LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
LEARNING ABOUT MOSES AND THE EXODUS
LOWER PRIMARY
1. Read
After reading ‘The Passover Story for Kids’ by PJ Library aloud, divide the class into small groups and have each group retell the story using their own words and illustrations on large sheets of paper. Encourage them to focus on key events and characters such as Moses, Pharaoh, and the plagues.
2. Watch
Moses and the Exodus | Stories of the Bible by Saddleback Kids
Watch the video ‘Moses and the Exodus’ together and then organise a role-play activity where students act out different scenes from the story. Assign roles such as Moses, Aaron, Pharaoh, and the Israelites. Encourage students to use props and costumes to make the experience immersive.
3. Listen
Moses and the Exodus for Little Kids by Kids’ Bible Maps (Scroll down the page to find the recording)
After listening to the audio recording of ‘Moses and the Exodus for Little Kids,’ provide each student with a blank sheet of paper and colouring materials. Instruct the students to listen carefully to the story and draw pictures of the key events or characters as they hear them.
Play the recording again, pausing periodically to allow students to add more details to their drawings. After the recording is finished, have students share their drawings with the class.
Encourage discussion about the story and how students interpreted the events through their drawings.
4. Drawing emotions exercise
Start by discussing the importance of understanding and expressing emotions. Explain to the students that they will focus on the characters' emotions from the story of Moses and the Exodus through drawing.
Character assignment: Divide the students into small groups and assign each group a specific character from the story (eg, Moses, Pharaoh, or an Israelite).
Emotion identification: Provide each group with a list of emotions (eg, happiness, sadness, fear, anger, determination) and ask them to discuss which emotions their assigned character might have felt at different points in the story. Encourage them to consider the events and challenges faced by their character.
Drawing activity: Give each student a sheet of paper and drawing materials. Instruct them to choose one emotion from the list discussed and draw the facial expression of their assigned character displaying that emotion. Encourage them to focus on capturing the expression accurately and vividly.
Students should discuss and brainstorm the following:
· What emotions might their assigned character have experienced throughout the story?
· What challenges or struggles did their character face?
· How might those challenges have made their character feel?
· How would they have reacted if they were in the shoes of their assigned character?
Resources:
Blank face templates from Wunderkiddy
Feelings faces cards from the National Centre for Pyramid Model Innovations (NCPMI), University of South Florida.
Feelings posters
Reflection: After the drawing activity, gather the students together and have them share their drawings with the group. As each student presents their drawing, ask them to explain why they chose that emotion for their character and how they depicted it in their drawing.
Empathy discussion:
· How did imagining the emotions of the characters help you understand their experiences better?
· Did drawing the expressions of the characters make you feel more connected to them?
· How can understanding the emotions of others help us show empathy and support in real life?
Extension activity: As a follow-up, students can write a short paragraph describing a scene from the story from the perspective of their assigned character, focusing on their emotions and experiences.
THE EXODUS AND REFUGEES TODAY
UPPER PRIMARY
1. Exodus vocabulary adventure
Help students learn and understand key vocabulary related to Moses and the Exodus through a fun and interactive scavenger hunt and matching game.
Instructions:
Create a set of cards with the vocabulary words on one side and their definitions on the other. Ensure you have enough sets for the number of groups you will have.
Vocabulary list for Moses and the Exodus
These vocabulary words will help students understand key concepts and events related to Moses and the Exodus, making it easier for them to grasp the story and its significance.
Pharaoh: The ruler of ancient Egypt.
Example: Pharaoh refused to let the Israelites go free.
Israelites: The descendants of Jacob, also known as the Hebrew people.
Example: The Israelites were slaves in Egypt before the Exodus.
Slavery: The state of being owned by another person and being made to work without wages.
Example: The Israelites suffered under slavery in Egypt.
Exodus: The departure of the Israelites from Egypt under Moses’ leadership.
Example: The Exodus is a key event in the history of the Israelites.
Plague: A disastrous event or disease sent by God as a punishment.
Example: The ten plagues were sent to persuade Pharaoh to free the Israelites.
Passover: A Jewish festival celebrating the Exodus from Egypt and the sparing of the Israelite firstborn during the tenth plague.
Example: Passover is still celebrated by Jews around the world today.
Moses: The Hebrew prophet who led the Israelites out of Egypt.
Example: Moses received the Ten Commandments on Mount Sinai.
Burning Bush: The bush that burned without being consumed, through which God spoke to Moses.
Example: Moses encountered God in the form of a burning bush.
