PEOPLE Teaching and Learning Activities Bands A – D

ALIVE 1 GOD CREATES AND LOVES Arrange for a parent to bring a baby into the ALL PEOPLE classroom. At the same time show students a doll. Discuss the differences between people and toys, e.g. people are born, toys are made in factories; people have feelings, toys do not. INTRODUCTORY ACTIVITIES (1a)

MALE AND FEMALE Introduce the terms male and female and use non-fiction material to help students recognise CLAY OR PLAY-DOUGH the existence of male and female in the animal Students make models using clay or play- world, e.g. the names given to male and dough and show the class or a small group female animals, the behaviours and features of what they have made. male and female animals (a male emu caring Use this activity as an introduction to the story for the chicks, the different coloured plumage of the creation of Adam and Eve (see The in birds). Creation of People in the Development Menu). People are also male and female. Discuss the (1a) language used to refer to male or female, e.g. boy, girl, mother, father, grandmother, CREATION grandmother, uncle, aunty. (1b) Tell briefly or revisit the biblical account of the creation of the world. This could be done using ULTRASOUND IMAGES pictures or objects from creation. Ask students: Invite students who have ultrasound images of If God had stopped after he had created the themselves in the womb to bring these to school. world, what would be missing? (1a) Share the wonder of being able to see an image of themselves before they were born. The Bible LABELS tells that God is the one who created and knew (Part 1) Look at the labels on clothing or about every person, even before they were born objects. Discuss the purpose of these labels (Psalm 139:13,14). (1b,1c) and the information that is given on them. Students will use this information to develop EXAMPLES OF LOVE labels for Adam and Eve and themselves. (1a) From the Recommended Resources Menu select books which illustrate love, e.g. between friends, between par ents and their children, between people and Consider organising a ‘pet day’ when students animals. Use these books as starting points to can show their pets to the class. Share with help define aspects of love. students books such as Arthur, which describe Alternatively, do this activity using quality animals’ activities. paintings or posters of loving situations. Students discuss and make a list of the special Students consider how they would feel if they things their pets can do, e.g. lift paw to ‘shake were in the pictures and identify the way these hands’, return a ball. Compare this list with the pictures make them feel. (1c,3a) things the students can do. Identify the similarities and differences. Students make a FEELINGS OF A MAKER picture book which highlights the unique nature (Part 1) Select activities from ‘Creativity’ (Faith of human beings, e.g. My dog can fetch the Statement 2). Through discussion, lead paper, but he can’t read the paper. (1a) students to identify the feelings that an artist or craftsperson has for the things they have MALE AND FEMALE made. (1c) Students discuss the roles and responsibilities of men and women in society. Examine PETS AND PEOPLE newspaper articles or advertisements Students share photographs or drawings of identifying the roles of men and women. What their pets or other animals they have observed. impressions do they give about the importance

ACTIVITIES 1 BANDS A – D of men and the importance of women? Do you Students work in gender groups to look think that these are accurate? Give reasons. through teen magazines such as Dolly This can be used as an introduction to the magazines or skim through a TV Guide and list exploration of the Bible teaching that male and or cut out the messages they receive about female are equally valuable. (1b) sex from the magazines or programs listed in the guide. FEELING VALUED Groups report to the class and discuss how To introduce the Christian belief that God loves students feel about the messages and and values all people, students brainstorm attitudes towards sex. Ask students to think ways they can help people to feel important or about: What do Christians believe about sex? valued, e.g. think about the things you can say (1b) or do. Role-play these suggestions. Discuss how being valued makes you feel. (1c) HUMAN LIFE Each student draws or finds a picture in a MESSAGE OF LOVE FROM GOD magazine that depicts, for them, the meaning Give each student a message written on a of human life. Students brainstorm questions card/paper with the Bible verse: ‘You are they have about life, its meaning and purpose. precious in my eyes and special, and I love (1a) you’ (Isaiah 43:4b TEV). Students write a personal response, expressing their feelings CREATING LIFE about receiving this message. Students include View a video about conception, e.g. An Every answers to questions such as: Who do you Day Miracle (from The Human Body series, think would feel this way about you? Why available from ABC shops). While viewing, would someone say something like this to students list comments and questions they you? Students share their responses with the have about procreation. Go on to explore what class. At the end of the session reveal the Christians believe about procreation. (1b) sender of the message. (1a,1c) LIFE EXPERIENCES CREATING SOMETHING SPECIAL Students brainstorm the three best and worst Ask an artist or craftsperson to share with the things that could happen to them in the next students feelings about the things they have ten years. Discuss their fears and hopes. made. Students bring to school something  Are there common ideas? special they have made and discuss their  What do the hopes say about the students’ feelings about what they have made. views of life? Read to the students a story which focuses on  What do most people hope for in life? the feelings the maker has for what he has Go on to explore what Christians believe gives created, such as You Are Special (M Lucado). life purpose and meaning. (1a,2c,3a) Use this as an introduction to the Bible’s message of God’s love and value of the people WHAT’S IN AND WHAT’S OUT God has created. (1a,1c) Students develop a list of what is ‘in’ and what is ‘out’ for students their age. Discuss: MY LIFE BEGINS  Is something ‘in’ that used to be ‘out’? Students share photographs and information  Who decides what’s in and out? about their birth, e.g. place of birth, time of  How does doing/being what’s ‘in’ affect the birth, weight, length. Use this as an way people respond to you? introduction to exploring the Christian belief  Is it important to follow what is ‘in’? regarding God’s way of ‘creating’ humans Students may interview their parents to today. (1a) develop an understanding of what was ‘in’ and ‘out’ in their day. HUMAN BEINGS Go on to look explore the Bible’s message Students brainstorm responses to the following about ways God views people. (1c,2b) questions:  What is a human? MASKS  In what ways are humans similar to and Show the students a range of masks (or different from other living creatures? pictures of masks). Discuss how people use  What is unique about humans? ‘masks’ to cover up and hide things about Students share responses and record them on themselves. a cut-out outline of one of the students. Go on Ask the students to consider: to investigate what Christians believe about  What are some of the common ‘masks’ human life. (1a) people wear?  Why do people rarely let others see the real ATTITUDES TOWARDS SEX person behind the mask?

ACTIVITIES 2 BANDS A – D Explain that Christians believe that masks ideas which encourage acting for the good don’t hide us from God, and people don’t need of the other person in the relationship. masks, because God loves all people  Contrast what magazine articles, shows unconditionally. Go on to explore the Bible’s and advertisements say about sex with the message of love for people. (1c,2a,2b,2c) reality as it is presented in the problem pages or Agony Aunt letters. DESERT ISLAND  Contrast the messages about sexuality with Look at pictures of a variety of people, e.g. the results of a survey (they have written) of well-dressed, teenager, punk. Discuss: Which their peer group. person would they like to be trapped with on a Students write a definition of sexuality based remote island? Why? on a study of the media’s presentation of What generalisations do the students make sexuality. Continue with a study of what the based on appearances? (1c,2b) Bible teaches about human sexuality. (1b)

IMAGES UNDERSTANDING THE OPPOSITE SEX Students explore the different uses and Divide the class into gender groups. Give each meanings of the word ‘image’, e.g. baby is the group a large sheet of paper on which to ‘spitting image’ of his father, some people record their responses. Each group choose clothes to give them the ‘right image’, 1. lists what they think are the advantages and photographers use the word ‘image’ to disadvantages of being the other gender. describe their finished product. Students 2. lists what they think are the other gender’s brainstorm what they think the Bible means favourite films, songs, sport, school when it says that humans were created in the activities. image of God. (1a) 3. describes what they think is the other gender’s emotional make-up. PROJECTING AN IDENTITY 4. describes what they think the other gender Christians believe that God ‘most clearly looks for in a friendship and in boy/girl revealed himself’ in the creation of human relationships. beings. If a country, a school or a business 5. lists what it means to be a man or woman wants to give strangers an understanding of its and the myths that exist about manhood true identity, what images does it use to and womanhood. convey the appropriate message? Students Give both groups time to read and respond to discuss what can be learnt about God from a what the other group has written about their study of human beings. (1a,3a) gender. Students assess what has formed their ideas BEING HUMAN about the opposite sex and how well males Students create a collage of inhuman and females in the class understand each behaviour, using words and pictures drawn other. They identify stereotypes about their from their experience of life and examples in gender. Go on to read about the creation of the world news. They suggest what motivates male and female in Genesis 1 and 2 and both human and inhuman behaviour. discuss how each is a gift to the other. Go on to explore the Christian belief that God’s Select appropriate quotes from books such as goodness and holiness was lost when human Men Are From Mars and Women Are From beings sinned against God and how this Venus to enrich student discussion. (1b) goodness and holiness can be restored for humans. (1a) GETTING STARTED There are various ways of introducing the topic WHAT DO THEY REALLY SAY? of sexuality, e.g.: Find articles on sexuality in teenage and adult  Students cut out all the articles relating to magazines that students read, e.g. Girlfriend, sexuality in one edition of a newspaper. Dolly, Cleo. View soap operas. Students They list the ideas and issues which arise examine these from different perspectives: from the articles.  Identify how the articles/shows take into  Students complete a sentence beginning account a person’s emotional, physical, Sex is . . . intellectual, spiritual and social nature.  Students list the sexual issues that are  Identify the long-term and short-term goals most important to them. and effects for any course of action the  Students describe what they think is a articles/shows are reporting on or healthy boy/girl relationship, listing the recommending. important qualities and attitudes that each  Investigate the personal motivation for person needs to bring to the relationship. issues relating to sexuality and boy/girl  Students debate such statements as: relationships. List the ideas which stress Recreational sex is just as acceptable as personal pleasure and fulfilment and the sex in marriage.

