NCCC Sample

The New City
Catechism
Curriculum
52 Questions
& Answers
for Our Hearts
& Minds
NCC God, Creation, Fall, Law.559396.int.indb 1 3/6/18 4:19 PM

The New City
Catechism
Curriculum
Volume 1—Leader’s Guide
God, Creation & Fall, Law
Questions 1–20
WHEA TON, ILLINOIS

The New City Catechism Curriculum, Vol. 1, Leader’s Guide: God, Creation & Fall, Law, Questions 1–20
Copyright © 2018 by The Gospel Coalition
Published by Crossway
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This publication was made possible through the support of a grant from the John Templeton Foundation. The
opinions expressed in this publication are those of the publisher and do not necessarily reflect the views of the John
Templeton Foundation.
Cover design: Matt Wahl & Micah Lanier
First printing 2018
Printed in China
Scripture quotations are from the ESV® Bible (The Holy Bible, English Standard Version®), copyright © 2001 by
Crossway, a publishing ministry of Good News Publishers. Used by permission. All rights reserved.
Trade paperback ISBN: 978-1-4335-5939-6
Crossway is a publishing ministry of Good News Publishers.

RRDS 28 27 26 25 24 23 22 21 20 19 18
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Introduction
A very warm welcome to The New City Catechism Curriculum! Our prayer is that this
curriculum will serve to equip the children entrusted into your care to be theologically robust,
confident, virtuous, and courageous followers of Christ. The curriculum consists of fifty-two
lessons, and each lesson corresponds to one of the questions in The New City Catechism. The
curriculum is aimed at children ages eight through eleven, and is designed to be used in a
wide variety of contexts—Sunday school, home school, Christian school, or after-school
clubs. The catechism will be most effective if it is concurrently taught in the local church and
in the context of the family.
What Is a Catechism?
A catechism is a collection of biblical doctrines, assembled into a question-and-answer

format. The term comes from the New Testament word katecheo, which simply means “to
teach or instruct.” The process of catechesis has rich Reformation roots. Martin Luther, John
Calvin, and other Reformers endeavored to catechize both children and adults in order to
combat doctrinal ignorance and biblical illiteracy. This biblically derived process has proven
hugely influential at critical points in the history of the church. We believe the church needs
this ancient practice more than ever to equip Christ’s people to stand fast in the face of an
ever-changing, often hostile culture.
What Is This Curriculum Designed to Do?
Catechize Children
Children are constantly learning. Their inquiring minds soak up information at a spectacular
rate. They are trying to make sense of a complex and ever-changing world, seeking to acquire
the skills to survive—and even thrive—in life. As they learn, a framework of understanding
is established in their minds. This is called a worldview. All children and adults observe
and interact with the world through their personal worldview. It is a thrilling and great
responsibility to raise children and shape their understanding of the world, how it works,
and their unique purpose in it. To catechize children is to give them a coherent and extensive
system of thought that equips them to confidently interpret the world and their experiences

Introduction
in the world through a biblical framework. It also nurtures in children a love for and
understanding of the essential doctrines for the Christian faith. To catechize children is to lay
deep and strong biblical foundations for a lifetime of faith.
Develop Virtue
The New City Catechism Curriculum is designed to help children not only learn sound
doctrine but also to learn how to respond to it and live it out in their lives. Each lesson in The
New City Catechism has a Virtue Vision covering one of ten Christian virtues that connects in
some way with the catechism question. The virtues are Awe, Forgiveness, Gratitude, Honesty,
Hope, Humility, Joy, Love, Perseverance, and Trust.
The emphasis and intention of The New City Catechism Curriculum is to shape and affect
the hearts of the children who engage with each lesson, with the hope that the catechism
will contribute greatly to the nurture of godly, mature, and virtuous young men and women.
This is definitely not about behavior modification, but rather helping children to respond
with keen heart awareness to God’s Word as they encounter it in and through the catechism
and curriculum. The curriculum seeks to develop in children a mature Christian character,
shaped by Scripture, that will be countercultural and striking in our world. By cultivating
the capacities for character in both the heart and mind, this curriculum prepares children to
love God and others. (For more information and research on faith and virtue development in
children, visit newcitycatechism.com/virtue.)
How to Use This Curriculum

The New City Catechism Curriculum is designed to be engaging, dynamic, and creative
for children ages eight through eleven. It is intended to be taught in order, beginning at
Question 1 and working through to Question 52. It can be taught straight through in a year
by covering one lesson a week, but it can also be broken up in whatever way fits your church
or school schedule best.
The curriculum is divided into three sections and published in three corresponding books.
Part 1: God, Creation & Fall, Law (twenty Part 3: Spirit, Restoration, Growing

lessons covering Questions 1–20) in Grace (seventeen lessons covering
Part 2: Christ, Redemption, Grace Questions 36–52)
(fifteen lessons covering
Questions 21–35)

Introduction
Each lesson is intended to be flexible in length to suit a variety of contexts. You’ll find three
sample lesson outlines on page 12. The sample lesson outlines vary in length, highlighting how
the curriculum can be tailored appropriately to serve the needs of a particular classroom. The
most essential elements have been included in the shortest outlines. If you have more time,
other activities that reinforce the essential components may be chosen from the longer outlines.
Each component has a time allocated to it; this is meant to be only a rough guide. The length
of time a component will take depends on a variety of factors, such as the number of children
in the class, the age of the children, and the number of teachers. Carefully consider how much
time each component may require in your particular context. You may want to go over the
allotted time if an activity is going well, or cut it short when it seems wise to you.
Please do not feel obliged to do exactly as the lesson plan prescribes! If you find that your
class loves a particular form of catechism recap, then feel free to use that more often than the
lesson plans dictate. Similarly, if certain memorization methods work better for your class
than others, use the successful methods more.
Some classes will have children who love to work quietly at crafts; others will need more
physical activity. The more you seek to illustrate and apply the lessons in a way that
specifically works for your class, the more successful you will be at discipling the children
through The New City Catechism Curriculum.
Memorization is an essential element of this curriculum. There is an emphasis on helping

the children to learn the questions and answers of the catechism and the corresponding
Scriptures. Each lesson begins with a memory challenge (Catechism Recap) and ends with a
memorization game (Memory Activity). The Catechism Recap will help the children recall
and reinforce the catechism questions already covered. The Memory Activity can be used
either to learn a Scripture verse or to memorize the new catechism question.
The Catechism Recap section sometimes requires questions and answers to be printed out in
different sizes for different activities. When you see the abbreviation “DL,” it means you can
download a pdf prepared for this activity at www.newcitycatechism.com/recap.
Many lessons include visual resources that can be found in the Resource Book (RB). These
resources may be photocopied from the book or downloaded at www.newcitycatechism.com
/resourcebook. Some resources are worksheets that accompany the activities, and you will
need one per child. Others are visual aids for classroom discussion. It would be helpful to
enlarge these photos and illustrations before you print or as you photocopy them.

Introduction
Leading and Loving the Children Well

Children learn best in an environment that is relationally rich and characterized by
love. Consistent class leadership facilitates great relationships between the children
and their teachers. Though this may not always be possible, some degree of continuity is
highly encouraged.
How to Pray
The best way to grow to love the children in your class is to pray diligently for them. Divide
the class up into seven groups, and pray for some of the children each day of the week.
Before each class, come together as a group of teachers and pray that God would be at work
in the heart and mind of each child that will come into the classroom.
How to Plan a Lesson

Lesson planning is a serious business; don’t leave it until the night before the class!
Begin your planning by praying that God would help you to teach the lesson in a way that is
faithful and engaging for the children in your care. (Each lesson includes a Leader’s Prayer.)
Take some time to read through the curriculum material and carefully consider which
components you will use to build your lesson plan. Do pay attention to timings, particularly
making sure you leave plenty of time to teach the Bible passage well.
Once you have decided which components will be included in your lesson plan, consult the
Leader’s Tool Kit list and determine what resources you need for the lesson. It’s important to
check this list in plenty of time in case you need to buy supplies. Most supplies listed can be
found at any craft store.
Finally, read through the Bible passage and Teaching Outline multiple times. The Teaching
Outline should be only a guide for you. You should expand or amend it to suit your own
children and context. Write out the talk in your own words, and include illustrations and
applications that you know will connect with the children in your class.
A Discussion and Question Time outline is included in each lesson. These are not meant
to be questions leaders ask the children; rather, they are meant to help leaders prepare for
the sorts of questions children might ask them. The children in your class may have entirely
different questions. Pray that the Holy Spirit will help you answer well and in accordance
with God’s Word.

Introduction
How to Manage the Classroom

Children enjoy and thrive in situations where there are clear boundaries. Communicate
clearly to the children what your expectations are with regard to behavior in your
classroom. For example:
§ Raise your hand if you’d like to speak.

