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Stage 1 Module

Bible: Stories of People in the Old Testament

Bible: Stories of People in the Old TestamentModule Focus

In this module, children will explore some of the stories of significant people of the Old Testament who helped to reveal God to people of their time. This module will build on the Old Testament modules explored in ES 1, the First

Creation story and the story of Noah. It will contribute to the childrens’ understanding that the Bible is the inspired Word of God, its value being in our interpretation of what it means in our lives,

Rather than using the complex and long scripture passages, the stories will be told using resources such as the “To Know, Worship and Love” big books, so that the children begin to see the picture of stories that covered a large span of time, as part of one story. This will hopefully build a basis for a later engagement with the words of scripture.

***The Background for this module is quite long. It is designed to build deep knowledge and understanding for the teacher. It is only when the teacher has deep knowledge and understanding that this can also be developed in the students. As teacher, it is expected that you engage deeply with the Background of all modules, you will benefit by taking your time to do so with this module.***

Outcomes

S S1.5: Identifies and recalls stories from Sacred Scripture through which God reveals himself

GRHD S1.1: Explores ways a relationship with God is experienced

PS S1.4b: Identifies the purpose of prayer.

Learn About Learn To

S S1.5: The Bible as the Word of God

S S1.5: Retell specific stories in their own words

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The purpose of the Bible Stories of God’s call and people’s response Stories of the Bible revealing God’s love Stories important to the Catholic community Special times when scripture is proclaimed Old Testament characters

GRHD S1.1: God’s presence in creative activity God’s presence in others The relationship between God, humankind and the

environment

PS S1.4b: How Old Testament stories, prayers and songs are part of

our prayer and liturgy today

Creatively present stories from the Scriptures Ask questions to clarify meaning Explain what these stories teach Name times when scripture is proclaimed Identify the response of Old Testament

characters to God’s call

GRHD S1.1: Describe the relationship between humankind

and the environment Describe events that indicate God’s presence in

others

PS S1.4b: Participate fully, actively and consciously at an

age appropriate level Recognise Old Testament readings and psalms

in liturgy.

DISCIPLESHIP CHALLENGE

Students are challenged to show reverence to and appreciation towards the Bible Students are challenged to recognise God’s presence in the world Students are challenged to pray in a variety of ways

Catholic Discipleship

A love of the Scriptures can only come about through knowledge of them. David Ranson says “Until God’s story touches mine, I cannot come to know God” (REC Conference, 2006). Whilst the call to Catholic discipleship is often focussed on how we follow Jesus, the stories and other writings of the Old Testament provide the foundation for what we learn from Jesus. From the stories of the Old Testament, disciples learn how we are intimately connected with God, our fellow human beings and all of creation. We learn of the value of prayer in our lives. We learn of life journey and of courage to live these journeys in hope. We learn that God loves us despite our failings. We are called to reach out in compassion to the marginalised.

Prayer Focus

The focus of this module will be memory verses or short scripture verses from the Old Testament. These short verses such as “Here I am Lord” or “Do not be afraid I am with you” can help us in our lives as they come to us at appropriate times if we know them by heart.

Core Scripture

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Use stories in To Know, Worship and Love big books which unite these stories into one story that young children will be able to comprehend. All the Scriptures in this module will be told in story form.

Abraham and Sarah: Genesis 12:1-9; Genesis 15:1-6, 18-21; Genesis 17: 1-8, 15-22

Joseph the Dreamer: Genesis 37: 2-36; Genesis 39:1-46

Moses: Exodus 2:1-10, Exodus 3:1-12, Exodus 14-15

Scripture in Context

Abraham and Sarah: The first known ancestors of Jesus lived about 1850 years before his birth. They were nomadic shepherds who lived in tents and owned no land. They often travelled long distances. They lived on the edge of the Fertile Crescent surrounding the Arabian Desert, finding enough pasture and water for their flocks. They knew the people in the towns, selling their produce to them. It is from this group of people that our great ancestors, Abraham, Isaac, Jacob and their sons came. The oral traditions about these people were only recorded about nine centuries later when Abraham’s descendants lived in the land of Canaan (Israel or Palestine today).

Abraham (known as Abram before God asked him to change his name to Abraham) is introduced as the first person to see God as unique. That is why Jews, Christians and Muslims see him as the father of their faiths. “God does not stay isolated in eternity, but calls people by name. When you call people by name, you consider that person important; you are interested in his or her life. Through Abraham, God calls people by name- personally so that they are joined to God in a personal relationship…Called by name, they understand that God has not abandoned them…Called by name, they understand that God promises. God’s own presence on all the roads of life…To the one who calls and answers, “Here I am”, makes an act of faith.” (Hari, A and Singer, C (1995) Discover the Old Testament Today Sign Publishing Company, p.41).

The first call of Abraham was like planting a seed. God touched and blessed an individual who built a family and then a nation. Through them, God’s hand was stretched to all of humanity. “Five words summarise Abram’s remarkable story: call, faith, journey, covenant and fulfilment” (Pennock, p. 56).

In the story of Abraham and the other patriarchs, we find that their journey is not a straight path. They struggled against difficulties, made mistakes and often had to turn around. Through their problems and falls however, God beckoned them onwards. As with Abraham, Isaac, Jacob and the others, human beings find out that when we believe in God, we can offer what is most precious - a heart of love and a life spent listening and responding to God (adapted from Hari and Singer, p. 42).

Joseph: Some of the most dramatic stories in the Old Testament involve Jacob’s twelve sons, especially Joseph. The complex story says much about human weakness as the family became involved in acts of betrayal and deceit. However, the story ends with Joseph’s amazing forgiveness of his brother’s betrayal and a family re-united and living again in peace. This story is another in which we learn of our God as a God of justice. “The God of covenant accepts human weakness and continues to love as a redeemer who is faithful to the world. God works through human events, making good come out of apparent evil and moulding people according to the divine will” (Pennock, p. 65).

Moses: The last four books of the Pentateuch (Genesis, Exodus, Leviticus, Numbers, and Deuteronomy) describe a saving God who rescued a nation from slavery. The Book of Exodus opens about four centuries after the death of Joseph at a time when the Israelites were enslaved in Egypt. The Exodus is the foundational event of the Chosen People (not chosen to be elitist, but called to make a difference in the world). The miracle of Exodus proved God’s love and power. It was sealed through the covenant at Sinai. In the story, Moses is depicted as a great servant of God, a model for those who come to serve after him. The story of Moses has many chapters:

Moses as a Baby: The story of Moses escaping death in the basket in the reeds closely reflects the ancient story of an Akkadian King, Sargon who was rescued by an Egyptian princess in a similar way. This was a saving act by God for Moses who knew his identity as an Israelite despite growing up with Egyptian royalty.