ACTIVITIES 3 BANDS A – D No-one has the right to create a life society. Students explore how touching thoughtlessly. communicates acceptance. You may need to conduct the above activities Students find out about the ‘untouchables’ in in separate gender groups or give each gender India — what makes them untouchable. They group different activities. Each gender group find out what difference the work of people responds to and challenges the other group’s such as Princess Diana, Gandhi, Mother conclusions. Go on to investigate what Teresa has made to the ‘untouchables’ in Christians believe about protecting God’s gift society. of sexuality. (1b) Students identify who would be considered the ‘untouchables’ in their community? Students WHAT DOES IT MEAN? reflect on their own attitudes and behaviour To introduce students to both terminology and towards such people. concepts in sexuality, the teacher leads a Jesus Breaks the Barriers in the Development discussion on the differences in meaning Activities Menu explores the radical nature of between such terms as touch in Jesus’ healing ministry. (1c)  sex and intimacy  infatuation and love GRACE EXEMPLIFIED  chastity and abstinence Films provide examples of the undeserving or  sex and sexuality the rejected being shown mercy, love,  promiscuity and faithfulness acceptance, e.g.:  sex as a gift or a compulsion  In Shine David Helfgott’s life is changed  virginity and revirgining (recommitment to when three women help him and accept celibacy until marriage). him as he is. Students go on to look at Jesus’ offer of  In Dead Man Walking a nun struggles to forgiveness and new life to people who have counsel and care for a prisoner on death used sex in ways not intended by God. (1b) row because he is a human being.  In Forrest Gump a simple man’s love for his THE FRINGE DWELLERS ‘girl’ remains unshakeable through all Students view sections of films which explore circumstances. the reality of life for people who are Use only appropriate sections from the films. marginalised as a result of their race, colour, Encourage students to provide their own gender, sexuality, disability, social status etc examples. (e.g. The Fringe Dwellers, Philadelphia, My Students arrive at a definition of grace/love Left Foot). Discuss based on the examples they have viewed.  the factors which keep marginalised people They contrast these contemporary examples as fringe dwellers even when they attempt with parables Jesus told, e.g. The Lost Son, integration into the dominant society; The Good Samaritan, and with examples of Jesus’ dealings with people (see stories listed  the lifestyle of people living on the fringes of in Jesus Breaks the Barriers in the society; Development Activities Menu). (1c)  the feelings and attitudes towards each other of the marginalised and the rest of society. Students write a diary/journal entry from the DEVELOPMENT ACTIVITIES viewpoint of a marginalised character in the film viewed. Students list the types of people who are forced to exist on the fringes of their THE CREATION OF PEOPLE community. Students discuss the types of Tell the Bible story of the creation of people in people who are ‘fringe dwellers’ in their own any of the following ways: school. What makes them ‘fringe dwellers’? Students go on to find examples in the Bible  Use words like ‘The Bible tells that when which demonstrate the Christian belief that God made the world he made it all from human worth does not depend on a person’s nothing. But when God made people he did abilities, gender, social standing, but on the something different’. Use clay or play- fact that each person is created and redeemed dough and model a person as you tell the by God. (1c) story.  Use a sand-tray with plants, animals, etc, to TOUCH represent the world without people. Add Christians believe that the great value God models of people at appropriate times as places on each human life is most clearly you tell the story. expressed in Jesus’ unconditional acceptance  Sketch or place cut-out figures into a story of the unacceptable/untouchable people in his board as you tell the story. (1a)

ACTIVITIES 4 BANDS A – D Invite a mother and a father into the classroom to talk to your students about what they see as ILLUSTRATIONS being special about their role within the family. Use illustrations from a range of children’s Choose people who will not present a Bibles to examine how artists have depicted stereotypical image, but will be able to talk the first people. Remind students that these about what is special to them about being a are illustrations only and no-one really knows mother/father. (1b) what the first people looked like. Students make their own illustration of how they think RESPECT FOR MALE AND FEMALE Adam and Eve may have looked. (1a) Work to create a classroom atmosphere where males and females are valued equally. Ways CLAY OR PLAYDOUGH of doing this include: Students use clay or playdough to make  Be aware of questioning techniques and models of the first people. (1a) comments that will be inclusive of both boys and girls. LABELS  Provide opportunities in your curriculum for (Part 2) Students make cut-out figures of girls to be actively involved in projects that people to represent Adam and Eve. Students are often perceived as being for boys, and make a label for each figure. This could give vice versa. information such as who made them, where  Avoid giving ‘heavy’ jobs to the boys only. they were made, what they were made from.  Create situations where boys and girls (1a) must work together.  Model affirming language and encourage MIME OR DANCE boys and girls to use the same sort of The teacher uses a reflection activity and language to each other. (1b) music to lead students to imagine that they are Adam or Eve after creation and are stretching MIRROR and waking up to see the world in which they Paste a mirror into a box and write a label on are living. (1a) the lid which says ‘Look inside to see who God loves’. Depending on the maturity of your PEOPLE: SPECIAL IN CREATION students, discuss: Help students appreciate the differences  Would it matter who looked inside the box? between people and animals, use humorous  What if someone who had hurt you looked picture books, (see Recommended Resources inside the box? Menu), rhymes, plays or mime.  What if someone who had stolen Students identify what distinguishes people something looked inside the box? (1c) from the rest of creation. Tell the Bible story of the creation of people or remind students of STORIES OF GOD’S LOVE how God made humans in a special way. (1a) Select stories from the Bible References Menu which illustrate God’s love for people. Use THE HUMAN BODY these stories in any of the following ways: The Bible tells that God created people.  Introduce and conclude each story with People have discovered many wonderful words like: The Bible tells a story which things about the human body. Use a video, shows how much God loved . . . The Bible CD-ROM or non-fiction books which explain tells us that God loves all people just as facts about the human body. much as he loved . . . Share Psalm 139:13–16 as the way one  Students identify how the person in the person responded when he realised the story was feeling and the difference it made wonderful way in which the human body is to know that they were loved by God. created. (1a,1b)  Make a class book or display with the heading ‘The Bible tells about people God FACTS OF LIFE loves’. Add a section or page with words Become familiar with your school’s policy on like ‘The Bible tells that God loves all sex education. If appropriate for your situation, people’, and a conclusion ‘The Bible tells read books to your students or show them a that God loves ME’. (1c) video on the process of conception and birth. Talk about the whole process as being part of PLAY CORNER God’s design. Place a variety of dolls in the play corner, e.g. Remember to inform parents that this is what dolls with fair ‘skin’, dark ‘skin’, dolls dressed in you will be doing. (1b) clothing from various countries, dolls with missing arms, with glasses or bandages. Use MALE AND FEMALE ROLES the dolls as discussion starters about the

ACTIVITIES 5 BANDS A – D physical differences in people and God’s love Students illustrate some of the important roles for all people. (1c) and responsibilities both men and women have today. (1b)

FEELINGS OF A MAKER FEMALE AND MALE OF EQUAL (Part 2) Read the book You are Special by IMPORTANCE Max Lucado, to explore the love the maker has Students identify ways people can use for what he has made. The maker knows each comments about gender to make others feel character and wants what is good for them. inferior. (1c,3a) In Jesus’ time women were not always treated as having equal importance with men. A RING Students explore Bible stories which Show students a ring and discuss the ring as a demonstrate that Jesus treated women as symbol of love. The circle of a ring appears to being of equal importance with men. See Bible have no beginning or ending. Christians References Menu. See also Galatians 3:28. believe that God’s love is like that. It will go on Students prepare a poster or class book of and on and never end. profiles of females and males from the New Students draw a ring by tracing around a circle Testament. Record or illustrate how Jesus template. They choose a Bible verse which demonstrated that they were important to God. speaks of God’s unending love, e.g. I love you (1b) people with a love that will last forever. Jeremiah 31:3 (NCV), and copy it around the JESUS SHOWS GOD’S LOVE perimeter of the circle. (1c) Investigate Bible stories in which Jesus provided for people’s needs or healed people. GOD CREATES PEOPLE See Bible References Menu. Consider people Students read the biblical accounts of creation who were included in these stories. Read in Genesis 1 and 2. List and illustrate the ways Matthew 5:45b for further insights. people were unique from the rest of creation, Students make a mural of the people Jesus e.g. ability to make decisions, ability to have a provided for and healed. Or students organise relationship with God, given roles and ‘interviews’ with someone from each of the responsibilities. (1a) stories. The characters can describe Jesus’ actions towards them and the impact this had PEOPLE WHO HAVE HELPED ME TO on them and others. (1c) GROW Students describe and illustrate how they see CATECHISM themselves Students investigate Luther’s explanation of  physically, e.g. tall and lean the first part of the Apostles’ Creed. Students  intellectually, e.g. good problem-solver identify what this says about  emotionally, e.g. I get angry very easily  what God gives people as their Creator  spiritually, e.g. I’m interested in learning (body, senses, soul) more about God. (1a)  what God gives people to take care of them (food, protection). GOD CREATES MALE AND FEMALE Students make a mobile which illustrates Students read Genesis 1:26–31. They identify things God gives people because they are  who God made both male and female to be precious to him. The mobile could be used as like (verse 27) a prayer aid during worship sessions. Consider using sessions in Health to  the important responsibilities God gave to investigate the human body, focusing on the both male and female (verse 28) amazing design of human beings. (1c)  what God provided for both male and female (verse 29) GOD LOVES WHEN IT’S HARD TO  God’s reaction to the people God had made (verse 31). LOVE Record the important things God says about Students think of times when people would find both males and females. (1a,1b) it difficult to love them, e.g. when I am angry, stubborn, selfish. Discuss: Does God love ROLES AND RESPONSIBILITIES OF people when they act in ‘unloving’ ways? Identify Bible verses or stories about God’s PARENTS love for all people (sinful people), e.g. Invite parents to the class to share with the John 3:16 Romans 5:8 students the roles and responsibilities they 1 John 4:10 have (in the home, in the business world, in The thief on the cross Luke 23:32–3 community organisations, etc). Try to ensure a Zacchaeus Luke 19:1–10 range of occupations and gender balance. Students could respond in the following ways:

ACTIVITIES 6 BANDS A – D  Make a plaque with a Bible verse(s) which Menu. Students work in groups to consider the reminds them that God always loves them. way Christian beliefs might influence other Make a collage of newspaper photographs contemporary issues, e.g. anorexia, drug showing people hurting others, with a verse abuse. Discuss irresponsible and responsible such as Romans 5:8 printed in bold colours ways of using the body. (1a) across the photographs.  Write a prayer or journal entry which gives THE FIRST HUMAN BEINGS a personal response to the Bible passages Students read the two accounts of the creation and stories. of human beings in Genesis 1:26–31 and  Choose songs which express God’s Genesis 2:7, 18–25. Students record the key unconditional love for people, e.g. If you’re events of each account. Discuss: black or if you’re white, to be used in  What are the similarities and differences in worship sessions (1c) the two accounts?  What is the purpose of each account? PSALMS  What does the Bible teach about the Students read Psalm 8:3–8 and Psalm creation of human beings? 139:13–18. Discuss and record what the psalm  What is special or unique about humans writer is saying about the way God values when compared with other creatures in the people. Students rewrite the message of these Genesis account? psalms using a different genre, e.g. letter,  What do you think the Bible means when it poem, poster. (1c) says that people were made in God’s image? HOW LIFE BE.G.INS Read Psalm 8:3–8, Psalm 139: 13–18 and add Students investigate human reproduction. The any further information about the Bible’s way they do this will be determined by teaching about the creation of people. (1a,1b)  your school’s sex education policy  resources available from your library or PROCREATION from the Family Life Movement in your Present information about the human state. reproductive system. The teacher could Remember to organise a video, guest speaker, fact sheets,  inform parents as to what you intend to non-fiction texts. Discuss different attitudes discuss and investigate with the students towards sex. Read God’s blessing of people’s  remind students that Christians believe sexuality in Genesis 1:27,28. Highlight that human reproduction is part of God’s God gave people the ability to reproduce in creative work. (1a) order to continue his creation and express love in the closest of relationships. Students use GOD’S IMAGE Christian texts to explore what Christians Read Genesis 1:26–31. Ask the students what believe about sex. (1a,1b) they think it means that people were made in God’s image. You may need to highlight HUMAN LIFE  the ability to think and reason Students use a concordance to explore Bible  creativity readings about life. Students use this  a need to love and be loved information and the catechism to identify what  conscience and a sense of moral right and Christians believe about: wrong  Who created human life?  the original holiness of human beings (see  How valuable is human life? Background Notes)  What brings fulfilment to human life?  a desire to be in relationship with God.  What happens after life on earth is Provide experiences for the students to explore finished? (1b,1c) basic human abilities. Students draw or find pictures to create a collage entitled: Made in GOD’S LOVE CHANGES LIVES God’s image. (1a,3a) Students read and study a Bible story about Jesus’ acceptance of an outcast, e.g. HUMAN BEINGS Zacchaeus, a Samaritan woman, a man with What do all people have in common? Provide leprosy. the students with information about the Provide background information about the complexity and intricacy of the human body. person and what life might have been like View Life Story (from The Human Body series, before they encountered Jesus. available from ABC shops). Ask the students to lie on the floor and to Investigate the bodily functions and systems. imagine themselves in the story as you read it. Compare thumb prints. Students read Bible Ask them to imagine that they are the person passages to explore the way Christians might and Jesus is speaking to them. How would view the human body. See Bible References they feel? What would they do? Encourage

