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Transcription

8 Journey
Bible-themed
Days
for Primary Schools
Support material
Every effort has been made to trace and contact copyright owners for any material used in this resource.
We apologise for any inadvertent omissions or errors, and would ask those concerned to contact us
so that full acknowledgment can be made in the future.
Reproduced with permission from 8 Bible-themed Journey Days for Primary Schools, 2014.
Downloaded from www.barnabasinschools.org.uk/9780857462473/
Published by Barnabas in Schools.
My Journey
My Journey
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My Journey
My Journey
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My Journey
My Journey
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My Journey
My Journey
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Reproduced with permission from 8 Bible-themed Journey Days for Primary Schools, 2014. Published by Barnabas in Schools.
Creation
Ruth
Abraham
and Sarah


Jump into a
picture: Christmas
Stepping out on
the water
Jump into a
picture: Easter
Bible timeline for ‘My Journey’ book
Jump into a
picture: Pentecost
Following in Jesus’
footsteps
DOWNLOADABLE APPENDICES
DOWNLOADABLE APPENDICES
Guidance sheet for volunteers
Thank you so much for volunteering to help with this
exciting project. This journey day is valuable for both
the church and school communities because:
• It builds links between church and school,
enabling them to work and worship together and
build good community relationships.
• It provides an opportunity for children to
encounter and explore Bible stories and
Christianity in a contemporary context.
• It provides opportunities for spiritual development
for everyone involved, aiming to increase reflective
skills and articulacy in spiritual language.
• It provides opportunities for learning outside the
classroom.
• It supports RE-led integrated learning and
enhances teaching and learning in RE, enabling
children to learn about and from religion, and can
act as a model for learning in the church context—
for example, at holiday or activity clubs, in Sunday
groups or worship.
Your role
The input from you as a church volunteer adds con
siderably to pupils’ experience, providing a Christian
faith viewpoint and knowledge. You can encourage
questions and bring empathy to activities and learning.
You also significantly improve the adult–child ratio,
enabling more opportunities for listening and talking
with children. This facilitates thinking and questioning,
and builds relationships and understanding.
Ensure that you use open-ended and ‘I wonder’
questions, as these ensure that you do not limit pupils’
responses to short answers or the answers that they
think you are looking for. Rather, they enable children
to offer creative and detailed answers.
You can add real value to the day by writing down
some of the children’s thoughts and ideas to share
with staff.
Information sheets
Information Sheet 1: Volunteer helpers/groups
Workshop
Name of class or group
Volunteer names
Volunteer names
Volunteer names
‘Floating’
Information Sheet 2: Workshop information
Location
Leader
Support staff
Workshop 1: Title/focus
Web links
Introduction
• www.godlyplay.org.uk (Godly Play books by Jerome
Berryman)
• www.pipwilson.com (Blob Spirituality)
• http://gloucester.anglican.org/parish-life/jumpingfish (Pause for Reflection pack)
Unit 1
• http://gloucester.anglican.org/parish-life/jumpingfish (Values for Life disk)
• www.heqigallery.com (He Qi art)
• www.mccrimmons.com (creation art)
• http://Bibletimeline.info (Bible timeline)
• www.sermons4kids.com/powerpoint_presentations.
htm
• www.interviewwithgod.com/faith (PowerPoint
presentation about faith)
Unit 2
• www.tts-group.co.uk (search for ‘Reflect a Story’
and select ‘Christian creation’)
• www.nationalgallery.org.uk (search artist Seurat)
• https://hwb.wales.gov.uk. Enter the site, click on
‘Find and use’ and search ‘pointillist paintings’
(pointillism)
• www.calgaryartinnature.co.uk (natural materials
used in art)
• www.goldsworthy.cc.gla.ac.uk (natural materials
used in art: the work of Andy Goldsworthy)
• www.natre.org.uk/spiritedarts/art06/where_is_god/
index.php (images of God in various media)
• www.mccrimmons.com (‘Behold’ poster/‘Creation’
banner)
• www.sophiehacker.com
• www.wellsprings.org.uk/liturgies/creation.htm
(Wellspring Creation Liturgy)
• www.lindisfarne-scriptorium.co.uk (calligraphy
examples)
• www.its.caltech.edu/~atomic/snowcrystals/photos/
photos.htm (snowflake photos)
• www.keplersdiscovery.com/Proportion.html
(snowflakes and individuality)
• www.keplersdiscovery.com/Proportion.html
(Fibonacci sequence)
• www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/
fibnat.html#petals (Fibonacci sequence)
• www.solarviews.com/eng/earthsp.htm (images of
earth from space)
• http://nineplanets.org (Google Earth ‘The Nine
Planets’)
• www.atelieryannarthusbertrand.com/en/11collection (‘Earth from above’ photos by Yann
Arthus-Bertrand)
• www.suepalmer.co.uk
• ew.ecocongregation.org/resources/module2 (ecocongregation resources)
• ew.ecocongregation.org (information on being an
eco-congregation)
Unit 3
• www.rhematheatre.org/dvd (Miracle Mysteries
DVD)
• www.muzu.tv or www.youtube.com (U2 ‘Walk on’
video)
• www.childrenssociety.org.uk/news-views/our-blog/
young-refugees-share-their-stories (stories about
refugees)
• www.northumbriacommunity.org/pray-the-dailyoffice/complines (traditional night service)
• www.ehow.com/how_4487799_build-modelmolecular-structure-diamond.html (model carbon
molecules)
• www.windows2universe.org/citizen_science/
starcount (worldwide star count)
• www.origami-fun.com/origami-stars.html (printed
instructions)
• www.findmypast.co.uk/family-tree-explorer.jsp
(family history website)
• www.bbc.co.uk (Who Do You Think You Are?)