Moses’ Exile in the Desert: Moses had to flee Egypt for killing an Egyptian overlord who attacked a Hebrew kinsman. He ended up for years in exile in the Sinai desert, which prepared him to lead the Israelites through the barren desert.Bible: Stories of People in the Old Testament Stage 1 Page | 4

Moses and the Burning Bush: God called Moses to save the enslaved Hebrew people. Moses was not confident and objected to God’s call. However, he finally responded, taking Aaron as his spokesperson.

Back to Egypt: Moses and Aaron returned to Egypt and convinced the Israelites that God would deliver them from slavery. They were unable however to convince the Pharaoh who doubled the work of the Israelites. They then turned on Moses and thought God had abandoned them.

Ten Plagues: The story of the ten plagues emphasises the hardness of heart of the Pharaoh and the Lord’s saving power. We do not have scientific data about these plagues, but they may have been natural events. The importance is as always what the story meant to the people i.e. that God is more powerful than any earthly king.

Passover: The Lord’s avenging angel was to strike down the firstborn of the Egyptians (as the Egyptians had done to them). On the fourteenth day of Nisan, each Israelite family had to slay and roast a young lamb, placing its blood on the door-post so that the angel would pass by. Yahweh instructed the Israelites to celebrate this feast each year as a reminder of God’s deliverance and salvation. Pharaoh was frightened and agreed to let the Israelites go.

Exodus: God through Moses did not lead the Israelites through the shortest route, but through the Reed (Red) Sea, a marshy area near today’s Suez Canal. They made it through on foot, perhaps the marshes being temporarily dried by the hot winds. The Egyptians regretted letting their slaves go and pursued them on chariot. They became bogged however and were probably drowned by tidal waters. The Sea being parted is part of legend, the literary style of Exodus is part of folklore. We can’t know what really happened, again natural phenomena may explain the story. However, the story brought out an important truth: Yahweh, more powerful than any earthly king brought the Chosen People out of Egypt.

In the Desert: The Bible tells us that 600 000 people escaped Egypt, but Biblical scholars think that it was only probably a few thousand. The Israelites grumbled about their conditions as they travelled to Mt Sinai, but God always provided for them (manna in the desert, water from the rock).

Covenant: Moses’ remarkable meeting with Yahweh on Mt Sinai brings forth God’s covenant with the Chosen People. Later prophets came to express the formula in simple statements, “You shall be my people and I will be your God” (Jer 7:23, Ez 11:20, Hos 2:25). The covenant was sealed as Moses built an altar with 12 pillars (representing the 12 tribes of Israel) and gave sacrifice to God.

Ten Commandments: The Ten Commandments summarise the duty of the Chosen People. They are reflective of the ancient covenants that kings made with their people.

The Golden Calf: The Book of Exodus contains instructions for building the Ark of the Covenant which would contain the Law tablets and the Tabernacle or sacred tent in which God would meet Moses. However, the people were impatient with Moses’ long meetings with God on the mountain, so with Aaron’s help they made their own symbol of God, a golden calf. Their pride caused them to create an image of God that reflected the gods of their neighbours, where they worshipped the image itself.

Covenant Renewed: Moses intervened and angrily broke the tablets of the Law. Moses returned to the mountain to beg God’s forgiveness. The covenant was renewed and the tablets were re-written.

Moses’ Death: Moses died before he led the Chosen People into the Promised Land. They were led there by Joshua. The conquest of the Promised Land is told quite differently in the Books of Joshua and Judges (in Joshua the conquest is swift and sure, in Judges there are bitter struggles with the Canaanites for about 200 years).

Adapted from Pennock, M (1992) Discovering the Promise of the Old Testament Ave Maria Press, Notre Dame.

Catechism of the Catholic Church for teacher reference

nn. 121, 122, 123 Old Testament as indispensable

Compendium # 21 What is the importance of the Old Testament for Christians?

nn. 128-130 Unity of Old and New Testaments

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Compendium # 23 What is the unity that exists between the Old and the New Testaments?

nn. 1093, 1156 Old Testament use in the Church’s liturgy.

Compendium # 24 What role does Sacred Scripture play in the life of the Church?

nn. 54-64, 72, The stages of God’s revelation

Compendium # 8 What are the next stages of God’ revelation?

Background for TeachersThe Old Testament

“The Christian story does not begin with the life and times of Jesus. It begins in the early years of the culture and religious tradition into which Jesus was born. As a faithful son of Judaism he was steeped in the culture of his ancestors and was deeply committed to his religious tradition.” (Woods, L (1996) The Christian Story. ACU Press. North Sydney)

The Old Testament is a major part of the most widely read book of all time. It contains the most complete record we have of an ancient people. The record of life in Old Testament times has significantly affected modern Western life e.g. our legal system, our social structures. The Old Testament helps us to understand how our society was formed. It still contains insights that are important for our lives today. The words of the Old Testament are still in use in common expressions of the 21st century e.g.:

“Am I my brother’s keeper?” (cf. Genesis 4:9)

“Feet… of clay” (cf. Daniel 2:34)

“Four corners of the earth” (cf. Isaiah 11:12)

“Holier than thou” (cf. Isaiah 65:5)

“A land flowing with milk and honey” (cf. Exodus 3:8)

“There is nothing new under the sun” (cf. Ecclesiastes 1:9)

“Escaped by the skin of my teeth” (cf. Job 19:20)

Adapted from Pennock, M (1992) Discovering the Promise of the Old Testament Ave Maria Press, Notre Dame.

The collections of the writings of the Old Testament happened over many years and were the result of the storytelling and writing of many people.

“The first stage of writing relied on oral traditions. For centuries tribal legends and myths, laws, stories, songs and sacred events important to people were passed on orally.” (Pennock, p. 13) Eventually, people began to collect such stories. Sages and prophets sometimes recorded their own work or had secretaries or disciples to do so for them. Throughout the period of the development of these scriptures, many editors collected, combined and changed the written material which had been handed down to them. “Most of the Old Testament books are compilations, the work of several writers and editors. It was standard in ancient times to borrow and rework written material and apply it to current needs and customs. This made the sacred books timely and meaningful to the current generation.” (Pennock, p. 14)

Some books such as Psalms and Proverbs are anthologies that contain the works of many people over a long period of time.

The Old Testament is often a patchwork of earlier works that have been adapted. This explains some confusions and many repetitions in the Old Testament.