ACTIVITIES 7 BANDS A – D them to listen to Jesus’ words and repeat them  how God restores his image in people (see in their heads. the Bible References Menu); Tell students Christians believe that Jesus  how the restored ‘image of God’ is knows and loves them completely, just as he expressed in people’s lives (see the Bible understood and loved the person in the story. References Menu). Students retell the story from the person’s Students reflect on what God’s action tells perspective. (1c) them about their worth to him. (1a)

GOD’S LOVE TRUE HUMANNESS Study chapters 3,5,6,8 of the book of Romans Students investigate how Jesus’ life not only to find a message that reveals how much God demonstrates what it means to be truly human loves and values people. Groups of students — to be the image of God — but also restores could be assigned different chapters to the ‘image of God’ for those who identify with summarise and report on. Students could also Jesus (Philippians 2:6–11). The study has include their favourite message and explain three parts: what this message says to them and why they A. Students read Bible references which have chosen it. (1c) present Jesus as the one who is God’s image: IN THE IMAGE OF GOD John 1:18 John 14:9 Students analyse Genesis 1:26–31 and Colossians 1:15 Hebrews 1:3 Genesis 2:7–25 to determine what it means As an extension, study pronouncements that human beings were created in the image about Jesus before his birth in of God. They underline all the words which Luke 1,2 Isaiah 9:1–7 describe God’s action towards and instructions Isaiah 11:1–5 to human beings. Students describe B. In groups students examine the image of  the difference between the creation of God portrayed in different aspects of Jesus’ human beings and of animals; life (see The human life of Jesus in the  God’s intention for human beings (their Bible References Menu). relationships with each other and with him, C. Students find words in Bible references their sexuality and community life); which show that the image of God is  God’s provision for human beings; restored in all who believe in Jesus. See  the relationship between God and human Romans 6:3,4 beings (refer to Background Notes). 2 Corinthians 5:17 Students summarise what it means for people Galatians 3:26 to have been created in the image of God. In Ephesians 2:4,5 what ways is bearing the image of God both a Colossians 1:21,23. privilege and a responsibility? (1a,1b) Brainstorm differences this restored image can make in a person’s life. See Ephesians 4:22 – 5:1 Colossians 3:12–14 The important message of the Bible is that 1 John 4:7. (1a) God loves both humanity and the individual whom he has created and with whom he PICTURES OF GOD seeks a relationship. Direct the items in the Students discuss what is meant by ‘metaphor’, Menu to the level of each individual student, why and when metaphors are used. They give so that students receive the clear message: examples of metaphors. ‘God created me, loves me and wants a Students explore and discuss pictures of God close relationship with me’. as a parent — both father and mother — found in the Bible (see God loves as a parent in the RESTORED Bible References Menu). (This activity is a development of the What characteristics of mother and father are Introductory Activity Being Human.) Students emphasised? Which characteristics do investigate how human beings lost the students identify in themselves? Others? ‘goodness and holiness’ of God and what What do these pictures of God tell us about the happened to the image of God (described in relationship God wants to have with his Genesis 1 and 2). The Bible passages listed people? (1a,1b,3a) under God’s image is distorted in the Bible References Menu show how the idea is MORE THAN BREATHING developed in the Old and New Testaments. Students describe, draw or act out what they Students discuss what has become distorted: understand by the words ‘living life to the full’. the image or God. Students investigate the nature of the ‘life’ that Students investigate what the Bible teaches Jesus speaks of in John 10:10: ‘I came so that about everyone would have life and have it in its fullest’ (CEV). Divide the class into several

ACTIVITIES 8 BANDS A – D groups each of which conducts its own reach a conclusive answer for themselves. The investigation from the book of John. questions then become the basis for research.  One group investigates Jesus’ miracles: View selected excerpts of films such as If Walls changing the water into wine John 2:1–10 Could Talk, invite someone from Family healing a crippled man John 5:1–8 Planning, examine the material supplied by healing a blind man John 9 Lutherans For Life, investigate case studies of raising Lazarus John 11:17–44 abortion, look at the Bible passages related to  One group investigates the conversations the issue (refer to Bible References Menu). At Jesus has about life: the end of the research students write their with Nicodemus John 3:1–21 answer to the introductory question. with a Samaritan woman John 4:4–26 Examples of questions that can be explored: with the Pharisees John 5:16–27  What is the legal status and practice of  One group investigates Jesus’ ‘I am’ abortion in Australia? statements:  When is a foetus a human being? Bread of life John 6:35,48–51  What are the known short-term and long- Light of the world John 8:12 term effects of abortion for ‘parent’ females Good Shepherd John 10:1–16 and males? Resurrection and the life John 11:25,26  Is abortion right or wrong in cases of rape The way, the truth, the life John 14:6 and incest? Where the foetus is deformed? Vine John 15:1–8 Where the mother’s life is at risk?  One group investigates Jesus’ treatment of  Is having a baby, which is a long-term people: commitment, too large a penalty to pay for Woman caught in adultery John 8:1–11 a mistake when one is young? Washing disciples’ feet John 13:3–20  Is abortion OK if you do not believe in God? Peter reinstated John 21:4–6, 15–19  Will an unwanted pregnancy lead to child Students discuss what it means to be alive abuse? according to Jesus. What prevents people from  Whose rights are most important: the experiencing life to the full? How can people mother’s? the father’s? The foetus’s? be restored to life and experience it to the full?  There are too many people in the world Students create a mural of what ‘life to the full’ already, so why bring an unwanted baby according to Jesus could look like in their own into the world? experience of life. (1a)  We live in a confusing world: abortions are performed up to 24 weeks, yet premature JESUS: A FREE, WHOLE PERSON babies can be saved as early as 23 weeks. Students investigate how Jesus’ words and  What does responsibility look like if I’m actions as a man challenged the stereotypes of going to be sexually active? men and women in his day. They identify  Does God condemn you if you have had which stereotypes of men and women Jesus an abortion? (1a,1c,2a,2b) challenges today. Use relevant Bible passages listed in the item SEXUAL MATTERS True humanness. Note Jesus’ emotional Issues relating to sexuality are complex and responses to people and events, e.g. at his need to be examined from several friend Lazarus’ death (John 11:32–36), his perspectives. Use one or more of the following concern for Jerusalem (Luke 19:41). (1a,1b) statements to initiate discussion and research in an area of sexuality. ABORTION  To be masculine means to be in control, Christians believe that conception and competitive, dominating, tough. pregnancy are God’s way of creating life and  Friendships between girls are generally that God intends the conception of a child as his closer than friendships between boys. blessing on a loving relationship. However, pregnancies are not always seen as  The relationship in which sex takes place is God’s blessing. When a pregnancy is more important than the age of the unwanted, our society offers abortion as a participants. viable and legal  Sex makes a relationship better. option. Abortion is an issue which demands a  The best sex is in marriage. personal stance. There are Christians among  Sex without commitment demeans a person both supporters and opponents of abortion. and the gift of sexuality. Introduce the topic by asking the question: ‘If  The girl should have most of the you/ your girlfriend were to become pregnant responsibility in deciding how far to go while at school, would you choose abortion as sexually in a relationship. the best way to deal with the situation?’  There is no such thing as safe sex. Students brainstorm the questions and issues  Sex sins are no worse than any other sins. that need to be explored before a person can

ACTIVITIES 9 BANDS A – D  If you really love somebody you will try to look and act the way they want you to.  To love means to give yourself to another WHAT JESUS VALUES person for their fulfilment. People’s words and actions may declare their Students determine the type of information attitudes, values and beliefs. Discuss the they need to help them arrive at a reasoned reasons why often help is not given to those response to the statement, e.g. students may most in need, e.g. common myths about need to consider the advantages and people who receive government assistance. disadvantages of different methods of What perpetuates these myths? contraception, research the incidence of The story of the healing of the blind man in sexually transmitted diseases and how these John 9 contrasts the mercy of Jesus with the are contracted, review their knowledge of the attitude of the Pharisees and Jesus’ disciples. male and female reproductive system, find Students read the story and analyse what was stories of people’s experiences of abortion. of greatest concern to each character in the Select appropriate biblical material from story: the disciples, the Pharisees, the blind Sexuality in the Bible References Menu. (1b) man’s parents, the blind man, Jesus. How is this reflected in the way each person/group IS GOD ANTI-SEX? treats the blind man? What prevents people Give students a comprehensive selection of from responding to the blind man with mercy? Bible verses listed under Sexuality in the Bible Students examine other examples where References Menu. Students list what the Jesus demonstrates love and mercy instead of verses state about condemnation. See  the context and purpose of sex Zacchaeus Luke 19:1–10  the motivation for a person’s sexual activity The thief on the cross Luke 23:35–43  the responsible expression of a person’s A woman caught in adultery John 8:1–11 sexuality (1c)  the consequences of choices made relating to sexual matters. WHOM WOULD YOU CHOOSE? Students write a 300-word response to the Much can be learnt about the nature of Jesus’ question Is God anti-sex? They support their love for and value of people by examining view with a reasoned explanation of those he chose to be his followers. Students appropriate Bible verses. They compare the create a character/word web (see glossary) on biblical perspective of sexuality with various Judas Iscariot, using Bible references and viewpoints held in their society. (1b) Bible dictionaries. They role-play two of Jesus’ disciples or two Pharisees or two townspeople JESUS BREAKS THE BARRIERS discussing Jesus’ choice of Judas. Students investigate what made lepers, Judas, one of the twelve disciples Matthew 10:4 Gentiles, women, anyone associated with a Judas is treasurer John 12:3–8; John 13:29 dead body ‘unclean’ or fringe dwellers in Judas betrays Jesus Matthew 26:14–16 Jewish society. Refer to commentaries (such Matthew 26:20–25 as Crossing the Boundaries by R Strelan) and Matthew 26:47–49 Bible dictionaries. Students read the following Judas’ remorse and suicide Matthew 27:3–5 texts. Identify the fringe dweller(s) The Lion Encyclopedia of the Bible has an Make notes on what Jesus does and says. overview of life in New Testament times which Identify which barriers of culture Jesus will give students background material to help crosses and how he crosses them. Note them complete the activity. instances when Jesus touches people (*). Students look up parallel texts to see what Retell the fringe dweller’s story of his/her they reveal about Judas. Students contrast encounter with Jesus. their view of Judas with how film-makers have A centurion Matthew 8:5–13 represented him, e.g. in Jesus Christ Superstar and Jesus of Nazareth. A man with leprosy Mark 1:40–42* Other relevant passages: Matthew 26:6–13; Ten men with leprosy Luke 17:11–19 John 6:67–71; John 17:12; Acts 1:16–25. A man with demons Mark 5:1–20 A character web can be created on other A sick woman Mark 5:24–34* people Jesus chose to be his followers, e.g. Jairus’ daughter Mark 5:21–24, 35–43* A man with a shrivelled hand Luke 6:6–11  Paul (The LIFE Concept Serving has an in- A widow’s son Luke 7:11–15* depth study of Paul.) A Syro-phoenician woman Mark 7:24–30  Peter (The LIFE Concept Discipleship has A deaf and mute man Mark 7:31–35* an in-depth study of Peter.) Students determine which people of today’s  Thomas. society would feature in the above stories and See the Bible References Menu for suggested the implications this has for all people readings about these people. (Christian and non-Christian). (1c)

