Discipline and Behaviour: Applying the Bible

Two big advantages of home education are:

1) By constantly being with the children, you are able to identify and seek to correct behaviours and attitudes before these are able to develop into bigger problems

2) We can frequently draw from the Bible, which we believe to be 'God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the servant of God may be thoroughly equipped for every good work' (2 Timothy 3:16-17). 

There are times when this does not always feel like an advantage! There are days when it feels that we spend so long working on these issues that we don't have as much time as we would like for all the educational activities we would like. There are occasions when I find myself wondering whether the children would therefore be better off in a mainstream educational establishment where there would not be so much time spent on character formation. However it does not take me long to recognise the illogical thought processes of a tired parent. It is precisely because of the days where boundaries are pushed and the boys ask for answers, explanations and sometimes just seem to be testing everything, that a parent with a Bible in hand is best equipped to speak into the situation for the highest good of the child.

Let me give a couple of illustrations from recent weeks:

1) Lying. It has been quite shocking to us, but all three of the boys have told lies recently, and have often tried to blame their brothers for their own misdemeanours. They have a good appreciation of who God is and that He is holy. Therefore often to bring conviction and confession of what truly happened, one of the key things we need to do is show the boys from the Bible just what God thinks about lying. For example:

Proverbs 6:16-19. 'There are six things the Lord hates, seven that are detestable to him: haughty eyes, a lying tongue, hands that shed innocent blood, a heart that devises wicked schemes, feet that are quick to rush into evil, a false witness who pours out lies and a person who stirs up conflict in the community'. The idea that their actions are hateful to God is very shocking to the boys.

On other occasions, Hebrews 4:13 is helpful: 'Nothing in all creation is hidden from God’s sight. Everything is uncovered and laid bare before the eyes of him to whom we must give account'. They realise that God sees and knows everything, and so that even if they are able to deceive mum and dad, they cannot hide the truth from God. That also often brings conviction.

2) Blaming others for personal sin. Along with lying comes the excuses that are made for misbehaviour: 'my brother made me do it', 'he gave it to me', 'he was doing it so I just did the same' and so on. Then I often turn to Genesis Chapter 3. The story is well known. God created the heavens and the earth, the animals and the birds and the beautiful garden of Eden and all was very good. God created Adam, and then from his rib made a 'helper suitable for him', Eve. However they were given free choice, and the one thing they were forbidden to do, to eat of the tree of the knowledge of good and evil, they did. Of course they could not hide this from God, who asked 'Have you eaten from the tree that I commanded you not to eat from?' The man said, 'The woman you put here with me - she gave me some fruit of the tree, and I ate it'. Then the Lord God said to the woman, 'What is this you have done?' The woman said. 'The serpent deceived me, and I ate'. The consequences are well known. The lesson I teach the boys here is that each one of us is accountable before God, and even if another person deceived you or otherwise led you astray, we are still responsible for our own actions. 

3) Selfishness. All children display this - arguing over toys, wanting to be the first one to have their book of choice, wanting the yellow cup and plate (for some reason this seems to be the favourite at the moment), wanting to sit on one of our knees (I can manage two on my knee, but all three becomes tricky!) Here, I try to show them how Jesus was our perfect example - there are many many passages of the Bible that could be used here, either specific verses or illustrative stories. I always love Philippians 2: 'Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of others. In your relationships with one another, have the same mindset as Christ Jesus: Who, being in very nature God, did not consider equality with God something to be used to his own advantage; rather he made himself nothing by taking the very nature of a servant being made in human likeness. And being found in appearance as a man, he humbled himself by becoming obedient to death - even death on a cross!'

4) Sloppiness. When the boys are really engrossed in a task, they can put a large amount of time and effort into the details. We have particularly noticed this with the drawings of our eldest, and have enjoyed watching his style develop. However, there are other times when they seem content to rush through a task they don't enjoy so much, in order to get on to the 'more fun' things. We have to remind them that there are some things which are simply quite hard work and need practice - reading and writing for example. Colossians 3:23-24 speaks into this: 'Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving.'

