SHARING GOD’S LIGHT THROUGH LOVE AND KINDNESS
LOWER PRIMARY
Learning intention:
Students will understand that God’s love lives in them like a light, and they are called to share this light through kindness and care for others.
1. Shine your light circle
Sit in a circle. Pass around a small battery tea light. When a child holds it, they complete the sentence: ‘I can shine my light by . . .’
(Examples: helping Mum, playing kindly, sharing my toys.)
2. ‘What does light mean?’ – Exploring symbolism through play and story
Learning Intention: Students will begin to understand that light can be a symbol, and that in the Bible, light often means God’s love, hope, and goodness.
Step 1: Show and tell – what is light?
Show a torch, candle (LED), or picture of sunlight.
Ask:
• What does light do?
• How do we feel when it’s dark?
• What happens when someone turns on the light?
Explain: Light can help us see, feel safe, and find our way. In the Bible, light is sometimes used as a symbol – a way of showing something special, like God’s love or Jesus helping us find the way.
Step 2: Bible link – Jesus is the light
Read a simplified version of John 8:12:
‘Jesus said, “I am the light of the world. Anyone who follows me will never walk in darkness. They will have the light that gives life”.’
Ask:
• Is Jesus talking about a real torch?
• What do you think he meant?
Guide them to understand: Jesus isn’t a real light bulb, but he helps us see what is good, right, and loving – like a light in our hearts.
Step 3: Symbol match-up game
Show pictures or objects and ask if they are real or symbols. For example:
• A real sun
• A heart (symbol of love)
• A torch
• A cross
• A light bulb (real, but also a symbol for ideas/light)
• A Bible
Have students sort them into two groups: Real things and symbolic things.
Step 4: Light symbol art
Give each child a black piece of paper and a yellow or gold paper circle (the ‘light’).
Ask:
• What good thing can this light stand for?
• Can it stand for love, kindness, God, or Jesus?
Students draw or collage pictures around the circle to show what their ‘light’ means (eg, helping hands, hearts, crosses, smiling faces).
Wrap-up / reflection question: ‘Where have you seen light today – not just the kind that comes from the sun or a lamp, but the kind that comes from love or kindness?’
3. Vocabulary focus
(introduce simply)
Light – something that helps us see; in this case, God’s love inside us.
Love – caring for others.
Kindness – doing nice things without being asked.
Faith – trusting in God and his love.
4. Read-aloud activity: ‘Be the light’
Purpose: To help students connect with the idea that God’s love is like a light inside us, and we are called to share that light with others.
Source article: ‘Be the light’ by Niamh Kelleher
Teacher preparation: Use the script below as a read-aloud. Read with expression and pause to ask the questions. Encourage movement or gestures to keep students engaged.
Read-aloud script (adapted from the article):
‘Be the light’ (simplified retelling)
Do you know what happens when you light a candle in a dark room?
(Pause. Let children answer.)
That little light makes everything easier to see. It helps us feel warm and safe.
God gives each of us a special light inside. It’s not a candle or a torch – it’s the light of God’s love.
• ‘Can you point to your heart?’
• ‘That’s where your light lives.’
We let our light shine when we do kind things:
When we help someone up . . .
When we share with a friend . . .
When we smile and include someone . . .
That’s your light shining!
• ‘Can you show me a helping hand?’
• ‘Can you give your friend a kind smile?’
(Encourage gestures and smiles to reinforce the message.)
Jesus says, ‘Don’t hide your light. Put it up high where everyone can see it!’
We don’t shine our light to show off. We shine it to help others see God’s love.
• ‘How can you be the light today?’
Follow-up questions (oral):
• Where does your light come from?
• What does it mean to ‘shine your light’?
• What’s one way you can let your light shine at school today?
Optional extension:
Use a simple paper candle craft or draw a heart with light beams around it, and have students write or draw one way they can shine their light for others.
5. Scripture exploration
Matthew 5:15 (adapted): ‘You are like a light. Don’t hide your light. Put it where everyone can see, so it gives light to all.’
Discuss: What might it look like when someone lets their light shine? What would it mean to hide it?
6. Exploring the example of Jesus
Jesus showed his light by being kind, helping people, and loving everyone – even those who were left out.
Ask: Can you think of a time Jesus helped someone? How can we do the same?