Unit 4
• www.bridgemanart.com (search for ‘Roger Wagner
triptych’) (Triptych, 2000)
• www.womeninthebible.net/paintings_ruth.htm
(images and background information on the story
of Ruth)
• http://winchester-cathedral.org.uk/cathedral/
wp-content/uploads/Childrens-Trail-Leaflet.pdf
(welcome leaflets)
• www.manchestercathedral.org/a-good-day-out/
families-and-children (Explorer trail)
• www.bsuh.nhs.uk/patients-and-visitors/cominginto-hospital/monkey-goes-to-hospital-patientinformation-leaflet-for-young-children (welcome
leaflets)
• www.biblesociety.org.uk/products/9780564038862
(Testament: Bible in Animation DVDs)
• www.Bible-archaeology.info/work.htm (information
on gleaning and family life in Bible times)
• www.visualbiblealive.com/stock_image.
php?id=29725 (Ruth and Naomi’s journey)
• www.womenintheBible.net/3.3.Clothing_housing.
htm (family life in Bible times)
• www.womenintheBible.net/3.1.Family_Work_
Religion.htm (family life in Bible times)
• www.brainboxx.co.uk/A3_ASPECTS/pages/
TALKenvoy.htm (envoying technique)
• http://anamchara.com/mystics/julian (biography of
Julian of Norwich)
• www.randomactsofkindness.org
• www.chpublishing.co.uk/books/9780715143148/
love-life-live-lent-kids (includes more random acts
of kindness)
• www.restore-uk.org (Birmingham Churches
Together project)
• www.restore-uk.org/kidz (befriending scheme)
• www.childrenssociety.org.uk (information about
refugees)
• www.christianaid.org.uk (work with refugees)
• www.cafod.org.uk (work with refugees)
• www.pauline-uk.org (Sieger Köder Easter paintings)
• www.joyfulheart.com/easter/tissot-passion.htm
(James Tissot Easter paintings)
• www.bdeducation.org.uk/shop/last-supper-card-setbdbe002ls.html (cards to accompany Last Supper
poster)
• www.whyeaster.com (celebrations of Easter round
the world)
• http://request.org.uk/festivals/easter (Easter
resources)
• www.bbc.co.uk/learningzone/clips (the Easter
story). Search in ‘Religious Education’, then
‘Christianity: Celebrations and Festivals’
• www.bbc.co.uk/learningzone/clips/sophieseaster/3719.html (‘Sophie’s Easter’)
• www.bbc.co.uk/learningzone/clips/the-eucharist-orholy-communion/4458.html (three-minute film on
Communion)
• http://request.org.uk/life/worship-life/communionlife/2013/07/08/communion (video on Communion)
• www.nottsopenchurches.org.uk/education-primary.
php (KS1 resource on Communion: download PDF
and refer to Section 2, ‘At the Altar’)
• www.bbc.co.uk/news/uk-13155573 (video clip of the
Queen and Maundy money)
• www.projectbritain.com/easter/goodfriday.htm
(Woodland Junior School)
• www.bbc.co.uk/learningzone/clips/the-crucifixionand-peters-denial/677.html (Peter’s denial)
• www.heqigallery.com/shop/46The-Road-to-Emmaus.
jpg (Road to Emmaus painting by He Qi)
• www.nationalgallery.org.uk/paintings/altobellomelone-the-road-to-emmaus (Road to Emmaus
painting by Melone)
Unit 5
Unit 7
• www.bbc.co.uk/learningzone/clips/the-firstchristmas/7017.html (‘The First Christmas’)
• www.mind-mapping.co.uk (examples and
explanations of mind mapping)
Unit 6
• www.bdeducation.org.uk/shop/communionconfirmation/last-supper-poster-bdbe001ls.html
(Last Supper poster)
• www.nationalgallery.org.uk (classical paintings of
the Easter story)
• www.joyfulheart.com/easter (includes modern
paintings of the Easter story)
•
• www.pauline-uk.org/product.asp?ID=2139 (Turvey
Abbey Pentecost Celebration poster)
• www.nationalgallery.org.uk/paintings/giotto-andworkshop-pentecost
• www.giottodibondone.org/Pentecost-1320-25.html
• www.giottodibondone.org/No.-39-Scenes-from-theLife-of-Christ--23.-Pentecost-1304-06.html
• www.mccrimmons.com (Way of Light poster set:
‘Pentecost’ or Power of the Spirit poster: ‘Pentecost’
by Sr Sheila Gosney RJM)
• www.methodist.org.uk/static/artcollection/image34.
htm (Untitled—Pentecost by John Brokenshire)
• www.sophiehacker.com (Whirlwind and Wellspring)
• http://request.org.uk/oldsite/unpacked/
celebrations/pentecost/pentecost.htm (how
Christians celebrate Pentecost)
• www.childrenschapel.org/Biblestories/pentecost.
html (story of Pentecost)
• www.my-best-kite.com (research on kites)
• www.grc.nasa.gov/WWW/K-12/airplane/kite1.html
(research on kites)
• www.my-best-kite.com/chinese-kites.html (a history
of kite-making, including information on how they
are used in festivals. There are records of kites
being made in China for 3000 years.)
Unit 8
• www.lindisfarne-scriptorium.co.uk (Celtic art and
Life Journey CD)
• www.northumbriacommunity.org/offices/morningprayer (morning prayer)
• www.ionabooks.com/1189-PL10001-MorningService-Iona-Abbey.html (morning prayer)
• www.churchofengland.org/prayer-worship/worship/
texts/principal-services/word/morning.aspx
(morning prayer)
• www.hilfieldfriary.org.uk (modern-day
communities)
• www.worthabbey.net (modern-day communities)
• www.ffald-y-brenin.org (modern-day communities)
• www.beunos.com (modern-day communities)
• www.taize.fr/en (modern-day communities)
• www.northumbriacommunity.org (modern-day
communities)
• www.maybe.org.uk (modern-day communities)
• www.bl.uk/onlinegallery/sacredtexts/lindisfarne.
