are obviously uncomfortable about doing it, take the heat out of the situation by saying that we don’t have to wash one another’s feet literally! Whatever you ‘winner’ decides to do, point out that there are lots of other ways we can act as servants to one another (give some examples).

4. Comment that when people are asked to list those who they consider to be great, today or in the past, those included are nearly always people who have served others in some way.

5. Challenge ‘the winner’, and everyone else, to think of how they could serve others today.

Working together – supporting each other

Bible base

1 Corinthians 12:12–21

Aim

To help students understand that people are stronger when they work together and support each other.

Things you’ll need

A telephone directory

Presentation

1 Invite to the front three or four volunteers who think they are strong. Challenge them, one by one, to rip the telephone directory in half in less than five seconds. Tell them that if the first one to do it will win £10.

2 After all three have tried – and failed – ask them why they couldn’t do it. Tear out the first page or two and ask them if that will help.

3 Say that you want them to do some maths. Tell them how many pages there are in the directory. Tell them that they have to divide this number by the approximate number of people there are in the room. Ask for their guesses about the number, but give them a definite approximate number for the calculation. Agree on the answer.

4 Tear out this number of pages. (Check beforehand that your answer is not likely to be more than ten.) Give the ripped-out pages to one of the volunteers and ask them to see if they can tear these into two (point out that your offer of a £10 prize no longer applies!). Have your volunteer rip the pages, which this time they should be able to do.

5 Tear out two more lots of the same number of pages from the directory. Give these to the other two volunteers. On a given signal ask them to rip their pages in two.

6 Encourage applause for the strength of your volunteers and ask them to sit down.

7 Point out that even though it’s hard to rip up a whole directory on your own, it’s easy if the directory is divided up amongst lots of people who work together. In fact, if there was time in the assembly, you could have given everyone a few of the pages and then together you would have been able to have ripped the telephone directory in two in under five seconds. As a group of people working together, you are much stronger than when you work on your own.

Reflection

1 Talk briefly about how everyone has a part to play – we can’t do everything ourselves. We all need to help each other .What is impossible for one person alone isn’t so difficult for a group working together. There’s a description in the Bible of the church (ie a community of Christians) likening it to a body. Everyone’s gifts and talents are needed just like hands and toes are all important for a body. Everyone is important.

Whether or not we’re Christians we’re all part of different communities (eg family, school) where we have a special part to play. We need to work together with others and help them too as they do their part.

2 Working together makes sense whatever you believe, but Christians believe that what really makes a difference is remembering to rely on God because he is the one who really helps us to achieve the impossible.

Response

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

If there are projects you are working on with others, how good a part of the team are you?
Who could you help today?

Conclude by encouraging them to pray,asking God to give them the strength and confidence to be able to do this.

Respect! – The Good Samaritan

Bible base

Luke 10:25–37

Aim

To encourage students to value and care for one another, whatever their differences.

Preparation

Spend some time rehearsing your reading of the ‘newspaper article’, which is made-up and based on the story of the good Samaritan. Decide whether you can adjust the story or add current/local interest details to make it more appropriate for the particular assembly you will be leading.

Presentation

1 Tell everyone that you are going to make three statements. Ask them to put their hands up if they agree with the statements. Hands down between each statement.

a) I am the most important person here.

b) I like it when people listen to me.

c) There has been a time in my life where I have been treated unfairly.

Respond as appropriate to your audience’s reaction to the three statements.

2 Talk about the three ideas:

a) Tell them that they are looking at the most important person here – YOU! Make sure they know that you are joking. Go on to qualify the statement, saying that before they think you are a complete big-head, each of them is also the most important person here. Each of them is also sitting next to the most important person here. Give any other examples appropriate to the situation. Comment that we all have great value because God made us. And to appreciate others, we need to value ourselves.

b) Say that if we like it when people listen to us, we should listen to others. Ask: ‘How much time do you spend actually listening to others and putting others first?’

c) Ask everyone to think about whether they always treat others fairly. Be honest. Ask: ‘How do you treat others, especially people you don’t get on with?’

3 Tell the students you are going to read them the following extract from a newspaper article. Add current / local details to add interest. Read the ‘article’.

Police overwhelmed as thugs go on rampage!

Police were outnumbered yesterday as thugs went on the rampage. Officer Peter Smith was patrolling near to the riot when a gang of youths attacked and mugged him, ‘leaving him for dead’, as a colleague later put it.

Though no one appears to have witnessed the attack, it is reported that several passers-by walked straight past the injured officer and some even turned and walked the other way to avoid getting involved.

