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1

Using this resource

Debt is a grown-up subject but tackling it starts early. With children our concern is not debt but the

basic financial skills that can help shape a wholesome attitude to money.

The pressures of consumerism are felt from a young age. A 2004 study for the National Consumer

Council found that 80% of children between 10 and 12 had developed a passion for conspicuous

consumption. Interestingly, the same study discovered that 75% of the 1000 children polled said

that they believed that people bought things they did not need.

More recently, a 2008 survey by the Children’s Society found that:

• 60% of respondents believed young people’s self-esteem is damaged by the media’s

negative coverage of their age group.

• 89% of adults felt that children today are more materialistic than in past generations.

• 90% of adults thought that advertising to children at Christmas puts pressure on parents to

spend more than they can afford leading to debt problems.

Again, it is interesting that evidence submitted to the inquiry from children themselves suggests

that they do feel under pressure to keep up with the latest trends.

The children’s activities in this resource pack will support a 15 minute children’s slot to an hour-

long Sunday School session. Use them in a pick’n’mix style, in at least three different ways:

• Use one of the ideas as the basis for a traditional children’s talk when the church is

gathered together before children go to their separate study groups or Sunday School. The

ideas will introduce material that is used in the adult preaching.

• The ideas can be used in sequence as the basis for an all-age sermon for when the church

is gathered for worship for the whole service.

• Use one or more of the ideas as a crowd breaker in Sunday School to introduce the bible

reading and the theme for the day.


2 2

You will need:You will need:You will need:You will need:

• A volunteer with a

calculator

• A confident leader

• Practice until you can

do the tricks!

Magic Numbers

This activity is very simple and you will be able to find

other magic number activities on the internet. A couple

of sites are suggested at the end of the page.

Play around with the introduction below or omit it

altogether depending on how much time you have.

Ideally, if this activity is used it should be the first

activity as the focus on budgeting leads naturally

into the exploration of debt through the Old

Testament story of the Widow’s oil.

Introduction

Ask who likes maths at school. Some will, some will not - but you think that numbers are very

special and important. For example, who has a birthday coming up? That is an important number.

Who gets pocket money each week? That is another important number. As we get older numbers

get more important and we have all kinds of numbers:

• Ask a former serviceman or woman their Name, rank and service number.

• Ask someone for their National Insurance number – then say they have already got that

from the Child Benefit Agency!

• Ask a young person for their mobile phone number

• Then ask for other numbers that are important for people

o Bank account numbers (don’t ask!)

o Older people will remember Green Shield stamp or ration book numbers

o Some famous numbers from history (1066; 1914 etc)

o Driving licence

o Other numbers?



3

Activity 1

Ask for a volunteer with some loose change in their pockets. (To link to activity 2 choose someone

who is over 50 and less than 100!)

Tell them that you are going to find out firstly their age and secondly how many coins they have in

their pocket.

• Ask the volunteer to double their age (either mentally or on paper) - they must not tell youthey must not tell youthey must not tell youthey must not tell you.

• Ask them to add 5 and multiply by 50.

• Finally, they must add the number of coins they have on them.

• They then tell you the final answer.

Now all you have to do is take away 250 from the answer they gave you.

The first two digits of the answer you are left with are the persons age and the last two the number

of coins in their possession. (NoteNoteNoteNote:::: the volunteer must have less than 100 loose coins!)

Example - 25 x 2 = 50 + 5 = 55 x 50 = 2750 + 6 = 2756; 2756 - 250 = 2506

(We are grateful for permission from June Jackson to use this magic number game from her website

www.hintsandthings.co.ukwww.hintsandthings.co.ukwww.hintsandthings.co.ukwww.hintsandthings.co.uk)


4 4

Activity 2: the magic square

Prepare an OHP acetate, flipchart page or PowerPoint slide with a grid of four rows and four

columns as in Table 1. Explain that you are going to ask for a number between 50 and 100 and

that you will make all the rows, columns and angles add up to the number chosen and that the

four corners and the four centre squares will also add up to that number.