DESPITE THE FACT THAT WRITERS AND EDITORS OFTEN ADJUSTED TEXTS TO MEET THE NEEDS OF THEIR COMMUNITIES, THERE ARE IDENTIFIABLE THEMES THROUGHOUT THE OLD TESTAMENT:

It contains God’s revelation to Jews, Christians and Muslims i.e. God’s self communication to humanity. Ancient

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Israel was the heartland of these three major religions.

The Old Testament contains the story of our covenant with God. God is revealed as a creator who forgives, blesses and loves us and is faithful forever. It reveals our true identity as God’s special creatures. As God’s children created out of love, we also called

to love. Many of our personal and community stories are reflected in the stories of the Old Testament. “ The Bible

unmasks us, showing both our good and bad sides” (Pennock, p. 10)

It records the stories of our ancestors in faith. Jews, Muslims and Christians look to Abraham as the father of their faiths.

We can better understand Jesus by understanding the story of his people. In our Liturgies of the Word, the Gospels are illuminated by readings from the Old Testament.

The scriptures introduce us to a living God whose revelation can change our lives.

(Pennock, pp.10-11).

THEMES FROM THE OLD TESTAMENT GIVE DIRECTION TO LIFE, EVEN TODAY

Faith in God should direct our lives (we need God in our lives).

God is our God and we are part of God’s creation (we are not the centre of the universe and need to live in harmony with all of God’s creation).

Life is a journey (I learn from life’s experiences and need the help of God and others to do so).

We should be people of prayer (prayer nourishes our lives).

We belong to each other (we are intimately connected with the whole human community, and need to care for and reach out to all).

We must strive to imitate God’s compassion (God continually forgave people in the Old Testament stories. We too must extend love and mercy, especially to the marginalised).

(Pennock, pp.11-12)

The Old Testament and the Theme of Covenant

“The Hebrew term for ‘testament’ is ‘berith’ meaning ‘covenant’… (The Old Testament could be called the First Covenant) , which in spite of its humble beginnings, forged over a period of 2000 years in a tiny corner of the world inhabited by a handful of people, this covenant has become a beacon for all who wish to seek God. This is a history of real- life experiences, with all its joys and sorrows, its moments of weakness and cowardice, generosity and courage. The books of the First Covenant did not fall from the sky, but grew out of an oral tradition. As in storytelling, there were no fixed texts and each generation interpreted and embellished the narrations, which eventually led to the law of the prophets and the writings which constitute the books of the First Covenant.

Covenant implies partnership. This history is not one of isolation, but rather it is the story of a people conscious of the fellowship with God. Today, Christians and Jews see the Word of God in the First Covenant, but it was not dictated by some mysterious voice. It was born of life.”

Hari, A and Singer, C (1995) Discover the Old Testament Today Sign Publishing Company

The Bible and the Old Testament

The Catholic Bible consists of seventy three books (forty six in the Old Testament and twenty seven in the new). “The word testament comes from a Latin word that translates the Hebrew word for “covenant”. Thus the various books of the Bible in one way or another tell us about God’s open-ended contract of love made first with Israel through Moses ( the old covenant) and with all people through Jesus ( the new covenant)” (Pennock, p. 12).

The Old Testament scriptures are primarily the writings of the Jewish people, however Jewish and Catholic canons differ. The Catholic Canon ( the complete list of scripture that the Church recognises) includes seven books

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which appeared to have been written in Greek sometime in the 200 years before Christ. These books are called the Septuagint (1 and 2 Macabees, Judith, Tobit, Baruch, Sirach and Wisdom). These books are not in the Jewish scriptures as they were not recorded in Hebrew. Catholics refer to these books as deuterocanonical (second canon) to indicate that Jews to not accept them in their official canon.

At the time of the Reformation, Protestants adopted a canon that only accepted the thirty nine books which were written in Hebrew. Most Protestant bibles today print the books of the Septuagint in a separate section at the back of the Bible and refer to them as apocrypha (i.e. hidden or withdrawn from common use).

When Jews speak of the Bible, they generally use the term Tanach. The Tanach is generally divided into three sections:

Torah: stories of the tribal beginnings of Israel as well as of the nation and laws that governed its life (Christians call these books the Pentateuch, which is Greek for something consisting of five parts or five scrolls). The word Torah means revelation or instruction, which came to mean law which has its origin in God. The stories in the Torah span a period of over 600 years, from the call of Abraham to the death of Moses. However, it is not always in strict chronological order and contains a variety of material drawn together from a variety of sources.

Nevim: The books of prophets. Prophets interpret different periods in Israel’s history in light of the religious values presented in Torah.

Ketuvim: The Ketuvim or Writings are made up of a diverse collection of sacred texts which include books of poetry, wisdom and devotion. Daniel is the only book of prophecy in the writings as it was most likely written in the Hellenistic (Greek) period, 333-363 BCE. The collection closes with the historical narratives of Ezra, Nehemiah and 1 and 2 Chronicles. Whilst the psalms and the wisdom books are held together in the Bible, they in fact cover songs and sayings that occurred over a long period of Israel’s history.

The Inspired Word of God

That we conclude our readings of the Sacred Scriptures with “The word of the Lord” is a statement of faith that through the words contained in the Scriptures God reveals the Divine will that all should have access to the Father, through the Son in the Holy Spirit.

“God, who through the Word creates all things (see John 1:3) and keeps them in existence, gives men an enduring witness to Himself in created realities (see Rom. 1:19-20). Planning to make known the way of heavenly salvation, He went further and from the start manifested Himself to our first parents. Then after their fall His promise of redemption aroused in them the hope of being saved (see Gen. 3:15) and from that time on He ceaselessly kept the human race in His care, to give eternal life to those who perseveringly do good in search of salvation (see Rom. 2:6-7). Then, at the time He had appointed He called Abraham in order to make of him a great nation (see Gen. 12:2). Through the patriarchs, and after them through Moses and the prophets, He taught this people to acknowledge Himself the one living and true God, provident father and just judge, and to wait for the Saviour promised by Him, and in this manner prepared the way for the Gospel down through the centuries.” (Dei Verbum #3)

This word of God is transmitted to people over time through the words of prophets, lawgivers, teachers and evangelists. Clearly, as it is written down, it forms a body of literature, often based on powerful oral traditions, lasting many centuries in the case of the Old Testament. Just as the words the orators chose were chosen to transmit their meanings to their contemporaries, so too did the writers choose carefully to communicate God’s message to future readers.