The surprising twist in this story is that Ian Thomson, the notorious football hooligan wanted by the police, stopped and helped the man. Not only did he administer first aid, but he then took the injured man to a private hospital where he paid for all the bills. He was indeed a ‘good Samaritan’.

4 Tell the students that, in fact, this ‘article’ was made up. Explain that it is an updated version of the story in the Bible about the Good Samaritan. Jesus was talking to his fellow Jews who hated the Samaritans.

5 If appropriate and if there’s time, you could also read the story from a contemporary version of the Bible: Luke 10:25–37.

Reflection

1 Comment that the story in the Bible makes it clear that people (including those who are different from us) are equally valuable and that we should treat others with care and respect. Jesus told this story to illustrate what it means to keep one of God’s commandments in the Bible:

‘Love the Lord your God with all your heart, all your soul, all your strength and all your mind … Love your neighbour as you love yourself.’ Luke 10:27(NCV).

2 Challenge the students to think about how they treat others – including those who aren’t their friends or whom they don’t like.

Response

1 Ask the students to think about one or two others in school whom they consider ‘different’ from themselves, or whom they don’t value. Now ask them to think how they could show they value them or times when they could be ‘a good Samaritan’ to those people.

2 Encourage everyone to be quiet for a few moments to think about this, and decide to do something about it today. If appropriate, you could suggest that people might like to ask God’s help to do this.

Embarrassing – the story of Naaman

Aim

To show pupils that being embarrassed may be a price worth paying for doing what’s right.

Bible base

2 Kings 5:1-15 – the story of Naaman

You will need:

Find out in advance if there is a teacher who would be willing to tell the pupils about their most embarrassing experience (optional).
Prepare and rehearse your telling of the story of Naaman (see 2 Kings 5:1-15). Aim to make it as entertaining as possible, emphasising any ‘embarrassing’ aspects.

Content

Introduction

Talk about how embarrassing it could be for you taking an assembly in front of all of them! You might make a mistake, or say the wrong thing, or forget what to say completely. So, you are relying on everyone to help you.

A survey

1. Announce that you are going to conduct a survey on the subject of embarrassment. Tell the pupils sitting on the front row of the assembly that you would like them to help you. (You need a group of about fifteen to twenty people.)

2. Say that you are going to give them a series of two alternatives. Each of the options will be represented by opposite sides of the hall. They must each decide which of the two alternatives is the most embarrassing situation and move to the appropriate side of the hall. Insist that they must make their own decisions.

3. The choices are

Being singled out by name in assembly or to go forward as a group to receive an award;
Falling flat on your face in some mud or being drenched by a passing car going through a puddle;
Making the alarm go off in Marks & Spencer’s doorway or not having enough money to pay at the supermarket (you could use the name of the local supermarket) checkout;
Getting bottom marks in a test or getting top marks in a test;
Being seen by your friends with a member of the opposite sex or being seen by your friends out shopping with your parents.
Photos of you from four or five years ago being shown to relatives at a family party or everyone at the party being told how well you are doing at school.

4. When the survey is complete, thank those who took part and ask them to return to their seats.

How embarrassing

1. Make the point that whilst some of them might have found it embarrassing to come to the front, at least they had other people with them! The most embarrassing times are when you feel as if everyone knows that you alone have done something stupid! For example:

An American – Tony Randall – who had been asked to be a spokesman for the National Sleep Disorder Month, overslept and missed a guest spot on the TV show Wake Up America.
Police were called to a flat in Bournemouth after a passerby heard screams of ‘Help!’ They found twenty-one year old Toni Hoare in the shower, singing along to the Beatles’ song of the same title at the top of her voice!
Tell the audience about one of the most embarrassing moments you have experienced and/or ask a teacher to do this.

2. These are all situations where the embarrassment has been due to a simple mistake. But there is another kind of embarrassment – the sort of embarrassment you know you are going to feel because you have chosen to do or say something unusual because you believe it is right or necessary.

3. As an illustration, tell the story of Naaman dramatically, drawing out all the embarrassing aspects. Explain that Naaman was a very important man with lots of servants. Unfortunately, he had a serious skin disease – leprosy. He reluctantly agreed to God’s way of curing him. Emphasise how embarrassing it must have been going to bathe not once, but seven times, one after the other, in a not-very-beautiful river, especially in front of all his servants.

Conclude your telling of the story by saying that he obviously thought the embarrassment of doing something so apparently stupid was worth it for the sake of being cured.

Application

1. People sometimes find it difficult to admit they are a Christian, or even to show that they are interested in the Christian faith. They are afraid they will be teased or ridiculed – and, as a result, embarrassed.

