The Big Ones
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Sunday school programmes often fit around some of the bigger events in the Christian life – the celebration of Christmas, Easter and Harvest; the solemnity and gratitude offered on Remembrance Sunday, and other events such as Mother’s Day and Father’s Day. This book provides sessions for use as a follow-up or precursor to all those extra-special Sundays when you might suddenly find your class ballooning above its normal size due to a fair number of newcomers – most welcome attendees! This book will help you make such sessions fun, memorable and, most of all, meaningful.
Leader’s guide on running sessions.
5-11year old churched and non-churched children. Best used for larger groups at Christmas, Easter, Pentecost etc.
Big and bright glossy covered leader's guide. 11 sessions inside clearly laid out by changes in font format.
Aims are clearly stated at the beginning of each session. Aims are quite broad as the resource is for bigger event sessions so need more flexibility.
Some preparation notes give strong views on the secular world, however these do not affect how the sessions are run. Leader's notes are easy to read and give straight forward instructions on what is needed for the session and how each section can be run.
Best led by experienced Sunday school leaders.
Participants resources are external and require preparation on the leader's part. Once acquired, participant resources are beneficial when it comes to learning memory verses.
Digital material is external and requires the leader to obtain it, for example the Kidsource worship music to aid worship sessions.
Though these sessions are quick to prepare, this must be done so in advance. In some instances, the leader is encouraged to make contact with the children prior to the session being run. Preparation also includes buying/making certain props. This is all helpfully laid out in the “You will need” section of each session. Leader's are asked to prepare also with prayer and a reading to help them approach the session in the best way.
Partially. Contemporary references are made in order to relate to the children and their likes e.g. Limp Bizkit and Bob the Builder. These can easily be substituted for other interests though if the leader chooses.
Opening games and discussion points encourage young people to interact with one another from start to finish. Children are also urged to build one another up with follow up activities such as writing a nice note for someone else during the week.
Offers different delivery styles when it comes to learning memory verses. Variety of learning styles is accommodated for via: sketches, readings, games, prayer time and discussion.
Best used in larger groups for one-off Christian calendar events such as Easter/Christmas. Offers flexibility with regard to session layout. Games and songs can be easily substituted. No specific running time is given, but sessions can be completed in 60-90 minutes if all material is included.
Sessions do this by asking questions about the passages discussed, to explore why they are relevant to the children today.
Around a third of the material is directly Bible-based. The rest of the time is taken up with opening activities, worship, response time and conclusions.
Presented in different ways for each session, from reading aloud to small dramas. Biblical material is presented to the large group as a whole.
Gently encourages children to build faith in to their everyday life.
Perhaps best used in more conservative church setting, as liturgical methods are used in some cases.
It does this by teaching on the main principles of Christianity, young people are encouraged to live the life God intended by teaching them the significance of main Christian events.
This is particularly focused on the 'The Bible' sessions. Children can look deeper into what the Bible means and how it can be applied to them.
Gently, as it accommodates for children who may not be familiar with church too.
Connects with real life issues for children. For example, the importance of showing respect to those with more authority than us, like our mums!
Allows children time to respond and reflect to what they have heard in order to come to their own conclusions. Some sessions offer helpful hints on things children can do to follow up after the session.
“Project time” sections may provide interesting follow up conversations once children go home as they take a reminder of the session with them.
Not a huge focus
Not a huge focus