A volunteer with a calculator will be useful and of course those with mobile phones will also have a

calculator to check it out.

1. Ask a volunteer to shout out a number between 50 and 100. If you have done activity one

you may like to use the age of the volunteer so long as he or she is over 50 (and less than

100!)

2. Show the grid as in Table 1. Ask a child what all the numbers add up to.

3. Next add Number 9 in the bottom right corner

4. Then add the numbers 10, 11 and 12 in the positions

as shown in table 2. You are now left with four cells to fill

5. Subtract 21 from the number chosen by the volunteer.

For example, if the number is 70 you will have 49. Starting with this number add this and the next consecutive numbers into the squares marked ABC and D in table 2

6. You will see in table 3 the finished magic square. Use a calculator to check that all the

rows, columns, four corners and four centre squares

all add up to 70

Table 1

1 7

8 2

5 3

4 6 9999

Table 2

BBBB 1 12 7

11 8 AAAA 2

5 10 3 DDDD

4 CCCC 6 9

Table 3

50505050 1 12 7

11 8 49494949 2

5 10 3 52525252

4 51515151 6 9



5

Application

Numbers can be magic! But they can also be

very difficult for us. Did you struggle to do the

maths because if you did you are not alone!

Not everyone can do numbers well and these

magic numbers only happen because

someone clever knows how to make it

happen.

There are some more numbers in these

envelopes - hold up some brown envelopes

and the bills in them – water, gas, electricity

etc. Hold up also a shopping bill from the

supermarket and all the numbers on there.

Some of our most important numbers are in

these envelopes and on this bill. People often

check that that the bill is right.

But what if the numbers inBut what if the numbers inBut what if the numbers inBut what if the numbers in these these these these

envelopes are not magic?envelopes are not magic?envelopes are not magic?envelopes are not magic?

What if they add up to more than What if they add up to more than What if they add up to more than What if they add up to more than

the amount of money that comes the amount of money that comes the amount of money that comes the amount of money that comes

into the house? into the house? into the house? into the house?

That is why a budget is so important in our

house. It helps us makes sure that the

numbers are magic, that they do add up and

we can pay all our bills. Sometimes that

means we can’t spend on some things

because we have to pay the really important

things and that is not always easy.

In our New Testament reading* (Luke 14:28-

33) Jesus told a parable about a man who set

out to build a tower.

But before he

built

it he did

the numbers. He

checked if he could finish the tower

because if he left it half finished people would

know and laugh at a ruler who could not

finish the job. Or there was a king who

wanted to go to war but did the numbers first.

He checked out if his opponent had more

soldiers than he did and if he did then he

decided not to fight as he would surely lose

the battle.

Sometimes the numbers do not add up and

we get into a problem called debt. Debt

always hurts and to understand it more we

will be looking at an Old Testament story

about a lady who was in debt, she was

desperate and needed help. (2 Kings 4:1-7)

*N.B:*N.B:*N.B:*N.B: If this activity is used you should make sure

the New Testament reading is Luke 14:28-33


6 6

You will need:You will need:You will need:You will need:

• A small selection of jam

jars

• Optional tins or thrifty

boxes – even a fire

surround!

• Optional older person as

a volunteer story teller

Jam jars This simple activity requires little preparation. It

is based on the way many older people in the

church will remember planning their money by

putting jam jars on the mantelpiece.

In these different jam jars was placed money for

the electricity or gas, for rent, food and

insurance and so on, and for many, money for

the church on Sunday too. The discipline was

that you never took money from one jam jar to

pay off a different bill.

It was a simple but highly effective form of budgeting that helped a little money go a long way.

Setting the scene

You will need at minimum a small selection of jam jars to show to the children, but you might like

to elaborate on this idea by including some tobacco tins which were often used.

You might even find some people in your church who still have “thrifty” boxes, special boxes

divided into different sections to hold the money, who would be willing to be interviewed and share

how they are used.