2. Continue by saying that many people throughout history have taken risks and been ridiculed for something they believed in (eg believing that the earth was round; that penicillin was an effective medicine; that the sun was the centre of the solar system). And sometimes the cost of doing what you believe in can be far worse than embarrassment – it can be persecution or even death. That is still happening to some people today, just for admitting that they are Christians.

3. Conclude by saying that sometimes it’s difficult to do what’s right, especially when most people act as if they think you are wrong. It takes courage to stand up for what you believe in, but the temporary embarrassment may be a price worth paying for doing what is right.

A time to remember – Remembrance Day

Bible base

1 Corinthians 11:23–26

Aim

To help students reflect on how memories are an important part of our lives.

Things you’ll need:

A song about remembering or memory, eg ‘Everything I do, I do it for you’ by Bryan Adams; ‘Memory’ from the musical Cats
PowerPoint equipment (optional) for presentation.
Objects, photos etc that you plan to use as examples in the assembly.
Remembrance Day poppies.

Preparation

Find the pictures or objects you plan to use in the assembly.
Find out some facts about wars by doing a web search.
If using PowerPoint or OHP for presentation of pictures (see below), prepare material as appropriate.
Wear a poppy.

Presentation

Start by talking about the different ways in which we remember things, pointing out that we have good memories and sad memories. Show some examples, beginning with some personal ones. You could show some of your ‘picture’ memories using PowerPoint or OHP and also some actual objects, holding them up for your audience to see. Choose things which you think this age group will enjoy. Examples might include:

Good memories

Photographs (eg a funny one of you on holiday as a child)
Your teddy bear
Your diary – includes important dates (eg your birthday, pay day, holidays, trip to the cinema)

Sad memories

Possessions (eg your grandma’s wedding ring)
Photographs (eg a picture of a relative who fought/died in a war)

2 Now comment that some students are wearing poppies (if they are). Show and talk about your ‘Remembrance Day’ poppy. Ask if anyone can tell you why we wear these at this time of year. Then talk about what the poppy is meant to help us remember. Include some facts about wars, for example:

First World War: On the first day of the Battle of the Somme, there were nearly 60,000 casualties, a third of whom were killed.

Some facts about a more recent war, eg the war in Iraq.

Talk about the fact that the people who were killed or injured were real people – someone’s father, brother, husband, and son. In the First World War, some of those fighting were very young – as young as 14.

3 Ask: Why is it important to remember?

Talk about a time you forgot something (eg your Mum’s birthday!). How did that make the person feel?
Talk about the importance of remembering friends and relatives who have died, including some personal examples. If we don’t remember people it’s as if we’re saying they weren’t important or that we don’t care about the contribution they’ve made to our lives.

In the same way, it’s important to remember the people who have died in wars, fighting for things that are important. How we live today is partly a result of their sacrifice. Remembrance Day is a time to remember.

Reflection

1 Say that remembering is important, because what happened in the past affects our lives now. It’s important because others (those we don’t know, like soldiers, and those we do know, like family) have done things for us which have an affect on our lives today and we need to remember them with thankfulness.

2 Now show the cross (an object, or picture on OHP or PowerPoint). Talk about, how for Christians it’s important to remember how Jesus died and in doing so took all the suffering and wrongs of the world. When we see a cross it reminds us of Jesus giving up his life for us, and challenges us about how we live for God and others now.

Response

1 Ask the young people to think about:

the soldiers who gave their lives for this country in wars;
their own good memories of people and what they mean to them;
Jesus giving up his life on the cross and why he did that.

Give a few moments of silence and encourage students to take the time to say thank you to God for what these memories mean and to think about what difference they might make to their lives now.

2 Show the prepared PowerPoint presentation (optional) with images of memories (family photos, war pictures), ending with one showing the cross, whilst listening to the song you have selected on the theme of remembering.

If PowerPoint isn’t available, use two or three OHP acetates with images and display these whilst the students are listening to the song.

3 End with a few moments silence, leaving the image of the cross on display.

Light and Dark – Hallowe’en

Bible base

Matthew 15:16–20; Luke 11:33–36; John 1:4,5

Aim

To help students reflect on what causes evil and Jesus’ reassurance that he is the light of the world.

Things you’ll need:

Appropriate pictures from newspapers etc to remind students of ‘evil’ events that are currently in the news (bombings, crimes which have hurt people, oppression) –these could be prepared for display on PowerPoint.
Flip chart and pens (optional)

Preparation

Search out and prepare for display pictures you plan to use.

Note: When you refer to Halloween, take care not to appear to trivialise it or associated topics, which may be frightening issues for some students (eg the occult and supernatural).