Red Sea: The body of water that the Israelites crossed during their escape from Egypt.
Example: God parted the Red Sea to allow the Israelites to cross safely.
Wilderness: An uninhabited, desolate area where the Israelites wandered for 40 years.
Example: The Israelites travelled through the wilderness after leaving Egypt.
Ten Commandments: The laws given by God to Moses on Mount Sinai.
Example: The Ten Commandments are central to Jewish and Christian teachings.
Covenant: A sacred agreement between God and His people.
Example: God made a covenant with the Israelites, promising to be their God if they followed His laws.
Promised Land: The land of Canaan, promised by God to the descendants of Abraham.
Example: The Israelites journeyed toward the Promised Land after leaving Egypt.
Mount Sinai: The mountain where Moses received the Ten Commandments.
Example: Moses climbed Mount Sinai to receive God’s laws.
Tabernacle: The portable sanctuary used by the Israelites during their wanderings in the wilderness.
Example: The Tabernacle was where the Israelites worshipped God during their journey.
Faith: Strong belief or trust in God.
Example: The Israelites had to have faith that God would lead them to the Promised Land.
Freedom: The state of being free, not under the control or in the power of another.
Example: The Exodus represents the Israelites’ journey to freedom from slavery.
Obedience: The act of following commands or guidance.
Example: Moses showed obedience to God by leading the Israelites out of Egypt.
Miracle: An extraordinary event manifesting divine intervention.
Example: The parting of the Red Sea was a miracle that saved the Israelites.
Idolatry: The worship of idols or false gods.
Example: The Israelites were warned against idolatry and told to worship only God.
Scavenger hunt clues
· Write clues related to each vocabulary word. For example, a clue for ‘Pharaoh’ might be: ‘Find the place where the ruler of Egypt sits.’
· Hide the vocabulary cards around the classroom or designated area based on the clues.
Scavenger hunt
· Divide the students into small groups.
· Give each group a set of scavenger hunt clues.
· Instruct the groups to follow the clues to find the hidden vocabulary cards around the classroom or designated area.
· Once they find a card, they should read the word and definition out loud to their group and move on to the next clue.
Matching game
· After the scavenger hunt, gather the students and have each group present the vocabulary words they found.
· Lay out all the vocabulary cards on a table or the floor with the word side facing up.
· Give each group a set of definition cards (just the definitions, not paired with the words).
· Instruct the groups to match the definitions to the correct vocabulary words as quickly as possible.
· The first group to correctly match all their cards wins a stamp.
Word map activity
· On a large paper or whiteboard, draw a word map with ‘Moses and the Exodus’ in the centre.
· Ask students to come up and write a vocabulary word on the map and draw a line connecting it to the centre.
· Have them explain the word and how it relates to the Exodus story.
· Continue until all words are on the map.
Reflection and discussion
· Discuss with the students how the vocabulary words helped them understand the story of Moses and the Exodus.
· Ask them to share any new insights they gained from the activity.
· Discuss how the experiences of the Israelites relate to the experiences of refugees today, using the vocabulary words to guide the discussion.
Extension activity: Vocabulary charades
· Divide the class into teams.
· One student from a team picks a vocabulary card and acts out the word without speaking.
· Their team must guess the word based on the actions.
· Rotate turns, allowing each student a chance to act and guess.
2. Read the story
Begin by reading an age-appropriate version of the Exodus story to the class. Focus on key events such as the Israelites’ enslavement in Egypt, Moses leading them out, the crossing of the Red Sea, and their journey through the desert.
Read and colour
Bible Stories for young Children OT Book 3 The exodus to the promised land by Chris Thorpe and Coromandel Baptist Church
Alternative story from DLTK’s Bible Activities for Kids
The Story of Baby Moses by Sharla Guenther
The Story of Moses the Shepherd by Sharla Guenther
The Story of Moses and the Pharaoh by Sharla Guenther
The Story of Moses and the 10 Commandments by Sharla Guenther
Discussion questions:
· Why did the Israelites leave Egypt?
· What challenges did they face during their journey?
· How did they feel about leaving their homes?
· How is their story similar to what refugees today might experience?
Connect to today: Show images of modern refugees and discuss their stories. Compare their experiences to those of the Israelites, focusing on themes of displacement, seeking safety, and the hope for a better future.
Resource: Caritas Refugees Presentation – Upper Primary
3. Art project: Journey to freedom
Create artwork that represents the journey of the Israelites and connects to the journey of modern refugees.