ACTIVITIES 10 BANDS A – D Students discuss the chances of any of the POSTERS above people — if they were living now — Show students posters with messages about being chosen today for leadership positions in God’s love for people and discuss what these business, politics, the entertainment industry messages are saying. Students design their etc. Students suggest reasons for Jesus’ own poster. Display these in the classroom or choice of these people to lead his church. (1c) school. (1c)

JESUS’ ENTOURAGE WRITE A RAP Jesus mixed with a whole cross-section of As a class, write a rap or rhythmic chant in society. Divide the class into four groups. Each which you can add the names of class group skim-reads a gospel and lists all the members or people that the students know, different kinds of people with whom Jesus had e.g. dealings: from religious leaders to prostitutes. God loves . . . As an extension, students make a reference Yes he does, yes he does. card for each person/group of people, Conclude with words like summarising the interaction between the God loves me. person(s) and Jesus. Reference cards can be Yes he does, yes he does, used with other activities during the year, as and GOD LOVES YOU. (1c) students revisit the same stories/characters. They can further examine and contrast the GOD LOVES, LOVES YOU Pharisees’ reactions to Jesus and his followers Play the game ‘duck, duck, goose’ but with Jesus’ approach to people. substitute the words God loves, loves YOU. Students identify contemporary people and (1c) classes of people who correspond to New Testament people. Is there anyone Jesus MURAL would not mix with? (1c) Make a mural which illustrates the words of the song If you’re black or if you’re white (All Together OK, 341). (1c)

RESPONSE ACTIVITIES LIFE IS A GIFT Students carefully examine the words of the song What a gift (All Together Everyone 222). Students work in groups and each group DRAMA illustrates a verse of the song. Students Students work in groups to present the story of summarise the meaning of the verse in their God creating the first people. Provide own words and display their summary with the children’s Bibles or Bible story books to enable illustration. (1a) older students to read part of the text. Encourage students to consider the use of GOD LOVES ALL dance or music in their presentation. (1a) Students recall the people Jesus spent time with and helped (see Development Activity LABELS Jesus shows God’s love). Jesus often worked (Part 3) Students make a label for themselves. with people who were seen as outcasts in the This could include information about who made community. Identify those people Jesus would them, where they were born, age, size, etc. be spending time with in our community, e.g. (1a,1c) people with AIDS, unemployed and homeless people. Illustrate or write stories which tell BOYS AND GIRLS about the kind of things Jesus might say to, (Part 3) For a given time, (at least a week), and do with, these people. Use Bible stories as each student works with a partner of the a model. opposite sex at every opportunity. At the end of Discuss: Do you think Jesus would spend time the week students write a letter to their partner, with you? (1c) telling them what they enjoyed about working with them. Students could also include a GREETING CARDS prayer written especially for their partner. (1b) Examine Bible verses which express the way God values all people, such as COLLAGE Genesis 1:27 Psalm 8:5 Use newspapers and magazines (including Psalm 103:11 Psalm 121 those such as National Geographic) to make a Psalm 139:14 Isaiah 43:1 collage with a heading like The Bible says: Isaiah 49:15b,16 Jeremiah 1:5,8 God created and loves all people. (1a,1c) Jeremiah 31:3,4a Malachi 3:17 Matthew 6:26 Matthew 10:29–31 Luke 15:1–10 John 3:16

ACTIVITIES 11 BANDS A – D Make greeting cards which include a selection  what they hold to be of greatest importance of these Bible verses and send them to peers,  how they react to the biblical teaching about friends, family or neighbours. Encourage the origin of life and what it means to be students to send a card to a person they know human. (It is not necessary for students to who may not feel very valued or important. align themselves with this teaching. Rather, (1c) they are asked to reflect on how it makes them think about who they are.) RESPECTING EACH OTHER Possible ways of presenting their story: Students work in mixed gender groups. They  scrapbook of photos, drawings, quotations, identify ways they can affirm and respect both items, reflections male and female students and staff. Prepare  a poem and present a dramatisation which describes  a picture book these suggestions. Students make illustrated  a recorded interview on cassette charts which describe their strategies. (1b)  a series of documented songs that represent who they are. (1a,2b) POEMS Students write poems (e.g. acrostics, FORUM ON ABORTION diamante) about themselves. They include This activity follows on from Abortion in the passages from Bible verses that present the Development Activities Menu. Form five Bible’s message about people being unique groups. creations of God. (1a,1c) Group 1 prepares the arguments supporting the statement: A foetus is a human being. CONTEMPORARY ISSUES Group 2 prepares arguments against: A foetus Students choose a current news item that in a human being. relates to human life. Students apply Christian Group 3 prepares the arguments supporting: beliefs about human life to consider how a People have the right to terminate a foetus. Christian might respond to the issue. Students Group 4 prepares the arguments against: write a letter to the newspaper as a response. People have the right to terminate a foetus. (1a) Group 5 prepares questions for the presenters about both statements. LET’S TALK ABOUT SEX Present the information in a forum either within Students design their own ‘Let’s Talk About the class or for another class. Sex’ manual for adolescents that provides a Students will need to substantiate their Christian approach to sexuality. Students use positions, drawing on what they have learnt other non-fiction texts as models and consider about biblical, legal, and medical positions what students their age need to know. (1b) regarding abortion and the effect it has on the people involved and on the wider community. I AM LOVED Alternatively, a class forum can be conducted Make a graffiti sheet for each student. on other topics related to human sexuality Students paint or draw a wall-like pattern on listed in Sexual Matters in the Introductory their sheet and include their name. Activities. (1b) Pass the sheets around the class and ask the students to write an affirming statement on CREATIVE MOVEMENT each one. Demonstrate appropriate comments Students create a sequence of movements set and suggest comments about things other than to music and using colour and space creatively appearance. Have the students write Isaiah to demonstrate how people can esteem each 43:4 as a ‘God says . . .’ statement on their other’s worth. They look for their inspiration in sheet also. (1a,1c) the way Jesus approached and responded to people, as well as in the many examples that GOD LOVES ME are present in their own families, school and Students choose a Bible verse that expresses wider community. a message of God’s love for people. Students Alternatively, students can choose a gospel design and make a plaque featuring this Bible story such as the healing of a demoniac (Mark verse. (1c) 5:1–20 or of a man born blind (John 9) to put to music and movement. WHO AM I? Include these creative expressions in a school Students each present their personal story, worship time, so that all students can be using the medium of their choice. Their story inspired. (1c) needs to encompass their reflections on:  their cultural and family background  the different relationships they have had  significant ideas, people and events which have shaped their life in some way

ACTIVITIES 12 BANDS A – D FICTION STORIES Select fiction stories which depict aspects of character. List words which describe the 2 GOD CREATES EACH characters. Use this list to help students PERSON AS A UNIQUE identify their own characteristics. (2a) INDIVIDUAL WITH CREATIVITY CHARACTERISTICS AND Explore the gift of creativity through activities ABILITIES such as the following:  Explore the creative talents of other people by looking at paintings or craft work, listening to music, watching a dance group. INTRODUCTORY ACTIVITIES  Take students to visit an artist or crafts- person, e.g. a potter, quilt maker. Lead students to understand that people use their talents to make things for others to GAMES enjoy. Use games to help students recognise that  Share your own creativity. Show students people are different and enjoy different things, things that you have made, e.g. furniture, e.g. guessing games in which students use craft items. clues to identify another person, games in  Students bring and show items that they which students form and change groups have created. Encourage each person to according to different characteristics. (2a) bring something and display these in the classroom. (2b) THE MEANING OF UNIQUE To introduce the meaning of the word ‘unique’, SELF-PROFILE show students a set of manufactured items As an introduction to the Christian belief that with the same pattern, e.g. a dinner set. Then each person’s talents and abilities are God- show two similar items which have been made given, students make a presentation about by hand, e.g. pottery bowls. Talk about all themselves focusing on their talents and parts of the manufactured set being identical, abilities (a fold-out book, life album, database, but each handmade item being different in documentary, cartoon strip, or time-line). They some way from any other. (2a) give a brief oral presentation to share information about themselves to the class. UNIQUE OBJECTS (2a) Students make their own unique objects. Give all students the same basic materials, e.g. clay to UNIQUE make a pot, a chain of paper dolls to which Each student records their fingerprint. Students students add individual features, gingerbread compare fingerprints and discuss what they men for students to decorate in their own unique notice about each fingerprint. As a class discuss way. (2a,2b) and define the meaning of the word ‘unique’. (2a,1a) MAGAZINES Students cut pictures of people from magazines. UNIQUE INVENTIONS They sort and classify these according to the Students invent, design or make a unique similarities and differences between people. (2a) ‘creation’ using junk materials. Students explain what is unique about their invention. BOYS ANDGIRLS (2a) (Part 1) Challenge the traditional boy/girl stereotypes and help develop the Christian MY TALENTS understanding that all people are created by Students write a list of words to describe their God and important to him. personal characteristics, e.g. honest, helpful,  Read fiction books which portray men and fun. Students write a poem about themselves women in non-traditional roles. Use these including these characteristics. (2a) books as discussion starters to help students consider the value of all people. JOB APPLICATION (1b) Students look at the job vacancies in the  Draw a chart with two columns and the newspaper. They decide on a job that they headings Things boys like to do and Things would like to do and write a letter as though girls like to do. As students add their they were applying for the position. They state suggestions, use questions and examples their particular talents and abilities which would to challenge stereotypical thinking. (2a) make them suitable for the position. Alternatively, students apply for

ACTIVITIES 13 BANDS A – D positions/responsibilities within the class or the they have? How do these attributes affect self- school. The teacher or other class members esteem? (2a,2b) could respond to the letters. (2a,2b) MY LIFE ME-CUBE Students make personal time lines using Discuss how people may be considered to have photos and captions to show experiences in an inside (personality and character) and an their lifetime. Students discuss similarities and outside (body). differences in their time lines. Students make cubes from paper or card.  Who or what has influenced your life? Students write or draw things they like about  How do you feel about your life so far? their outside (I have a great smile. I have long  In what ways have you changed? legs that help me run fast.) on the side that will  What does the time line of your life say become the outside of the cube. They write about your abilities? things they like about their inside (I am a loyal Go on to investigate the way Christians view friend. I am fun to be with.) on the side that will their talents and abilities and investigate the become the inside of the cube. Bible’s message about people’s responsibility Make up and display the cubes. Use the activity to use their talents. (2a,2b,1a,1c) to lead into exploring students’ abilities and the Bible’s message of love for each individual. I AM UNIQUE (2a,2b,1c) Students write their name in the centre of a sheet of paper. In each corner they draw a GROWING UP symbol that reveals something about Students interview a group of adults of themselves or represents something that is different ages to explore their experiences of very important to them. Encourage students to growing up. What issues did they face? What include their physical, emotional and factors influenced their self-esteem? (2b) intellectual characteristics. Discuss and display the sheets. Are any students exactly the ADOLESCENCE same? Use this activity to lead into an Students define the term ‘adolescence’. investigation of Christian beliefs about people’s Discuss common physical, social, spiritual and abilities and their responsibility to use their emotional experiences of adolescence. abilities. (2a) Students draw a typical adolescent in the centre of a page. Surround the drawing with MYSELF words and pictures that show the changes Students list five things they like about occurring during adolescence. themselves and five things they dislike about List what’s good and what’s bad about being themselves. Discuss which list was easier to an adolescent. Explain to students that write. Why do we find it easy to be critical of adolescence is characterised by growth and ourselves? Go on to explore factors which change. Go on to explore the Christian belief influence adolescents’ self-esteem and the that growth and development in adolescence is Bible basis for self-esteem. (2a,2b,1c) part of God’s design and plan. (2b)