Presentation

1 Start by talking briefly about Halloween. Point out how, although most people don’t take Halloween seriously; there is real evil in the world which is very serious. Ask the students for some examples of ‘evil’ they’ve noticed recently in the news.

2 Show them some of the pictures you’ve selected as reminders of ‘evil’ that’s happened recently and talk about the kinds of ‘evil’ these represent.

3 Ask:

Why did these bad things happen?
Who was responsible?

4 Say that while we would probably never do some of the terrible things they’ve just looked at, all of us do sometimes do ‘evil’ things. Asking students for their ideas, make a list (on flip chart) of different ‘evil’ things they might do (eg bullying, telling lies, taking something which isn’t yours). Even though these aren’t big crimes, they are still small steps in the wrong direction and which often result in hurt for others.

Reflection

1 Dark

Comment that most of the evil and suffering in the world is caused by human beings. The Bible talks about the wrong things we do coming from within us. It’s our own fault! Christians believe that God created human beings with the ability to choose right from wrong: a lot of the time evil is caused by people who deliberately choose wrong.

2 Light

Christians believe that the power of evil has been overcome through the death of Jesus on the cross. If we do wrong things, God will forgive us when we say sorry to him, and will help us to do what’s right.

Response

1 Light a candle, placed so that people can see it. Then read out Jesus words, saying:

‘Jesus said, “I am the Light of the World.”’ John 9:5 (NIV)

2 Ask students to consider:

Have you contributed towards evil in any ways?
What good have you done recently?

3 Invite students, if they wish, to take a moment as everyone is quiet to ask God to forgive them for wrong things they’ve done and to find ways of bringing some ‘light’ into others’ lives today.

4 Conclude by reading John 1:4,5, explaining that these are some words from the Bible about Jesus.

Note: Check that the school’s Health and Safety rules will allow you to light a candle during assembly.

Get Ready – Advent

Bible base

Matthew 2:1–12

Aim

To encourage students to think about why we celebrate Christmas.

Things you’ll need

2 boxes.
Sheets of Christmas wrapping paper, pre-cut if necessary, ready to wrap the boxes.
2 rolls of sticky tape.
8 envelopes.
8 cards.
2 address lists (4 addresses on each).
8 mince pies.
2 sets of words of a carol.
4 Christmas chocolates as prizes.
3 more boxes, one wrapped in gold and the two others in plain colours, labelled with large letters: ‘gold’, ‘frankincense’ and ‘myrrh’.

Preparation

• Before the assembly begins, set up a table with all the items necessary in place for the team game. As far as possible, make sure that the table is arranged so that the audience can see the teams’ efforts.

• Place the three gifts of the ‘Wise Men’ separately to avoid them getting spoilt in the team game. These could be put on view to act as a focus through the assembly.

Presentation

1 Start by talking about getting ready for Christmas and students’ preparations. Ask for eight volunteers to take part in team game.

Note: check for food allergies.

2 Have two teams of four people in each. Explain that both teams have to complete four activities to do with getting ready for Christmas. The activities are:

Wrap up a ‘gift’.
Write four cards and put each in its envelope which must be addressed.
Eat four mince pies.
Sing a carol.

Involve the audience by having one half supporting Team A and the others supporting Team B. Give prizes to the winning team and encourage applause for all the volunteers.

3 When everyone is quiet again, comment that this time of year coming up to Christmas is called Advent. It’s the time when Christians get ready for Christmas – not just wrapping presents and writing cards – but by thinking about the reason for Christmas.

If appropriate to your audience, ask them what they think are reasons for Christmas (eg presents, parties etc). Say that, really, it’s a celebration of the birth of Jesus.

4 Talk about the story of the Wise Men. Ask the students if they can remember what gifts they brought to Jesus. Explain that each of their gifts tell us something about who Jesus is and what he had come to do.

5 Now, show the audience each of your ready-prepared, labelled gifts.

Gold

Say that gold was thought of as a gift for a king. Christians believe that Jesus is a King – God’s Son – and his special gift to us.

Frankincense

Explain that this was a substance with a strong smell which was used by priests, like incense. A priest was someone who talked to God on behalf of the people. Christians believe that Jesus, a bit like a priest, came to help us know God and show us what he is like.

Myrrh

Myrrh was a substance that was used to cover bodies before they were buried. Explain that Christians believe that this gift reminds us about Jesus’ death for us – so that we could be put right with God.

Reflection

Encourage the students, as they get ready for Christmas this year, to take some time to think about these questions:

Where is Jesus in your Christmas?
How could you and your family include him in the festivities which started because of his birth?