· Review the journey of the Israelites, highlighting key moments such as leaving Egypt, crossing the Red Sea, and travelling through the desert.
· Ask students to draw or paint a picture representing a part of the Israelites’ journey. Encourage students to include elements that symbolise hope and freedom.
· Have students share their artwork with the class and explain what part of the journey they chose and why. Discuss how their artwork relates to the experiences of refugees today.
Five ways children can represent a journey in art
Map drawing
Children can draw a map that illustrates the journey, including starting and ending points, key locations, and important events along the way.
Example: Drawing a map of the Israelites’ journey from Egypt to the Promised Land, marking significant locations such as the Red Sea and Mount Sinai.
Storyboard
Children can create a storyboard with a series of illustrations that depict key moments of the journey in chronological order.
Example: Illustrating scenes from the Exodus story, such as Moses speaking to Pharaoh, the parting of the Red Sea, and the Israelites receiving the Ten Commandments.
Collage
Children can make a collage using various materials to represent different aspects of the journey, such as landscapes, characters, and symbols.
Example: Creating a collage of the Israelites’ journey using images of deserts, seas, and symbolic items like the burning bush and tablets of the Ten Commandments.
Journey timeline
Children can create a timeline that marks important events and milestones of the journey, with drawings or descriptions at each point.
Example: Making a timeline of the Exodus, starting from the enslavement in Egypt, through the ten plagues, the escape, and the wanderings in the desert, leading to the arrival at the Promised Land.
Sculpture or 3D model
Children can build a 3D model or sculpture representing different parts of the journey, using clay, cardboard, or other materials.
Example: Constructing a diorama of the Red Sea parting, with clay figures of Moses and the Israelites crossing, or building a model of Mount Sinai with Moses holding the tablets.
4. Comparative storytelling
Compare and contrast the story of the Exodus with a modern refugee story. Choose a modern refugee story to read or watch with the class.
Caritas resources:
Halima – Bangladesh Case Study (Primary 3-6)
Jamila – Bangladesh Case Study (Primary 3-6)
Create a comparison chart: create two columns – ‘Jewish Exodus’ and ‘Modern Refugees.’ As a class, fill in key points about each story, focusing on reasons for leaving, challenges faced, and hopes for the future. Then, use a Venn diagram to highlight the similarities and differences between the stories.
Class discussion: Discuss the similarities and differences. What can we learn from the Exodus story about the experiences and needs of refugees today?
5. Prayer and reflection
Reflect on the experiences of refugees and offer prayers for their safety and well-being.
Reflect on the Exodus: Begin with a brief recap of the Exodus story and its significance.
Discuss modern refugees: Talk about the current refugee crisis and the challenges refugees face.
Write prayers: Ask students to write a short prayer for refugees, drawing inspiration from the story of the Exodus and their own thoughts and feelings.
Share prayers: Invite students to share their prayers with the class if they feel comfortable. Collect the prayers and create a class prayer book.
CONSIDERING REFUGEE WEEK
LOWER SECONDARY
1. Vocabulary matching
Provide students with two sets of cards: one with vocabulary words and one with definitions. Have students match the word with its correct definition.
Vocabulary words
Migrant – A person who moves from one place to another, especially to find work or better living conditions.
Refugee – A person who has been forced to leave their country to escape war, persecution, or natural disaster.
Traumatic – Deeply distressing or disturbing experience.
Hospitality – The friendly and generous reception and entertainment of guests, visitors, or strangers.
Starvation – Suffering or death caused by a lack of food.
Civil War – A war between citizens of the same country.
Displaced – Forced to leave one’s home, typically because of war, persecution, or natural disaster.
Resilience – The capacity to recover quickly from difficulties.
Generosity – The quality of being kind and generous.
Compassion – Sympathetic pity and concern for the sufferings or misfortunes of others.
Prayer – A solemn request for help or expression of thanks addressed to God.
Policy – A course or principle of action adopted or proposed by an organisation or individual.
Fleeing – Running away from a place or situation of danger.
Violence – Behaviour involving physical force intended to hurt, damage, or kill someone or something.
Homelessness – The state of having no home.
2. Read
Read ‘Focus on people’ by Andrew Hamilton SJ. In his June prayer intention for migrants fleeing their homes, Pope Francis asks us to think about the individuals, not the big picture.
During reading
· Pause at key moments to introduce and discuss vocabulary words.
· Highlight any key terms: Choosing key words to highlight in an article involves identifying the most important terms that capture the main ideas, themes, and concepts presented.