The writers of the Bible are separated from us by cultures, centuries and translations. It is essential then for Catholics to read this Word of God with all the tools available, so that guided by those whose vocation it is to study and unfold the Scriptures, they may be open to “that truth which God wanted put into sacred writings for the sake of salvation”. (DV #11)

Literary Forms

Just as literature is categorised by genre so too are the works within the Bible . Many of the early stories from the Hebrew tradition were transmitted by oral means, often through song or poetry. Such stories conform to cultural structures and themes and fall into different genre. “If you want to know what a particular biblical passage means, you Bible: Stories of People in the Old Testament Stage 1 Page | 8

should begin by identifying its literary form. For example, a newspaper editorial is a different kind or writing than a personal letter to a friend. You would interpret them differently. We should judge, interpret and read a literary form according to its purpose” (Pennock, p.15)

Examples of literary forms of the Old Testament:

Myth: A myth is a story told to reveal a profound truth. The story of creation, for example, does not purport to be an historical or scientific account of the creation of the world (the ancients did not have the resources available for them to write such an account) but an account of the Divine mind behind Creation, and the goodness of all things.Legend: A legend is a story about a significant figure from the past, highlighting their particular place in the story of the group which reveres them.

Biography: Account of someone’s life

Parable: Narrative stories used to convey a moral message. They are usually designed to shock and turn conventional wisdom on its head.

Creed: A formal statement of belief

Fable: A brief story with a moral message, often giving animals human qualities

History: A chronological narrative or record of events

Law: A rule of conduct or standard of behaviour

Poetry/ Song: The songs of the Old Testament express the gamut of human emotion and experience (joy, grief, sorrow, prayer, consolation, hope, community celebration, depression, faith and thanksgiving). The psalms span close to a thousand years of literary activity.

Proverbs: a guide for successful living (ascribed to the wisest of kings, but probably written by many authors).

(Adapted from Pennock, M (1992) Discovering the Promise of the Old Testament Ave Maria Press, Notre Dame).

Stories of Heritage

Many of the stories we encounter in the Old Testament have become embedded in Western culture, in literature, art and drama. Much of their value can be lost if they are seen only as part of tradition; as something that should be known. A very real danger, though, can be to teach them in such a way that only a literal interpretation is possible . Such a fundamentalist approach devalues the story and opens it to future rejection when students are introduced to the world of modern historical or scientific studies.

The characters in the Bible stories are often interesting and lively and easily translated to dramas and role-plays. Always, though, at the heart of the story is the meaning. How does the character demonstrate a relationship with God? Where does the story fit into the history of salvation? What relevance can the story have for me now?

A Brief Overview of the Old Testament Story

1. Ancestors of Faith: After the creation myths and the story of the first covenant with Noah, Genesis introduces us to the stories of the mothers and fathers of Jewish faith (Abraham and Sarah, Isaac and Rebekah, Jacob and Rachel and their sons).This part of the story begins about 1850BCE when a wandering herdsman, Abram (later called Abraham) is asked by God to leave his country for the promised land. In return for God’s blessing, Abraham and his descendants become witnesses to God. Jacob’s twelve sons become the fathers of the twelve tribes of Israel. These early stories prepare the way for the Messiah.

2. Exodus: Jacob and his family settle in Egypt, but the Egyptians come to enslave the Hebrews. God, ever faithful sends Moses to deliver the Israelites out of slavery. The people learn how to live out their covenant with God through the Ten Commandments. God promises to be with the people until they reach the Promised Land.

3. Into Canaan: Moses dies before the Israelites cross the Jordan River. Joshua leads the people into the Promised Land and thus begins a period of conquest of various Canaanite tribes. The Books of Joshua and Judges describe this time (Canaan is known as Israel/ Palestine today).

4. Monarchy and Division: Samuel, prophet and judge, anoints the first king, Saul. Under Saul’s successor, David, Israel becomes a nation recognised in the Middle East. David establishes a capital and religious centre at Jerusalem, bringing the Ark of the Covenant there. The reign of David and his son Solomon have become known as a golden age for the Jewish people. Solomon is known for his great wisdom. After Solomon’s death

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however, the kingdom splits into two (Israel and Judah). It is unhappy time dominated by the wealthy upper classes. In this period of time, the prophets speak for God, bringing back the people to true worship and justice.

5. Destruction and Exile: Foreign rulers, who particularly dislike the words of the prophets, conquer both kingdoms. The northern kingdom falls to the Assyrians in 721BCE. The Babylonians conquer the southern kingdom in 597BCE. Many leading Jews are taken into captivity in Babylon. During the period of exile prophets such as the second Isaiah ask people to repent and worship the one, true God and let them know that God would deliver them from captivity.

6. Return and Rebuilding: In 538BCE, Cyrus of Persia who had conquered the Babylonians allows the Jews to return home. Some settle in other places around the Mediterranean, known as the Diaspora (dispersion). The returning exiles rebuild the city and a new temple. Between 450-400BCE scholars such as Ezra consolidate the sacred writings of the people. The various histories and writings are formed into the Torah. Other sacred writings such as Job, Proverbs and Tobit are composed during this time.

7. Greece and Rome: In 333 BCE, Alexander the great conquers the area and spreads Greek culture (Hellenism). Greek culture is very strong in the Mediterranean for about 600 years. A successor of Alexander, the Syrian despot, Antiochus IV, tries to impose Greek customs on the Jews. He desecrates the Temple and outlaws the Torah, leading to the Maccabean revolt in 164BCE by the priestly Hasmonean family. The Hasmoneans rule Judea until the Roman general, Pompey conquers Palestine in 63BCE. A puppet king of the Romans, Herod the Great rules Palestine from 37BCE until his death in 4CE.

Adapted from Pennock, M (1992) Discovering the Promise of the Old Testament Ave Maria Press, Notre Dame.

Conclusion

“Interpretation of the inspired Scripture must be attentive above all to what God wants to reveal through the sacred authors for our salvation. What comes from the Spirit is not fully "understood except by the Spirit's action'.” (CCC 137)

Student ContextPlease cater for the student context of your class in your planning of this module.

Developing the PartnershipPlease make connections between the learning in this module and parents and the wider community.

Curriculum LinksPlease note connections with other KLAS and cross curricular perspectives in your planning.

Planning a Quality Learning Sequence for your class

Quality religious education will be achieved only by deep thinking about where you are going and how you plan the learning journey to get there. Begin with the end in mind and then consider how you will build field to meet your goals. Remember that you cannot expect children to develop deep knowledge and understanding, unless you as teacher have deep knowledge and understanding yourself. According to the Quality Teaching Framework, quality teaching will occur when you ask yourself four questions:

What do you want the students to learn? Why does the learning matter? What are you going to get the students to do (or produce)? How well do you expect them to do it?The suggested learning sequence has been planned through such a process. However, it cannot be written with the understanding of the student context of each class and relationship to other learning that is happening in the class. It is therefore necessary for you as teacher to plan your own unit, using this module as a support. Doing so is part of your role as an “activist professional” (a teacher who actively works to improve their professionalism).