Response

In a time of quiet, encourage students to pray, or lead with a short prayer yourself, using this or similar outline:

Thanks for Christmas and fun: What do they especially enjoy about Christmas?
Thanks for Jesus: Ask them to think about the three gifts of the Wise Men and what those tell us about Jesus. Give thanks for his coming to earth for us.
Ask God’s help to remember Jesus this Christmas.

Note: Check first with school that it is OK for you to offer mince pies to students and that this isn’t a problem regarding possible food allergies.

Gifts – Christmas

Bible base

Matthew 2:11; John 3:16

Aim

To encourage students to remember that the reason for Christmas and presents is to celebrate the birthday of Jesus, God’s gift to the world.

Things you’ll need:

Party hat, large birthday badge (eg ’18 today’).
Five or six ‘presents’, eg small bags of sweets (optional, see ‘Note’).
A CD which the age group would enjoy for a party.
A bag of crisps.
A can of drink.
A CD of the carol you plan to use.
Equipment to play the CD.

Preparation

Before the assembly, wrap up the ‘presents’.
Set up equipment for playing the CD in the assembly, and make sure it all works.
‘Party guest’ volunteers. Before the assembly, enlist the help of four or five volunteers and give them one of the ‘presents’. Explain briefly that you are going to ask them to the front, bringing their ‘present’ with them, and then to act as if they are enjoying a party. You will tell them what to do as the assembly progresses. You might like to ask the teacher responsible for the assembly to select ‘appropriate’ volunteers for you. See ‘Note’ at end of outline. (Optional)

Presentation

1 Start by talking about parties.

• Are they going to any parties this Christmas?

• Have they been to/had any good birthday parties?

2 Say that you want them to imagine how they would feel if the following happened at their birthday party.

(Put on a party hat yourself, badge with ’18 today’ etc at this point.)

Say that:

You are going to have a party. You invite your friends and they are all going to come. The food and drink look great.

(Bring out a token bag of crisps and can of drink!)

It’s all ready. Everyone comes.

(At this point, invite your ‘party guest’ volunteers to come to the front carrying their presents. Put on the CD, keeping volume low, so you can be heard. Encourage your volunteers to act as if they are at a party.)

Say that, all is going well. You notice that they’ve each brought a present with them – and you think, ‘Great – wonder what I’ve got!’

Then the music stops.

(Turn off the music.)

People start getting out their presents.

(Encourage your ‘party guests’ to look at their presents.)

You wait for them to give you the presents – after all, it is your birthday.

(Look excited.)

But they don’t. Your friends give each other the presents!

(Encourage your ‘party guests’ to give one another the presents and to unwrap them, dropping the paper on the floor, leaving you out.)

Ask, ‘How would you feel if this was your party?’

(Thank your volunteers and ask them to go back to their places.)

Say that the party is over. All your friends have gone and you have been left on your own with just the wrappings.

Reflection

1 Say that maybe that’s how Jesus feels about Christmas. Briefly comment on how there’s lots of partying at Christmas. Then ask, about the meaning of Christmas, ‘Whose birthday is it anyway?’

2 Talk about how today we often forget that Christmas is about celebrating Jesus’ birthday. We get preoccupied with thinking about the presents we’re going to give to other people, and what we’re going to get. This is a contrast to the first Christmas when Jesus was the centre of attention and three very special gifts were given to the baby. Briefly explain that gold was for a king, frankincense for a priest and myrrh, used in burial customs, reminds us of Jesus’ death.

3 Explain that Christians started giving gifts to each other at Christmas as a reminder and celebration of God’s gift of Jesus to the world. At this point, you could read from the Bible: John 3:16.

Response

1 In a time of quiet:

• Ask the students to think about the presents they plan to give, and the ones they hope to get. Encourage them to let every present, this Christmas, be a reminder of how God showed his love for us through his gift of Jesus to the world.

• Thank God for sending Jesus into the world for us.

• Ask the students if they can think of someone who is going to be left out of Christmas celebrations this year. Is there something they could do, or a gift they could give, to show them some of God’s love – just as God did for us when he sent Jesus.

2 You could finish the time of quiet by listening to a verse from a Christmas carol about God’s gift of Jesus at Christmas (eg the appropriates verse from ‘O Little Town of Bethlehem’, ‘The First Nowell’ or ‘We Three Kings’). Alternatively, you could read the words.

Wish everyone a very happy Christmas!

Note: If you don’t wish to involve volunteers or it’s not easy to do so, simply use the outline as above, omitting the sections about inviting volunteers to the front and instructions to them as you talk about the party. You can still set the scene by putting on the hat and badge yourself, playing the CD etc.