5) Unkindness. I think together with many parents, we frequently draw from Galatians 5:22: 'But the fruit of the spirit is love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness and self-control. Against such things there is no law'. But sometimes that can seem a little abstract. I find it can be more helpful to find an example of a story where somebody displayed the attribute or quality I am trying to teach the children about. Examples might be the parable of the Good Samaritan - where the Samaritan found the wounded Jew on the road and went the extra mile in terms of caring for him, slowing down his own journey, spending money on him (without the hope of having this repayed) and treating him as he himself would have wanted to be treated. Jesus said, 'in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets' Matthew 7:12.

These are just five examples which immediately spring to mind. These type of 'Bible studies' are daily occurrences in our household. On other occasions, I use the Bible to bring comfort in the face of discouragement or strength in the face of weariness (very often I am reading a passage like Isaiah 40 to them for my own benefit more than theirs, as I am feeling exhausted - but I like to explain to them what I am doing, why I have chosen that part of the Bible for the morning reading, how I then use it to pray and so forth). The Bible gives us hope when we feel that the circumstances in the world around us are so desperate (I am writing one week after the earthquake in Nepal, and after several recent reports of hundreds of migrants drowning in the Mediterranean. There is a humanitarian crisis in Syria, and several of my friends continue to work hard in the Ebola-striken regions of West Africa. The boys are starting to ask questions about things they hear on the radio, and rather than shield them from the harsh realities of life, we aim to provide a biblical lens for their understanding).We use the Bible for thanksgiving. For prioritisation. In praying for others. It is the most loved and read book in our home.

As a parent, I continue to be challenged that:

1) I must know my Bible well. If I am to be able to help the boys use it as a double-edged sword in the diverse circumstances of life, I need to listen to the Apostle Paul as he wrote to Timothy: 'Do your best to present yourself to God as one approved, a worker who does not need to be ashamed and who correctly handles the word of truth'. 2 Timothy 2:15. The more I am familiar with the stories and understand their application, the more I will be able to naturally apply it into our daily lives

2) My relationship with God must be fresh and living. The boys see me turn to God in weariness or in discouragement. I talk to them about how I pray, and how I use the Bible. These cannot be theoretical conversations, but rather my relationship with God should reflect to them some of the beauty of being known and loved by God.

How have you been able to use the Bible in the face of challenges this week?

Worldschooling

Until last week, I had never heard the word 'worldschooling' until I came across this ironically entitled blog post: '10 ways worldschooling has ruined my childhood'.It was an enjoyable and challenging read, written by a sixteen year old girl whose childhood has been on the road with her three brothers and parents who make a living by freelance IT-based work. Her mother actually develops curricula and resources for like-minded families and has a parallel blog here. And you know how it is with blog perusing, one click leads to another and quickly it is possible to amass much information (and for me, often much inspiration).

Our family has a similar philosophy in many respects, although we do not live simply to travel. Through our work, we often move around for courses, conferences and periods of time (weeks through to years) in different countries. Wherever possible we travel as a family, and embrace the educational opportunities that the different countries and cultures present. The boys seem to thrive on this, and do have a very global perspective - it is not unusual for them to have friends who do not speak much English, or to be part of a group of children from many different countries.

One of the blog posts I read was on just how it is possible for a family to be able to live in a way which allows 'worldschooling' - many of these are principles I share:

1) Live simply. A lot of what is seen as essential in our (when I say 'our' I am referring to our life in urban Britain) culture is actually not necessary at all. Never before has society been so materialistic. There are constant messages that life would be better or easier with some product or other. If you are frequently on the move, you cannot become too attached to things. When we travel in the UK, if not using public transport, we drive a small Renault (not a 'people carrier'). People sometimes ask how we manage this, but actually it is a blessing - we are forced to consider what we really need, and to travel without clutter.

2) Eat simply and seasonally. We cook everything from scratch and one of our first tasks in a new place is to find the market and find any local seasonal produce to sample. I say it often, but I believe through cooking and experimenting with ingredients and flavours, the children learn many useful skills - from literacy and numeracy, through to science, art, technology and hospitality. It is also a lot cheaper this way! Sometimes other families comment to us that their children would refuse to eat this kind of food. For us, it has never been an option - from infancy if they do not finish something on their plate, we don't give them an alternative.