MY TALENTS AND ABILITIES PERSONALITY TRAITS Students make a list of what they believe to be Brainstorm a list of qualities that people can their strengths and abilities. Encourage the have, e.g. patient, intelligent, modest, artistic, students to think about all aspects, e.g. caring, dramatic, optimistic, eloquent, physical, emotional or social, intellectual and outgoing, friendly. spiritual. Each student lists the qualities they believe Discuss: they have. They reflect on how they came to  How do you use your strengths and have the qualities, e.g. Were they born with abilities? them? Students list ways they can use their  How does listing your strengths and abilities qualities to help others. (2a,2c) make you feel about yourself? Go on to explore the abilities of the students WHO ARE WE? and what Christians believe about their Each student creates a profile of him/herself responsibility to use their abilities. (2a,2b, 2c) (either in written or pictorial format, e.g. coat of arms) including: INHERITED ABILITIES  family details Students interview their parents to find out  cultural background about characteristics they have inherited, e.g. I  how gender contributes to who they are have my dad’s eyes, I am short like Mum’s  thirty things they can do family. Discuss how much control people have  favourite foods, songs, clothes, TV over physical attributes that they have programs, books inherited. Why do people have the attributes  a list of five important friends since birth

ACTIVITIES 14 BANDS A – D  three life-shaping events  Find examples of different ways people  thoughts on the future, money and God have expressed themselves in art forms. Ask for some volunteers to write the Students discuss when and why people’s information belonging to each dot point on a differences are either celebrated or ridiculed. separate OHT. Students share their profile with They list ways we can be more accepting of the class by superimposing each of the OHTs people’s differences. (2a) to demonstrate the complexity of their life experience and how different it is from FIND OUT THE FACTS someone else’s life experience. Students list the many body stereotypes which Alternatively, students do personality tests exist, e.g. such as Myer-Briggs (available on the Internet:  If you are short and fat, you . . . http://kiersey.com/ )  If you are muscular, you . . . Lead on to a discussion on the uniqueness and  If you are tall and slim, you . . . sameness of each individual and the Students write what they would change about complexity and diversity of human beings. their body and appearance if they had the Each student reflects how his/her distinctive power to do so. What would they hope to qualities and abilities is a gift to themselves achieve by this? List ways people try to and to others. change their appearance. Students consider the diversity and complexity Along with science and medical books, many of human experience within the total school magazines have articles which promote a environment, the local community, a country. balanced attitude to dieting, exercise and A community newspaper will reveal some beauty. Students find out as many facts as information about the many different kinds of they can about what contributes to the body’s people who live in and contribute to the shape, size, rate of growth, health. They community, the diverse activities that are reword the body stereotypes to make them offered to members of the community, and the true statements (Real Gorgeous by Kaz Cook complex issues which face people and is a useful resource). government. (2a,2b,2c,1a) Students discuss the reasons people continue to be concerned about their appearance, even DIFFERENT FACES when they know the facts. If possible, invite Give each student a different magazine. Each adults to speak about their own body student finds twenty different faces, perceptions and how they deal with the myths demonstrating the diversity in age, gender, that they are presented with. race and mood in human beings. Students Each student completes the activity with ten brainstorm possible life experiences of the sentences beginning ‘I am’, emphasising their people whose faces they have cut out of the specialness. magazine. The class creates a large collage of Go on with a study of what the Bible teaches words and faces. about the source of human self-worth. (2a,2b) Students investigate the function of the various parts of the face and the workings of the MIRROR, MIRROR ON THE WALL muscles in the face. Discuss what the activity Bring several mirrors to class. Students look in reveals about the complexity of human beings. the mirrors, discuss when mirrors are used and (2a) what purpose they serve. Discuss  how they generally feel when they look into HAVE AN EXPERIENCE a mirror (recall Snow White’s stepmother’s There are many different activities which can relationship with a mirror); be organised to give students an appreciation  what happens when they look at their of the diverse nature and experiences of reflection in the distorting mirrors at fun human beings: parks, in the pupil of another person’s eye  View a video which shows aspects of or the glossy paintwork of a car. What another culture. creates the distortion — the mirror or the  Listen to a wide range of music from person? contemporary, classical and ethnic origin.  how other people’s words and attitudes can  Invite people of different ethnic be mirrors for a person; backgrounds to speak on their tradition and  how advertising and cultural influences act how it shaped their lives. as mirrors.  Conduct a survey in the class to see if Students draw an outline of themselves. Within anyone has exactly the same colour hair, the outline they create a collage of words, same face shape, same leg. length, same pictures of clothes, people, possessions etc, waist measurement, fingerprints, etc. jingles, sayings, beliefs that are helping to form  Find out how many different sports, their self-image. occupations and hobbies a person can Students evaluate which messages are true, choose from. are fantasy, are stereotypes, deal with

ACTIVITIES 15 BANDS A – D appearance, reflect the inner person. Follow this activity with How God Sees Us in HOW FREE IS FREE? Development Activities. (2b,1a) Christians believe that God created human beings as free agents. Discuss different ways OUR SENSE OF WORTH that the idea of freedom is presented in Ask students to write on slips of paper society, e.g. freedom fighters, ‘do your own (anonymously) any feelings of unworthiness, thing’, ‘if it feels good, do it’. ugliness, inadequacy or loneliness that they What understanding of freedom is found in have experienced or may be experiencing at Hamlet’s speech ‘To be or not to be’ in the moment. Summarise the student Shakespeare’s Hamlet? responses. Keep the summary to use in the Students discuss the meaning of such terms Development Activity How God sees us. as free will, choice, privilege, responsibility, (Alternatively, use TRS D1/2 from the model consequence, accountability, relationship, unit God Created You.) community, in relation to freedom. Go on to Students share what provokes such feelings at investigate what the Bible teaches about any one time. They share three special individual freedom. (2c) qualities they have which make them feel good about themselves. They find song lyrics, stories, and/or pictures which reflect the two extremes of feelings people have about DEVELOPMENT ACTIVITIES themselves. Go on to examine what the Bible teaches about self-worth. (2b,1a)

REAL-LIFE SITUATIONS BIBLE CHARACTERS Students write about a variety of situations Select and tell stories from the Bible they have experienced, evaluating the impact References Menu which illustrate people with each situation has had on their personal various characteristics and abilities, e.g. growth and relationships. They write about a Samson (known for his strength), David time when (known for his talents as a musician and  they were too dependent on a friend. How writer), Dorcas (known for her care), Solomon did this affect the decisions they made? (known for his wisdom), Zacchaeus (known for How did they feel about themselves? his small stature). Each of these people was  they were bored. What made them bored? special to God and loved by him. How did they overcome their boredom? Younger students in this band level could  they acted independently, with negative depict the characters through their own results. To what degree were they drawings. Alternatively, begin a display with responsible for the results? pictures of these characters. Follow with  they acted independently, with positive Display from the Response Activities Menu. results. What is the strongest feeling they Older students in this band level could use had about themselves? children’s Bible and work in groups to research  they avoided making a decision. What was the characters and report their findings to the the consequence? class. Older students may also enjoy Go on to explore what Christians believe about illustrating the characters in cartoon form people’s responsibility to use their abilities. which highlights their unique characteristics. (2c) (2a,1c)

IN CONTROL PUPPET PRESENTATIONS Students make two lists: Tell stories of Bible people who had special 1. things over which they have no control in characteristics and abilities by using puppets their lives, e.g. natural hair colour, ethnic who take on the part of the character, e.g. I’m background, time and era in which they live; Samson. Look at my muscles. I am the 2. situations in life over which they have strongest man around here. Why, last week control, e.g. how to use their time and I . . Students make their own collection of money, who will be their friends. puppets and use these to retell the stories in Students discuss the constraints that both their own words. (2a) control and non-control of a situation place on them. They share how they respond to some of BIBLE VERSES those constraints and to what degree they Together with the students, devise simple have control of their responses. Are there ever action rhymes for Bible verses which any times when people are not personally acknowledge God as the creator of each accountable for their actions and responses? person, e.g. Psalm 100:3. (2a) Examine Bible stories of how people have exercised responsibility. (2c) I AM SPECIAL

ACTIVITIES 16 BANDS A – D Students identify features and characteristics USING THE MIND which make them special, e.g. physical In order to help students appreciate people’s appearance, likes and dislikes, things I am ability to think and imagine, provide opportunity good at. Students make class or individual for students to participate in activities such as: books, mobiles, posters, file cards, or cubes  open-ended problem-solving activities about themselves.  using simple props as a stimulus for Use these to help students identify that there imaginative activities are characteristics which all people share, but,  posing questions. (2b) at the same time, each person is different. Link this with faith statement 1, God creates TALENTS OF THE FIRST PEOPLE and loves all people. (2a,1c) Students read Genesis 2 and identify the talents and abilities God gave the first people. Make a PERSONAL FEATURES BOX mural or diorama which illustrates ways they may Students each decorate a box, using designs have used these talents and abilities, e.g. caring based on their own name. They take the box for animals, planting trees and growing food. home to collect things that tell about (2a) themselves, e.g. a baby photo, a favourite book, a favourite toy, something they have LETTERS OF ENCOURAGEMENT made. Students read Philippians 1:3–8, 4:1 to hear Use the boxes as a variation for Show and Tell how Paul wrote letters to his friends in different sessions, or play games using the contents, churches to encourage and affirm them. Each e.g. guess whose box this came from; look at student writes a letter of encouragement to what is in the boxes and find people who like someone, e.g. friend, family member, the same things. (2a) neighbour, teacher, telling them how much they appreciate their talents and how they help PHOTOGRAPHS people. The teacher can write encouraging Make a video or photographic display which letters to staff members or students. (2b) highlights the special features and the abilities of students in your class. (2a) POTTER AND THE CLAY Show students a variety of pottery. Discuss the PRINTING various purposes of the pieces, e.g. Help students recognise the unique detail of decorative, functional. their bodies through finger-, hand- or foot- Read the Bible passage Isaiah 64:8. Students printing. Or make a plaster mould of each discuss why they think Isaiah used the ‘picture’ student’s hands. (2a) of God as a potter. What might be the message in this verse about how God NEW SKILLS considers the life of each person? Students If possible, invite a guest to teach a new skill, make something from clay which indicates e.g. dance, art, craft, through which students what is unique about themselves. (2a,2b) can express their individuality and explore their creativity. (2a,2b) USING TALENTS TO SERVE GOD Students investigate Bible stories of people FEELINGS who used their talents and abilities to serve Through discussion, mime and fiction stories, God (see Bible References Menu). Give a brief help students identify feelings that are common description of each person, the talents of this to all people. Use the Bible References Menu person and the way God was able to use the to select stories or psalms which illustrate talents of this person. feelings expressed by God’s people in the Students present their information as an Bible. interview with the person, a profile, a magazine Either in their books or as a display, students about ‘talented’ people in the Bible, or a draw faces to illustrate different ways that poster. Or students could write job applications people feel. Remind students that the Bible for each of the tasks God wanted these people says God loves people all of the time, no to do. Include the talents and abilities required, matter how they are feeling. (2a,1c) as well as the assistance God provided. (2a,2b) BOYS AND GIRLS (Part 2) Students work with a partner of the USING TALENTS AND ABILITIES opposite sex to make a list of Things children Students read Romans 12:6–8 to identify what like. Use students’ suggestions to help develop the Bible says about where people’s gifts or the understanding that there are things that all talents come from and what people are to do people like – both males and females. (1b) with them. Identify people in the community today who are using their gifts and talents to