html (Lindisfarne Gospels)
• www.lindisfarne-scriptorium.co.uk/gallery/artprints-c-15.html (Celtic design)
• www.cooligraphy.co.uk (Celtic design by Tess
Cooling)
• www.mccrimmons.com (Christ in the Community
by Marie Gomez)
• www.jonathonhemingray.co.uk (wood sculpture)
• www.bbc.co.uk/learningzone/clips/the-acts-of-theapostles/4153.html (letters of the New Testament)
• www.e-n.org.uk/p-5-Lord-for-the-years.htm
(inspiration for Timothy Dudley-Smith’s hymn)
• www.walktherainbow.info/en/theway2go/content/
main_JU.html (‘The Hub’ justice pages)
• http://request.org.uk (search for William
Wilberforce, Thomas Barnardo, Elizabeth Fry,
George Muller, William Booth) (famous Christians)
• www.walktherainbow.info/en/theway2go/content/
main_KG.html (‘The Hub’: click on ‘Creed’)
• www.bbc.co.uk/learningzone/clips/the-rough-guideto-prayer/2871.html (explanation of prayer)
• www.bridge-house.org.uk/ethos/celtic-christianspirituality (Celtic Christianity)
• http://en.wikipedia.org/wiki/Timeline_of_Christian_
missions (information on the spread of Christianity)
• http://web.cocc.edu/cagatucci/classes/hum213/
Maps/Maps2HistoryAncient.htm (scroll down to
find a map of the spread of early Christianity)
• www.aidanandhilda.org/public_html/web/aboutmain.php (scroll down for a Celtic timeline
PowerPoint file)
• http://request.org.uk/issues/2013/12/06/reflections
(questions for Christian visitors)
• http://request.org.uk/oldsite/unpacked/teachings/
difference/difference.htm (questions for Christian
visitors)
• http://request.org.uk/oldsite/main/dowhat/
volunteers/volunteer00.htm (questions for
Christian visitors)
• http://request.org.uk/life/pilgrimage-life/2013/07/11/
pilgrimage (pilgrimage film clip)
• http://request.org.uk/teachers/wp-content/uploads/
sites/2/2013/10/Pilgrimage-–-lesson-plan.pdf (or
search for ‘pilgrimage images’ in the ‘Teachers’
area) (pilgrimage lesson plan, images and activity)
• http://request.org.uk/teachers/wp-content/uploads/
sites/2/2013/10/thinkthrough_pilgrimage.pdf
(pilgrimage statements for diamond-sorting)
• www.taize.fr/en (music from Taizé)
• www.taize.fr/en_article15200.html (‘Life in Taizé:
stories and personal accounts’)
• www.taize.fr/en_rubrique9.html (information for
young pilgrims about visits to Taizé)
• www.larche.org.uk (L’Arche communities)
• www.jean-vanier.org/en/home (L’Arche
communities)
• www.larche.org.uk/video.php (videos about
volunteering and the community)
• www.churchofengland.org/prayer-worship/worship/
texts/daily2/morneve.aspx (Common Worship
Evening Prayer)
• www.michiganstainedglass.org/month/month.
php?month=06&year=2010 (Pilgrim’s Progress
window)
NB: All web links are correct at time of going to press.
8 Journey
Bible-themed
Days
for Primary Schools
All-age worship outlines
Every effort has been made to trace and contact copyright owners for any material used in this resource.
We apologise for any inadvertent omissions or errors, and would ask those concerned to contact us
so that full acknowledgment can be made in the future.
Support material for use with 8 Bible-themed Journey Days for Primary Schools.
Published by Barnabas in Schools.
Introduction
It is very important to have a recognisable and familar pattern of worship that helps those involved to feel
a sense of belonging, and that can be recognised in other times of worship, yet is flexible enough to have
different types of responses and experiences woven through it.
We suggest that each service includes the following:
•
•
•
•
•
•
Greeting/Gathering/Call to worship
Confession (saying sorry and being forgiven) and Creed (statement of faith)
Exploring the word
Engaging with the theme
Responding (to include prayers, and always the Lord’s Prayer)
Sending out
At each service there are also suggestions for a display of props and work produced, and suitable hymns or
songs, some of which are taken from the school journey days and church-based activity days. These provide a
link between the work and worship at school and the work and worship at church.
Prayers and creeds
Many prayers, confessions, texts and seasonal worship ideas can be found at:
www.churchofengland.org/prayer-worship/worship/texts/common-worship-pdf-files.aspx.
On the Church of England website, the following creeds are particularly suitable for all-age worship services:
• E6 (a responsive version)
• E8 (a sung version)
• E12 (based on Ephesians 3)
See www.churchofengland.org/prayer-worship/worship/texts/newpatterns/contents/sectione.aspx
Support material for use with 8 Bible-themed Journey Days for Primary Schools, 2014. Published by Barnabas in Schools.
2
UNIT 1
Stepping out on the journey
Setting the scene
Provide small pictures of the outline of a boat, either at the end of each row of seats or handed out as people
arrive. Have art or other creative work from the church activity day or the school journey day on display.
Provide bowls of sand or water for the congregation to feel as they enter the church.
Create a focal point with a bowl of water, pebbles, shells, scented candles, sand, cloth or a paper or card
backdrop with sea patterns or blue and green fabrics, and the wild goose or fish symbol. If you have media
facilities in your church, you could show pictures of a calm sea accompanied by tranquil music and seashore
sounds.
Suggested hymns and songs
In addition to the songs used during the journey day and/or church-based activity day, you could choose from
the following.
• I, the Lord of sea and sky
• My boat is so small (Breton fisherman’s prayer)
• Father, I place into your hands
Readings
•
•
•
•
•
Deuteronomy 1:31
Romans 8:38–39
Matthew 14:25
Mark 6:48
John 6:19
Choose a passage to read aloud, or watch a PowerPoint presentation of the reading from www.sermons4kids.
com/powerpoint_presentations.htm, which is free for use in churches or schools.
Suggested talk
Tell the story of Peter’s journey of faith using the following objects or pictures, which could be hidden around
the church or given out as people arrive. Ask people to see if they have an object near them or to hold up the
objects they’ve been given. Explain each object in turn.
Objects include a model fishing boat, net, or fish which people have written their names on; a towel and
bowl of water; a model cockerel; an empty tomb; some water; a footprint shape; a hand shape; a rock; a large
cut-out cardboard boat or boats made at the church activity day.
Explain that each of us is on a journey and that this boat can represent our journey. (Show cardboard boat.)
3
Peter was a fisherman who was invited by Jesus to come on an adventure. (Show fishing net.) Jesus told Peter
that he would catch people instead of fish. (Show fish with names on them.) Peter questioned Jesus’ humility
when Jesus washed his disciples’ feet on the day before he died. (Show towel and bowl of water.) Peter
questioned his own faith when the cockerel crowed. (Show cockerel.) He ran to the tomb on that first Easter
day and saw that it was empty. (Show empty tomb.) Peter bravely stepped out of the boat to meet Jesus coming
towards him across the water. (Show footprint shape.) He put his trust in Jesus and found that he could walk
towards him until he doubted. (Show hand shape.) His name was changed from Simon to Peter the rock, the
founder of the church, when Jesus explained what lay ahead of Peter on his journey. (Show rock.)
Explain that we all have moments on our journey when we feel or behave like Peter. You could take the opportunity
to explain some of the activities from the school and/or church-based day and share some of the responses.