§ Don’t speak if someone else is speaking.
§ Don’t leave the classroom without permission.
§ Be kind and gentle to each other at all times.
Remember, however, that the children are not in school, so while clear boundaries are helpful,
the learning environment should be joyful and grace-saturated. Each teacher should strive to
clearly model Christian virtue to the children, particularly the ten virtues highlighted in The
New City Catechism Curriculum.
Mischief usually arises when children are bored or there is a hiatus in the lesson, so good
planning and preparation will help manage the classroom.
Make sure to position yourself near the chatty or disruptive children and encourage them
to pay attention and participate well. Try not to draw unnecessary attention to a child as you
help him or her focus. The less fuss the better.
Work hard to know the names of the children in the class, and call on them by name to
contribute. Nurture an active listening stance in the children by encouraging them to be
involved in an interactive way throughout the lesson.
Interact individually with children who cause serious disruption. Explain to them how
detrimental and distracting their behavior is to the rest of the class. If the disruption
continues, involve the child’s parents in the discussion.
How to Encourage Memorization

The key to memorization is repetition! It’s unrealistic to expect children to remember
something if they’ve heard it only once. Creative repetition is especially helpful in
memorization. For example, hearing or singing a song over and over again embeds it in
memory. Remember that children learn in a variety of styles, so hearing, seeing, and doing all
help children with memorization.

Introduction
Review is also a very helpful aid to memorization, which is why each of The New City
Catechism Curriculum lessons begins with a Catechism Recap. Regular review will
substantially increase memorization. This is one of the reasons why The New City Catechism
Curriculum will be most successful if the catechism is concurrently studied in the home as
well as the church.
Explanation is also significant in memorization. It is much easier to remember something

if you understand it. The children will be better able to commit the catechism questions to
memory well if they understand what the question and answer are all about.
How to Nurture Heart Application

The training and instruction of children and the nurture and nature of their hearts are
inextricably linked. So as those who presume to teach children, we must be concerned to help
them transfer what they’re learning from their heads to their hearts. There is a real difference
between knowing and understanding something intellectually and having a heart that is
deeply affected by the truth.
So how are we going to engage children’s hearts as we teach, train, and catechize them? The
first thing to acknowledge is that it isn’t easy; it takes hard work and great determination.
It’s reasonably easy to teach the Bible well—providing head knowledge—and reasonably
difficult to apply it well to the hearts of children—growing heart knowledge.
It is important to remember that the molding and shaping of the heart is a process. It
takes time and will look different depending on the age, stage, and development (physical,
emotional, and social) of each individual child. Every child is different; there is no “one size
fits all” when it comes to spiritual development.
Try to use “heart language” with children. This will serve to instill in them an awareness that
their heart matters and that it affects how they live.
It’s much harder to do real heart application with children when leaders change every week,
causing the teachers to have underdeveloped relationships with the children. Leaders must
know the children well to apply the Word well. Engaging the hearts of children so that they
know God, as opposed to simply knowing about God, requires significant relationships.
Children need to regularly observe the lives of older Christians who are seeking to apply
God’s Word to their own hearts and are willing to live honest and transparent lives
before the children.
10

Introduction
Remember that virtue is not just taught—it is also caught! By displaying Christian character
in our own lives as leaders, we are modeling for children how the lessons play out in the real
world today. A teacher’s authentic faith and embodiment of virtue can be inspiring and
instructive to children, so also be sure to attend to your own spiritual growth.
Clear and thoughtful illustration and application in talks is a significant way to engage
a child’s heart. This is why it’s important to work hard to personalize the teaching
outlines in The New City Catechism Curriculum in a way that resonates deeply with the
children in your class.
In order to effectively engage them we need to make every effort to know and understand
their hearts, particularly where they’re tempted to idolatry. That means we must know and
understand their world well—what they’re watching, what they’re learning, what their
friends are saying, and ultimately what worldviews they’re encountering in the world.
One-on-one engagement with a child is particularly useful when seeking to involve the
heart; this can be done in the classroom and by the parents in the home. This allows us to ask
heart-penetrating questions, and it also invites the child to question back.
We have the opportunity to teach children the art of preaching to their own hearts. This is
where a catechism is so eternally useful.
Melanie Lacy
Director of Theology for Children and Youth
Oak Hill College
11

Introduction
Lesson Outline
75-Minute Lesson Outline
§ Catechism Recap (5 Mins)
§ Introduction to Question (5 Mins)
§ Activity (10 Mins)
§ Teaching Outline (15 Mins)
§ Activity (10 Mins)
§ Discussion and Question Time (5 Mins)
§ Virtue Vision (10 Mins)
§ Memory Activity (10 Mins)
§ Closing Prayer Time (5 Mins)

§ Discussion and Question Time (5 Mins)
§ Virtue Vision (10 Mins)

¢ Do pick the time frame that works best for your group.
¢ Don’t be afraid to mix and match the lesson components based
on what works best for the children in your group.
12

Question 1
What is our only

hope in life and
death?
Answer
That we are not our own

but belong to God.
Big Idea Memory Verse

Certain hope is found only in relationship “For none of us lives to himself, and none of
with God through Jesus Christ. us dies to himself. For if we live, we live to
the Lord, and if we die, we die to the Lord.
Aim
So then, whether we live or whether we die,
To help your children understand that
we are the Lord’s.” (Rom. 14:7–8)
children of God belong to him and should
long to live for him. Virtue
Forgiveness
Bible Passage
Romans 14:7–12
13

Question 1 | What is our only hope in life and death?
Notes Leader’s Notes

Children may not be inclined to regularly Things to remember when
consider the purpose of their existence, planning and teaching:
but they will daily encounter messages
§ Children are familiar with the concept
that seek to teach them about the meaning
of hope, but in a limited way. They may
of life. The media, school, friends, and
hope for snow tomorrow or a great
family are all seeking to shape and focus
present at their next birthday. Their
children for the future. Some will say that
understanding of the concept of eternal
the purpose of life is to be successful and
hope will need to be developed.
earn lots of money; others will teach that
the purpose of life is simply to be happy; § There is of course nothing wrong
and still others may insist that the point with enjoying the good gifts that
of life is to make a positive impact on the God has provided in life, like money
world. Children’s hearts are often nurtured or enjoying the feeling of happiness.
to place their hope either in themselves The difficulty arises when these
or in created things, rather than in the good things become god things.
Creator. This lesson aims to help the § The ability to hope in God comes only
children understand that they were made to those who know his forgiveness
by God and for God. The lesson will show through the saving work of Jesus.
them that they should put their hope in
§ Remember to mix and match the
God as they come to him through the
activities in the lesson to fit your time
forgiveness won for them by the Lord Jesus
frame (see p. 12 for some sample
Christ and that he alone is trustworthy in
outlines). You won’t have time to do them
life and death.
all. Feel free to adapt each activity based
on your class’s strengths and weaknesses.
Leader’s Prayer
Loving God, please give me joy in the Please help the children who will hear this
knowledge that you are my hope in life lesson to understand clearly how wonderful
and death. Please make me aware of the it is to know forgiveness through the
areas in my own life where I am tempted Lord Jesus, so that they may place their
to substitute hope in created things for hope in you, both now and forever. In
hope in you, the generous Creator God. Jesus’s name. Amen
14

Leader’s Tool Kit Notes
§ Two large pieces of paper
§ Markers
§ Copies of Q1 Illustrations (RB)
§ Each word of the memory verse printed

on its own card; two sets of cards
5 Catechism Introduction
This is an opportunity to explain to the the Christian faith. Explain to them that at
children what a catechism is. Explain different times in history, God has used this
that a catechism is simply a way to learn way of learning about him and his Word to
more about what the Bible says on many grow, strengthen, and equip his church in
different things. The way it works is by different countries around the world.
learning questions and answers. Encourage
the children by telling them that this is a Pass around copies of The New City
biblical, fun, and exciting way to grow in Catechism for Kids for the children to see.
5 Introduction to Question 1
Ask the children if they can figure out which Then ask the children what they think the
stories these sentences refer to: phrase “their only hope was” means. They
will recognize that each character was in a
? The prince’s only hope was to find situation that required some help to escape
the owner of the glass slipper. from it. Highlight for the children that
hope often involves trusting somebody or
Cinderella
something. Ask the children about the kinds
? The rabbit’s only hope was that of things they hope for their future.
Mr. McGregor would not find Introduce Question 1: “What is our only
him in the watering can. hope in life and death?” Explain to the
children that in life people hope for many
The Tale of Peter Rabbit (Beatrix Potter)
things, but in actual fact the Bible teaches
that there is only one certain hope in life and
? The children’s only hope was Aslan.
in death, and that is that we are not our own
The Lion, The Witch and the but belong, body and soul, both in life and
Wardrobe (C. S. Lewis) death, to God and to our Savior Jesus Christ.
15