7. Craft: Lampstand of light
Give each child a cut-out candle shape. They draw themselves doing something kind or loving, and glue it onto a ‘lampstand’ (paper base or classroom poster). Display it as a class ‘lampstand’ that shows how they shine for others.
6. Pray
End with a short prayer: Jesus, thank you for putting your light in me. Help me to shine by being kind and loving to everyone I meet. Amen.
Differentiation / inclusive tips:
• Use images to help explain ‘light’ and ‘love.’
• Provide sentence starters and model responses for children who need support.
• Allow students to draw instead of write during the craft activity.
CHRISTIAN HOPE, EMOTIONAL AWARENESS, AND THE EARLY CHURCH
UPPER PRIMARY
Key concept: Understanding the difference between joy, positivity, optimism and hope – and how they help us live our faith.
Learning outcomes
By the end of the session, students will be able to:
• Understand the differences between joy, positivity, optimism and hope
• Recognise how early Christians relied on hope after the Resurrection
• Explore how Christian hope helps us in difficult times
• Reflect on music and life experiences as expressions of faith
1. Feelings music match
Play two short clips (30 seconds each) from:
R.E.M.’s ‘Shiny Happy People’ (light and bouncy)
R.E.M.’s ‘Everybody Hurts’ (gentle and emotional)
Ask:
• What words would you use to describe each song?
• How do these songs make you feel?
• Do they remind you of different kinds of days or moods?
Transition: These songs help us think about how we feel joy and sadness – and how hope helps us when we are feeling low.
2. Vocabulary development
Introduce and display these four key words with simple definitions and visuals:
• Joy – Big, happy feelings from something really good
• Positivity – Trying to stay cheerful, even if things are hard
• Optimism – Believing that things can get better
• Hope – Trusting that God’s love is always with us, no matter what
Activity: Match emoji faces or small pictures with each word. Discuss when we might feel each one.
3. Guided reading activity
Purpose: To help students closely read and interpret the article, developing their understanding of Christian hope and emotional literacy.
Article: Joy, optimism and hope – getting the balance right
Music can teach us a lot about the experience of the early Christians after the Resurrection.
Before reading
Build background knowledge.
Ask students:
• Have you heard the words joy, optimism, or hope before?
• What do you think they mean?
• Have you ever heard a song that made you feel better when you were sad?
Vocabulary to pre-teach:
• Positivity
• Optimism
• Hope
• Resilience
• Persecution
(Use simple definitions and visuals.)
During reading
Text: Use a simplified or teacher-selected excerpt from the article (eg, the sections on ‘Positivity, optimism and hope: key differences’ and ‘The role of hope and optimism in Christianity’).
Format: Students read in pairs or small groups with the teacher guiding.
Reading prompts:
Ask students to underline or highlight:
• A sentence that explains what hope means
• A sentence that shows how the early Christians lived with hope
• A word they didn’t know before
• A part that reminds them of their own life or faith
After reading discussion
Prompt students with these questions:
• What’s the difference between optimism and hope?
• Why did the early Christians need hope?
• What gives you hope when things are hard?
• What do you think Jesus would want us to do when someone else is sad?
Response activity (optional extension)
Hope in my heart reflection: Students write or draw a response to this prompt.
‘One way I can bring hope to others like the early Christians did is. . .’
Provide templates with a heart or candle shape to decorate.
4. Scripture exploration (NRSV)
Romans 12:12
‘Rejoice in hope, be patient in suffering, persevere in prayer.’
Ask:
• What does it mean to ‘rejoice in hope’?
• What does this say about how early Christians lived after Jesus rose from the dead?
Link: Hope was a gift from God that helped them through difficult times.
5. Example of Jesus
Jesus on the road to Emmaus (Luke 24:13–35) – Retell the story simply or use a video version.
Ask:
• How were the disciples feeling at the beginning?
• What changed when Jesus walked with them?
• What does this story tell us about hope?
6. Hope poster
Each student creates a poster with the sentence:
‘Hope helps me when . . .’
They draw or write how hope helps them (eg, ‘when I feel scared,’ ‘when someone is sick,’ ‘when I miss someone’).
Encourage students to include a symbol of hope – a candle, sunrise, heart, or cross.