This could be done either in an all age service or by inviting the person to the Sunday School to tell

their story to the children. You might even like to elaborate by having a small fire surround to put

the jam jars on.

• Begin by asking people to think how they or their mum or their grandma managed her

money when money was short, incomes were low and wartime rationing added to the

difficulties?

There will be a range of answers such as “make do and mend”, searching for bargains in

the shops and so on. Allow time for a few answers and some story telling as this question

always brings back memories and smiles.

Then show one of the jam jars and ask what this was used for. Describe how people often put jars

or tins on the mantelpiece for different expenses and how the money was kept separate. It helped

a small amount of money go a long way.



7

Application

Our bible story is about how God provided for a widow who had run out of money. She collected

all the jam jars that she could find from her neighbours and she had a tiny bit of oil. But when she

began pouring the oil into the jars it kept flowing until all the jars were full. She could then sell the

oil to pay off what she owed and had enough to live on.

God still provides for us today in different ways.

Grown ups go to work, or receive benefits or pensions; kids have pocket money and paper rounds

and Saturday jobs.

Grandma’s jam jars are a reminder to us that we must manage what God gives us well. A simple

and good way of thinking about this is for us to have three jam jars: one for saving 10% of what we

have, one for giving to God 10% and 80% for us to live on and enjoy.

(NoteNoteNoteNote:::: the Sermon materials in the Red2Black resources also uses this illustration of jam jars)


8 8

Invisible people A quick skit to illustrate the effect that debt can

have on some people. You’ll need to find

someone with a flair for acting!

Action:

You should introduce yourself to the

congregation as the brother of a famous scientist.

He is famous because he has discovered a

special potion that can make someone invisible

for about 20 seconds, and you have some of the

potion with you.

Say that you are going to go invisible.

Drink some of the liquid and as soon as you swallow say that you can feel it happening and that it

is so terrifying that you will have to cover yourself up.

Pull on the balaclava and pair of gloves (no skin should be showing) and then start talking about

how it feels to go invisible. Then after 20 seconds (or longer if you can ham it up) say that you are

visible again and take off the hat and gloves.

Application

Ask the children if anyone really believed that you went invisible. Agree that no one really can go

invisible. You might want to humour this up by suggesting there are some people who try very hard

to become invisible:

• The pastor goes invisible when it is time to buy a drink at the bar

• The treasurer goes invisible when there are bills to be paid

• Footballers often goes invisible playing for a rubbish team called Liverpool

• My kids become invisible when it is time to wash the dishes

• A whole congregation can disappear when they know who is preaching on Sunday!

Allow the mooAllow the mooAllow the mooAllow the mood to get a little more serious.d to get a little more serious.d to get a little more serious.d to get a little more serious.

You will need:

• Balaclava (to cover the whole

face)

• Dark sunglasses

• A large pair of motorcycle gloves

or Dachsteins – something over

the top

• A long coat, preferably a white

lab coat

• A clear, unlabelled bottle with

green or blue drinkable liquid.

• A clip from the classic movie the

Invisible Man could be shown if

facilities are available



9

No one can go invisible really but there are people who wish they could.

Some people are so worried about money that they hide in their homes and wish they were

invisible. They don’t want to answer the phone, open letters from the bank or even open the door

because they are worried about who is ringing or what the letters say or who is at the door.

Some people become invisible because they don’t like going out and they can’t talk to their friends

about their worries.

Our bible story is about a sad lady who wished she could be invisible. Her husband had died and

she wanted to hide because she owed money and she could not pay.

But she couldn’t go invisible and anyway going invisible would not have helped her children.

Instead she did the best thing she could do. She asked someone for help and his name was Elisha.

He was a friend of God and she knew that he would help her because there is a special promise in

the bible for widows:

Do not take advantage of a widow or an orphan. If you do and they cry

out to me, I will certainly hear their cry. (Exodus 21:22-23)


10 10

As they grew up Native American boys learned all sorts of amazing skills.