3) Recognise that education is a life. Things are learnt so much better through practical experience and engagement of all the senses than through being 'taught' about them. Often it doesn't feel like 'school' or feel like learning, but that is one of the great beauties of all home education, but perhaps worldschooling in particular.

4) Having a close family unit - when you live and travel in close proximity to one another, any disagreements need to be dealt with quickly. I would be lying if I said my boys always got along in perfect harmony; they do not! But we deal with things quickly. At home, they share a bedroom. There are occasions when I see a short term benefit in separating them, but the longer term benefit of being able to share a room, share a bed if need be, being able to sleep just about anywhere is huge.

These are just a few thoughts. This month we have been on the move again, and as well as on the move, have experienced weather from snow two weeks ago through to glorious summer sunshine today. We've learnt a lot of geology - from the incredible limestone formations in the Yorkshire Dales, through to the incredible rock formations and fossils of the Jurassic Coast in Dorset. We've been to the largest iron age hill fort in the country, to a Norman castle on the coast, and to two well-preserved castles which have taught us much about how people used to live in different ages. As we have moved from place to place, there has been a continual stream of questions and much soaking up of information. I increasingly appreciate that our choices regarding education are simply a logical step from the worldview and priorities that we share. It has been interesting to read how others have taken home education on the move to a much more extreme level - I don't think our family would do this (although perhaps a road trip from Europe to sub-Saharan Africa is a possibility) but it's been fun to read!

Preparing for Easter

Do you ever find it interesting that in many countries, there is a long 'advent' period and build up to Christmas, whereas Easter just sort of happens? My boys pointed this out to me after Christmas, when we completed a timeline based on the Jesse Tree project. They asked to do a 'life of Jesus' timeline leading up to Easter, and so for the past 40 days we have been working through it every morning.

We've enjoyed doing this, but it has been more challenging than the Jesse Tree, for several reasons:

1) The Jesse Tree tended to focus on clear stories of people who were in the genealogy of Christ. It is quite easy for young children to visualise some of these stories, or to have at least a superficial understanding of who people were, where they had come from, the key events of the story (and possibly how they fitted into the genealogy of Christ - my eldest seemed to understand this more than I expected).

2) In the Life of Jesus, I have tried to focus on actual physical events (such as miracles, having his feet anointed, finding a coin in the mouth of a fish, events surrounding his betrayal, arrest and trial) rather than on teachings, fulfilled prophecies or other aspects which are important but might seem more nebulous to a child. However, even so, there have been some parts they have found very tricky indeed! For example, John Chapter 3, and the story of Nicodemus going to Jesus at night. They have no problems with Nicodemus going out under cover of darkness, and they quite liked that part. But Jesus' teaching, so familiar to most of us adults, was quite difficult for them. What does it mean to be 'born of flesh and born of spirit'? What does it mean to be 'born again'? Also, Jesus uses irony: 'Can a man enter again into his mother's womb?' - but the boys don't yet appreciate irony and how keep asking whether they could go back into my tummy, and what that would be like!

3) It challenges me because we try to use the whole of Scripture and not to present 'child-friendly' or diluted versions. The reason for this is that there have been many occasions where we have been stunned by their accurate understanding of areas of our faith that many older people really struggle with. It is very much the 'childlike faith' that Jesus commends. In fact, we have found presenting a simplified story, or missing out on some of the less pleasant aspects (such as in the story of Noah, the fact that most people who were alive at that time would have died in the flood) just tends to cause more confusion.

4) It is delightful to hear their questions and see them trying to bring it all together. We try to provide them with the tools - the Bible in its fullness, a listening and patient parent available to answer many questions and provide clarifications, other resources, books and stories, biographies of believers, sometimes Bible cartoons - to enable them to do so. So perhaps the fact there have been some days when the questions have seemed unending is evidence of them grappling with the most important truths. So perhaps I should rather be rejoicing that the timeline project has stimulated them to think and weigh things up.