7. Joy, optimism or hope sorting game
Provide short scenarios (or read aloud). Students decide if the example shows:
• Joy – ‘I got to see my best friend after a long time!’
• Optimism – ‘I didn’t win today, but I know I’ll improve if I keep trying.’
• Hope – ‘Even though I’m sad now, I know God is with me.’
Students can respond with coloured paddle sticks or by moving to labelled corners.
Differentiation and inclusion
• Use visual aids and emojis for key terms
• Invite students to work in pairs for discussions
• Provide sentence starters or a scribe option for poster writing
• For EAL students, include translated words or picture dictionaries
ICT integration
• Use an interactive whiteboard or slides for song clips and word-image matching
• Optional: Students can record a voice message or video reflection about ‘What gives me hope?’
Optional prayer to close
Dear Jesus,
Thank you for the joy we feel when we are with others,
For the optimism that helps us try again,
And for the hope that reminds us You are always near.
Help us to be people who bring joy, share hope,
And believe in a brighter tomorrow.
Amen.
BEING A LIGHT FOR OTHERS
LOWER SECONDARY
Source text: ‘Be the light’ by Niamh Kelleher
1. Symbol of light
Ask: What does light represent in different situations?
List answers on the board: hope, safety, guidance, truth, comfort, etc.
Use visual stimuli – candle, sunrise, lighthouse – to prompt discussion.
Follow-up: Why do you think Christians are called to be the light?
2. Guided reading activity
Divide students into groups and assign one paragraph or section of the article per group.
Instructions:
• Read aloud and annotate your section together.
• Use these guiding questions:
- What does this paragraph say about light?
- What real-life example does the author give?
- What does it teach us about being people of faith?
Reading prompts for students:
• Underline a sentence that mentions a way we can share God’s light.
• Circle a word or phrase you find inspiring.
• Star a sentence that links faith to action.
Groups then report back and summarise their section.
3. Reading comprehension questions
• What does the author mean by ‘a light is meant to be put on a lampstand’?
• How is God’s love described in the beginning of the article?
• What everyday examples does Niamh give that show people living their faith?
• What is a Kairos retreat and why was it meaningful to the author?
• What does it mean to serve others with no need for praise?
• How does the article connect being a person of faith to loving those we may not understand?
4. Vocabulary development
Here are some key words and phrases from the article and their student-friendly definitions:
• Light (symbolic): God’s love, hope, and guidance that we carry within us and share with others.
• Kairos: A special moment of grace or God’s time – a meaningful spiritual experience.
• Service: Helping others without expecting anything in return.
• Vulnerability: Being open, honest, and real with others, even when it feels difficult.
• Perseverance: Continuing to do good, even when it’s challenging or you feel like giving up.
To help students remember these words, use matching games, flashcards, or invite them to illustrate the meanings through drawing or drama.
5. Scripture exploration (NRSV): Matthew 5:14–16
‘You are the light of the world. A city built on a hill cannot be hidden . . . let your light shine before others, so that they may see your good works and give glory to your Father in heaven.’
Discuss:
• What does Jesus mean by this?
• How does this connect with what Niamh wrote?
• What is one way you can ‘let your light shine’?
Students can illustrate the scripture and write a reflection on how it connects with their life.
6. Jesus as our model of light
Mini-reflection:
Think of times Jesus loved people others ignored (eg, the leper, the woman at the well, Zacchaeus).
• How did Jesus ‘shine light’ in dark or lonely places?
• How can we follow this example in school or at home?
Students can write a journal entry or discuss in pairs.
7. My Kairos moment
Ask students:
‘When have you felt really connected to your faith, supported by others, or inspired to help someone?’
Let students:
• Write a short paragraph about their ‘Kairos moment’
• OR draw a picture representing that experience
• OR share in a small group
Use sentence starters like:
‘A time I felt God’s light within me was when . . .’
‘One way I try to be light for others is . . .’
8. ‘Be the light’ action plan
Students design a personal ‘Be the Light’ action plan using Canva, Padlet or paper templates.
Sections might include:
• One way I will help someone this week
• A kind action I can do at school
• A prayer I can say for someone in need
• A Bible verse that reminds me to be the light
Display their plans as a classroom collage.
Differentiation tips
• For EAL students: Provide simplified definitions, sentence frames, and visuals for key terms.