ACTIVITIES 17 BANDS A – D serve God. Choose any of the following THE SPICE OF LIFE activities: St Paul uses the picture of the human body to  Ask a pastor to share information with teach about the Christian church. But this students about the ways people in a local picture also reminds us of the purpose and congregation are serving God and others. importance of the diversity of human beings.  Share with students articles from Students examine what I Corinthians 12:14–26 newspapers or Christian magazines and says about the complexity of human life and publications, such as The Lutheran, On the purpose and importance of the diversity of Being Alive, Together which describe human beings. Christians using their talents in the Students replace the parts of the body in the community. Bible passage with the various ethnic groups  Show a video such as Hand in Hand which which exist in their country, or the various gifts describes some of the work of the Lutheran and talents of students in a classroom, or the Church of Australia. Identify the talents and various skills and gifts of people in a abilities of people in the church and how community. What would happen if all people they are being used. were carpenters? etc (see also Romans  Explore non-fiction resources which tell of 12:4–8,15,16; 1 Peter 4:10,11). people globally or through history who have Draw a large human figure on paper. Each used their talents to serve God and others. class member writes a gift/talent/quality they (2a,2b) have which enriches the classroom experience for all students, e.g. a good sense of humour, MYSELF the patience to explain a maths problem. (2a) Use sex education resources to investigate the physical, emotional and spiritual changes that ALIENS? occur in adolescence. Discuss how these Despite the fact that diversity is an obvious changes can affect the students’ self-esteem. and positive feature of the human race, Students read stories about Jesus’ interaction individual people and groups of people have with people (see Bible References Menu). been alienated and discriminated against for They choose a story that has a message for being different. Students explore the reasons adolescents and write about the meaning and for the alienation of and discrimination against value of the story for adolescents. (2a,2b) certain human beings. They may  list the people who are treated as aliens in MY TALENTS their country. Students identify the qualities Read the parable of the talents in Matthew or features of certain human beings which 25:14–28. Ask students to consider that the alienate them from the mainstream of silver coins represent people’s talents. In that society. What is the attitude towards people case, what is the meaning of the parable? who are labelled as aliens? Why? Students work in groups and individually to list  investigate the beliefs which have allowed their physical, intellectual, emotional and slavery or other forms of exploitation to spiritual abilities. They then consider ways in exist in society; which they could use their talents in love and  investigate Plato’s definition of human service. nature. What influence did his theory have Students may work in groups to organise a on the development of ideas concerning school worship time, design a mural or develop human beings? What evidence is there of a community service project, using their Plato’s ideas in our world today? individual talents and abilities in love and  examine what alienates students from one service. (2c) another at school. Students examine the attitudes to people’s SELF-IMAGE differences expressed in selected Bible Students make a list of things that influence passages (see All people are treated equally in how they feel about themselves, e.g. friends, the Bible References Menu). family, peers. Students create a series of posters which Conduct a survey of the media, looking at the celebrate human diversity. (2a) images of teenagers presented, e.g. TV soap operas, advertising and teenage magazines. RESPONDING TO SOMEONE’S Consider the effect the images have on ‘SPECIALNESS’ teenagers’ self-esteem. Students list ways they appreciate, esteem, Explore a range of readings from the Bible love and care for others, reflecting on how they References Menu about God’s love for each know they themselves are loved, cared for and person. How does this affect our self-concept? esteemed. Jesus not only told people that he (2a,2b) (God) cares, he also demonstrated it. Choose and study stories that highlight Jesus’ concern for people (see Jesus shows people

ACTIVITIES 18 BANDS A – D they are valued, Jesus reaches out to the abilities. They write the advice they think the ‘unclean’ and Jesus demonstrates love and writer of Proverbs would give to students, in mercy instead of condemnation in the Bible keeping with the message students have References Menu). discovered in the Bible. (2c) Students record the gestures, actions and expressions that show Jesus’ appreciation of JESUS’ GIFTED DISCIPLES people and his care for them. (2b) Students draw around one of their hands and write on the drawing five things which are HOW GOD SEES US special about themselves. Students read the following passages and Followers of Jesus believe that God has identify the value that God places on each created them with gifts and abilities. Students person. Students draw up a table which shows examine several New Testament passages to the contrast between how God sees a person determine how followers of Jesus are and how a person sees either him/herself or encouraged to make use of their God-given others. abilities (see Jesus empowers his followers in Genesis 1:26,27,31 Exodus 3:4–14 the Bible References Menu). Exodus 4:1–17 1 Samuel 16:7 Students list ways in which they can Psalm 8:3–6 Psalm 139:1–18 encourage and empower members of their Psalm 147:10,11 Jeremiah 1:4–12 class to use their gifts and abilities. As a class Luke 12:22–29 John 3:16 create a poster which can be displayed in the 1 Timothy 4:4,12 classroom as a daily reminder to students of Select examples of a sense of unworthiness how they can support one another. (2c) from the summary in Our Sense of Worth in Introductory Activities (e.g. people feel hurt, THE GIFT OF FREEDOM disillusioned, rejected). On slips of paper This activity is a continuation of How free is students write messages of encouragement free? in Introductory Activities. Students they think God would send to people who feel explore the concept of freedom as it is this way. Computer banners can be designed expressed in the Bible verses listed in and displayed in the classroom. Freedom involves choice in the Bible Students could then think of ways they could References Menu. communicate to other people the Bible’s Students discuss the question ‘Why didn’t God message of God’s love for each person at create human beings in such a way that they home, at school and in the community. (2b,1a) couldn’t disobey him, corrupt his creation, etc?’ Students apply biblical ideas on freedom to a EXERCISING RESPONSIBILITY context where they can exercise freedom of Students list the advice their parents and choice, e.g. to choose not to do one’s teachers have given them about their learning. homework, to choose to express one’s They summarise in one sentence the main sexuality. Students can present their message which they receive from such advice. conclusions about what personal freedom Students can also analyse the assumptions the looks like in the form of a concept map. (2c) study skills program given at the school makes about learning and the learner. Students examine how the theme of personal responsibility (and accountability) for the gifts RESPONSE ACTIVITIES and abilities people possess is developed in various stories and contexts in the Bible. Students identify the common ideas that emerge about how people are to view their PRAYERS gifts and talents and how people are to use Students use a simple model to write a prayer their gifts and talents in each of the contexts: of thanks for another person in the class, e.g. God gives human beings responsibility over Thank you for . . . Thank you for the way creation Genesis 1:26–31; 2:15,19,20 he/she . . . Help us to show that we care Moses reminds God’s people of their for . . . by . . . Allocate names so that each responsibility to God Deuteronomy 6:1–9 person has a prayer written about them. Use Deuteronomy 28:1–6,15–19 these prayers in class worship. (2a) a father speaks about wisdom Proverbs 4 an example of responsibility from nature SONGS Proverbs 6:6–11 Involve students in adapting songs about their Jesus speaks about responsibility physical bodies, e.g. What we’ve got (All Matthew 16:25,26; 25:14–30 Together Again, 198). (2a,2b) Luke 12:48 As an extension, students use a Bible concordance to find other comments the writer of Proverbs makes about using one’s gifts and

ACTIVITIES 19 BANDS A – D DISPLAY the class and/or staff member at the school, Add to the display of Bible characters who had thanking God for their talents. Display these in specific characteristics, by adding the name the class or around the school. (2a, 2b) and a picture of each student. Help students identify something significant about GOD’S SUPPORT FOR ADOLESCENTS themselves, e.g. I am tall; I wear glasses; I Using verses read during the unit or a came to Australia from another country. (2a) concordance, students locate Bible verses which may be significant for young teens. USING ABILITIES Some Bibles have lists of verses appropriate Read a story like Mr Nick’s Knitting and help for different occasions. These may provide students identify something that they can do to students with a starting point and students may help others, e.g. consider cross references. They publish these ‘I am good at reading, I can read to others’; in individual or class books which students can ‘I am good at working in a group, come and borrow from the class library. work with me.’ Passages might include: Record and display students’ suggestions when you feel afraid Psalm 91:14–16 under a heading like ‘See the experts’. (2a,2b) when you feel useless 2 Corinthians 4:8–10 when you feel lonely 1 John 3:1,2 SAYING THANK YOU (2b,1c) The teacher writes each student a letter thanking them for the special part they play in BROCHURES the class. (2a) Students design advertising brochures to promote themselves. Begin by having students SHARING CREATIVE ABILITIES work in groups to brainstorm strengths of each Arrange for students to share the creative work member of the group. Students use these that they have been doing with an audience, ideas as the basis for their brochures. e.g. the whole school, parents, people in a Students include how their strengths and retirement home. (2b) abilities can be used in love and service of others. (2a,2b,2c) CELEBRATE IN WORSHIP Students participate in developing a worship DRAMA service of thanks for their unique selves and Students prepare a drama of the parable of their creative gifts and abilities. Present this at three servants (Matthew 25:14–30) in a a whole school worship. (2a,2b) contemporary setting. The drama could be the basis for a school worship about abilities and BANNERS people’s responsibility to use them. The Each student makes a banner, individual shield worship could also be used to highlight the or a square for a class quilt/wall hanging which diversity of the students’ abilities, e.g. in music, illustrates their talents and abilities. drama, organisation, writing. (2a,2c) Alternatively, students work together to make a class mural which highlights the talents and PSALMS OF PRAISE, CONFESSION abilities of each student. (2a,2b) AND THANKSGIVING Students write psalms of praise, confession AFFIRMING TALENTS OF OTHERS and thanksgiving, celebrating people’s Students trace around each other and cut out uniqueness and ‘specialness’. The psalms life-sized figures of themselves. Students each need to reflect how people’s uniqueness and decorate their own figure so that it illustrates specialness is either valued or devalued in the their characteristics. school context. These psalms can be included Students record (on the computer using in a school worship time. (2a) different fonts, or on cardboard strips using coloured markers) a message for each person ADVERTISEMENTS in the class. Identify the talents and abilities of Students consider the many negative each person and show appreciation for the messages about life and self-worth which are person. As the messages are completed, they promoted in and by the media and by life can be attached to the figures of the students. experiences. (The teacher may point out that Christians Working in groups, students create a series of believe that God gives people their talents.) advertisements which emphasise that a Figures can be displayed in the classroom or person’s worth rests on God’s acceptance of around the school. (2b) him/her (e.g. John 3:16). The aim is to counteract the negative messages young PRAYER people receive and to encourage students to Students may write a prayer (which could be value themselves and to recognise the gifts used in worship sessions) for each member of and talents they possess.

