How to use this program

Initially this program is composed of twenty-six lessons which the instructor may use in series or may move through randomly selecting lessons for use. This program will eventually also contain supplementary lessons which may be chosen in addition to the original twenty-six or as a replacement lessons where the instructor feels that for whatever reasons a given supplementary lesson would be preferred.
Each lesson may contain stories, exercises, activities, poems, songs or liturgical examples in order to teach the particular subject of that lesson. The Instructors can choose from among the activities to customize the presentation of the subject to the students according to local congregation context, family hearth context and developmental needs of the children. It is this unique approach that makes this program so useful.
Cultural contextualization:
One of the challenges in this program design has been that of cultural contextualization. It was determined that this program could not be written with a single pervasive cultural focus and be useful across the Fellowship. The decision was made that this program would need to be built in a more general manner teaching the basic aspects of the practice of our religion. This was in no way intended to interfere with the local cultural practices or to reduce cultural specificity at the local level.
It is recommend that the various local instructors add the component of specific cultural context by examining how these more general subjects are addressed in the local Congregation or Hearth spirituality. Another useful tool in placing these lessons into a more specific cultural context is to make use of a cultural mythos system through the addition of myths and stories from the local hearth or congregation culture.
Developmental contextualization:
The age and developmental levels of children in a local congregation can vary greatly and the instructor needs to be able to address these various needs appropriately in order to be an effective teacher. Some children are so young that they may only participate in a coloring activity and simple song. Other children may be a little more advanced or older and so short stories can be included in the lesson, while the next developmental level may also benefit from a more detailed reading of myth. Some of the older children may be able to have a group discussion about the lesson subject and may be able to participate in extended activities and projects.
In developing a lesson plan an instructor must identify the developmental levels present in the group and select multiple activities appropriate to each level. It is always good to have more activities planned than your group could possibly get through and to move fluidly through activities to prevent boredom but not rushing through in order to complete everything. Keep the class moving at an interesting but pleasant pace getting to whatever activities you can and leaving off whatever activities you cannot get to.
Example class:
The subject today will be fire. The local Pobal focus is Irish Gaelic and there are multiple developmental levels present ranging from four year olds to teenagers. All of the kids were told to dress like fire and so they show up wearing lots of red, orange and yellow.
Open class with a prayer to Aedh, followed by a very brief description of this deity aimed at the youngest children, then a short story can be read, after this explanation and the young children can then start coloring pages.
The rest of the class will listen to a selection about Aedh from Irish Myth with the older of them taking turns reading sections. The older children will then play a spelling game similar to 'hangman' but they will rather draw a ritual hearth, fuel and flame trying to complete the picture.
While the older children are playing their game the younger children can be taught a song or simple poem that they sing or say together.
After the youngest children have learned their song and the older children have played their game the children are combined into a single group. The younger children sing their song while the older children are actually building a small square block hearth and placing a candle on it. The candle can then be lit by the oldest child while the youngest places a simple offering to Aedh beside the hearth.
The younger children can now do a 'fire dance' where they hold red and yellow ribbons and dance to a drum beat being done by an older child or instructor. They move and jump like fire with the ribbons flickering and cracking like flames.
If possible a firefighter could be asked to come it and do a short presentation on fire safety. If no firefighter is available the Congregation Fire-tender or hearth-tender could give this presentation.
The young children can then be dismissed and sent back to their parents while the older children gather and listen to a short oral report from one of the oldest children who has been assigned this subject for research. They then discuss the use or fire and worship of Aedh in their local Congregation. When this discussion is over the children are dismissed.
** As you see from the above example a variety of activities were chosen to allow all of the children to participate and to learn, each at his or her own level. This lesson incorporates, crafts, spiritual activity, song, discussion, dance, teamwork and it was fun. This whole class could easily be done in an hour or spread out a little longer.
The foundation for a successful children's program is established in the preparation stages where the planning is done. With good planning a program can educate and inspire children of any age.

Enter content here

Enter content here

Enter content here