Response
Repeat some of the music that was played earlier. Invite each person to take a paper boat and think about
where you feel that God is asking you to ‘get out of the boat’, in the work that you do, in your families or
relationships, in your spiritual lives with God, or something else.
Ask everyone to write a prayer or thought or draw a picture on their boat and, when they are ready, to bring
it and place it on the blue and green fabric or the water collage as appropriate.
Prayers
Spend some moments looking at the pictures while some quiet music is played, such as Moya Brennan,
Enya, Taizé, or Simeon and John. Listen to the words of the famous poem ‘Footprints in the sand’ or the song
‘Footprints’ by Leona Lewis.
Say the Lord’s Prayer together; then the leader will pray the following prayer.
Please turn to the back of church, to face west.
Lord, we give thanks for all the times in the past when you have carried us, those times when we
noticed and those when we didn’t.
Now turn to your left, to face south.
Lord, we pray for anyone who is afraid, like Peter, when they step out into the unknown or those who
are struggling on their journey through ill-health, sadness or difficult times. Give them strength and
courage and hold out your hand to them.
Now turn right round to face north.
Lord, we give thanks for all the people in our lives who show us the way. Give us courage and share
your love with us.
Now turn to your right, to face east.
Lord, as the sun rises each morning we have the chance to step out with you afresh, renewed,
challenged and loved.
Saved by your grace, we say together… The grace of our Lord Jesus Christ and the love of God and
fellowship of the Holy Spirit be with us all evermore. Amen
Blessing and dismissal
May the road rise up to meet you. May the wind always be at your back. May the sun shine warm upon
your face, and rains fall soft upon your fields. And until we meet again, may God hold you in the palm of
his hand.
IRISH BLESSING
4
UNIT 2
Creation: A perfect relationship
Setting the scene
Set up a focal point using objects or pictures of nature and any art or other creative work from a church activity
day or from the school journey day.
Suggested songs
the following.
•
•
•
•
•
•
•
•
•
For the beauty of the earth
All creatures of our God and King
Praise the Lord, ye heavens adore him
O praise ye the Lord
Almighty God (by Tim Hughes)
Lord, reign in me (Hillsong)
Down to earth (Fischy Music)
Music maker (Fischy Music)
Even before I was born (Fischy Music)
Call to worship
I am the wind which breathes upon the sea, I am the wave of the ocean,
I am the murmur of the billows, I am the ox of the seven combats,
I am the vulture upon the rocks, I am the beam of the sun,
I am the fairest of plants, I am the wild boar in valour,
I am a salmon in the water, I am the lake in the plain,
I am a word of knowledge, I am the point of the lance in battle,
I am the God who created the fire of thought.
Who is it that throws light into the meeting of the mountains?
Who tells the ages of men,
Who points to the sun’s resting place, if not I?
AMERGIN, EARLY FIRST-CENTURY CELTIC PRINCE, FROM THE LEABHAR GABHALA (BOOK OF INVASIONS)
5
Readings
• Psalm 139:1–18
• John 1:1–5
Share the story ‘In the beginning (Creation)’ from More Bible Storybags by Margaret Cooling, or ‘Creation’
from The Complete Guide to Godly Play Volume 2 by Jerome Berryman, or ‘In the beginning’ from The Lion
Storyteller Bible by Bob Hartman.
Suggested talk
If you did the church activity day, you could base the sermon on the seven activity tables and invite people to
share what they thought and felt about each of the ways of exploring the days of creation. If you haven’t done
these activities, you could use a picture or object to represent each day and use the ‘talk about’ points from
each activity table. Finish by talking about how God made each one of us in his image, emphasising that each
one of us is unique.
Response
Give everyone a card with an unbreakable mirror inside. On the outside, write ‘God made something very
special and unique’. Invite everyone to open their card and look inside. Remind everyone of Psalm 139:13–14.
Prayers
Use prayers written as part of the school journey day or church activity days. Alternatively, you can find prayer
in many Celtic prayer books which are threaded through with joy and wonder at God’s creation. (See, for
example, those by David Adam at www.faithandworship.com/creation_prayers.htm.) Conclude by saying the
Lord’s Prayer together.
Praise God, from whom all blessings flow;
Praise him, all creatures here below;
Praise him above, ye heavenly host:
Praise Father, Son, and Holy Ghost.
Many other ideas for prayers and music are available from www.ecocongregation.org, or you could use the
creation liturgy found at www.wellsprings.org.uk/liturgies/creation.htm.
6
UNIT 3
Abraham and Sarah’s journey
Setting the scene
Hand out a star (or a piece of paper with a star stamped on it) to each person as they arrive. As a focal point,
display any art or other creative work from a church activity day or from the school journey day. Show the
bread, tent, desert sand, suitcase, blank map and picture of Rublev’s icon of the Trinity used at the activity day.
Suggested songs
•
•
•
•
•
•
•
•
The journey of life (Complete Come And Praise)
Who would true valour see
One more step
As we go now (Fischy Music, 2002)
May you find peace (Fischy Music, 2006)
Going on a journey (Fischy Music, 2004)
Lord, for the years
Father Abraham (actions can be found on the internet)
Readings
Using a modern version of the Bible, arrange for volunteers to read Genesis 18:1–15, Hebrews 11:1–3 and
8–12, and Matthew 25:35–36.
Suggested talk
Throw a long length of blue fabric out from the front of the church and down the aisle to represent a link from
earth to heaven, explaining that God is hospitable to all, welcoming us all to his table.
If desired, use the Godly Play ‘World Communion’ story (Godly Play Volume 4), enlarging the pictures or
using a video link so that everyone can see. (See www.godlyplay.org.uk.)
Invite people representing different age groups to bring forward symbols of hospitality (such as an icon,
bread, a welcome notice, a cross) and talk about what they mean. Place the objects on the blue fabric.
Response
Invite everyone to write their name on the star (or a piece of paper with a star stamped on it) that they were given as
they came in. Bring the stars forward and place them on the material leading up to the altar as an acknowledgment
that each one of us is part of Abraham’s family—the family that God has travelled with, God’s whole family.
Play music or sing one of the suggested hymns or songs while this is happening.
7
Prayers
Our Father, we rejoice in the guests who sit at meat with us, for our food is the more welcome because
they share it, and our home the dearer because it shelters them. Grant that in the happy exchange of
thought and affection we may realise anew that all our gladness comes from the simple fellowship of
our human kind, and that we are rich as long as we are loved.