They learned to shoot with a bow and arrow; they learned to hunt buffalo with the men of

the tribe, to light a fire even when it is raining. They also learned to cook and to sew and

to tell stories of their ancestors and their hunting and the beautiful land in which they and

their ancestors have lived for many, many years. All the boys wanted to be able to put the

first feather in their headdress to show that they were no longer boys but men. But to do

this they had to pass a special test.

The great day came when the boy would pack his things, take his bow and arrow and set

off with one of the elders of the tribe. At first they walked through places he knew but soon

the boy had gone further than he had ever gone before. He was in a land he did not know

and as night fell they came to a deep forest. The boy had to build a fire and cook the

rabbits they had caught earlier in the day. It was dark and scary in the forest but the boy

knew that the elder was with him so he felt safe.

Imagine how he felt then when the elder said it was time for him to leave the boy alone in

the forest. He must stay over night and in the morning must follow the tracks back to their

home.

The boy watched the elder walk off into the shadows and sat waiting for the long night to

come. All night he heard the sounds of the forest, the wolves howling, bears roaring. He

was frightened but slowly the night passed and the dawn came. He carefully put out the

fire and prepared to track his way home.

But he had not gone more than a few yards when he heard a sound in the undergrowth. A

wolf? A bear? He put an arrow to his bow and crept forward.

Then from behind a tree stepped the elder of his tribe. The boy did not know he was there.

All night he had stood watch, guarding the boy by his fire, ready to protect him against

any danger.

Together they set off home. The boy had changed, had grown and the elder knew it and

would tell the tribe.

Shadows in the night The source of the following story is unknown. The basic outline is given but a good story teller will

bring the story and its application alive. It may help to give the child a fictional name.



11

Application

In our Bible reading we read about a woman who was worried about money. She could not pay her

bills and was worried for her children as someone was going to take them from her.

Like many people who are in debt she was frightened, felt alone and helpless. Like the boy in our

story she thought she was alone.

But the boy was not alone was he? There was someone watching him all the time.

The Bible tells us that God looks after the poor, that he cares for widows and for everyone that is

worried about money. Although she felt alone and vulnerable the bible is full of promises for her

and people like her.

Do not take advantage of a widow or an orphan. If you do and they cry

out to me, I will certainly hear their cry. (Exodus 21:22-23)

There is also a promise here for all of us. When we feel frightened and alone, when we get a

horrible feeling in our tummy there is always someone we can talk to.

It might be our mum or dad; and our favourite teacher will always listen and understand.

Secrets can be fun but secrets that make us worried are not good secrets and we don’t have to

keep them.

There is always someone we can tell.


12 12

Mission impossible This simple activity is easy to do and requires very little

preparation.

• Invite two volunteers to the front of church and

give them two pieces of lightweight rope.

• Tie one end to the left wrist of one volunteer

and the other end to the right wrist.

• With the second volunteer tie one end to the

left wrist. But before tying to the right wrist loop the rope over the first volunteer’s rope so

the two are tangled together.

• The knots must be tight enough not to slip off but loose enough not to hurt and, more

importantly for the game, to allow a small gap underneath the knot.

The object of the challenge is to separate the two volunteers without breaking the rope or slipping

it off their wrists.

Ask them to try to get free and to ask for help if they cannot do it.

Allow some time for the pair to experiment then, if they don’t request help, ask if they would like

some help. Show them how it is done. The solution is to take one rope and pass it through the

wrist loop of the second volunteer and over the top of his or her hand.

See the diagram below for further explanation:

You will need:

• Two volunteers

• Two pieces of thin rope,

about a metre long.

8mm climbing rope is

ideal

• Practice until you can

do the trick!



13

Application

In our Bible story the widow was trapped in debt. Her husband had died and she had bills she

could not pay. Many people who are in debt feel trapped. It seems such a huge problem that it is

hard to do anything about it.

Often people wait hoping it will go away or just get to feel that there is nothing they can do.

Sometimes people start staying indoors, not answering the phone, opening the door or the curtains

and not reading their letters or seeing friends.