Notes 10 Activity
Lay out two large pieces of paper. On the top of prepared to offer some prompts, such as,
one of the papers write “My Family” and on the “Think about why Jesus died on the cross,” or
other write “God’s Family.” “What do we look forward to after death?”
Write down their answers.
Ask the children to identify and list the
things that are great about belonging to their Explain to the children that everybody is
particular family. They will perhaps mention born into a human family (it may be worth
the love of their parents, the home that they acknowledging that some of these families
live in, or the fun vacations they enjoy. Write are less than ideal), but not everybody is
down their answers. Ask the children what born into God’s family. God brings people
would happen if another child were adopted into his family and makes them his children
into their family. Would he benefit from all through adoption! Teach the children that
these great things as well because he would adoption into God’s family allows people to
now belong to their family? have certain hope and that adoption happens
after people have realized that they are sinful
Then ask them to identify and list the great and turn to Jesus to say they are sorry and ask
things about being part of God’s family. Be for his forgiveness.
15 Teaching Outline
Begin the teaching time by asking for some situations, people in God’s family will
God’s help. Ask that the lesson would be do things differently, but that the important
taught faithfully and that the children thing is that they seek to do things to bring
might listen well. praise and glory to God.
Introduce the children to Romans 14. Read Romans 14:7–12. Provide Bibles for
Explain to them that this letter is written by the children to read along with you.
Paul and that in this chapter he is trying to
sort out some disagreements among people Ask the children what they think verse 8
in the church in Rome. means. What does it mean to belong to the
Lord? Is it a good thing or a bad thing?
Tell the children that this was a family
squabble! The people who were arguing Help the children to recognize that most
were all people who had found forgiveness people believe that their lives are their own.
in Jesus and had been adopted into God’s However, those who have found forgiveness
family; they just couldn’t agree on how they in Jesus and have been adopted into God’s
should live. Paul explains to them that in family recognize that they have been
16

rescued from God’s anger and punishment. struggle to submit to the lordship of God. Notes
The Bible says that those who do not believe Ask them when they’re tempted to put
in Jesus are slaves to sin. In order for slaves themselves first.
to be freed, a price must be paid for their
release. Jesus paid the ultimate price for Explain to the children that Paul helps the
sinners by sacrificing his own life and paying Christians in Rome to focus on their own
the price for sin on the cross. The Bible lives and not to worry about how others are
says that those who are adopted into God’s living. Show the children verse 12. Explain
family have been bought at a great price, that one day, everybody will answer to God
and now their lives belong to God. Tell the for how they’ve lived their lives. Help them
children that being God’s child is the most to understand that, because of the price
wonderful way to live life—the most joyful, Jesus paid on the cross, those who’ve been
freeing, and fulfilling. Paul is helping the adopted into God’s family should long to
Romans understand that their lives are not live fully for him.
their own. Everything that they are and
Conclude by reminding the children that
have belongs to God.
being adopted into God’s family means that
we get all the great things that come with
Ask the children if they think it’s easy to
being part of the family. We trust God in life
live for God. Ask them what might stop
and death, knowing that he is with us and
them from living for God. Ask them to
that he alone is where our hope is found.
consider how remembering what Jesus did
on the cross might motivate them to live Finish the teaching time by helping the
for God. (Be prepared to prompt them in children commit Question 1 and the
their answers.) answer to memory.
Help the children consider how to live (These notes are just for guidance. Please expand
with God as Lord of their lives. Help them or amend them to suit your own children and
see how sometimes they may prefer to be context. Write out your talk in your own words,
Lord. Offer some examples from their and include illustrations and applications that
everyday experiences where they might you know will connect with your children.)
10 Activity
Around your classroom, post pictures of various § Television

things that represent the children’s lives. Cut out § iPad/Computer
and use Q1 Illustrations (RB). Feel free to add § School
your own pictures. § Sports
17

Notes § Music belonging to God affects how they should

§ Friends use or interact with the various components
§ Money of their lives. When all the pairs have
§ Shopping visited all the pictures, ask them to sit back
§ Family down and discuss with the group whether
they think that belonging to God makes a
Arrange the children in pairs and send a pair difference in their day-to-day lives.
to each picture. Ask them to discuss how
5 Discussion and Question Time

Some questions that might arise include: that God will help them through his
Spirit. They can prayerfully ask for help.
? Does this just mean that we move from
being slaves to sin to being God’s slave? Also use this opportunity to help the
Explain to the children that they are children to think about their own lives and
made for relationship with God, which how this catechism question and answer
is where perfect freedom is found. affects them personally.
So while the world might think that § How will they respond to the
Christianity is all about rules and messages the world communicates
regulations, the truth is that being part about the meaning of life?
of God’s family is how best to enjoy life
§ How will they seek always to
in all its fullness.
have their hope in God?
? What if I just can’t live for § How might they explain what their hope
God all the time? is to someone at school?
Explain to the children that in this life,
it will be a struggle to live for God, but
10 Virtue Vision
Forgiveness privileges of being in his family. While it
Remind the children of the earlier may be easy to accept forgiveness, it can
conversation about the benefits of being be hard to give forgiveness. But once we
in a family. When God adopted us into his become a part of God’s family, we should
family, we received forgiveness through want to imitate our Father. God showed
Jesus. We belong to God and enjoy all the sinners great mercy when he sent Jesus to die
18

on the cross. God’s children must be quick to her that he had found forgiveness in Notes
forgive because we have been forgiven. Jesus and had been adopted into God’s
family. He wanted to shake Corrie’s
Share this short testimony with the children: hand, but Corrie remembered all of
the horrible things that had happened
Corrie ten Boom was imprisoned to her and others in prison. She just
for helping Jewish people during the couldn’t bring herself to shake his hand.
Holocaust escape from the people But then she remembered who she was:
who wanted to kill them. Many years a child of God who had been forgiven.
later, after she was released, she was at As one who belonged to God, she was
a church service when she saw a man to live for him. So she prayed and asked
who had been her prison guard. Corrie God to give her the strength to forgive
had spoken all about the forgiveness this former guard and rejoice that he
that God offers through Jesus. The man was part of God’s family too. God
came up to her after she spoke and told answered Corrie’s prayer.
10 Memory Activity
Print each word of the memory verse onto its § Read the memory verse again and invite
own card; you will need two sets of cards. If you the children to join in saying it with you.
choose not to do a memory verse, this activity
§ Hand out a full set of memory verse
can be used to help the children memorize the
cards to each team; make sure the cards
catechism question and answer.
are not in order! Ask the children to
§ Divide the children into two teams. put the words in the correct order.
§ Read the memory verse Points can be given to the team that
out to the children. first arranges the cards correctly.
§ Read the memory verse, inviting the § Practice the memory verse one final time.
children to repeat each word after you.
5 Closing Prayer Time

Conclude the lesson by inviting the children
to say short prayers asking God to help them
to live for him and to allow him to be the
Lord of their lives.
19

Question 2
What is God?
Answer
God is the creator of everyone

and everything.
Big Idea you have made shall come and worship before

God can be fully known only through the you, O Lord, and shall glorify your name. For you
pages of Scripture. are great and do wondrous things; you alone are
God. . . . But you, O Lord, are a God merciful and
Aim
gracious, slow to anger and abounding in steadfast
To help the children understand who the God
love and faithfulness.” (Ps. 86:8–10, 15)
of the Bible is.
Virtue
Bible Passage
Awe
Psalm 86
Memory Verse
“There is none like you among the gods, O Lord,
nor are there any works like yours. All the nations
21

Question 2 | What is God?

Children, particularly those in the West, are already have a firm belief in God.
growing up in societies that seek to remove They will, however, need some
God from life. The atheistic worldview help in understanding how
is increasingly popular, with movements to engage with a world that is
aggressively declaring that there is no God. increasingly keen to erase God.
Even where some belief in God remains,
§ Children must be challenged to
it is often not an accurate understanding
commit to searching the Scriptures
of who God is as revealed in the pages of
for themselves in order to grow in
Scripture. This lesson will seek to introduce
their knowledge and love of God.
the children to the God of the Bible and to
instill in them confidence that there is a God § Remember to mix and match the
and that we can both know about him and activities in the lesson to fit your time
know him personally. frame (see p. 12 for some sample
Things to remember when
all. Feel free to adapt each activity based
planning and teaching:
on your class’s strengths and weaknesses.
§ Children who have been raised in
a Christian context will hopefully
Leader’s Prayer
O great God, thank you that you alone are prepare this lesson? Would you cause the
God. Thank you that you are knowable, children who will participate to gain a clear
and through the pages of the Bible I can understanding of who you are and what
understand more about you each day. Please, you’re like? In Jesus’s name. Amen.
would you increase my love for you as I
Leader’s Tool Kit

§ Some autobiographies (or pictures of § Envelopes
autobiographies) of famous people § Tape
§ White paper § “Fun size” candy bars or small toys
§ Markers § Q2 Attributes of God (RB)
§ Magazine articles or TV clips that
show an atheistic worldview
22

10 Catechism Recap Notes
Quiz the students to see what they if we live, we live to the Lord, and
remember from the previous lesson. if we die, we die to the Lord. So then,
whether we live or whether we die,
§ What was Question 1?
we are the Lord’s.” (Rom. 14:7–8)
What is our only hope
§ What was the name of the lady in
in life and death?
the story about forgiveness?
§ What is the answer to Question 1?
Corrie ten Boom
That we are not our own
Commend the children for their
but belong to God.
participation and tell them that they’re ready
§ What was the memory verse? to move to Question 2!
“For none of us lives to himself,
and none of us dies to himself. For
Have some autobiographies of famous people it’s not usually easy to get to know famous
ready to show the children. They should include people, but reading an autobiography is one
people that most of the children will recognize. way to find out a little bit more about them.
Ask the children if they have ever read an

Introduce Question 2 to the children:
autobiography. Explain that autobiographies
“What is God?” Explain that this lesson will
are books people write about themselves.
focus on getting to know God through his
Show the children some of the own story, the Bible.
autobiographies you’ve brought. Explain that
10 Activity
Give each child a piece of paper and some § What great deeds have they done
markers. Have them fold the paper in half to that the world should know about?
make it look like a book.
Get them to design the front cover of their
Ask the children to consider what they
autobiography, and then challenge them to
might include in their own autobiography.
write a brief summary that might be printed
§ What would they like people to on the back cover of their autobiography.
know about who they are?
23