WALTER RAUSCHENBUSCH (1861–1918)
Say the Lord’s Prayer together and then share prayers written in school or on the activity day, or use the prayer
and actions below.
Choose a volunteer to bring a candle or lantern to the front.
Leader: Give us light and strength, O God, to know your will. Guide us by your wisdom and support us
by your power. Unite us to yourself in the bond of love and keep us faithful to all that is true;
through Christ our Lord. Amen (Isidore of Seville, c.560–636)
Choose a volunteer to bring a pillow and an alarm clock to the front.
Leader: Save us, O Lord, while waking, and guard us while sleeping, that awake we may watch with
Christ and asleep may rest in peace. Amen (from Common Worship: Order for Night Prayer)
Choose a volunteer to bring a covenant scroll to the front.
Leader: Father God, as we trust in your promises, as Abraham and Sarah did, and share in the love of
Christ your Son, strengthen us to live and work for your glory. Amen
May God shield you on every step. May Christ aid you on every path. May Spirit fill you on every slope. On
hill and on plain.
CARMINA GADELICA
8
UNIT 4
Ruth’s journey
Setting the scene
Display any art or other creative work from the church activity day or the school journey day. Set up a number
of reflective areas round the church, based on the themes below, and place a copy of the instructions in the
boxes at each station. Ensure that people who cannot leave their seats are included in the activities by bringing
the materials to them or showing PowerPoint slides of the pictures and reflection ideas.
Station 1: Trusting God and others
Take three pieces of fabric and braid or twist them together. Display the words of Ecclesiastes 4:9–10, 12 and
provide lengths of coloured thread or cord, pieces of card measuring 50cm x 210cm, and colouring pencils or
crayons.
Instructions
Make a twisted or plaited bracelet or bookmark. Read the Bible passage and reflect on how we are stronger
together and strongest with God’s help.
Station 2: Being family
Display family photographs, showing different family combinations and church family photographs. Display
the words of Ephesians 3:14–18 and provide some leaf shapes and colouring pencils or crayons. Draw a large
bare-branched tree or secure some branches in a weighted pot to represent a tree.
Instructions
Read the Bible passage and then pray for your own family and your church family. Give thanks for them. Take
a leaf shape and draw pictures of (or write the names of) your family or your church family. Attach the leaf to
the church family tree.
Station 3: Friendship
Display the cross of hands (if you made one at the church activity day). Provide coloured paper, pencils and
scissors to draw round and cut out hand shapes. Display the words of John 15:15 and 1 John 4:11.
Instructions
Draw round your hand, then cut out the shape. Think about being linked through friendship, just as Naomi
and Ruth were. Add your hand to the cross and pray for all the friends in God’s family who have added their
hands already. Read the two Bible passages slowly.
9
Station 4: Kindness
Display small biodegradable plant pots, compost and bulbs or seeds. Provide small pieces of paper for pledges,
and pens or pencils. Display the words of Ephesians 4:32; Colossians 3:12 and 2 Timothy 2:24.
Instructions
Think about how Ruth was kind to Naomi, and Boaz was kind to Ruth. Take a seed or bulb and think about the
potential it contains. Plant the seed or bulb in some compost, water it gently and take it home with you. As an
act of kindness, give the planted seed or bulb to someone after it has grown for a few weeks.
Read each of the Bible passages slowly three times and then think of something that God has done for
you… kind things that others have done for you… and kind things that you can do for others during the
coming week.
Choose an intentional act of kindness and pledge to do it.
Station 5: Welcome
Near the church door, display photographs of your local area, including the school, local shops, community
hall, bus stop and so on. Make available some pebbles and a bowl of water.
Instructions
Say ‘thank you’ for being made to feel welcome and pray that everyone in your community will feel welcome
in the church. Ask God to help you to take responsibility to make others welcome. Think of one thing you
could do to make someone feel welcome, and then one thing that you would like to happen to make you feel
welcome. Take a pebble and drop it in the water, and watch the ripples as they spread out, symbolising God’s
love spreading out from the church into the community.
Station 6: Worldwide church
Display a map of the world, plus a bowl full of seeds that can be placed on the countries being prayed for and,
if desired, a tray of sand with candles to light. Display the words of Romans 15:7–12.
Instructions
As you place a seed on the country or place you wish to pray for, think of all the potential in that seed and ask
God to pour blessing on the people in that place. Then light a candle for the worldwide church.
Station 7: Refugees
Display a small suitcase packed for travel, photographs and stories of refugees (see www.childrenssociety.
org.uk/news-views/our-blog/young-refugees-share-their-stories), together with cards written at the activity day
about refugees if you have them. Display the words of Ruth 1:1–7.
Instructions
Think about how the refugees’ stories are similar to Ruth and Naomi’s stories. Naomi and her family left
Bethlehem to find food and then left Moab to travel back home when their husbands died. In those days,
under Jewish law the harvest crop around the edges of the field had to be left for those in need to glean from.
Pray about what could be our equivalent to this provision for the poor. Write a pledge about how we could
help refugees.
10
the following.
•
•
•
•
•
•
•
•
•
•
•
Christ be our light
We thank you, God, for all that you have given us (Out of the Ark)
When I needed a neighbour
Would you walk by on the other side?
Make me a channel of your peace
What a friend we have in Jesus
Here I am, Lord
Take my life, and let it be (traditional or Chris Tomlin version)
Thy hand, O God, has guided
Lord, for the years
I bind unto myself today (especially the sixth verse)
Consider singing songs from around the world (for example, ‘Alle-alle-alle-lu-ia’ from Jamaica)
Welcome
Read Psalm 100:1–5 and then sing a song of your choosing or from the suggestions above.
Readings
Read the story of Ruth and Naomi from a children’s Bible, such as The Barnabas Children’s Bible. Alternatively,
you could read the retelling of the story from More Bible Storybags by Margaret Cooling (page 83), or from
The Complete Guide to Godly Play Volume 6 by Jerome Berryman, or, if your church has a team, the Open the
Book version.
Suggested talk
Show a picture of a family tree and ask if anyone knows what it is. Say, ‘I wonder why people are so interested
in family trees now. Perhaps it is something to do with being rooted in something that is bigger than our
immediate experience.’ Point out that we love to hear family stories. The church also shares stories, which are
part of people’s journey of faith.
