Page 31 - ASSESSMENT OF ………………………………………………………………………………………………………………

On a school day, you have assembly, followed by a lesson, and then break. Then
you have some more lessons, followed by lunch-time. In the afternoon, it is lessons
followed by home-time. Work is followed by rest. This is a good rhythm to have.

If we think about the whole school year, we have been working hard these past two
terms, and at the end of this term we will be able to enjoy our long summer holiday.
A holiday is a rest from work, and is a good thing too. God likes to bless his

children with a good holiday.

3. We all spend our holidays in different ways. We can stay at home for the whole
time, or we might go away for a week or two. I expect your family have talked

about this.

Put up your hand if your family is planning to go away on holiday for a few days.
(Hear from some children of their intended destinations, and comment on the

distance of these from the children’s homes.)

Put up your hand if you are planning to go to the seaside at some time in the
holidays? Why is the seaside so inviting?

4. If you are going to the beach on holiday, what would you want to take with you?

(Have lots of beach things out of sight: swimsuit, towel, flip-flops, sun-hat, sun-

cream, bucket, spade, cool-box, drink, sandwiches, sun-chairs, sun-umbrella, rug to
sit on, surf board, inflatable dinghy, oars, etc. Fetch and display these in front of
the children as they offer suggestions. Perhaps you could be packing the car.)

5. Rosie mentioned last week that she enjoyed going on the train for a day trip to the

beach. I don’t think she would have taken all of these things with her! Some of
these things hadn’t even been invented!

Today we are going to watch a television programme about what holidays were like

nearer the beginning of this century. Show the programme entitled ‘Leisure and
Holidays’ from the BBC’s Children in History series. Explain how they have used old
photographs, old bits of film and old objects to reconstruct the past.

Ask the children to keep their eyes open for things which have changed.

(I omitted the very beginning of this programme to make it fit better with the
lesson.)

(Changing World, Unchanging God) 29