ACTIVITIES 20 BANDS A – D Students make poster-size advertisements to display around the school. The more adventurous students may present their advertisements in the form of street theatre one lunchtime. (2b) USE IT Students list practical ways that people — in particular, their peer group — can use and develop their gifts and talents at school, at home, in the community, serving God. These ideas can be presented in the form of a class booklet to be placed in the library, or a series of motivational messages that can be displayed in the classroom. (2c)

PEOPLE GALLERY Students create a gallery of posters featuring different groups of people, highlighting the theme ‘God has no favourites’ (Acts 10:34). The posters are to celebrate the contribution that all people make to a community, e.g. mothers in the workforce and those who care for their children full-time at home, the disabled, those who suffer mental illness, the unemployed, leaders, children, different ethnic groups. Students include information on the specific needs of different groups and how the community can support them. Once the posters are ready and on display, students spend some quiet time examining the posters and reflecting on what it means for them personally that ‘God has no favourites’. (2a,2c)

ACTIVITIES 21 BANDS A – D 3 GOD CREATES ALL PEOPLE qualities of a good friend. Role-play the kinds TO LIVE IN A RELATIONSHIP of things friends do together. Encourage students to share photos of their WITH HIM friends. Students can pray for these people or write them a letter telling them how much they appreciate their friendship. Use this as an INTRODUCTORY ACTIVITIES introduction to the Bible stories of the friendship God initiates with people. (3a,3b)

THE PERFECT FRIENDSHIP Students identify problems which can WHO DO YOU LIKE TO BE WITH? sometimes occur in friendships, e.g. a friend Students talk/draw/paint/write about the people doesn’t want to ‘be friends’ any more, conflicts. they like to be with. Help students identify why As a class, make two lists, one which they like to be with these people, e.g. because describes the problems which can occur in they help me, listen to me, love me. (3a,1c) friendships and the other which records the characteristics of a perfect friendship. (3a 3b) DESCRIBING A FRIEND Students take turns in describing someone in MY RELATIONSHIPS the class or school. Lead students to recognise The teacher shares with the students the that they can describe people they know or various positive relationships they have with have seen. Ask students how they would important people in their life, e.g. parent, describe God. (3a) partner, child, aunt, uncle, grandparent, colleague. The teacher chooses one of these POETRY people and describes the ways he/she Introduce imagery to your students through demonstrates that the person is important to poetry. Discuss the similes and metaphors them, e.g. spends time with them, rings, listens used and provide opportunity for students to to their advice, gives gift. suggest or write their own. This will set the Students identify a person in their life they stage to develop some similes and metaphors have a positive relationship with. They work that describe our relationship with God. (3a) with a partner and use role-play to demonstrate: REMINDERS  the relationship they have with the person (Part 1) Tell students about a friend that you  the way they demonstrate that this person do not see often and about ways you are is important to them. reminded of this friend and stay in contact with Use this as an introduction to ways people them, e.g. photos, writing letters, phone calls. express their relationship with God. (3b) (3b) BELIEFS AND PRACTICES OF QUIET MINUTES RELIGIONS ‘Being still’ is one way in which Christians can (Part 1) As an introduction to the ways people focus their thoughts on God. of various religions express their relationship Introduce the process of reflection by taking with God, brainstorm and list the names of ‘quiet minutes’ with your students. After a various religions known to the students. If recess break or between activities ask them to students offer names of different sit quietly. Play music in the background if you denominations, list these suggestions all under wish. Encourage students to sit quietly and the heading of Christianity. think about whatever they wish. You could also Invite students or parents who belong to introduce the use of paintings or objects for different religious traditions to share reflection. Do activities like this for short information about their religion with the class. periods of time initially, and gradually build up (3b) the reflective time. (3b) SEARCHING WHAT IS A FRIEND? Students listen to I still haven’t found what I’m Read to the students literature about looking for (by U2). What does the song reveal friendships. Students make a class list of about life questions? Does it appear that fame and wealth provide the answer to life

ACTIVITIES 22 BANDS A – D questions? What do people search for? nature of the relationship between the god(s) (3a,3b) and human beings. Students report on the link between the rituals PEOPLE ARE RELIGIOUS and worship practices of the religious tradition Students use dictionaries to define the word and the relationship that people in that tradition ‘religious’. have with their god(s). Students compare In groups students list ways people show they different religions’ views of god with the ‘one are naturally religious, e.g. people have a true God’ presented in the Bible. (3a,3b) desire to worship, praise and trust something, e.g. a football team, a hero. Skim through COVENANTS magazines to gather evidence of people’s Students find the meaning of the word religious nature. (3a) covenant and create a bank of contemporary synonyms, e.g. treaty, pact, contract, verbal WORLD RELIGIONS agreement. They determine the kind of Students work in groups to brainstorm a list of relationship which exists between two parties as many religions as they can. in different kinds of agreements, e.g. a contract  What does the fact that there are so many between a landlord and a tenant. Students world religions reveal about people? suggest the type of contract that could exist  Why do you think the many world religions between God and people. have developed? Continue with an examination of the covenants Go on to investigate a world religion in detail God made with different people in the Old as one way people express their desire to be in Testament and the new covenant instituted by relationship with God. (3a,3b) Jesus. (3a)

ARE YOU SPIRITUAL? DIGGING DEEP Write the statement ‘He/she is a spiritual Students record in their journals those things person’ on the board. Students discuss what which the statement means and develop their own  are most important to them definition of the word ‘spiritual’. Discuss  upset them the most  What are some ways people show they are  make them laugh religious?  bring them a wonderful sense of wellbeing  Do you think all people are spiritual? Why  amaze them most. or why not? Students find a poem, song, saying, painting, Go on to explore the spiritual searching of photograph, or object which has a lot of human beings. (3a,3b) meaning for them. They share in small groups what is special to them about the items they have chosen. WHAT KIND OF GOD? Give students a range of definitions of Students either draw or describe the god they ‘religion’. What do the definitions suggest is believe in or don’t believe in. important to people? What answers are people Students explore the implications of such a looking for? Create a class list of ‘tough’ god in their daily life. What kind of relationship questions about life that students would like would they have with this god and how would answered. Students go on to examine what their relationship with this god express itself? insights the Bible gives to their questions. (3b) Divine Drama (OHT 3) outlines different hats people give to God. Students suggest what BY ACCIDENT? evidence there is in their society for these ideas of God. Listen to God Version 1 (Robin Provide the students with two scenarios: Mann). (3a,3b) 1. A person has been planned for and been created by a loving creator. 2. A person is the result of the forces of RELIGIOUS STORIES AND PRACTICES chance (popular meaning: unplanned). Students work in pairs, each investigating a Students explore the implications of each different religious tradition, e.g. Egyptian, scenario on that person’s view of themselves, Norse, Roman, Greek, Hindu, Japanese. their origin, worth, purpose, understanding of Students find and read sacred stories of the ethical issues, and view of death and the life god(s) of that tradition. They take notes on the beyond. Students examine the difference belief in God makes to people’s lives. (3b)

ACTIVITIES 23 BANDS A – D THE ARTS Christians have expressed their relationship DEVELOPMENT ACTIVITIES with God through the arts. Listen

to songs, observe paintings or dance which illustrate how people express the relationship PARENTING IMAGES (ANIMALS) they have with God. Show students videos or non-fiction material Invite a Christian artist, craftsperson or which illustrates how animals care for their musician to share with the students how their offspring. particular form of art helps them express their Use the Bible References Menu to explore relationship with God. (3b) animal images which illustrate God’s care. (3a) BOOKS Read books in which children reflect on God in PARENTING IMAGES (PEOPLE) their lives. See the Recommended Resources Use fiction material to explore the roles and Menu for suggested titles. (3b) responsibilities of a parent. Select stories and verses from the Bible BIBLE CHARACTERS References Menu which refer to God loving his Select examples from the Bible References people as a parent loves a child. Menu which illustrate how characters from the When using parenting images of God, always Bible expressed their relationship with God. stress that God is like the best parent one Depending on the examples chosen, students could ever have — in fact, God is even better participate in a similar activity, e.g. in dance or than the best human parent. (3a) song. (3b)

LEARNING THROUGH SONG PRAYERS Teach and discuss the words of songs which Read prayers written by or for children in which refer to the attributes of God, e.g. Wide, wide they ‘talk’ with God as a person talks with a as the ocean (Sing to Jesus, 17) Mighty God friend. (3b) (Altogether OK, 366). REMINDERS IMAGES IN CONTEXT (Part 2) Make a collection of ways that Select images such as rock, fortress, Christians remember God, e.g. paintings, shepherd, king and develop students’ plaques with Bible verses, jewellery, CDs of understanding of the meaning of these images, Christian songs, candles, prayer books, a e.g. look at pictures of a fortress and discuss Bible. (3b) how a fortress kept people safe from enemies. Introduce students to the use of these images ART FROM MANY CULTURES in the Bible (see Bible References Menu) to Explore the way Christians from a variety of help them see that this is what God want to be cultures have expressed their thoughts about for people. (3a) God through art, e.g. Indigenous Australian art, carvings from Papua New Guinea. (3b) WEB Begin a web with the word ‘God’ in the centre. REFLECTION As students learn more about the way God is Continue to provide opportunities for students described in the Bible, add these descriptions to be still. Consider taking students outdoors to to the web. (3a) a place where they can sit quietly, listen and JESUS TEACHES WHAT GOD IS LIKE observe. This environment may encourage Use the Bible References Menu to select reflection. stories Jesus told which show what God is like. The teacher may begin to share his/her Share these stories with your students. Tell the thoughts during the reflection time and story with a simple refrain, e.g. Jesus said that encourage (but not force) students to do the God loves his people just like . . . (3a) same. (3b)

ACTIVITIES 24 BANDS A – D GOD INITIATES THE PERFECT of the difficult things Jesus did for people. FRIENDSHIP Read John 15:13 to discover the most difficult Read Genesis 2. Students imagine what life thing he had to do. Discuss Jesus’ motivation might have been like in the garden of Eden for doing this (see Luther’s explanation to the when Adam and Eve had the perfect friendship second part of the creed). with God. Write a journal entry, prayer or poem in  What might they have done together? response to Jesus’ actions. (3a, 3b)  What might they have talked about?  How might they have shown that they were RESPONDING TO GOD friends? Students read Luther’s explanation of the first Illustrate what you imagine this perfect part of the Apostles’ Creed. They identify what friendship might have been like. (3a, 3b) Luther says should be the response of Christians to what God has done. Students LOOKING FOR GOD create posters or skits which describe why and Students choose Old Testament Bible stories how Christians ‘thank, praise serve and obey’ which describe situations where people were God. (3b) ‘looking for God’ in all the wrong places, e.g. The golden calf Exodus 32:–33:17 CHRISTIAN FESTIVALS The prophets of Baal 1 Kings 18 Students use non-fiction resources (see The golden statue Daniel 3:1–30 Recommended Resources Menu) to Make a storyboard or comic strip format which investigate the various ways Christians from all illustrates the way people were searching for over the world respond to their relationship God, and how God continued to show that he with God. loved them and wanted a relationship with Students work in groups and choose a them. (3a,3b) particular Christian festival, making a display of the ways Christians in different countries GOD WANTS TO BE FRIENDS celebrate the festival. Alternatively, students Students work with a partner or in small could choose a particular country and research groups. Choose a Bible story which describes the ways Christians of that country worship God initiating friendship and being a friend to God. (3b) people. See Bible References Menu. Students summarise and illustrate the story, including BELIEFS AND PRACTICES OF God’s initiation of the friendship and listing the RELIGIONS qualities of friendship God showed. Identify the (Part 2) Provide students with a variety of way the people in the story responded to God’s resources to read and view which give friendship. This information can be made into a information about the beliefs and practices of class book. (3a,3b) religions other than Christianity. Consider focusing on another monotheistic religion such PSALMS as Judaism. When presenting information Students examine psalms, such as about various religions to the class, it is Psalm 8 Psalm 10 important to avoid presenting simplistic Psalm 40:2–4 Psalm 51:1–4 stereotypes. Psalm 139 Psalm 146 Students work in groups to summarise the Students identify what the psalms tell people important teachings and rituals of the religion about the relationship the writers had with they are researching. Assist students to God. List the things the writers talked to God identify the ways the people of the particular about. Choose one psalm and the key ideas in religion express their relationship with God. it. Rewrite the psalm as a letter to God. Make a visual display of this information. (3b) (3a,3b) GOD AND THE FIRST PEOPLE THE ULTIMATE ACT OF FRIENDSHIP Use Genesis 2:4–25 as the basis for a Students work in small groups and make up a meditation on the creation of the first people play about friendships which includes the and the relationship God had with them. words ‘You must think I’m very special to do Highlight that God formed them in his image something like that for me!’ and breathed life into them. (3a) Students discuss what they would find very difficult to do for another person. Identify some