Our two volunteers would still be here next Sunday if we left them to get free on their own! But they

asked for help. Eventually the widow in our story did the first and most important thing she could

do. She asked for help from Elisha, the man of God.

She thought she had nothing, but Elisha asked her what she had in her house. All she had was a

small jar of oil. It was not very much.

But when God is involved that was enough for a blessing to happen. She collected jars from all her

neighbours. I guess some of them had not seen her for a while because she stayed out of their

way. Maybe they did not know how they could help her. But when she asked for jars they gave her

all she had and God provided enough oil for her to pay her debts and enough to live on.

It all started because she cried out to Elisha for help.

Here is the challenge. Are you or members of your family trapped in debt or worried about money?

Or do you know other people who are worried and don’t know who or how to ask for help.

Free, confidential and impartial advice is available *at the back of church / *on a special card / *in

the notice sheet *on the screen. The number is 0800 027 4995


14 14

Pause for Prayer The chains that bind us

This simple idea illustrates the power of debt to bind us, and can be used to lead into a time of

prayer during your service.

• Purchase paper chains, the type that are used as Christmas decorations and have pre-glued

ends. They are available on the high street or Google “paper chains” online.

• Give each member of the congregation one or two chain links and a pen.

• Invite them to write on the chain something that contributes to personal debt.

• It may be the loss of a job or overtime, it might be the unwise purchase of an unaffordable

item, a divorce, pursuing an unsustainable lifestyle or the marketing of easy credit.

• Allow one or two minutes for this exercise and then invite the congregation to create linked

paper chains with those sitting around them.

• Don’t try to make one long paper chain from the entire congregation unless you can think

of a good reason to do so!

• Talk for just a moment about the power of debt to bind us. You might wish to illustrate this

by the story of the widow in 2 Kings 4:1-7 or with reference to the Unmerciful Servant who

would not forgive the debts of another despite his own forgiveness.

Prepare to prayPrepare to prayPrepare to prayPrepare to pray

As the congregation prepares to pray the chains may be left in the hands of the church members

or alternatively they can be brought to the front of the church and collected on a table, placed at

the altar, or at the foot of a cross.

For prayer, use or adapt the intercessions on the following page.



15

Let us pray…

Heavenly Father, your desire is for us to be free and to live your abundant life,

but everywhere in our world people are in chains.

Father, break the chains that bind us: And set your people freeFather, break the chains that bind us: And set your people freeFather, break the chains that bind us: And set your people freeFather, break the chains that bind us: And set your people free

Father, we pray for those who are caught in the chains of poverty;

those for whom the rains do not fall, whose land is taken from them,

whose leaders betray them and whose country is held in the unjust chains of international debt.


Father, we pray for those in our nation caught in chains.

We pray for those trapped by their desire for more and more.

We pray also for those caught in poverty through addiction, helplessness and through no fault of

their own.

We pray also for those trapped in debt and do not know how to find freedom.


Father, we pray for our families and friends.

Bless those chains of love, laughter and joy that bind us to those lives that enrich ours. Set us free

from the chains that bind us, of painful memories, of unspoken hurts and lack of understanding.


Father, we pray for those who are sick in body, mind or spirit, for those grieving the loss of

someone they love and for those who care, often at great cost to themselves.

Give your peace and in the midst of sadness and sorrow; grant the gentle freedom that comes with

knowing your presence.


Conclude the intercessions by singing “I give you all the honour” by Carl Turtle


16 16

My name is Ashique. I am eleven years old and have been working in the brick kilns for the

past six years with my father and three brothers. My father borrowed 20,000 rupees (about

£400) to pay for my sister’s marriage and now we have to work hard to pay off the loan.

’I work every day except Sunday. My father, brothers and myself are paid 30 rupees (50p)

for every 1000 bricks. We can make around 2,500 to 3000 bricks in a day. Our wage is cut

by 50 per cent for loan repayments. We do not understand the loan interest, which seems

to be always increasing. We work from around 2am - when it is still dark - until 6 or 7pm in

the evening. We have a short rest of half an hour between 7 and 8 am. I am given no time

to play.