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Suggested Teaching, Learning and Assessment Experiences

These are suggested teaching and learning experiences. The essential part of teaching this module is that you, as teacher have deep knowledge and understanding of the subject matter. Reading in depth the “Background for the Teacher” and “Scripture in Context” will give you the basic understanding you need.

It is essential to use the whole module to plan your own unit. You might like to change the questions to suit your class. Your unit should be written in acknowledgement of the student context of your class. The suggested learning experiences are meant to be adapted for this purpose. You should design learning experiences for the purpose of formative and summative assessment. When designing quality learning experiences and assessments, they must address the outcomes, learning intentions and success criteria based on the enduring understandings of the module.

We can learn about God and ourselves in the stories of the Old Testament

Key Concepts

Bible ancestors Slavery Escape Old Testament

descendants rescue faithfulness scriptures Covenant

Israelites tribes storytelling Exodus Chosen People

journey legend Jews Christians Muslims

Ten Commandments forgiveness love power Compassion

mercy peace courage calling respond

What is important for Students to Know and Do

The Bible is a collection of stories and other writings about God and God’s people. Bible stories were told by many people before they were written down. There are two main parts of the Bible, the Old and New Testaments.

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The Old Testament contains stories, poems and songs of people who waited for a Messiah for many years.

We are descendants of Abraham, like the Jewish and Muslim people. God’s agreement with Moses is called a covenant. The Ten Commandments told God’s people how to live, and still guide us today.

Listen to and experience the stories of the Old Testament. Celebrate Old Testament stories in prayer and liturgy.

Enduring Understandings

Even though the stories of the Old Testament happened long ago, they have meaning for us today. Like us, the people of the Old Testament had their struggles and made mistakes. God always forgives

people for their mistakes. God is a loving God. Like the patriarchs of the Old Testament, we are called by God to live in God’s way. The Israelites were God’s Chosen People who were called to reach out and spread God’s Word. We

are called to do the same. God blesses us and we praise God.

Suggested Big Question

What do the stories of people of the Old Testament teach us about God and about ourselves?

Suggested Essential Questions

What is the Old Testament?

How were the stories of the Old Testament told?

What do the stories of Abraham, Joseph and Moses teach us about God and about people?

How do we celebrate Old Testament stories in prayer and liturgy?

Suggested Teaching, Learning and Assessment Experiences

What do the stories of people of the Old Testament teach us about God and about ourselves? Introduce big question and establish children’s prior knowledge of the Old Testament and what they

would like to know( e.g. KWL chart, wonder questions).

What is the Old Testament?

Ask children what Bible stories they know. Remind them of Old Testament stories experienced in Kindergarten (First Creation story or the story of Noah). Have a collection of bibles and ask children if they know what part of the Bible these stories come from. Identify the Old Testament as the first part of the Bible.

School library visit :

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Take children to the school library and ask the librarian to talk about all the different sorts of books there. In a library there are legends, poetry books, factual books, song books, fairy tales and fables etc. The Bible and especially the Old Testament is similar. It’s like a library of all different sorts of writing. The difference between the Bible and the school’s library is that all the stories, poems, letters, songs etc. in the Bible contribute to the telling of one big story, God’s story.

Sing bible songs throughout the unit e.g. Vs 1 and 2 of “The Story we Share” by Peter Kearney (“Growing in God” album); “ Your words” by Michael Mangan ( “Forever I will Sing” album)

Create a class banner that says, “Old Testament”. Tell the children that testament really means covenant and covenant means partnership.

Discuss partnerships in life (in families, business, sport etc.). The Old Testament is about God’s partnership with the Israelite people as they waited for a messiah, someone to save them from their troubles. The New Testament is about how Jesus and his followers lived out their partnership with God and thereby showed us ways to live in God’s love.

Begin writing a class statements to go under the banner ,which will be added to as the unit progresses, “The Old Testament is…….”

Show children a map of the Holy Land then and now ( one can be purchased at http://www.zazzle.com.au/holy_land_then_and_now_bible_map-228137620513080400)

Tell children this is where the stories of the Old and New Testaments happened. This is where Jewish, Muslim and Christian religions began.

How were the stories of the Old Testament told? Take children out to a special place in the playground and sit in a circle. Tell the children an Aboriginal

legend e.g. The Rainbow Snake, Tiddalik, How the kangaroo got its pouch etc. orally if possible. Discuss how Aboriginal people learnt about themselves and their world through storytelling. It

was the role of the elders to teach the young people through story. Teacher and/or some children might like to tell a family story that has been handed down. Ask children if

anyone has ever exaggerated a story or changed it a bit, maybe so it sounded better or got their message across better. Play Chinese Whispers to show how stories can change as they are told. Afterwards, discuss how stories are often changed a little as they are handed down.

This probably happened with the Old Testament stories, which were told so many times over so many years that they probably changed a bit. Usually the people who finally wrote them down were trying to teach a message about God to their communities. It doesn’t matter… it’s not about whether every part of the stories exactly true as they were written, but what they tell us about God and about how we relate to God. We say that they are true because of what they teach us about God and about ourselves.

Create a grid with four squares that illustrates the importance of oral storytelling in our lives as it was for people of Old Testament times. In each square illustrate:

People listening to story in a group People learning to live with each other through story People learning to care for creation through story People learning about God through story

What do the stories of Abraham, Joseph and Moses teach us about God and people? In the ES1 module, “Introducing God’s Story”, one suggested task was to use a scroll (roll of paper or

material, preferably black) and place symbols or pictures of the stories of the Old Testament on the scroll in order ( can photocopy from Childrens’ Bible). You could do this again, adding the stories of this module so

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that a picture is created of how the story of the Old Testament was finally put together: Recall the First Creation story. Place a picture of the First Creation Story on the left side of

the scroll. Recall the story of Noah and the ark. Place a picture of Noah and the ark on the scroll.

Tell children that next we will place the stories of people we call “Our Fathers in Faith”. We use a long word called “Patriarchs” for these people. The patriarchs are people like Abraham, Jacob, Joseph and Moses. The women of the time are also important in these stories. Some of their names are: Sarah, Rebekah and Rachel. We are going to learn about some of these people beginning with Abraham. We will place their pictures on the scroll as we learn their stories (pictures available at http://coloring.ws/abraham.htm , and http://www.funnycoloring.com/old-testament.html ( Moses and Joseph on this page). http://www.freebibleimages.org/ is a great website. Go to character o theme on the tabs to find what you are looking for. Pictures can also be photocopied from childrens’ bibles.