Notes 15 Teaching Outline

Begin the teaching time by asking for God speak. As God speaks through the
God’s help. Ask that the lesson would be Bible, he reveals what he is like.
taught faithfully and that the children
Read Psalm 86. Provide Bibles for the
might listen well.
children to read along with you.
Introduce this teaching time by telling
Explain to the children that King David
the children that some people say there is
wrote this psalm, and it reveals a personal
no God. Others say that we cannot know
relationship between God and David.
what God is truly like. Some people even
In this psalm, David refers to God in a
make God what they want him to be. Tell
way that reveals he is kind, forgiving, and
the children that they should expect to
abounding in great love.
encounter these views in the world. It might
be helpful to show them some evidence Direct the children’s attention to verses 8–10
from popular media, magazine articles, or and ask them what they can learn about God
TV clips. (For example, see the famous 1966 from these verses. Invite them to share their
Time magazine cover story “Is God Dead?” thoughts with the group.
or the New York Times article “God Is a
These verses reveal the power and greatness
Question, Not an Answer.”)
of God. There is no one, in heaven or on
Ask the children if they ever encounter these earth, who is like God. God is so powerful
views at school or among their friends. that one day all nations will bow down
before him. He is sovereign, ruling over
Draw the children’s attention back to all things. The beautiful thing for the
their autobiography covers. Comment children to understand from this psalm is
that even through reading the little that this awesome, all-knowing, powerful,
that they’ve written, you have grown to incomparable, sovereign, and great God is
know them more. approachable. David in this psalm is crying
out to God in prayer! Remind the children
Explain to the children that God wants to be
that this is the God who is eternal, who has
known—although God can never be known
no beginning and no end, who has created
in all his fullness. He longs that people
the whole universe and sustains it each day,
might know about him and subsequently
and who has performed countless miracles.
truly know him. God has kindly revealed
This big God hears the prayers of his people.
himself, and he has done that in and through
his Word, the Bible. God has spoken, and Remind the children that this is God’s story,
his words have been written down so that and even in these few short verses God
people throughout all of history might hear makes himself known.
24

Show the children from verse 11 that David Finish the teaching time by helping the Notes
prayed that he might know God’s way and children commit Question 2 and the
live fully for God (Ps. 86:11). David has answer to memory.
understood who God is and what God is like.
David longs to follow him with an undivided (These notes are just for guidance. Please expand
heart. Tell the children that the purpose of or amend them to suit your own children and
spending time reading the Bible is to come context. Write out your talk in your own words
to know God more and to understand more and include illustrations and applications that
fully what it is to live his way. you know will connect with your children.)
Conclude by confirming for the

children that there is a God and that
they can know him.
10 Activity
Cut up Q2 Attributes of God (RB) so that each § Holy—God is perfect and
attribute is on one slip of paper. Wrap each piece separate from sin
of paper around a small candy bar or small toy, § Gracious—God is kind
and hide them around the classroom or building. § Infinite—God knows no bounds
§ Omniscient—God knows all things
This activity will introduce the children
§ Wise—God never makes mistakes
to even more attributes of God. Let the
§ Faithful—God always keeps his promises
children go on a treasure hunt. Tell the
§ Omnipotent—God is all powerful
children not to unwrap the items until they
§ Omnipresent—God is
return to their seats. Once the children
everywhere, all the time
are seated, invite them to open the items
§ Immutable—God never changes
and read the attributes and accompanying
§ Self-sufficient—God does not need
definitions aloud. (If you used candy
anything or anyone
bars, tell the children they must take
them home and eat them only with their § Merciful—God is compassionate
parents’ permission.) § Incomprehensible—God is too
grand to understand
§ Eternal—God has no beginning or end § Never-tiring—God never has to sleep
§ Righteous—God is right in everything he § Patient—God is slow to become angry
says, does, and thinks § Victorious—God always wins
§ Sovereign—God rules over and is in
control of all things
25

Notes 5 Discussion and Question Time

Some of the questions that ? Can we actually believe that
might arise include: God is who he says he is?
The whole Bible testifies to God’s
? Is the God of the Bible
character. Explain to the children that
actually interested in me?
God’s mighty acts recorded in Scripture
Reassure the children that God is confirm time and time again that he is
intimately involved in his world and is who he says he is.
concerned for each of his children.
Also use this opportunity to help the
children to think about their own lives
? Why does God not speak
and how this catechism question affects
directly to us today?
them personally.
Explain to the children that God speaks
directly today through his Word. The § Ask the children to consider how they
Bible is infallible (never wrong), and might describe the God of the Bible to
it is trustworthy. Help the children someone who has never heard about him.
to understand that it would be very § Ask the children what difference
difficult to discern the authoritative having a bigger view of God
voice of God outside the Bible. might make in their lives.
10 Virtue Vision
Awe Encourage them to be creative in the design
Provide each child with a piece of paper, an and layout of their letter. Ask the children to
envelope, and some markers. place their letters in the envelope and to seal
the envelope. Tell the children to write their
Explain to the children that to be filled with
name and address on their envelope.
awe is to be amazed and filled with wonder.
Ask the children to write a letter to Sometime during the week mail the letters
themselves and to describe the ways that the to the children; this will once again cause
lesson filled them with awe as they learned them to be filled with awe as they reflect on
more about who God is and what he is like. their great God.
26

10 Memory Activity Notes
This memory verse is longer than most, and so 3. For you are great and do wondrous
the memory activity for this lesson will not work things; you alone are God. . . .
for the catechism answer. If your class is not 4. But you, O Lord, are a God merciful
memorizing the verses, use one of the memory and gracious, slow to anger and
activities from another lesson to reinforce the abounding in steadfast love and
memorization of Question 2. faithfulness. (Ps. 86:8–10, 15)
Divide the children into four groups, and

Call the children together, and have each
give each of them a sentence of the memory
group say the line assigned to them; you
verse to learn. Give the children a little time
can ask some groups to say their line loudly
to learn their sentence.
and some quietly, or some in high-pitched
voices and some in low-pitched voices.
1. There is none like you among the gods,
Conclude by getting the group to recite the
O Lord, nor are there any works like yours.
verse together.
2. All the nations you have made shall
come and worship before you, O Lord,
and shall glorify your name.

Have the children call out why they think
God is awesome! Join the shouts of praise
together by thanking God that he reveals
himself and allows himself to be known
through the Bible.
27

Question 3
How many persons

are there in God?
Answer
There are three persons in one God:

the Father, the Son, and the Holy Spirit.
Big Idea Bible Passage

A correct understanding of the Trinity is 2 Corinthians 13:5–14
essential to right worship of God.
Memory Verse
“The grace of the Lord Jesus Christ and the
Aim
love of God and the fellowship of the Holy
To help the children understand that God is Spirit be with you all.” (2 Cor. 13:14)
three persons; Father, Son, and Holy Spirit,
and that each person is fully God and that Virtue
there is only one God. Awe
29

Question 3 | How many persons are there in God?

It is worth acknowledging that the concept § It is quite possible that the children
of the doctrine of the Trinity is hard to will have heard illustrations that have
understand for adults as well as children! attempted to teach the doctrine of the
However, it is important for children to Trinity incorrectly (water, steam, ice;
begin to engage with the doctrine of the a shamrock; an egg). Be prepared to
Trinity, which will expand their knowledge graciously correct any misunderstanding
and understanding of who God is and and explain to the children that most
what he is like. Children will be exposed of the illustrations people use don’t
to pantheistic religions through various actually teach the doctrine well.
everyday encounters: at school, with their § You may need to reassure the children
friends, and via the media. It is important by telling them that this is a hard
to help them understand that the God of concept to understand and that many
the Bible is one and that Christianity is a adults find it tricky. Explain that in our
monotheistic faith. The examination of the humanness it is sometimes difficult
doctrine of the Trinity will help the children to fully grasp the greatness of God.
to understand that God is one, but also three
§ The use and consistency of language
distinct persons. This lesson aims to begin to
in this lesson will be extremely
help the children to understand the beauty
important. Aim to explain this question
and diversity in the Godhead. It is worth
as simply and clearly as possible.
noting that the Trinity is often described as a
mystery for a reason; be as clear and concise § Remember to mix and match the
as you can in this lesson, but do not expect activities in the lesson to fit your time
the children to grasp the doctrine fully. frame (see p. 12 for some sample
Things to remember when all. Feel free to adapt each activity based
planning and teaching: on your class’s strengths and weaknesses.
Leader’s Prayer
Beautiful triune God, thank you for engage with this lesson a great degree of
revealing yourself in your Word as God comprehension, and help me to explain
the Father, God the Son, and God the and teach the lesson in a way that glorifies
Holy Spirit. I praise you that in learning you. I pray that the children would better
more about your triune nature, I can understand who you are and what you’re like
further understand what unity in diversity after this lesson. In Jesus’s name. Amen.
means. Please grant the children who will
30

Leader’s Tool Kit Notes
§ Rolls of chalkboard paper § A copy of Q3 Trinity Diagram