Here’s a step-by-step approach for selecting these key words:
· Identify main themes: Read the article thoroughly to understand its primary focus and themes.
· Focus on repeated words and phrases: Pay attention to words or phrases that are repeated multiple times, as these often indicate key points.
· Highlight important concepts: Look for words that convey critical concepts or ideas central to the article’s message.
· Consider contextual importance: Highlight words that are crucial for understanding the context or specific points the author is making.
· Include proper nouns and specific references.
· Choose words that support vocabulary building: Select words that might be challenging or new.
After reading
Answer the following questions:
· What is the focus of Pope Francis’ June prayer intention mentioned in the article?
· How does Pope Francis ask us to think about migrants and refugees differently?
· According to the article, what are some of the dangers and challenges faced by migrants fleeing their homes?
· Why does Pope Francis focus on individual experiences rather than on categories or legal definitions?
· What specific regions or countries does Pope Francis highlight in his prayer intention?
· How does the article describe the difference between focusing on the ‘big picture’ and focusing on individuals?
· What is the significance of hospitality according to the article?
· How does prayer play a role in the way Christians should respond to the suffering of migrants and refugees?
· Why might Pope Francis not specifically mention the term ‘refugees’ in his prayer intention?
· How does the author suggest prayer could influence government policies?
· What might be the impact on students who hear the personal stories of refugees and migrants?
· How can students and their communities apply the lessons from this article in their own lives?
· Have you or someone you know had an experience of showing or receiving hospitality? How does this relate to the article?
· What are the potential challenges in focusing on individuals rather than categories when addressing the issues faced by migrants and refugees?
· How might seeing migrants and refugees as ‘persons with great problems’ rather than ‘a problem’ change public perception and policy?
· Summarise the main points of the article in your own words.
· How does the author use specific examples to support the main message of the article?
· Why do you think Pope Francis’ approach of focusing on individual stories is important?
· What role do you think empathy plays in understanding the plight of migrants and refugees?
3. Discuss
Engage students in a thoughtful discussion about the article.
Divide students into small groups and provide them with the following questions:
· Why does Pope Francis ask us to focus on individuals rather than categories?
· How can prayer influence our actions and policies towards migrants and refugees?
· What are some of the challenges faced by migrants and refugees mentioned in the article?
· How can we show hospitality and generosity to those who have been displaced?
At the end of the activity, groups share their responses with the whole class and results are compared.
4. Watch
Watch the refugee animation from Caritas Australia. It encourages children and young people to reflect on journeys made in history and by their own families. It explains that the refugee crisis is global, yet most refugees stay close to their home countries. As part of the global Church network, Caritas Australia can reach remote areas to support both refugees and settlement communities that are sharing the little they have with refugees.
5. Play
Take the refugee quiz from Caritas Australia. This quiz challenges student thinking around what they may know about global and Australian refugees and asylum seekers.
6. Prayer writing
Ask students to write a prayer for migrants and refugees, incorporating some of the vocabulary words. Encourage them to think about the emotions and needs of the people they are praying for.
Afterwards, ask students to compare their prayer to the Caritas refugee prayer. Use a Venn diagram to compare the two. What is different? What is the same? Is there anything you would like to add to your prayer?
Ask students to return to their prayer and add any ideas that they may think need to be added.
7. Creative project: Welcome poster
Have students design posters that welcome refugees to their community. Include positive messages, images, and words of encouragement. Display these posters around the school or classroom.
8. Scripture exploration activity: Welcoming the stranger
Divide the class into four groups. Assign each group one of the key scriptures to read and discuss.
Group 1: Matthew 25:35-40
Group 2: Hebrews 13:2
Group 3: Leviticus 19:33-34
Group 4: Deuteronomy 10:18-19
Provide each group with a set of questions to guide their discussion:
· What is the main message of this passage?
· How does this passage relate to the article and Pope Francis’ prayer intention?
· How can we apply this teaching to our lives and community?
Have each group present their scripture passage and discussion points to the class.
Encourage students to share insights and connections they made between the scripture and the article.
9. Reflection essay
Have students write an essay reflecting on how the article, the materials from Caritas and the scripture exploration have impacted their understanding of migrants and refugees. Encourage them to include personal thoughts and feelings about how they can contribute to making a positive difference.
10. Creative reflection
Ask students to create a visual representation (drawing, symbol, or collage) of how they can live out the message of the scripture in their own lives, especially concerning welcoming and helping migrants and refugees. Encourage them to include a key phrase or verse from their assigned scripture that inspired their artwork.