ABRAHAM

Tell the story of Abraham and Sarah using the “To Know, Worship and Love” big book “Old Testament Stories” OR a good childrens’ bible. Sing “ Abraham” by John Burland in his album, “ Alive in Christ-Songs of Scripture”.

Watch the story of Abraham and Sarah on You Tube. The story starts after one minute on this clip. https://www.youtube.com/watch?v=BbPJgVWPpPM

Tell the story of Abraham and Sarah using Godly Play script ( see Appendix 2). For this, you will need a sand box and figurines or dolly pegs. There are several stories about Abraham in the Old Testament. This is the story of their journey from Ur, along the Fertile Crescent, north to Haran and then south to Beersheba in the Land of Canaan after God’s call to Abraham to move from his home. Allow children to play with the sand box at different times.

Ask children if they have ever been to a desert or seen one on TV. Watch a You Tube clip about the Arabian Desert at https://www.youtube.com/watch?v=gWo5sHandUM telling children that this is the desert in the Abraham story. See also pictures in Appendix 3 which show the desert and the Fertile Crescent.

Create a “wall story” in which the story is broken down and children paint different parts of the story. As a class, write a short script to go under the wall story.

Make a retrieval chart comparing Abraham’s responses to our own. Use children’s ideas. The sorts of things that might be included are:

Abraham :

Trusted in God

Did what God wanted him to do

Praised God

Was blessed by God

Like Abraham, we are :

Called to trust God

Called to live in God’s way of kindness and love

Called to praise God

Blessed by God

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Suggested Assessment SS1.5 Re-tell the story of Abraham and Sarah showing how Abraham came to know of God. Around the work sample record words that are present in Abraham’s story e.g. believe, love, follow, bless etc. (these may need to be brainstormed first) e.g.

Sequence the story using flow charts, movie strip, story map etc. Dramatise parts of the story. Take photos. Make into a Photo Story of movie Use apps such as Puppet Pals to dramatise the story.

Display memory verse (children can learn by heart): “The Lord said: ‘Look at the sky and try to count the stars; you will have as many descendants as that’. Abram put his trust in the Lord and the Lord was pleased.” Genesis 15:5-6. This verse could be displayed in the classroom with fairy lights and can be used in class prayer times.

Home School Connector: Children take home a strip of paper containing the memory verse.. The family group is then asked to go out and look at the stars, reflecting on the wonder of God’s creation and of the stars as a representation of all the people of the world whom God loves.

JOSEPH Tell the children about the connection between Abraham and Joseph, the next Old Testament person we will learn

about. Abraham’s son Isaac had two sons (Esau and Jacob) and Jacob had twelve sons. There were twelve

tribes or groups of people in Israel and it is said that these tribes came from the twelve sons of Jacob. Jacob’s son Joseph was known to be his favourite. His brothers were jealous of him and tried to get rid

of him, but he survived and lived in Egypt. This story is important because Joseph forgave his brothers and helped them when they were in

trouble. Forgiveness is so important to God’s people. We also hear that Joseph was a dreamer and could even explain people’s dreams. We all need to

dream that we can make the world a better place, this dreaming is really about hope.

Experience the story using the “To Know, Worship and Love’ big book, “Joseph the Dreamer” OR a good childrens’ bible. Reflect on the story:

- Do you think it’s important that there are people who dream about making things better and then try to do these things? Sometimes dreams can be strange or even scary, but sometimes our dreams can also be about making things better. Our dreams don’t always have to be at night. Sometimes we daydream when we drift off and think about other things. If you had a dream that things could be better, what would you hope for?

- Paint and write about your dream for a better world.

Watch Joseph’s story in parts over several days: https://www.youtube.com/watch?v=28h0Rk5qreg https://www.youtube.com/watch?v=tuUp3bp7CvI https://www.youtube.com/watch?v=gFvJQB1tAmg https://www.youtube.com/watch?v=ICVgH1EN2do https://www.youtube.com/watch?v=MRCQJl9R264 https://www.youtube.com/watch?v=uPqvcLSXJAk https://www.youtube.com/watch?v=vj714P00epA https://www.youtube.com/watch?v=DXXsXWiBPmU

Design a character profile for Joseph. This profile will include characteristics and why (e.g. He was clever. Why? He interpreted dreams). See Appendix 6

Discuss the meanings from Joseph’s story: Joseph’s story is different to the story of Abraham or Moses because it is mainly about how he

followed God’s ways, and although he didn’t lead people like Abraham and Moses we can learn about God’s ways from the story of Joseph. Think about what we can learn from how Joseph forgave his brothers. This happened before Jesus was born, but in his life Jesus taught us about forgiveness e.g. in the story of the Lost Son.

Write a class prayer about forgiveness.

MOSES A note for the teacher….

The story of Moses is a long and significant story, made up of many parts. It is suggested that the “To Know,

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Worship and Love” big book is used, investigating chapters of the story at different times. Children may be given a flow chart or cartoon strip and can draw the pictures of each part of the story as it is told to them. Using the big book, three parts of the Moses story will be the focus i.e.

Moses as a baby Moses and the Burning Bush The Exodus.

A childrens’ version of the Moses story can be found at https://www.youtube.com/watch?v=feBkHVtAdRY

Read the story of ‘Moses as a baby’ from the ‘To Know, Worship and Love’ big Book, “ Moses” AND/ OR Watch You Tube clip https://www.youtube.com/watch?v=6Hy3J_j88_c

Think about how frightening it would have been for parents to have other people planning to hurt their baby. Discuss how Moses was saved in the basket and maybe that was God’s saving power.

Think of people in the world today who need our help ( “saving”), write these on pieces of paper and place in a basket to represent the basket in which baby Moses was saved. Discuss how we can help to save people who are in danger or suffering today (e.g. refugees, people living in lands that are at war, people who are suffering because of environmental disasters, people who live on the streets, people who are poor or isolated etc.) Make a plan to help one of these groups and carry an action through.

Tell children that the next story we are going to hear about Moses is when he was grown-up. It is the story of Moses and the Burning Bush. Read the chapter on Moses and the Burning Bush using “To Know , Worship and Love” Big Book and then get children to re-tell using the desert sand tray.

This story tells us that Moses saw God in the burning bush. Think of places we see God in our lives, make a photo board with labels (e.g. beautiful sunsets, our friends and families, church, raindrops, the powerful ocean, babies, old people etc.) OR create an art work of places that we see God. Add a statement “Moses saw God in the burning bush. We see God in……………”.These can be written on strips and displayed.

Dramatise the story: “God calls Moses” (“Just Imagine”, Rita Wintour, pp. 14-15) or “Moses has a Fiery Experience” (“Just Imagine 2”, Rita Wintour, p.52).