§ Liquid chalk marker pens (RB) for each child
§ Printouts of the words God the Father, God § Colored pencils
the Son, and God the Holy Spirit § Papier-mâché letters (AWE)
§ Permanent marker
10 Catechism Recap
Cover a wall well with chalkboard paper and chalkboard with as much detail as they
provide liquid chalk pens for the children to use. can remember of Questions 1 and 2 of the
catechism. Encourage them to try to recall
Divide the children into a few groups and the questions and answers. You can award
give them a designated area to design. Invite distinctions such as “most creative,” “neatest,”
the children to design and decorate their and “prettiest.”
Print out and cut up the words God the understanding. Tell the children to empty
Father, God the Son, and God the Holy the container and to try to assemble the
Spirit,—you can either cut them into letters into words or phrases.
individual letters, or if you have a small group,
words. Put all the letters/words into a container. Depending on the capabilities of the group,
you can give them some clues or help. Once
Explain to the children that today you’re the puzzle has been solved, introduce the
going to learn a really difficult concept children to today’s question: How many
about God. At this stage encourage the persons are there in God? Introduce the
children to listen carefully, but reassure them children to the concept of one God and three
that it doesn’t matter if they don’t gain full persons—Father, Son, and Holy Spirit.
10 Activity
Read the following true/false quiz aloud. 1. The word Trinity is found
Tell the children that if the statement is true, in the Bible. (False)
they should run to the right side of the room.
2. There is one God. (True)
They should run to the left side if they think
the statement is false. 3. The Father is fully God. (True)
31

Notes 4. God has always existed as 7. The persons of the Trinity each
three persons. (True) have distinct roles. (True)
5. God the Son only came into existence 8. God the Father died on the cross for
when Mary became pregnant. (False) our sin. (False)
6. The Son is not the Father. (True)
15 Teaching Outline
Begin the teaching time by asking for 4. Each person of the Trinity is different
God’s help. Ask that the lesson would be from the others. Because the Father
taught faithfully and that the children sent the Son into the world ( John
might listen well. 3:16), the Father cannot be the
same person as the Son. Likewise,
Ask the children if they have learned after the Son returned to the Father
who the three persons of the Trinity are. ( John 16:10), the Father and the Son
Hopefully they will say God the Father, God sent the Holy Spirit into the world
the Son, and God the Holy Spirit. ( John 14:26; Acts 2:33). Therefore,
the Holy Spirit must be distinct
Explain to the children that the word Trinity
from the Father and the Son.
means “Tri-Unity”—Tri means three, and
Unity means one. The word acknowledges 5. The three persons of the Trinity
what the Bible reveals to us about God, that relate eternally as Father,
God is three persons who all have the same Son, and Holy Spirit.
essence of God.
Read 2 Corinthians 13:5–14. Provide Bibles
Highlight for the children these key things for the children to read along with you.
they need to understand about God:
Introduce the children to the apostle
1. There is only one God. (Deut. 6:4) Paul and his second letter to the Corin-
thians. Explain that Paul is writing to
2. God is three persons. (2 Cor. 13:14)
the Corinthians in preparation for a visit
3. Each person is fully God. The Bible he is planning to make to them. Tell the
speaks of the Father as God (Phil. children that there are lots of problems
1:2), Jesus as God (Titus 2:13), in the Corinthian church that Paul wants
and the Holy Spirit as God (Acts to address and that he’s afraid that when
5:3–4). Emphasize that each person he arrives in Corinth, the Christians will
is fully God, not one-third of God. be arguing and fighting. Tell the children
32

that in these ten verses, Paul is really known by those who have been brought Notes
challenging the Christians in Corinth to into a relationship with him through the
live obedient lives for God’s glory. Paul ends sacrificial death of Jesus. Highlight to
this letter with a verse that has become very the children that as those who know the
well-known and is often said as a prayer great love of God as Father and those
in church: “May the grace of the Lord Jesus who are made in his image, they should be
Christ, and the love of God, and the fellowship characterized by love.
of the Holy Spirit be with you all.”
Finally, Paul prays that the Corinthians
Paul mentions the three persons of the would know the fellowship of God the
Trinity in this verse; there are three who’s Holy Spirit. Explain to the children that
and one what! In this prayer, Paul is trying to it is the Spirit who brings sinners into
show the Corinthians how important God friendship with God and into friendship
is for their lives and relationships with one with one another.
another. Explain to the children that in this
Finish by telling the children that the
verse we see something of the distinct roles
experience of grace, love, and friendship is
of the Father, Son, and Holy Spirit.
the result of being in a relationship with
God. The triune God exists in three persons,
Paul first identifies Jesus, God the Son, as
the Father, the Son, and the Holy Spirit.
the one who displays God’s grace clearly in
Each one demonstrates for us a certain
his life and death. Grace is kindness shown
characteristic in this verse. Jesus shows us
to someone who does not deserve it. Tell the
the grace of God. The Father shows us love.
children that when they are kind to someone
The Holy Spirit draws us into fellowship.
who has been unkind to them, they are
These three are one.
showing grace. Jesus Christ is the person of
the Trinity who reveals God’s grace to us. Conclude the teaching time by helping
Remind them that God shows sinners great the children commit Question 3 and the
grace by allowing the Lord Jesus to take the answer to memory.
punishment for sin that was due to them.
Those who’ve experienced such grace should (These notes are just for guidance. Please
show grace to others. expand or amend them to suit your own
children and context. Write out your talk in
Paul then prays that the Corinthians would your own words and include illustrations and
know the love of God the Father. Paul applications that you know will connect with
is describing the love of a Father that is your children.)
33

Notes 10 Activity
Give each child a copy of Q3 2. The Father is God.

Trinity Diagram (RB).
3. The Son is God.
Invite the children to fill in the blanks, and, if 4. The Holy Spirit is God.
time allows, have them color the diagram.
5. The Father is not the Son.
Remind the children that: 6. The Son is the not the Holy Spirit.
1. There is only one God. 7. The Holy Spirit is not the Father.
Some of the questions that ? What does it mean that persons

might arise include: of the Trinity related eternally as
Father, Son, and Holy Spirit?
? Why do we believe this doctrine if the
word Trinity isn’t used in the Bible? Explain to the children that God wasn’t
created like us. God always existed and
Explain to the children that the nature
always will exist. So God the Father,
of the triune God is very clearly
God the Son, and God the Holy
shown in the Bible. Although the
Spirit always related to each other in
word isn’t used, the doctrine is present
unity and love.
in Scripture. Also mention that the
Christian church has believed in the Also use this opportunity to help the
Trinity for several thousand years. children think about their own lives and how
this catechism question and answer affects
? This is really hard to understand. If I
them personally.
don’t understand it, am I not a Christian?
Reassure the children that the Trinity § Help the children think about what
is hard to understand and that many it means to be made in the image of
adults can’t fully comprehend what the God when we understand that God
Trinity is. Explain that this is because is three persons in one. Remind them
we’re not God, and he is hard for us to that God exists in perfect unity and
comprehend. Reassure the children that love. Help the children understand the
a lack of understanding does not mean implications for personal relationships
that they’re not Christians. and the necessity of community.
34

§ Help the children to think about what children that being different or having Notes
it looks like to have distinct roles but different roles does not mean people
to be equal in value, as God the Father, have less value.
Son, and Spirit are. Explain to the
10 Virtue Vision
Awe fall open as we are amazed at what we see.
Have large papier-mâché letters spelling Finally, the experience of sensing and feeling
AWE ready for the children to write on with awe leads us to action. For instance, awe may
permanent markers. You may need more than lead us to give praise to God who formed
one set depending on the size of your class. all of creation.
Ask the children if they remember what awe Ask the children whether knowing that God
is. To be in awe of something is to be amazed is a Trinity makes them feel awe.
and filled with wonder. We often use the
word awesome casually, but ask the children Give each group a set of letters (A,W, E).
if they think it is accurate to describe Have them write descriptive words of
something like a video game or a toy as God or how they feel toward God. For an
“awesome,” given the true definition of awe. extra challenge give the following special
instructions: When they are writing on the
Explain that awe is a “See-Feel-Do” thing.
letter A, they must use words beginning
First, we use our senses, typically sight, to with A; on letter W, they must use words
experience something vast (visiting the beginning with W; and on letter E, they must
ocean or witnessing the live performance use words beginning with E. Take time to
of a large orchestra are examples). Next, we set up a classroom display of the letters so
feel humbled or small in comparison. We the art can be a reminder for the children to
may even get goose bumps, or our jaw may experience awe in the future.
10 Memory Activity
Print each word of the memory verse or them to find the other half of their word that
catechism on a piece of paper, and then cut each is hidden somewhere in the classroom. (If
word in half. Hide one half of each word around you have a small group of children in your
your classroom. class, give each child responsibility for two
Give every child one half of a word from the words; if you have a big class, have children
memory verse or catechism answer. Instruct work in pairs). Once the children have
35

Notes found the other halves of their words, have through it again. Finally remove full words,
them put the sentence in the correct order. and see if the children can remember the
Read it through with the children. Then whole sentence.
remove half of some of the words and read

Close the lesson by praying for the
children, that God would grant them
understanding and that by learning about
the Trinity they would have a much bigger
understanding of who he is.
36

Question 4
How and why did

God create us?
Answer
God created us male and female

in his own image to glorify him.
Big Idea Memory Verse

Men and women are created by God, in his “So God created man in his own image, in
image and for his glory. the image of God he created him; male and
female he created them.” (Gen. 1:27)
Aim
To help children understand that they were Virtue
made in the image of God and for his glory. Love
Bible Passage
Genesis 1:26–31
37

Question 4 | How and why did God create us?