CELEBRATE THE LIGHT DURING REFUGEE WEEK
UPPER SECONDARY
1. Vocabulary activity
Words:
Resilience – The ability to recover quickly from difficulties.
Apathetic – Showing or feeling no interest, enthusiasm, or concern.
Tyranny – Cruel and oppressive government or rule.
Displaced – Forced to leave their home, typically because of war, persecution, or natural disaster.
Internment Camps – Detention facilities where refugees or displaced persons are held.
Generosity of Spirit – The quality of being kind, understanding, and not selfish.
Communities – Groups of people living together in one place, sharing common values and resources.
Deport – Expel a foreigner from a country, typically on the grounds of illegal status or for having committed a crime.
Shelter – A place giving temporary protection from bad weather or danger.
Refugee – A person who has been forced to leave their country to escape war, persecution, or natural disaster.
Vocabulary journal: Each student will write each vocabulary word on a separate page of their journal. They will look up the definition, write a sentence using the word in context, and draw or paste in a picture that represents the word’s meaning.
2. Read
Read ‘Celebrate the light’ by Andrew Hamilton SJ. He urges us this Refugee Week to enter the life of refugees to appreciate their stories of resilience and love.
After reading
Divide the class into small groups. Each group will discuss specific paragraphs of the article, focusing on how refugees’ experiences are portrayed. Groups will reflect on how these experiences relate to the vocabulary words. Each group will then share their reflections with the class.
3. Empathy mapping
Provide students with an empathy map template. Students will choose a refugee character from the resources provided. They will fill out the empathy map with details about what the refugee thinks, feels, says, and does based on the article. This will help students connect emotionally with the refugee experience.
Resources:
Empathy map template from Digital. NSW
Caritas case study – Jamila (Bangladesh) – Secondary
Caritas case study – Halima (Bangladesh) – Secondary
4. Creative writing
Ask students to write a short story or diary entry from the perspective of a refugee described in case studies above. They should use the vocabulary words in their writing.
Resources:
Short Story Planning from The English Classroom
How to Plan a Short Story: Free Story Planner Template
Dear Diary . . . lesson plan by Bushra Rehman
Diary entry lesson plan from The Courtyard
5. Scripture exploration exercise
Help students connect the themes of resilience, compassion, and solidarity in the article ‘Celebrate the Light’ with teachings from the Bible, deepening their understanding and empathy towards refugees.
Introduction: Begin with a brief discussion about the article ‘Celebrate the light’ by Andrew Hamilton SJ, highlighting key themes such as resilience, family, and kindness.
Explain that the class will explore Bible verses that reflect these themes to gain deeper insights.
Scripture selection: Provide the students with a list of Bible verses that align with the themes in the article. Some suggested verses include:
· Resilience and hope: Isaiah 40:31, Romans 5:3-5, James 1:2-4
· Compassion and kindness: Matthew 25:35-40, Luke 10:29-37 (The Good Samaritan), Colossians 3:12-14
· Solidarity and support: Galatians 6:2, Hebrews 13:2, 1 Peter 4:8-10
Group work: Divide the class into small groups and assign each group one or two of the selected Bible verses. Ask each group to read their verses together and discuss the following questions:
· What is the main message of this verse?
· How does this verse relate to the experiences and themes discussed in ‘Celebrate the light’?
· Can you find any connections between the challenges faced by refugees and the teachings in this verse?
· How might this verse inspire us to act with compassion and support towards refugees?
Creative reflection: Each group will create a visual or written reflection based on their assigned verses and the article. Options include:
· A poster illustrating the connection between the Bible verse and the themes in the article.
· A short skit or role-play demonstrating how the verse can be applied to real-life situations involving refugees (eg, a journalist interviewing a refugee).
· A poem or prayer inspired by the verse and the article’s themes.
Presentation: Have each group present their reflection to the class. Encourage them to explain how their chosen Bible verse connects with the experiences of refugees and the themes from ‘Celebrate the Light.’
Class discussion: After all groups have presented, lead a class discussion using the following questions:
· How do the Bible verses we explored deepen our understanding of the themes in the article?
· What new insights did we gain about the experiences of refugees through this exercise?
· How can we apply the lessons from these Bible verses to our own actions and attitudes towards refugees and those in need?
Closing reflection: Conclude the exercise with a reflective prayer or meditation, inviting students to silently consider how they can be a source of light and support for others, especially refugees.