In the story of Moses and the burning bush, Moses was afraid, but God said not to be afraid. Moses got over his fears and said “Here I am Lord”. Discuss when you have been afraid and who has helped you to feel better. It helps to know that God is with you. Sing “God will Always Walk with You” by John Burland (“Sacred Moments” album, 2000). Children might like to prepare a liturgical movement to this song OR make a Photo Story using this song with photos of God being in people’s lives.

The next part of the Moses story to explore is the story of the Exodus from Egypt. Read this chapter from the “To Know, worship and Love” Big Book.

Read the story of the Exodus from the big book. AND/ OR watch a clip from the “Prince of Egypt” DVD,

Tell the children that this story is so famous that it has been made into this movie. Tell children that we don’t really know if the seas parted or if the Hebrews made it through the sea on foot and the Egyptians got stuck in their chariots (horse drawn carts). However, they found a safe way out of Egypt with God’s blessing, even though it would have been a dangerous way to go. It doesn’t matter if the story is written exactly as it happened; remember this story was told many times before it was written down so bits may have been changed a little. As with all bible stories, the important thing is what it means to us.

Prepare cards for children to match the actions of the story and their meanings.

God helped the people to escape their lives as slaves. God helps us to have courage when we are afraid and when things are hard for us..

The Hebrew people had faith in God’s promise to lead them to freedom.

Our lives are a journey and God is with us.

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Even though Moses was afraid, he gained the courage to stand up to the Pharaoh.

We should worry about people who aren’t treated fairly and try to help them.

The Hebrew people travelled a long journey and God was by their side.

We should have faith in God.

Children might like to play the Exodus board game, “Expressions 2”, pp.58-59.

Children might make their own liquid picture or a rap about the story of the Exodus.

Suggested Assessment SS 1.5, GRHD S 1.1 Complete a picture jigsaw summary of the three Moses stories studied in this module. Each part of the jigsaw should show something that we learn about God and peoples’ relationship with God. Write a reflection about what you learnt from Moses’ story and how he responded to God.

How do we celebrate Old Testament Stories in prayer and liturgy? Ask the parish priest, deacon or liturgy coordinator to come to talk to the children about the place of Old Testament

stories in prayer and liturgy. The sorts of things you could discuss are:

The First Reading at Mass comes from the Old Testament ( except on some special days, especially in the Easter Season)

The Old Testament readings are connected to the Gospel readings (they had similar themes).

The psalms we sing at Mass come from the Old Testament.

Discuss how knowing the stories that came before Jesus helps us to know Jesus because they were his stories. Jesus knew these stories and they helped to make him who he was.

Discuss how knowing God’s story helps us to pray. At Mass, the Old and New Testaments help us to pray.

Celebrate a class liturgy. See Appendix 9.

Suggested Assessment Task PS S1.4b: Make a prayer card using a short quote from the scriptures of this module. One side should show a picture/symbol from the bible story and the other side its meaning for our lives today. Use these cards in class prayer circles. Observe children’s participation. Examples:

“Lift your eyes and look around”; “Abram put his trust in the Lord and the Lord was pleased.” (Abraham story)

“Come back to me” (Joseph’s Story)

“Here I am Lord”; “Do not be afraid, I am with you”; “I have chosen you and I shall be with you.” (Moses story)

Appendix 1

Map showing the journey of Abraham and Sarah

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http://www.biblestudy.org/maps/journey-of-abraham-to-promised-land-and-egypt.html

Appendix 2Appendix 2

ABRAHAM AND SARAHBased on Genesis 12 - 24

Used with permission Sydney RE online. Adapted.

YOU WILL NEED: sand box (sand in large tray or box) small pieces of plant to go around the outside of the desert ( the fertile crescent) 4 wooden figures (Abraham, Sarah, Isaac, Rebekah) small stones or pebbles for building altars wooden blocks to represent places stopped at along the way and Hebron

Students are seated in a semi-circle ready to listen to the story. When the students are settled, go to the shelf and carry the materials as you would the Bible. Place these beside you.Begin by placing the sand box in front of you slowly run your fingers through the sand as you say:

This is the desert box. Lots of important stories about the people of God happened in the desert and near the desert. Our story today is from the Book of Genesis in the Old Testament. The Old Testament has many stories about the People of God.

Hold up the wooden figures of Abram and Sarai.There once was a great family that loved God very much.

Place Abram in the desert box close to the edge next to a block representing their home. Place Sarai next to Abram.Abram and Sarai belonged to this family. God loved Abram and Sarai very much.

Move Abram and Sarai a little bit away from their homeOne day, God asked Abram and Sarai to leave their country and to move to a new land far way called Hebron.

Place hand over their heads as in a blessing as you say:God promised to always be with them.

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Move your hand across the desert.They were sad to leave their home. They wondered if God would really keep them safe and be with them everywhere they went.

Move the figures across the desert to a new place marked by a block towards the Fertile Crescent. Build an altar with small stones. Abram and Sarai trusted God and they set out on their journey in hope. They stopped at many places along the way.

Repeat the action of building an altar for several more stops.In each place they found that God was with them and they built a special place called an altar and gave thanks to God.

Point to all the places.As they moved on to each new place they wondered if God would be there too.

Move them to their final destination at Hebron. Build an altar.Finally they reached their new home in Hebron. God had shown Abram and Sarai the way. Again they built an altar and gave thanks to God.

Gesture a blessing over Abram and Sarai.God had been with them all the time in every place just as God had promised.

Move Abram a short distance from Hebron. In their new land God said to Abram, ‘You and Sarai will become the parents of a great family. You will have more children than the stars in the sky and the grains of sand on the beach’. Abram laughed because he and Sarai were very old.

Move Abram back with Sarai. Gesture a blessing over them.But God’s promise was fulfilled.

Place the Isaac figure in the desert box next to Abraham and Sarah.God changed their names to Abraham and Sarah and they became the parents of a son named Isaac. They were very happy.

Move Isaac a short distance away and place Rebekah in the desert box next to him.Isaac grew up and married Rebekah. They had children, and their children had children, and those children had children.

Abraham and Sarah’s family continued to grow and grow and became as many as the stars in the sky and the grains of sand on the beach.

Sit quietly for a moment and begin to wonder together.

I wonder what your favourite part of this story is. I wonder what it would be like to have to leave your home and travel to a new land.I wonder how Abraham and Sarah knew that God was still with them in each place they went. I wonder how Abraham and Sarah felt when God promised that they would be the parents of many children.

Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack the materials away and where to find them.