’My father sent me to school, but after three months the kiln owner took me out of school

and put me back to work. I liked going to school. I liked being free.’

(This text is from Anti-Slavery International www.antislavery.orgwww.antislavery.orgwww.antislavery.orgwww.antislavery.org)

An extra thought: You may wish to develop this theme by relating the chains of debt to the international situation

where millions of children are in bonded labour. Relate the story of Ashique, printed below, or see

the Tear Fund or Christian Aid websites for similar stories.

Bonded child labour

The material in this activity is copyright The Diocese of Liverpool and comes from the extensive web

stewardship resource www.givingingrace.orgwww.givingingrace.orgwww.givingingrace.orgwww.givingingrace.org The material is used by permission and with thanks.

The story of Ashique is from www.antislavery.orgwww.antislavery.orgwww.antislavery.orgwww.antislavery.org which is commended as a rich resource for understanding

the issue of child labour and modern day slavery.



17

Sunday school activities If the children are leaving church for Sunday School the following outline can be used in a separate

class. If time permits, use one or more of the previous activities if they have not been used in

church.

The focus for children in this activity is not of course upon debt but on budgeting.

The idea is to help children to think about giving, saving and spending using a simple 10-10-80

rule as guidance: we give 10%, we save 10% and we spend 80%.

Crowdbreaker:

Consider using one of the following games which use the idea of jars to catch things:

• Bounce ping pong balls into jars

• Bounce tennis balls into buckets

• Tiddlywinks/jars

• Relays: Fill buckets with balls etc.

• Playchute: Give children the following words, alternating around the playchute:

‘Give’, ‘Save’, ‘Spend’. Call out a word and the children with that word run under

the playchute as it rises. Sometimes call out more than one word. When you call

out ‘Money’ EVERYONE has to run under and grab the playchute!

Discussion topic:

Ask the children what they like spending their pocket money or birthday money on?

What are the things they enjoy spending money on?


18 18

Learning to Budget

Depending on time available use the following activity or select one or more of the activities from

this resource.

• Give one child an amount of money in 10p and 2p coins, whatever amount seems

appropriate to the age group and socio economic area.

• Imagine it is Monday and they are going to school with this money in their pocket. What

might s/he spend the money on that day. Ask how much it costs and ask them to give you

that money.

• Repeat the exercise for Tuesday – Friday looking at what they normally do those days –

Guides or Youth Club or dancing or football etc. (Items like subscriptions will probably come from parents so this need not be taken from the child. We are looking for their own spending preferences: sweets, crisps, comics, magazines and so on)

• When Saturday comes what do they like to do with family or friends? There may not be

enough money to go around! Alternatively say that it is a friend’s birthday and you want to

buy a present. Ask what happens then? Some might say they borrow from parents or an

older sibling; some might say they just cannot spend it. Discuss the options briefly.

• Then it is Sunday and the offering plate comes around in church or in Sunday School.

• Have they got any money of their own to put in? (Note that in many cases the offering will be additional money provided by parents. Simply make the point that they may not have any money of their own if no one gave them any money.)

Briefly talk about Briefly talk about Briefly talk about Briefly talk about the need to have money which we save for special things the need to have money which we save for special things the need to have money which we save for special things the need to have money which we save for special things

and to give to God in church as well as spending it on ourselves.and to give to God in church as well as spending it on ourselves.and to give to God in church as well as spending it on ourselves.and to give to God in church as well as spending it on ourselves.

What the Bible says:

Read the story of the widow’s oil in 2 Kings 4:1-7. Talk about how she had very little but God took

what she had and worked a miracle with it.

Then talk about how older people often had jam jars on their mantelpiece to put money aside for

different things. See the activity “Jam Jars” for ideas on how to present this.