Children are increasingly being exposed to § The children may be concerned about
evolutionary theory that is used to discredit engaging with this question in relation
the existence of God and the fact that the to the theory of evolution. Help the
world was created by God and for his glory. children to have confidence in the
If they are not fully versed in the Christian knowledge that God created people in
doctrine of creation, children will find his image and likeness and for his glory.
it difficult to stand apart when they face § The children will be aware that God
disagreements about the origins of the world created men and women, and some of
and humanity. This lesson will allow the them may have been exposed to some of
children to engage with the biblical truth the popular debates concerning gender.
concerning the creation of humanity and to Be sensitive while clearly showing the
understand why God chose to create men children that God created two genders
and women. This lesson aims to ground and remind them (from Question 2)
children in the knowledge that they were that God doesn’t make mistakes.
created by a loving God in order to rule over § Remember to mix and match the
his creation and to show his likeness to the activities in the lesson to fit your time
world, while glorifying him with their lives. frame (see p. 12 for some sample
Things to remember when all. Feel free to adapt each activity based
planning and teaching: on your class’s strengths and weaknesses.
Leader’s Prayer
Creator God, thank you for the beauty and Please help the children who hear this lesson
design of your world. May my heart be filled to have confidence in you, the Creator God.
with awe and wonder each day as I consider May they trust that your design is good and
the greatness and power of your creative that your plan for creation is glorious. In
work. Thank you for creating me in your Jesus’s name. Amen.
image and likeness. May I always glorify you.
Leader’s Tool Kit

§ Q4 Catechism Recap (DL) § White paper
printed and cut up § Q4 Human Body Outline
§ Markers (RB), several copies
38

§ Q4 Illustrations of Ancient Near § Play-Doh (4–5 cans) Notes

East Statues (RB)
10 Catechism Recap
Print out and cut up the answers to Questions floor are the words that make up the answers
1, 2, and 3 (DL), and lay them upside down on to each question. Have the children turn over
the floor in the middle of the classroom. the words and see if they can work together
to correctly assemble the right words into
Begin the catechism recap by reading the right order to answer each question.
Questions 1, 2, and 3 aloud (don’t read out Practice saying each question and answer
the answers!). Tell the children that on the together to finish the recap.
Provide the children with paper and markers. lesson today is all about the creation of men
and women, boys and girls. They have just
Gather the children into small groups,
made an image of their friend by drawing
and ask them to pick one person from
an avatar. Highlight the fact that when God
their group to pose as a model. Then ask
created men and women, he made them in
the children to create a Minecraft avatar
his image, to be like him. Tell the children
based on the model.
that this catechism question will help them
Introduce Question 4: “How and why did to understand what that means and why
God create us?” Tell the children that the it’s important.
10 Activity
Divide the children into groups, and give each the image of God, humans are distinct from
group a copy of Q4 Human Body Outline (RB). the rest of God’s creation.
Divide the children into groups, and ask

Conclude this activity by highlighting
them to identify all the ways that humans
for the children that God not only made
are different from the rest of God’s created
humans different from the rest of creation,
beings. Have them fill in the outlines of the
but he actually made two different genders—
human bodies with words or drawings that
male and female. Tell the children that God
describe or show the differences.
intentionally made men and women to
The aim of this activity is to help the children live in his creation and that he made them
clearly understand that by being created in equal but different.
39

Begin the teaching time by asking for Introduce the children to the creation
God’s help. Ask that the lesson would be account in Genesis 1–2.
taught faithfully and that the children
might listen well. Explain to the children that in the ancient
Near East, a king would often set up an
Introduce the teaching by telling the image or statue of himself to show his rule
children that there are many people in over an area. The image would communicate
the world today who sadly do not believe to everyone that the king was in charge of
in God and therefore do not believe that the land. Show the children some pictorial
human beings were created but rather they examples from Q4 Illustrations of Ancient
developed or evolved accidentally over a long Near East Statues (RB).
period of time.
Genesis 1:26–27 declares that God made
Tell the children that Christians disagree human beings in his image and placed them
with this belief and confidently believe in his world to rule over all other created
that human beings were made by God, the things. Human beings are not statues, but
Creator of all things. they are made in the image and likeness of
God, to represent him and his rule on earth.
Ask the children to compare the difference Human beings were given authority by God
between growing up thinking that you’re to rule over all the earth.
alive because of a random development on
earth, and knowing that you were created So human beings were not accidents that
by a loving and good God. Ask them if just evolved on earth. They were the pinnacle
this knowledge makes a difference in of God’s creation—nothing else was created
how they view their worth and value and in God’s image! At the end of the sixth
purpose in life. day God surveyed everything and saw that
it was very good.
The Bible clearly declares that God made
human beings not because he was lonely Ask the children what they think it means
or because he needed some sort of help on to be made in God’s image. Ask them
earth, but because he is loving and relational. to think about all the differences they
God did not need people, but he decided spotted between human beings and the
to create and use people as part of his rest of creation.
plan for his world.
Explain to the children that human beings
Read Genesis 1:26–31. Provide Bibles for are made in God’s likeness. This means
the children to read along with you. that we will be like God in lots of ways—
40

in character rather than in appearance. We he allow people to choose their gender. Notes
are God’s representatives here on earth, He clearly created men and women and
and so we are called to reflect his image in boys and girls.
our lives. Some of the ways we might do
that are by being: Finish by explaining to the children that their
existence is about showing God’s existence
Creative: God is creative. He instructed and about giving him glory.
Adam and Eve in Genesis 1:28 to use
Ask the children what they think it means
their creativity to rule over creation.
to glorify God.
Communicative: God is a God who speaks,
and so we too are made to communicate. In essence, to glorify God is to acknowledge
him as loving Creator, as all-powerful and
Relational: God is in perfect relationship as perfect, and then to live lives of praise to him.
the Trinity, and being made in his We can exalt him in the world. We can show
image means that we are relational too. the watching world what he is like. (Tell the
Ultimately we are made for relationship children that Question 6 will teach a little
with God. more about how to glorify God.)
Loving: God’s purpose in creating human
Conclude the teaching time by helping
beings was love, and so we are called
the children commit Question 4 and the
to live and rule showing God’s loving
answer to memory.
character to the world.
(These notes are just for guidance. Please expand
Help the children to see from the Bible or amend to suit your own children and context.
passage that God intentionally created Write out your talk in your own words and
men and women. Clearly explain that God include illustrations and applications that you
did not make everyone the same, nor did know will connect with your children.)
10 Activity
Help the children to create a rap or they would like to communicate and then set
hand-clapping rhyme for Question 4. Ask the words to a beat. This could be done in a
them to name some of the key things that large group or in smaller groups.
41

Notes 5 Discussion and Question Time

Some of the questions that ? What about the theory of evolution?
might arise include: The theory of evolution—that we are
? Can we really believe that human here by accident rather than created—
beings were created by God? is often taught as fact, but it is just a
theory. Tell the children that there are
Yes! Millions of people do and have
many Christians who are scientists who
done so throughout history. Help the
believe God created us out of nothing.
children to understand that Genesis
wasn’t meant to be a scientific book Also use this opportunity to help the
describing every detail of how humans children to think about their own lives and
were created, but rather it’s about the how this catechism question and answer
beginning of God’s great creation. affects them personally.
? How did God actually make people? § How will they reflect God’s
The Bible describes how Adam and Eve image in his world?
were made, and everyone else descended § Has sin affected their
from them. We know that God created ability to image God?
everything out of nothing. (This might § What happens when they decide not
be a good time to have them turn in to glorify God?
their Bibles to Hebrews 11:3 and read § How might they explain to a friend
it aloud.) After he created the earth, who thinks we are here by accident that
he created Adam from the dust of the they believe God created human beings,
earth, breathing life into his nostrils and that they have a purpose in his
(Gen. 2:7, 21–22). plan for his world?
10 Virtue Vision
Love and look like them? Or does loving the way
Remind the children that God created out of God loves mean something much more?
love, and to be his image bearers in the world
Discuss with the children what it would look
we should be loving too.
like if they were always concerned to show
God’s love to siblings and parents at home
Help the children to consider what godly
and to classmates and friends at school.
love looks like. Does it mean loving only the
people they like or who like them? Does it Ask each child to think of one person in
mean loving only people who act like them their life that they want to love well.
42

10 Memory Activity Notes
Divide the children into groups and ask each children say the memory verse, and then
group to create a word of the memory verse or gradually ball up the Play-Doh to remove
catechism answer in Play-Doh. words. See which of the children can
remember the whole memory verse and
Place each word of the verse or catechism recite it to the group.
answer on a long flat surface. Have the

Conclude the lesson by inviting several understanding that they are immeasurably
of the children to give thanks to God for precious in the eyes of the Lord, he
creating them and to ask that God might might help them show love more and
help them to glorify him. Conclude by more in his image!
asking God that as the children grow in
43