Show a photograph of someone from your family or the church family. If desired, ask someone from the
congregation to bring a photograph and to talk about the people in it. Talk about Jesus’ family tree (Matthew
1:1–17). Explain that Ruth was Jesus’ great-great-great- great-plus many more greats-grandmother. She made
a choice between staying in a place she knew well and travelling to Bethlehem to support and look after her
mother-in-law, Naomi. It can’t have been an easy choice to make.
We make choices all the time, and the stories of people like Ruth can inspire us when we make our choices.
Jesus also has advice for us to follow when we have to make choices.
11
Prayers
• Invite people to explore one of the prayer stations or, for those who would rather sit in their seats,
provide the same ideas on cards or sheets. You might like to play quiet music while people do this.
• Sing a quiet song, such as ‘O Lord, hear our prayer’ (Taizé) or a verse of ‘Here I am, Lord’.
• Invite people to choose another prayer station, then sing another verse of ‘Here I am, Lord’ or Taizé
chant.
• Repeat as many times as your service allows.
• Say the Lord’s Prayer.
Final prayer
Ruth was able to glean at the side of the field. What do we need to leave for other people to glean so that we
can all share in the harvest of God’s love?
May we be the best seed there is to sow
may we sow our talents
and our skills
may we sow grace
and forgiveness
may we sow our dreams
and our longing
may we sow sunrises
and broken bread
may we sow stories
and adventures
may we sow the whole of our faith
and the first moments of belief
may we sow meeting places
and moment of prayer
may we sow baskets of fish
and loaves for everyone
may we sow pearls of great price
and mustard seeds too
may we sow patience
and generosity
may we sow the future
and all our tomorrows
may we sow for the long term
and live in that promise
and when the thistles creep in
may we still sow
rather than weed
© REVD RODDY HAMILTON
12
UNIT 5
Jump into a picture: Christmas
Setting the scene
Display artwork from the church activity day or the school journey day. Place pictures with a Christian theme
(cut from used Christmas cards) in each seat. Display the items from the focal point used for the church activity
day, the specific artwork used in the school journey day, Christmas baubles, candles and a manger full of hay.
Suggested songs
Seasonal carols that the children know.
Gathering
Display the Christmas picture used in the school journey day. Ask everyone to turn to a person nearby,
introduce themselves, then share thoughts and ideas about the picture.
Reading
Continue with the following responsive reading from Isaiah 9:2, 6–7.
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
The people who walked in darkness
have seen a great light.
Those who dwelt in a land of deep darkness,
on them a light has shined.
For unto us a child is born,
unto us a son is given,
and the government shall be upon his shoulder.
His name shall be called Wonderful Counsellor, Mighty God, Everlasting Father, Prince of
Peace.
Read the poem ‘Christmas’ by John Betjeman.
Suggested talk
In the following talk, you could have volunteers dressed up or acting out each of the activities/objects/people
that you mention, as a visual aid. To emphasise the ‘presents’ theme and add impact, they could appear from
inside a giant present (for example, a large painted box or hung-up sheet).
13
Talk about Christmas and what we need to do to get ready for Christmas. Think about things such as
preparing and buying food, baking a cake, putting up decorations, pulling crackers, writing cards, hanging
up stockings, singing carols and buying and wrapping presents. Go on to think about traditional Christmas
themes that we find on a Christmas card, such as angels, shepherds, wise men, the stable and the holy family.
Talk about the seeming lack of connection between the traditional things we do to get ready for Christmas
and the traditional Christmas themes that we find on Christmas cards. Explain that the true gift of Christmas is
that God sent his own Son—for poor shepherds, for rich wise men, for the busy innkeeper rushed off his feet
but kind enough to find somewhere for Mary and Joseph when they were exhausted from their long journey,
and, finally, for us all today. This gift, beyond measure, is all we need at Christmas time.
Response and prayers
Ask everyone to pick up the Christmas card picture on their seat, sharing if necessary, and invite them to
discuss with the people nearest to them what the card says about the meaning of Christmas. On the back of
the card, they can write some words suggested by the image on the card, or the names of people or places they
would like to pray for. Ask everyone to look at their cards as they pray silently.
Gather the prayers together with the following words.
For those we love and those who love us, for art and artists that inspire us and lead us to fresh thoughts
and ways of seeing, we thank you, Lord God. Amen
Say the Lord’s Prayer together.
Tie ribbons across the front of the church, or hang up a large card star shape. Provide sticky tack or a basket
of pegs. Either invite everyone to come forward with their Christmas card pictures or ask volunteers to collect
them up. Stick them on to the star shape or peg them on to the ribbons.
Blessing
May the joy of the angels,
the eagerness of the shepherds,
the perseverance of the wise men,
the obedience of Joseph and Mary,
and the peace of the Christ child
be yours this Christmas;
and the blessing of God almighty,
the Father, the Son, and the Holy Spirit,
be among you and remain with you always. Amen
COMMON WORSHIP
14
UNIT 6
Jump into a picture: Easter
Setting the scene
Display any art or other creative work from the church activity day or from the school journey day. Use banners
if you have made them. Have cut-out footprints ready at the end of each row or hand them out at the beginning
of the service as people arrive. Display the Easter picture used on the school journey day.
Place objects to represent elements of the story—for example, sandals, walking staff, pictures of an open
road in the Holy Land, bread and wine.
This service provides a wonderful opportunity to have an all-age Communion service. It would be particularly
appropriate to use one of the two Additional Eucharistic Prayers for when children are present, especially
Prayer Two, which is based on the youngest child’s questions at the Jewish Passover celebrations. The texts
can be found at www.churchofengland.org/prayer-worship/worship/texts/additional-eucharistic-prayers.aspx.
Choose from your favourite Easter hymns and songs, including those suggested for the church-based activity
day (‘Ewe, Thina’ and ‘He walked where I walk’).
Readings
Use the Collect and readings for the Third Sunday of Easter. The Gospel reading is Luke 24:13–49.
Say the creed, using either the version from the baptism service or another appropriate version.
Suggested talk
The Gospel reading today, like the readings about Mary at the tomb and Thomas in the upper room, is all about
questions. It’s all right to ask questions. Jesus didn’t say to the travellers on the road to Emmaus, ‘Don’t ask’;
he helped them to see the answer for themselves. He met them on their journey and walked alongside them.
