Planning a Children’s Bible Lesson

Prepare a lesson children can follow

This IndiaPCG practical tool gives a leader a thirty minute lesson based on Mark 10:13 to 16. It is suited to a small primary age group, with adjustments for the children actually attending. Its simple purpose is: “Jesus welcomes children, and his followers should welcome them with care.”

Speak with the children’s ministry lead before using the outline. Ask about the ages, languages, disabilities, available room, and family arrangements. Know who is responsible for supervision and collection. The lesson outline is a teaching aid. It must sit inside the congregation’s established child protection and safeguarding procedures.

Know what the passage does and does not say

Read Mark 10:1 to 16 during preparation. In verses 13 to 16, people bring children, the disciples rebuke them, and Jesus responds. Explain those actions without inventing names, conversations, or feelings for individual children. The passage says that Jesus takes them in his arms, lays his hands on them, and blesses them. ¹

The story concerns Jesus’ welcome and teaching about the kingdom. It is not permission for an adult to disregard a child’s wishes about physical contact. In the lesson, describe the biblical event. In present ministry, use the church’s agreed safeguarding practice and respect the child. Listening to children and protecting them are important responsibilities. ²

Prepare a welcome that includes every child

Bring a Bible, large paper, and crayons or pencils. Avoid activities that require every child to read aloud, run quickly, or compete. Offer a spoken explanation alongside anything written or drawn. An activity can include options to speak, point, draw, or observe. Educational guidance recommends more than one way to receive information. ³

Explain one instruction at a time. Learn the children’s preferred names and avoid comparing their ability or family situation. A child who uses another language or needs more time should receive patient help. If an assistant translates, agree on short sentences and allow time for the whole group to understand.

A thirty minute lesson plan

The timings can be shortened for younger children. Change the pace if the group needs a break. A calm, clear lesson is more useful than completing the outline while children are overwhelmed.

1. Four minutes: welcome children by name, introduce the leaders, and explain what will happen.
2. Four minutes: read Mark 10:13 to 16 aloud and briefly explain unfamiliar words.
3. Five minutes: retell the actions in the passage using the simple script below.
4. Five minutes: ask the three discussion questions and allow different ways to answer.
5. Eight minutes: complete the welcome poster activity.
6. Four minutes: summarize the message, offer a short prayer, and follow the agreed collection process.

A retelling that stays with the text

You can say: “People brought children to Jesus. His disciples tried to stop them. Jesus told the disciples to let the children come. He welcomed the children and blessed them. Today we are listening to what Jesus said and thinking about how we can welcome people with care.” ¹

Explain “suffer the little children” in the KJV as “allow the children.” This is an older use of the English word in this sentence. Read the wording in its context and explain the phrase rather than replacing the printed Scripture. Clear explanation of unfamiliar wording helps learners follow a text. ⁴

Three questions for a gentle discussion

Give the group time. A child may answer in a few words, point to a drawing, or choose to listen. Never require a child to disclose a personal experience of exclusion in front of the group.

1. What did the disciples do when the children were brought to Jesus?
2. What did Jesus tell the disciples?
3. What could we do in this room to help another child feel welcome?

Make a welcome poster together

Write “Welcome with care” on a large sheet. Invite children to draw or suggest one welcoming action. Examples might include making space at a table, sharing materials, asking someone’s name, or helping someone find the correct room. These are original practical applications, not additional events from Mark 10.

A leader can write spoken suggestions for children who prefer not to draw. Describe the finished pictures aloud so a child who cannot see them clearly can follow. Keep the activity cooperative. Do not choose a winner or call one child the best Christian. Ask which actions the group would like to practise while they are together.

Keep dignity and safeguarding visible

Children need adults who listen and respond responsibly. The Convention on the Rights of the Child includes the child’s voice, family guidance, privacy, and protection from abuse. ² Use these concerns as a practical reminder to consult the congregation’s actual procedures and applicable local requirements. This outline is not a statement of the law in every Indian state.

Use the agreed number of prepared adults and appropriate supervision. Avoid isolated contact, humiliating discipline, or photographs taken without the required permission. If a child tells you about harm, listen calmly and follow the safeguarding process. Do not promise secrecy or conduct your own investigation during the lesson.

A lesson preparation sheet to reuse

Complete this sheet with the children’s ministry lead. Keep family and health information in the approved system rather than on a public lesson handout.

1. The passage and its setting: ____________________.
2. One main sentence children can understand: ____________________.
3. Words or ideas that need explanation: ____________________.
4. Three questions tied to the passage: ____________________.
5. One cooperative activity and the materials needed: ____________________.
6. Options for language, reading, hearing, vision, or movement needs: ____________________.
7. The responsible leaders and safeguarding arrangements: ____________________.
8. The agreed collection and parent communication process: ____________________.

Tell families what the children heard

Offer a short summary to the parent or approved caregiver: “We read Mark 10:13 to 16 and talked about welcoming others with care.” Children can show their contribution to the poster if they wish. Do not report private disclosures to a general group chat. Handle concerns through the safeguarding arrangements.

After the children have been collected, review the lesson with the supporting leaders. Ask which words were unclear, who needed another way to participate, and whether the activity served the passage. Change one thing for the next meeting. Patient preparation makes a child’s welcome tangible.