Question 5
What else did God

create?
Answer
God created all things, and all

his creation was very good.
Big Idea Bible Passage

God created everything—through his Son, Genesis 1:1–31
in the power of the Spirit, and for his glory.
Memory Verse
“And God saw everything that he had made,
Aim
and behold, it was very good.” (Gen. 1:31)
To help the children have confidence in
God as Creator and to understand God’s Virtue
purposes in creation. Joy
45

Question 5 | What else did God create?
Some children will never have considered Things to remember when

where the world came from or who made it; planning and teaching:
others will be fully committed to the belief
that God created the world. One thing that § The question of evolution will
the children will certainly encounter at some be in the children’s minds.
stage during their lives is the belief that the § Conceptually it’s hard for children
world came into existence by chance and (or anyone for that matter) to
that there is no intelligent design behind the understand how God could create
world. This catechism question will enable something out of nothing.
the children to think more deeply about
§ The introduction of the Trinity in
the doctrine of creation out of nothing. It
lesson 3 is foundational to helping
will help them to understand that the world
students understand that God the
came into being through purposeful creation.
Father, God the Son, and God the Holy
This lesson aims to bring the children a little
Spirit were all involved in creation.
deeper into the Genesis account and to show
them the presence of the triune God at the § Remember to mix and match the
dawn of creation. Hopefully the children activities in the lesson to fit your time
will find joy in understanding more of God’s frame (see p. 12 for some sample
creative purpose in his world and will more outlines). You won’t have time to do them
clearly recognize that the world was made for all. Feel free to adapt each activity based
God’s glory and delight. on your class’s strengths and weaknesses.
Leader’s Prayer
Triune God, thank you for your beautiful help the children who hear this lesson to
creation. May I find joy in it each day. be thrilled with a deeper engagement with
Thank you that you are not distant now your creation story. May it increase in them
from your creation but intimately involved confidence in you. In Jesus’s name. Amen.
during every second of every day. Please
Leader’s Tool Kit
§ Three plastic cups § Q5 Animals in Creation Quiz (RB),

§ Two ping-pong balls one for each child
§ Small prizes § A pen or pencil for each child
46

§ Q5 Cake recipe § Q5 Days of Creation Illustrations (RB) Notes

§ A bowl § Legos
§ A wooden spoon § Q5 Joy Grid (RB), one for each child
§ An apron or chef ’s hat
10 Catechism Recap
Set up three plastic cups on a table and give each chose. If the team can do it, they get a
team a ping-pong ball. chance to throw the ping-pong ball into a
cup to claim a prize. Write on the bottom
Divide the children into two or more
of the cups what the prizes are. Repeat
teams. Ask each team to pick a number
with as many teams as you have. Remind
between one and four. The team must then
the children of any of the catechism
try to collectively remember the catechism
questions not covered.
question and answer for the number they
Have the children stand in a circle, and Ask the children what listing some of the
starting with the letter A ask them to name amazing things that God has made makes
things alphabetically that God has made them feel. Are they amazed at the variety of
in creation. The first child says something God’s creation?
beginning with A, the second B, and so on.
Go through the alphabet as many times Introduce Question 5: “What else did
as possible. If the children can’t think of God create?” Explain to the children
something, they sit down and pass to the next that this question will be all about God’s
person until only one child is left standing. marvelous creation.
10 Activity
Print out a copy of the Animals in (or guesses), then tell them the correct
Creation Quiz (RB). answers (found on the Solutions page of the
Resource Book). The aim of the quiz should
Give children the creation quiz and ask
be to induce awe, wonder, and joy as they
them to complete it in a set amount of time.
think about God’s amazing creation.
Let the children read aloud their answers
47


Begin the teaching time by asking for As the verses are read, show pictures that
God’s help. Ask that the lesson would be correspond with the creation account from
taught faithfully and that the children Q5 Days of Creation Illustrations (RB).
might listen well.
The first startling thing to help the children
Invite a child to the front of the classroom notice is that God created everything out of
and give him a mixing bowl, a wooden spoon, nothing; there was nothing that coexisted
a copy of Q5 Cake Recipe (RB), and a chef ’s materially with God eternally. There was
hat or apron. Invite him to bake a cake for a time when the hills didn’t exist, when
everyone. Encourage him to get started by the sand didn’t exist, when the stars didn’t
reading the recipe out to the class. When he exist. Creation comes out of God’s will and
asks for the ingredients, explain to him that imagination, and he creates everything for
he needs to create this cake from nothing! himself, with great meaning and purpose.
Explain to the children that it is impossible Remind the children that it’s impossible
to make something out of nothing. Ask for us to create something out of nothing,
them to describe the process of creating but of course everything is possible for
something, such as a cake or a house. God. Genesis records that by speaking,
Highlight that in our experience everything God brought the heavens and the earth
that is created is made out of something; into creation. Point out to the children the
there are raw materials that are used for each number of times the Genesis account says
and every creation. But when we come to the “and God said.”
creation of the world, it is entirely different!!
Ask the children if they think anyone besides
Tell the children that the way the world
God the Father was involved in the creation
came into being is totally inconsistent with
of the world. Encourage them to read verse
our experience and in some ways, it’s hard to
2 again. Help them to see in Genesis 1:2
understand. But we must remember that this
that the Spirit of God was hovering over the
is God doing the creation and not us: he is all-
waters after they were created. The Spirit
powerful and all-knowing (refer to lesson 2).
of God brought life to all that God the
Of course he can do things that we can’t do.
Father created.
Read Genesis 1:1–31. Provide Bibles for the
Show the children that both God the
children to read along with you.
Father and the God the Spirit are involved
To involve the children in reading the in creation, but hint to them that there was
passage for this lesson, ask different children someone else as well. Ask them to turn to
to read out the creation account for each day. John 1:1–3 to discover who that was.
48

Ask the children what they think these three creative, and beautiful, and he has an Notes
verses are saying. awesome imagination.
John reveals that Jesus was with God the Creation is intended to bring God great
Father when the world was created. John glory and honor and praise. God delights in
calls Jesus “the Word,” and it was through his creation, and we are invited to delight in
God’s spoken Word that everything was it too. God has created a beautiful world for
formed. So at the beginning of the world, his children to inhabit.
God the Father, God the Son, and God the
Tell the children that since the creation of
Holy Spirit were all involved in creating.
the world, God has been intimately involved
Ask the children how God in his world; he didn’t just set it up and then
described his creation. retreat back to heaven. God is constantly
sustaining everything in his world.
God described all his creation as very good;
each and every thing on earth was made Finish the teaching time by helping the
by God. Everything that God created was children commit Question 5 and the
intended to show his glory. There are lots answer to memory.
of ways creation reveals something of the
(These notes are just for guidance. Please expand
nature and character of God.
or amend to suit your own children and context.
Ask the children if there are aspects of Write out your talk in your own words and
creation that bring them joy and cause include illustrations and applications that you
them to praise God for the beauty of the know will connect with your children.)
world. Remind them that God is powerful,
10 Activity
Borrow or buy some Legos and divide the photo of each day that the children create
children into groups that correspond to the and print out a collage of the photos to use
days of creation. Invite each group to build next week in review.
a representation of one of the days. Take a

Some of the questions that Jesus is eternal and all-powerful.
might arise include: Jesus lived with God until he came
? How was Jesus present at the to earth as a man, and now he is
creation of the world? once more with God.
49

Notes ? What about evolution? this catechism question and answer affects
them personally.
Explain to the children that some
people believe we evolved by accident, § How might they explain their belief
but that there are millions of people— in a Creator God to their friends?
even top scientists—who believe that
§ Does knowing God as Creator and
the world came into being when God
Sustainer of the world bring them joy?
purposefully spoke it into existence.
§ Are they able to reflect on all the
Also use this opportunity to help the things they have and enjoy, which
children think about their own lives and how ultimately come from God?
10 Virtue Vision
Joy write it down in one square of the grid. Then
Download and print the Q5 Joy Grid (RB), one have them move around the room and find
per child. Give each child a pen or pencil. out what parts of creation bring joy to the
other children. Tell them to fill in the grid as
Ask the children to think of something in they exchange the information about what
particular that gives them joy as they reflect in creation brings them joy. The first student
on creation. Once the children have had a to fill in her grid wins.
moment to think of something, ask them to
10 Memory Activity
Invite the children to make up some actions with all the groups joining together in saying
for the memory verse or catechism answer in the memory verse or catechism answer.
small groups. Allow each group to show their
actions to the rest of the children. Finish

Encourage the children to thank God
for the great joy they can find in his
beautiful creation.
50

The New City
Catechism
Curriculum
Volume 4—Resource Book
WHEA TON, ILLINOIS
NCC Resource Book.561399.int.indd 3 3/6/18 11:34 AM

The New City Catechism Curriculum: Vol. 4, Resource Book
Copyright © 2018 by The Gospel Coalition
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
form by any means, electronic, mechanical, photocopy, recording, or otherwise, without the prior permission of the
publisher, except as provided for by USA copyright law. Crossway® is a registered trademark in the United States of
America.
This publication was made possible through the support of a grant from the John Templeton Foundation. The
opinions expressed in this publication are those of the publisher and do not necessarily reflect the views of the John
First printing 2018
Printed in China
Scripture quotations are from the ESV® Bible (The Holy Bible, English Standard Version®), copyright © 2001 by
Crossway, a publishing ministry of Good News Publishers. Used by permission. All rights reserved.