• Mixed abilities: Allow for visual (drawing), verbal (discussion), and written response options.
• Extension: Invite students to research the Kairos retreat and present what it offers older students.
ICT integration ideas
• Use Padlet or similar for students to post acts of kindness they observe during the week.
• Use Canva or Google Slides to make a digital ‘Be the Light’ poster campaign for the school.
LIVING WITH HOPE: JOY, RESILIENCE AND FAITH IN ACTION
UPPER SECONDARY
1. Song snippet showdown
Play short clips from R.E.M.’s Shiny Happy People and Everybody Hurts. Ask students to silently reflect, then respond in a think-pair-share format:
• Which song resonates more with your experience of faith or life?
• Which one feels more ‘real’ to you – and why?
2. Vocabulary development
Introduce and discuss the following terms using real-life scenarios or news stories:
• Joy: Deep happiness rooted in something meaningful or good
• Optimism: Belief that the future can be better through action
• Hope: Trust that things will improve, even when we don’t know how
• Positivity: A focus on staying cheerful, sometimes at the expense of honesty
• Resilience: The ability to keep going in tough times
Students create a mind map showing how these terms interconnect, using examples from music, Scripture, and personal experience.
3. Guided reading activity: Annotate and reflect
Article: ‘Joy, optimism and hope – getting the balance right’ by Laura Kings
Music can teach us a lot about the experience of the early Christians after the Resurrection.
Instructions:
• Provide students with a printed or digital copy of the article.
• In pairs, students take turns reading aloud each paragraph.
• After each section, they annotate using the following questions:
- What is the key idea here?
- What’s something you relate to or disagree with?
- How does this connect with faith or Jesus’ example?
After reading, groups create a summary of how the article defines and contrasts joy, optimism, positivity and hope.
4. Reading comprehension questions
Article: ‘Joy, optimism and hope – getting the balance right’ by Laura Kings
Music can teach us a lot about the experience of the early Christians after the Resurrection.
Literal:
• What does R.E.M.’s song Shiny Happy People represent, according to the article?
• How does Everybody Hurts differ in tone and message?
• What is the difference between positivity, optimism, and hope?
Interpretive:
• Why might optimism be a more action-oriented mindset than positivity?
• How did the early Christians model hope and optimism after the Resurrection?
• Why does the author argue that hope is essential during difficult times?
Evaluative:
• Do you think joy requires honesty about suffering? Why or why not?
• Which mindset – positivity, optimism, or hope – do you think is most important for your generation, and why?
5. Scripture exploration
Scripture: Romans 5:3–5 (NRSV)
‘We boast in our sufferings, knowing that suffering produces endurance, and endurance produces character, and character produces hope . . .’
Discussion questions:
• How does Paul’s idea of hope compare with the article’s description?
• Why is hope seen as the outcome of struggle rather than its opposite?
• How can this passage help us understand resilience today?
6. Example of Jesus
Explore how Jesus demonstrated joy, hope and optimism:
• In his interactions with people on the margins (eg, Zacchaeus, the woman at the well)
• In his trust in God before the Resurrection (eg, in the Garden of Gethsemane)
• In the post-Resurrection appearances when he offered peace, not revenge
Class task
Write a reflection answering the question:
How did Jesus balance emotional honesty with a hopeful vision of the future?
7. Spectrum walk
Create statements like:
• ‘Positivity is more helpful than honesty.’
• ‘Hope is more powerful than action.’
• ‘It’s better to avoid difficult feelings.’
Students physically place themselves along a continuum (strongly agree to strongly disagree). Facilitate respectful discussion about their placements, linking back to the article and Christian theology.
8. Creative expression – ‘Soundtrack of hope’
Students create a playlist of 3–5 songs that express different dimensions of joy, hope and resilience. For each song, they must:
• Explain how it connects with the article or Scripture
• Identify which mindset it most closely represents
• Reflect on how it might uplift someone going through a hard time
This can be submitted as a written task, presented as a digital slideshow, or performed live in a group setting.
Supporting diverse learners
• Pair strong readers with those needing support for the guided reading.
• Offer vocabulary visuals or sentence starters for reflections.
• Use audio versions of the article for auditory learners.
• Allow creative responses (video, poetry, spoken word) for final task.