19

Craft Activities

1. CreatingCreatingCreatingCreating jam jars for spendinjam jars for spendinjam jars for spendinjam jars for spending giving and savingg giving and savingg giving and savingg giving and saving

Children create and decorate three small boxes, one for saving, one for spending and one

for giving. They can decorate their own patterns and pictures on their boxes.

For a template visit http://www.enchantedlearning.com/crafts/papercrafts/box/http://www.enchantedlearning.com/crafts/papercrafts/box/http://www.enchantedlearning.com/crafts/papercrafts/box/http://www.enchantedlearning.com/crafts/papercrafts/box/

Alternatively obtain cheap glass tumblers and use glass paint to decorate three “jam jars”.

This has a stronger link to the bible text.

2.2.2.2. Colouring Colouring Colouring Colouring PicturesPicturesPicturesPictures

The children, especially younger children can colour in a picture.

• Invite children to colour in the double picture in this resource pack. Half the picture is

the story of the widow’s oil headed “God provides”; the other half is grandma putting

the jam jars on the mantelpiece, headed “making the numbers magic!”.

• A simple A4 cartoon of the widow’s oil bible story is available at

http://children.calvarychapel.com/site/pdf/Old/Curr104.pdfhttp://children.calvarychapel.com/site/pdf/Old/Curr104.pdfhttp://children.calvarychapel.com/site/pdf/Old/Curr104.pdfhttp://children.calvarychapel.com/site/pdf/Old/Curr104.pdf

• Visit http://children.calvarychapel.com/site/pdf/Old/Curr104.pdfhttp://children.calvarychapel.com/site/pdf/Old/Curr104.pdfhttp://children.calvarychapel.com/site/pdf/Old/Curr104.pdfhttp://children.calvarychapel.com/site/pdf/Old/Curr104.pdf for additional resources

based on the story of the widow’s oil including age-related crosswords and word

searches.


20 20

Prayers

• Prepare three large pictures of a jar – A4 or A3 if there are a lot of children. A simple

image can be found on the last page of this pack. Annotate each jar with one of these

labels: GIVING : SPENDING : GIVING : SPENDING : GIVING : SPENDING : GIVING : SPENDING : SAVINGSAVINGSAVINGSAVING. You might also wish to add some cash clip art to

the bottom of the jar.

• Give each child 3 x arrow shaped post-it notes. An arrow tells us which direction we should

go in.

• Ask the children, “How can we direct our money? Let’s ask God for direction…”

• Chat to children about:

o GIVINGGIVINGGIVINGGIVING – Who is in need? Write or draw a prayer on the post-it asking God to be

with those who are in need.

o SAVINGSAVINGSAVINGSAVING – Why should we save? Write or draw a prayer asking God to help us to

find ways to save our money.

o SPENDINGSPENDINGSPENDINGSPENDING – What could we spend our money on? Write or draw a prayer asking

God to help us spend wisely.

• When each arrow post-it note is written, invite children to read them out if appropriate and

then to stick the arrow to picture of the relevant jar

Taking this further - other ideas

• Apprenticeship schemes in church are increasingly popular. Ask church officers including

the treasurer if children/youth can shadow their jobs.

• Put any willing children in your groups on a rota to count any collections. It is important

that we encourage children to handle money from an early age. Adult supervision is

needed and this activity should be done in an open way in full view of others.

• To stimulate giving have a clear focus for any Sunday School collections; e.g. this term we

are collecting for a goat in Africa etc. Good practice in child protection means that you

should always inform parent/carers about how any Sunday School collections are to be

used.

AcknowledgementAcknowledgementAcknowledgementAcknowledgement::::

We are pleased to acknowledge the advice of Grahame Knox, a freelance writer of youth and

children’s materials, in the creation of this resource. See the extensive selection of resources on his

website at www.insight.typepad.co.ukwww.insight.typepad.co.ukwww.insight.typepad.co.ukwww.insight.typepad.co.uk



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Reproduced with kind permission of MSS Crafts & Bible Stories – www.mssscrafts.com

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