RRDS 28 27 26 25 24 23 22 21 20 19 18
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Contents
Question 1 Question 17
§ Q1 Illustrations § Q17 Comic Strip Template
Question 2 § Q17 Thought Bubble
§ Q2 Attributes of God Question 20
Question 3 § Q20 Catechism Clues
§ Q3 Trinity Diagram § Q20 Opportunities for Humility
§ Q4 Human Body Outline § Q 21 Human and Divine
§ Q4 Illustrations of Ancient § Q21 Illustrations of World Religions
Near East Statues Question 22
Question 5 § Q22 Body Bingo
§ Q5 Animals in Creation Quiz Question 23
§ Q5 Cake Recipe § Q23 Catechism Recap Wheel
§ Q5 Days of Creation Illustration Question 24
§ Q5 Joy Grid § Q24 One-Way Maze
Question 7 § Q24 Love Letter Template
§ Q7 Tweet Template Question 26
Question 9 § Q26 Catechism Recap Memory Game
§ Q9 Images of False Gods Question 27
§ Q9 In My Heart § Q27 Illustrations A, B, and C
§ Q10 Code Breaker § Q28 Code Buster
§ Q 11 A Very Silly Story § Q29 Who Am I?

Contents
§ Q31 Apostles’ Creed Bookmarks § Q44 Photos
§ Q31 Creed Matchup § Q44 What Do These Signs Mean?
§ Q31 Martyr Illustrations Question 47
Question 32 § Q47 Letter from a Concerned Friend
§ Q32 Justification or Sanctification? § Q47 Mural Template
§ Q33 Picture of Martin Luther § Q48 Illustrations of the Church
Question 35 § Q48 Paper Chain Template
§ Q35 What We Were Word Search Question 49
Question 37 § Q49 Illustrations of Famous Homes
§ Q37 Roman Armor § Q49 Seats of Power
§ Q38 Question Mark § Q50 Word Search
§ Q39 Emoticon Template § Q51 Advocate Required
§ Q40 God Speaks to Me § Q52 Memory Activity
Question 41 Solutions
§ Q41 Illustrations of Learned Skills
§ Q41 Lord’s Prayer Bookmarks
Question 43
§ Q43 Picture Clues

Q1 | Illustrations

Q1 | Illustrations

Q2 | Attributes of God
Eternal: God has no beginning or end.
Righteous: God is right in everything he says, does, and thinks.
Sovereign: God rules over and is in control of all things.

Holy: God is perfect and separate from sin.
Gracious: God is kind.
Infinite: God knows no bounds.

Omniscient: God knows all things.
Wise: God never makes mistakes.
Faithful: God always keeps his promises.

Omnipotent: God is all-powerful.
Omnipresent: God is everywhere, all the time.
Immutable: God never changes.

Self-sufficient: God does not need anything or anyone.
Merciful: God is compassionate.
Incomprehensible: God is more than humans

can understand.

Never-tiring: God never needs to sleep.
Patient: God is slow to become angry.
Victorious: God always wins.

Q3 | Trinity Diagram

Q4 | Human Body Outline

Q4 | Illustrations of Ancient Near East Statues
Baal Marduk
Isis Ishtar

Q5 | Animals in Creation Quiz
1. What is the deadliest animal in the world?
2. What is the largest member of the cat family?
3. What is the fastest land animal in the world?
4. Name an animal that eats standing up.
5. What animal can see through its eyelids?
6. What animal does not have eyelids?
7. Because of its bright color, this bird was named after fire.
8. This animal can carry up to one thousand times its own

body weight.
9. Because of its speed and sense of direction, this animal has

been used to carry important messages.
10. If this animal loses a body part, that part will regenerate on
its own.

Q5 | Cake Recipe
Cake Recipe
Ingredients:
2 cups sugar
1 cup butter, softened
5 eggs
2 teaspoons vanilla
3 cups flour
1 teaspoon baking powder
1 cup milk
Heat oven to 350° F
Mix sugar, butter, eggs, and vanilla in large bowl. Beat on low to mix ingredients
well. Beat on high for 5 minutes.
On low, add flour and baking powder alternately with milk.
Beat well after each addition.
Spoon batter into greased and floured 10-inch tube pan.
Bake for 65-75 minutes

Q5 | Days of Creation Illustrations
Day 1 Day 2
Separation of Separation of
Light and Darkness Heavens and Earth
Day 3 Day 4
Dry Land Sun, Moon,

and Vegetation and Stars
Day 5 Day 6
Fish and Birds Animals and Man

Q5 | Joy Grid

The New City Catechism
for Kids
NCC for Kids.561290.int.indd 1 3/16/18 5:26 PM

The New City Catechism for Kids
Copyright © 2018 by The Gospel Coalition and Redeemer Presbyterian Church
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted in any form by any means, electronic,
mechanical, photocopy, recording, or otherwise, without the prior permission
of the publisher, except as provided for by USA copyright law. Crossway® is a
registered trademark in the United States of America.
This publication was made possible through the support of a grant from the
John Templeton Foundation. The opinions expressed in this publication are
those of the publisher and do not necessarily reflect the views of the John
First printing 2018
Printed in China
Scripture quotations are from the ESV® Bible (The Holy Bible, English Standard
Version®), copyright © 2001 by Crossway, a publishing ministry of Good News
Publishers. Used by permission. All rights reserved.
Library of Congress Cataloging-in-Publication Data

Names: Crossway Books.
Title: The new city catechism for kids.
Description: Wheaton : Crossway, 2018.
Identifiers: LCCN 2017048083 | ISBN 9781433561290 (tp)
Subjects: LCSH: Presbyterian Church—Catechisms—English—Juvenile
literature. | Reformed Church—Catechisms—English—Juvenile literature. |
Westminster Assembly (1643-1652). Shorter catechism—Juvenile literature.
Classification: LCC BX9184 .N49 2018 | DDC 238/.51—dc23
LC record available at https://lccn.loc.gov/2017048083

RRDS 28 27 26 25 24 23 22 21 20 19 18
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

The New City
Catechism
for Kids
52 Questions
& Answers
for Our Hearts
& Minds
WHEA TON, ILLINOIS

Part 1
God,
Creation & Fall,
Law

Question 1
What is our only hope in life

and death?
Answer
That we are not our own but belong to God.

Question 2
What is God?
Answer
God is the creator of everyone and everything.

Question 3
How many persons are there

in God?
Answer
There are three persons in one God: the Father,

the Son, and the Holy Spirit.

Question 4
How and why did God create us?
Answer
God created us male and female in his

own image to glorify him.

Question 5
What else did God create?
Answer
God created all things, and all his

creation was very good.

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The New City

NCC God, Creation, Fall, Law.559396.int.indb 1 3/6/18 4:19 PM

God, Creation & Fall, Law

WHEA TON, ILLINOIS

NCC God, Creation, Fall, Law.559396.int.indb 3 3/6/18 4:19 PM

Crossway is a publishing ministry of Good News Publishers.

NCC God, Creation, Fall, Law.559396.int.indb 4 3/6/18 4:19 PM

A catechism is a collection of biblical doctrines, assembled into a question-and-answer

What Is This Curriculum Designed to Do?

NCC God, Creation, Fall, Law.559396.int.indb 5 3/6/18 4:19 PM

How to Use This Curriculum

Part 1: God, Creation & Fall, Law (twenty Part 3: Spirit, Restoration, Growing

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Memorization is an essential element of this curriculum. There is an emphasis on helping

NCC God, Creation, Fall, Law.559396.int.indb 7 3/6/18 4:19 PM

Leading and Loving the Children Well

How to Plan a Lesson

NCC God, Creation, Fall, Law.559396.int.indb 8 3/6/18 4:19 PM

How to Manage the Classroom

§ Raise your hand if you’d like to speak.

How to Encourage Memorization

NCC God, Creation, Fall, Law.559396.int.indb 9 3/6/18 4:19 PM

Explanation is also significant in memorization. It is much easier to remember something

How to Nurture Heart Application

NCC God, Creation, Fall, Law.559396.int.indb 10 3/6/18 4:19 PM

NCC God, Creation, Fall, Law.559396.int.indb 11 3/6/18 4:19 PM

45-Minute Lesson Outline

30-Minute Lesson Outline

NCC God, Creation, Fall, Law.559396.int.indb 12 3/6/18 4:19 PM

What is our only

That we are not our own

Big Idea Memory Verse

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Notes Leader’s Notes

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Leader’s Tool Kit Notes

§ Two large pieces of paper

§ Each word of the memory verse printed

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NCC God, Creation, Fall, Law.559396.int.indb 16 3/6/18 4:19 PM

Around your classroom, post pictures of various § Television

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Notes § Music belonging to God affects how they should

5 Discussion and Question Time

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5 Closing Prayer Time

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God is the creator of everyone

Big Idea you have made shall come and worship before

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Notes Leader’s Notes

Leader’s Tool Kit

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10 Catechism Recap Notes

Ask the children if they have ever read an

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Notes 15 Teaching Outline

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Conclude by confirming for the