Give an example of a time when Holy Communion was like a direct link with the Emmaus experience
for you personally. Invite any children and young people present to come round the altar and help with the
preparations. Set a table in front of the altar, and ask them what they would need for a special meal—a cloth,
glasses, plates, napkins, an invitation. Then ask them to match these suggestions to the church equivalents.
Set the altar with an altar frontal (perhaps made at the activity day), the chalice and patten, purification cloths,
candlesticks, and so on.
Now ask the young people to stay and watch as you read the Communion prayer, perhaps imagining that
they were present at the breaking of bread after walking on the road to Emmaus.
If you are not having a Communion service, talk about the connections with Communion and/or share how
the young people might have felt if they had been present at the breaking of bread at Emmaus.
15
Response
Invite each person to take a cut-out footprint and take it to somewhere in the church that represents hope
for your own journey, for someone else on their journey or for the world. For example, they might place the
footprint by the font to represent new life and new opportunities. Play quiet music, such as Fantasia on a
Theme by Thomas Tallis by Vaughan Williams.
Prayer
Help us to be resurrection people
as we hear the Easter story and talk about amazing things,
as we shout ‘Alleluia’ and feel joy at the signs of spring,
as we look at Easter pictures and have an Easter sing.
As we journey on, let us be held up as on eagle’s wings. Amen
Say the Lord’s Prayer together.
Lord, we ask to be blessed in our walking
We ask to be blessed on the road
We ask to be blessed drawing near
We ask to be blessed in the listening
We ask to be blessed in the early morning
We ask to be blessed in the quiet evening
We ask to be blessed in the meeting at your table
We ask to be blessed in the sharing of the bread
We ask to be blessed in the going out into your world
We ask to be blessed in all the blessings that we see. Amen
16
UNIT 7
Jump into a picture: Pentecost
In advance, send out party invitations to the birthday party service, explaining that there will be food afterwards.
Invite everyone to wear something red and/or their Pentecost crowns if you made them at the activity day.
Hang up balloons and bunting and ask someone to make a Pentecost birthday cake (see note at end of outline)
or use the biscuits made at the activity day.
Setting the scene
Display any art or other creative work from the church activity day or school journey day. Offer red, gold,
orange or white streamers or balloons to children to wave during the service. Place kite-shaped cards (or cards
with a kite shape printed on them) on the seats. As a focal point, if you have media facilities in your church,
you could show the Pentecost picture used on the school journey day or display a copy on a stand.
the following.
• When the Spirit of the Lord is within my heart
• Spirit of holiness
• Breathe on me, breath of God
‘Here I am, Lord’ is a good final hymn. You could introduce it by quoting the chorus and saying that as we go
out, filled with the Holy Spirit, each of us is called to respond with these words.
Reading
Read the story of the first Pentecost (Acts 2:1–17), or ‘The mystery of Pentecost’ from The Complete Guide to
Godly Play Volume 4 by Jerome Berryman. If your church has an ‘Open the Book’ team, you could use that
version.
Engagement
Welcome everyone and invite them to take time to look at the picture used for the journey day. Turn to a
person near to you, introduce yourselves, then share some of your thoughts and ideas.
17
Declaration
Hold up the white streamers or balloons.
All say: The wind of God is blowing.
Hold up red, gold and orange streamers or balloons.
All say: The fire of God is blazing.
Hold up the kite shapes.
All say: The joy of God is flowing.
Hold up the white streamers or balloons.
Leader: You came like a white dove and hovered above Jesus.
All:
Forgive us for times when we make the wrong choices, and help us to choose the path of
peace.
Hold up the kite shapes.
Leader: You came like a strong wind, full of energy and movement.
All:
Forgive us that we are not always full of energy, and help us to share the power of your
love in our church and in our communities.
Hold up the red, gold and orange streamers or balloons.
Leader: You came like tongues of fire.
All:
Forgive us when we are not on fire for you, and help us to show the fruit of the Spirit.
Amen
Confession and creed
As Pentecost in the early church was a traditional time for baptism, use both the decision and the creed from
the baptism service or select another appropriate version.
Suggested talk and prayers
Project or display a map of the Mediterranean region, with Jerusalem at the centre, and point out each place
named in the reading. When possible, name the language spoken in each place at that time. Laugh about how
hard it is to pronounce some of the names. Get a show of hands from the congregation to learn who has visited
which places. Note the places, like Syria, that are in the news today. The goal is not that the congregation will
know and pronounce all the names, but that they realise that these were real places, and the people who lived
in them were real people visiting or living in Jerusalem.
What does the story mean to us now? God gives us power that enables us to do God’s work on earth. God
inspires us, gives us gifts (talents), and works through us. This is a powerful self-image. We are powerful and
God has work for us to do. Encourage people to identify and practise their gifts. Tell stories about people and
churches doing this. Look forward to seeing what each of them will do for God. Celebrate those possibilities
with joyful amazement.
Everyone should be able to find a kite card near their seat.
18
Read out the nine fruit of the Spirit written on a scroll, taken from Galatians 5:22–23a: love, joy, peace,
patience, kindness, generosity, faithfulness, gentleness and self-control.
From another scroll, read the evidence of the Holy Spirit working in us, from Isaiah 11:1–3: wisdom,
understanding, right judgment, courage, knowledge, reverence and wonder.
Invite people to discuss with those around them examples in their own lives that demonstrate the fruit of
the Spirit. Write on the kite card something you hope to do this week that would show the fruit of the Spirit
in your life.
Say, ‘Look at your card as we pray silently’:
For those in need this Pentecost,
For those we love and those who love us,
For artists and art that can inspire us and lead us to fresh thoughts and ways of seeing, and for the hopes
we are offering. Amen
Say, ‘Let us pray together’:
O God, may your Spirit lift us from being earthbound
and free us to soar, to explore, to have direction and purpose.
O God, help us to fly as people freed by your Spirit, to live and to love.
Use the collect for the season. Say the Lord’s Prayer together. Say the grace together.
Response
While music plays, carry the kite cards to the front and place them at the altar or tie them to a kite.
May God’s Holy Spirit be in your life (hand on heart)
May God’s Holy Spirit be in our world (sweep hand out in front)
May God’s Holy Spirit be love between us (hold or shake hands)
And the blessing of God Almighty, Father, Son and Holy Spirit, be among us and remain with us this day
and always. Amen
REV DR SANDRA MILLAR
Have a time of fellowship and celebrate the church’s birthday party by serving a special Pentecost cake (as
below), cupcakes and/or biscuits. Explain the symbolism (or ask the children to explain it) before you share
the cake. Weather permitting, you could go and fly a kite!