ACTIVITIES 25 BANDS A – D A CHANGING RELATIONSHIP?  How do the people who follow each religion Read Genesis 3 to explore how sin affected see their desire to know God fulfilled by the relationship God had established with the their religion? first people.  Why do you think each religion is appealing Students investigate stories from the Bible to its followers? (3a,3b) which show ways in which people have tried to replace the relationship with God with other THE PSALMS things. Conduct a study of selected psalms to explore A golden calf Exodus 32 God’s relationship with people. What are the Elijah and the prophets of Baal 1 Kings 18 recurring themes and messages? Students A golden statue Daniel 3:1–30 choose a psalm or part of a psalm and explain Paul in Athens Acts 17:16–34 what it reveals about God’s relationship with Use Bible handbooks and encyclopedias to people. Students give reasons for their choice. research the gods of the Canaanites, (3b) Babylonians and Egyptians. Why did people worship these gods? What type of relationship A SUBSTITUTE GOD did they have with them? How were these Human beings have a natural knowledge of gods different from the God of Israel? (3a) God’s existence. If they don’t know the one true God, they tend to develop their own ideas THE FORGIVING FATHER of God. Students examine what different ideas Read the parable of the forgiving father (Luke of God emerge from a study of 1 Kings 18:16– 15:11–32). Discuss: 39.  What type of relationship does God want to Students contrast Elijah with the prophets of have with people? Baal in behaviour, words, actions and  What does God do to maintain that relationship with their god. What is the major relationship? (3a,3b) difference in the ways Elijah and the prophets of Baal relate to their respective gods? What GOD’S JOURNAL two different understandings of God are Students read and discuss a range of Old evident in this story? Testament Bible stories to trace God’s Students can further investigate in a Bible relationship with his people, e.g. encyclopedia the nature of the Canaanite gods Moses and the Israelites Exodus 13:17 – 14:31 Baal and Asherah. Isaiah 40:18–31, Isaiah Elijah 1 Kings 18 41:8–10 and Isaiah 44:6–20,24 give a Jonah Jonah 1:1 – 4:11 contrasting view of the Hebrew God and idols. As they read, students imagine they are God Students explain in 200 words why the biblical keeping a journal of his experiences with writers believed there can be no substitute for people and write journal entries. the God who had revealed himself to them. Read about and discuss God’s ultimate effort Students discuss what are people’s substitutes on behalf of his people: Luke 23:26–49. for God today, reflecting on whether they Students write a final journal entry. (3a) themselves have a substitute for God. (3a)

WORLD RELIGIONS GOD’S RELATIONSHIPS Students investigate the beliefs and practices In small groups students read and research of two world religions to explore the way in various examples of the relationship between which people express their desire to be in God and people in the Old Testament. Each relationship with God. Students could visit group may look at one of the individuals listed places of worship or invite guest speakers to in God forms relationships with people in the help them develop an understanding of the Old Testament in the Bible References Menu. religion. Give all groups the same statements for which Investigate the sacred texts, places of worship, they must find evidence in the story that they beliefs and practices of each religion and are reading. Use a statement like: record the information on charts or displays  God initiates and sustains the relationships about each religion. that exist between him and people. Students consider in what ways each religion  God has relationships with the most unlikely is seen by its followers to fulfil people’s desire people. to know God. Discuss:  God wants people to relate to him.

ACTIVITIES 26 BANDS A – D Students give reasons for describing the above  a critique of the veneration of popular relationships as covenants formed between figures such as Princess Diana, Elvis God and people. Presley; Students retell the story they have researched,  the study of sport as a religion in Australia; making God the main character through whom  an examination of the resurgence of the action is interpreted. religious and superstitious practices in As extension students examine how Jesus contemporary society, e.g. witchcraft, Celtic called people into a relationship with him, e.g. practices, New Age Movement; Zacchaeus, the disciples, young children.  a study of the worship of political leaders as Students consider the significance of Jesus’ gods, e.g. Julius Caesar, Hitler; words in Matthew 11:28,29; John 7:37,38;  an examination of the circumstances in John 17:20–23 for their own relationship with people’s lives which led them to turn to God. (3a) God, e.g. Darren Beadman, Joni Eareckson-Tada (there will be an GOD IN JESUS abundance of material in Christian John 1:14 introduces Jesus as the person who biography). makes it possible for people to know God and Students work in groups and present their live in a good relationship with him. conclusions about the existence of a ‘God- Give each student a story which illustrates how shaped hole’ in all human beings. Give Jesus related to people. Select from the wide students time and space to reflect on their own cross-section of people Jesus interacted with sense of spirituality and with what they have (refer to the Bible References Menu). Students filled their ‘God-shaped hole’. (3a,3b) use an art form to represent the most significant aspect of Jesus’ relationship with the person/people in the story they have examined. Create a collective display of RESPONSE ACTIVITIES student artwork. Students write a one-page response entitled ‘God and People’. Students examine several New Testament passages which emphasise that God wants to WRITTEN RESPONSE have a close relationship with all people (see Depending on the age of your students, God forms relationships with all people in choose from the following suggestions for Jesus in the Bible References Menu). written responses: Where the situation is appropriate, students  Students write simple sentences beginning, write a personal response entitled ‘God and I’. e.g. I think God is like . . . (3a,1a,1c)  Students write their own description of God.  Students express their thoughts about God WAYS OF SEEING through poetry or creative writing. Students identify several important questions  Students write prayers or letters to God. they want answers to (see Introductory Activity (3a,3b) Digging deep). They work in groups, each of which investigates how a different religion has RESPONDING THROUGH THE ARTS sought to respond to their question. Using a Students use paints, craft materials or clay to Bible concordance and dictionary, the students illustrate their own image of God. (3a,3b) find out how the Bible responds to the question. (3b) MUSIC AND SONG MADE FOR GOD? Students use musical instruments and work in groups to create appropriate music to use in Students investigate what evidence exists for a reflection time. view commonly held by Christians that all Students write the words and devise a tune for human beings were created to be in their own songs about God. (3b) relationship with God. This is sometimes referred to as a ‘God-shaped hole’ that people seek to fill. Such an investigation can involve: SONGS Students examine Christian songs or hymns in  an examination of biblical passages such which writers describe their relationship with as Acts 17:16–32; Acts 19:23–27; Romans God, such as Where could I run from you? (All 1:18–23,28–32;

ACTIVITIES 27 BANDS A – D Together Everybody 224) or I give you my joys design a home page about people’s natural and sorrows (All Together Everybody 254). desire to be in relationship with God. Students Students could include the diverse ways in which people  summarise the song in their own words, express their spirituality. (3a,3b) describing the relationship this person has with God COME TO ME  create a liturgical dance for the song The teacher conducts a meditation which will  write this song as a letter to God focus attention on God’s desire to be in  write their own words for a song or rap relationship with people. which expresses their relationship with  Read a selection of appropriate Bible God. (3a,3b) verses, e.g. Deuteronomy 30:11–16; Psalm 103:1–5; Psalm 139:1–18; Isaiah 43:1,2; PERSONAL PSALM Jeremiah 1:4–8; Mathew 11:28,29 Students write a psalm which reflects either  Present several representations of famous  their relationship with God (think about paintings, e.g. Rembrandt’s Prodigal son, those things they want to tell God, to ask Michelangelo’s fresco of the creation of God, to thank God and to praise God for); Adam, William Blake’s image of creation. or  Listen to appropriate songs, e.g. Listen,  their response to the ways God has Heaven Will Be Near Me, My Constant Love demonstrated friendship to people. (3b) by Michelle Tumes (CD entitled Listen). You could accompany this with a slide presentation BELIEFS AND PRACTICES OF of different aspects of nature. RELIGIONS Give students time to write a personal (Part 3) Students identify and illustrate the response to the meditation, recording the similarities and differences between the thoughts that were prompted by the readings religion they have researched and Christianity. and visual display. (3a) Focus particularly on the ways people of the various religions express their relationship with WHAT’S IT ALL ABOUT? God, e.g. prayer, worship, rituals. (3b) The class researches a religion with the aim of uncovering what is central to its beliefs and GOD AND PEOPLE practices. Students work in groups, each Students create a sculpture or picture showing investigating a separate aspect of the religion their idea of the relationship between God and but all seeking to answer the same question: people. (3a) ‘What does the religion see as the main purpose for life?’ PAUL’S SPEECH Each group presents their answer to the question as an oral report with OHTs, a poster Students read Paul’s speech to the people in Athens presentation, an explained diagram or a (Acts 17:16–34). In the speech Paul talks about the computer ‘power point’ presentation if time God the Athenians had been searching for. allows. Students imagine they are Paul visiting their local At the conclusion of the presentations students area for the first time. each write a one-page response on ‘what life is  What would Paul observe? all about’ for them, drawing on their life  What would Paul say to people? experiences and influences to support their Students work in groups to prepare a message statement. (3b) Paul might give to people today. (3a,3b) KEEPING A PERSONAL JOURNAL GOD AND ME Introduce students to keeping a personal Students find a special place in the schoolyard journal, encouraging them to make at least two where they can be alone and reflect on Psalm entries a week. One entry can be made in 139:1–18. Students write their own prayer or class time, the other at home. poem expressing their thoughts and feelings Use the song One More Step (All Together about God. (3a) Again 200) as a starting point for discussion about what to include in the journal. Students WORLD RELIGIONS can include in their journal details, comments, Students reflect on what they have learnt about pictures, sayings on any of the following: people’s spirituality and world religions. They  places visited

ACTIVITIES 28 BANDS A – D  food, music, books, TV programs, films  relationships  local and world events  life experiences  concerns and questions about life, God, the future, etc  thoughts and feelings about home and school  Bible passages, reflections and prayers. Encourage students to see the journal as a ‘friend’ that can help them evaluate the influences in their lives and chart the developments of their faith or thoughts on religious issues. (1,2,3)

ACTIVITIES 29 BANDS A – D