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Appendix 3

Picture of the Arabian Desert

http://thousandimages.wordpress.com/2009/03/21/arabian-desert/#jp-carousel-441

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Appendix 4

Picture of the Fertile Crescent

www.bible-history.com

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Appendix 5

Map of the Fertile Crescent

Appendix 6

Character profile Joseph, the Dreamer

Character Trait Why

Appendix 7Bible: Stories of People in the Old Testament Stage 1 Page | 22

MOSES AND THE BURNING BUSHKWL Big Book, Moses, ‘The Burning Bush’

(Exodus 3:1-12)

YOU WILL NEED

3D figures of Moses, a few sheep, a small bush A sandbox to represent the desert. (You might create a sandcastle to represent a mountain.) Bible

Children are seated in a semi-circle ready to listen to the story. When the children are settled, go to the shelf and carry the materials as you would the Bible. Place these beside you.Begin by introducing the Bible as the source for the story. For example: This story comes from our special book, the Bible. The stories in this book are very important. We know the story will tell us something about God and God’s people.

Lay the Bible in view in a special place: the prayer space or on a cloth beside the story space.Comment on the desert and how dangerous it is.Create a small mountain out of sand. Add Moses and his flock. Move them towards the mountain.One day Moses was looking after a flock of sheep and goats that belonged to Jethro, his father-in-law. Moses led the flock into the wilderness near the Mountain of Sinai.

Place the bush on the mountain.On top of the mountain he saw a burning bush, but the branches were not burning up. “I must go and look at this strange sight,” Moses said to himself.

Move Moses up the mountain.As Moses came closer to the burning bush he heard a voice calling to him, “Moses, Moses!”“Here I am” he answered. “Do not come closer. Take off your shoes; you are standing on holy ground. I am the God of your ancestors; the God of Abraham and Sarah, the God of Isaac and Rebecca, the God of Jacob and Rachael”. Moses covered his face. He was afraid to look at God.

Put your hands over your face.God spoke to Moses, “I have seen the suffering of the Israelites in the land of Egypt. I want to lead them into a land of freedom, and save them from slavery and suffering.”

Point to the distance.God continued, “Moses! Go to the Pharaoh and tell him to let Israel go. Tell him the Lord God commands him to ‘Let my people go!’”Moses was still afraid. He asked God, “Who am I to go to Pharaoh and bring the people of Israel out of Egypt? This task needs a powerful and strong leader.”But God said to Moses, “I have chosen you, and I shall be with you.”

Move Moses to face the children.Moses began to get ready for the great task that God had called him to do. Moses became one of the greatest leaders of God’s people.

Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack the materials away and where to find them.

Appendix 8

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Map showing the Exodus journey

Appendix 9

Bible: Stories of People in the Old Testament Stage 1 Page | 24 Children’s Liturgy of

Liturgy Outline

Liturgy Definition: “work of the people” (in this case - the children)

A liturgy to celebrate module learning usually has four parts of which these can contain all or some one of the suggestions.

Before you begin some other considerations!! Where will the liturgy be celebrated? Does not have to be celebrated in the church or the classroom. Outdoors is a possibility - weather permitting. Consider the placement of chairs and sacred space. Who to invite? (parents, staff, priest etc)

WE GATHER: Setting the scene Sacred Space (cloth, candle, Bible, icons etc) to be created in this part. Procession Hymn or songs of welcome Welcome and introduction to celebration Opening prayer

WE LISTEN: Stories From the Bible Outline of what has been learnt Multimedia presentations Dramatisation/ dialogue of story Hymns Liturgical Movement of story Stories of their life and families Related narratives (eg Dreamtime story)

WE RESPOND:Responding to the stories Hymn or songs Liturgical movement Prayers of Intercession Prayer Multimedia presentations Sharing work from module (eg artwork)

WE GO FORTH:Sending Forth Recessional hymn or songs Liturgical movement Prayer Thank you statement

Liturgy can be followed by offer of hospitalityResources

Note: The resources indicated below are recommended but not essential to assist with the teaching of this module. Please locate those available in your school and add to those below.

Teacher Carlson, M. (1997). Gold and Honey Bible. Oregon: Multnomah Publishers. Hari, A and Singer, C (1995) Discover the Old Testament Today Sign Publishing Company O’Brien, K. & White, D. (2001). The Thinking Platform. Marayong: K. D. Publications. Pennock, M (1992) Discovering the Promise of the Old Testament Ave Maria Press, Notre Dame.

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Pohl, M. (2000). Learning To Think, Thinking To Learn. Australia: Harker Brownlow Education. Ryan, M. (2003) Expressions. A Religion Series for Catholic Primary Schools. Tuggerah: Social Science Press. White, D. et al. (2003). Into The Deep. Marayong: K. D. Publications Wintour, R. (2000). Just Imagine. Mountjoy Enterprises. Brisbane. Wintour, R. (2002). Just Imagine 2. Mountjoy Enterprises. Brisbane. Woods, L (1996) The Christian Story. ACU Press. North Sydney

Audio Visual Prince of Egypt DVD ( Dreamworks, 1998)

Literature

Use your Library to make a collection of books in a variety of genres.

MusicBurland, J. God Will Always Walk With You in Sacred Moments ,Ovation Music, Earlwood, 2000

Kearney, P. The Story We Share in album Growing with God , Crossover Music, 2003.

Macgregor, D. Promises No. 42 in As One Voice For Kids Willow Connection and Openbook, 2002

Strathdee, J. and J. Ten Commandments No. 41 in As One Voice For Kids Willow Connection and Openbook, 2002.

Internet Mission and Religious Education (Lighthouse) http://missionandreligiouseducation.dbbcso.org/

http://www.biblewise.com/kids/fun/map-fun-abram.php Colouring map of Abraham and Sarah’s journey http://coloring.ws/abraham.htm). Colouring sheet Joseph and Moses http://www.funnycoloring.com/old-testament.html

Storytelling

Make short art-inspired storieshttp://storybird.com/

Capzles social storytellinghttp://www.capzles.com/

You Tube

https://www.youtube.com/watch?v=28h0Rk5qreg https://www.youtube.com/watch?v=tuUp3bp7CvI https://www.youtube.com/watch?v=gFvJQB1tAmg https://www.youtube.com/watch?v=ICVgH1EN2do https://www.youtube.com/watch?v=MRCQJl9R264 https://www.youtube.com/watch?v=uPqvcLSXJAk https://www.youtube.com/watch?v=vj714P00epA https://www.youtube.com/watch?v=DXXsXWiBPmU

General

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http://www.wordle.net/ http://www.tagxedo.com/ http://www.ning.com/ http://www.wikispaces.com/

Interactive Bible Map http://wild.biblesociety.org.au//wild/index.php

Useful Apps

Superbook Bible App The Holy Bible Bible for kids The Pope App

Educreations PuppetPals Show Me Comic Maker

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