Pentecost cake
Bake a large red cake to share. (There are lots of recipes for red velvet chocolate cake on the internet; choose
one made with beetroot rather than red food colouring.)
Alternative ideas to celebrate Pentecost and for all-age worship can be found at the following websites:
• www.going4growth.org.uk/growth_through_the_year/pentecost
• www.going4growth.org.uk/downloads/Gloucester_-_All_Age_Pentecost.pdf
19
UNIT 8
Following in Jesus’ footsteps
Setting the scene
Display any art or other creative work from a parish activity day and/or from the school journey day. Use some
footprints as a focal point. Display props for a pilgrim (a large rucksack, a traditional Santiago de Compostela
pilgrim’s hat, a cloak, a small scrip or satchel, a walking stick, a badge with a scallop shell on it). If possible,
place real scallop shells at the end of each row of seats.
the following.
•
•
•
•
•
•
•
•
•
Brother, sister, let me serve you
Just as I am
Will you come and follow me?
One more step
O Jesus, I have promised
We are marching in the light of God
Thy word is a lamp unto my feet
I, the Lord of sea and sky
Christ be our light
Gathering/welcome
The Lord will keep you from all harm—he will watch over your life; the Lord will watch over your coming
and going both now and for evermore. (Psalm 121:7–8)
Readings
• Old Testament: Ezekiel 37:1–14
• Epistle: Philippians 3:7–16
• Gospel: Luke 9:1–6 (and/or the story ‘Footsteps’ from Bible Storybags).
20
Suggested talk
Collect your props from the display or have them ready, or ask people to bring forward props that you have left
around the church. If possible, show a picture of a traditional pilgrim on pilgrimage to Santiago de Compostela
(you could dress yourself or a volunteer with the items as you go along). You will also need scallop shell shapes
printed on paper for each person. Either give these out at the beginning of the service or leave a few in each
row of seats. They do not need to be cut out.
Read Proverbs 4:10–18, preferably from The Message. The words clearly echo Christian’s journey in Pilgrim’s
Progress and our journey in life.
Pilgrims wore certain articles of clothing. Hold each one up in turn or show a picture, and ask the wondering
questions below. After each of the wondering questions, leave time for wondering, either as individuals or in
discussion with others. You could then take some responses to the questions from the congregation.
• ‘I wonder what the hat was for?’ (It protected you from the sun or kept you warm and could be used to
collect water.)
• ‘I wonder what the cloak was for?’ (It provided protection against wind and rain and could be used as a
blanket if it was cold at night.)
• ‘I wonder what the small scrip or satchel was for?’ (It carried the essentials of travel, medicine, and a
Bible—not much else.)
• ‘I wonder what the stick was for?’ (To lean on and to give help in difficult places.)
• ‘I wonder what this badge is?’ (It’s the scallop shell of Santiago de Compostela. It symbolises St James the
Greater and also the journey of the pilgrim and baptism.)
If you looked at some of these ideas in the church activity day, include some of the thoughts and work that
people did in response.
Explain that James the Greater was the son of Zebedee, and was one of the fishermen called to be disciples
by Jesus. Very old stories tell us about his mission to Spain and how he was buried at Compostela, which, from
the eleventh century onwards, was one of the great centres of Christian pilgrimage, next in importance after
Jerusalem and Rome. The origin of the scallop shell as the badge of the pilgrim to Compostela may be that
scallop shells are very often found on beaches in northern Spain. They were probably used to collect drinking
water.
For centuries, the shape of the scallop shell has been seen as a marker on the routes that criss-cross Europe
to Santiago de Compostela. Show photos of markers today in Spain, France, and so on. The markers and signs
help the pilgrims to find their way along the route and are even used as decorations along it. They are signs to
help lead us forward and symbols of the help and encouragement that we can receive on the way.
You could show a series of photos from the pilgrimage, or ask a pilgrim questions about their experiences.
If possible, give each person a real scallop shell or provide one per row to pass round. Have people feel the
ridges/pathways. Ask them to think about how we are all pilgrims on life’s journey. We all start from different
places in our pilgrimage of life; we are on the journey together and with God.
If we think about setting out on a long journey on foot, I wonder what we might need to think about, as
well as the equipment we already have here (indicate the props)? Everything has to be carried, so, if we took
all the possible suggestions, our pack would be very heavy—a bit like Christian’s burdens in Pilgrim’s Progress.
Pick up a heavy rucksack. I wonder how we can decide what is most important or precious enough to carry
on our journey in life?
21
Response
Invite each person to take a scallop shell outline. Then ask the wondering questions below, allowing time
between the questions for people to write or draw their ideas on the shell.
• I wonder which burdens you could drop or leave behind as you go on your journey?
• I wonder what good things you most want to carry with you as you move on?
• I wonder what else you most need as you continue your journey?
Write or draw your ideas on the scallop shell outlines. Say together the following traditional Celtic prayer:
You are the peace of all things calm, You are the place to hide from harm
You are the light that shines in dark, You are the heart’s eternal spark
You are the door that’s open wide, You are the guest who waits inside
You are the stranger at the door, You are the calling of the poor
You are my Lord and with me still, You are my love, keep me from ill
You are the light, the truth, the way, You are my Saviour this very day.
If the service is a Eucharist, invite everyone to bring their shell outlines to the altar when they come up for
Communion; if not, they can bring them forward during the next hymn and place them on a dish or tray.
Hold the scallop shells up and say a prayer of thanks and offering for the people who have written them.
O God, your love for us is beyond all measure. Help us to trust that you care for us. As we leave this
service to continue our journeys as your disciples and pilgrims on the way, may we go inspired by your
love and care. Amen
Continue with the Communion service, if it is being used.
Prayers
Loving God, you walk beside us wherever we go. Let us feel you near when the road is long and hard,
when we find it difficult or when we stumble. When life is going well, skip along with us; when we
rejoice, dance with us; when we are sad, cry with us. Help us to hear you when you call, so that we will
follow you and trust in you for everything we need. Amen
Say the Lord’s Prayer together. Say the grace together.
Blessing of St Columba
Be at peace, and love each other. Follow the example of good people and God will comfort and help you,
now and in the future. Amen
22

now - Barnabas in Schools

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