Tonight my five year old wrote a hymn on a piece of paper and secretly brought it upstairs so he could sing it to us at bedtime. It went 'God is good all the time. He is amazing. He died on the cross to save us from our sins', and had a slightly undulating tune. But it was great to hear his spontaneous song of praise. Over the past week my youngest, who has just turned three, has also started to sing these 'new songs'.

The boys are asking for the next Christmas timeline, and whether or not we can do timelines in Africa. There is something about the pictorial representation of the stories that builds up day after day until it is complete that really captivates them, and I'm pleased we have found something which can be a simple family tradition.

How do you keep Christ central at Easter in your family?

5 Encouragements

This blog has several purposes. One is to discuss and share resources and ideas relating to home education, particularly Christian home education. A second is to be a more personal reflection of the challenges and the joys that are encountered - with the aim of encouraging others in what can be an amazing adventure, but also at times a lonely and less travelled road. Thirdly, when life is busy (as it tends to become for all of us) I find it helpful to stop and reflect - to reassess priorities, to celebrate progress, to set goals and to learn and gain encouragement from others. This is one reason why I tend to blog on a Sunday evening - it is a helpful discipline for me to pause and consider.

This week has brought encouragement from several sources. In no particular order....

1) Today we invited some students who had recently started attending our church for Sunday lunch. Two of them had been home educated. It was encouraging for us to see young adults who have been home educated, and I think encouraging for them to enter a home which reminded them of their own childhood. Sunday lunch at our house is not often peaceful. My husband is an excellent cook, and there is always an interesting variety of food, but there is noise, mess and then a walk in a nearby park. I used to feel a bit ashamed of not having a model house. However, over the years I have come to realise that what people in our society lack most of all is a welcoming family home. For these students, I think they felt very at home, and I hope left refreshed and encouraged!

2) Earlier in the week I was introduced to a family who work as Bible translators in an area which is not all that safe for Christians. They are enjoying a short furlough in here, and it is also the first visit to the UK of their toddler son, with whom they are in the process of adoption. Again, it was so refreshing to meet with others who live with their greatest priority being the Kingdom of God. I have noticed that sometimes, once children are on the scene, even well meaning Christians can subtly (or not so subtly) undermine attempts to live sacrificially. Risk taking is seen as negligent, rather than a bold step of faith. I've written more about this recently. The Bible speaks of the importance of choosing our companions wisely. We are taught to be 'in the world but not of the world'. 'Do not be decieved: Bad company corrupts good character' (1 Cor 15:33) - sometimes it is not the really obviously bad company that I find such a challenge (it can be relatively easy to avoid this), but rather the lukewarm, compromising, worldly Christian company. Proverbs 27:17 reads 'as iron sharpens iron, so one man sharpens the countenance of his friend' - as Christians we can challenge, exhort and encourage one another to walk along the narrow path. That does not always need to involve 'deep and meaningful' conversations; for me, sometimes it is simply spending company with those whose priorities are clearly not of this world.

3) On Wednesday we took our two five year olds to a concert (Peer Gynt by Grieg, then Sibelius then Tchaikovsky). My more restless son was utterly transfixed - I don't think I have ever seen him so still or quiet. This reminded me that children all have their own interests and strengths, and that we shouldn't stereotype them into boxes. (It was also an advantage of home education that we had no issues with them being out until 22:30 on a 'school' night).

4) Yesterday we enjoyed a long hike (well, long if you are three years old - 7 Km and 450 metres of altitude) with a family who also have three boys. For me, one of the greatest pleasures is being outside in the fresh air. We can enjoy the beauty of God's creation and all the small hassles of day to day life can just be forgotten about for a time. We have been very blessed to meet other families with similar attitudes and interests, because for quite a long time we felt very strange for spending so much time out of doors! It is also encouraging when you see other parents who have similar standards of discipline, and who will appropriately reprimand their children should the need arise. I  would make similar comments to those under item number 2 above - that often we can encourage one another simply through sharing our lives together. This is an important point - one of the challenges my Christians friends have made regarding home education is that I would not have enough time for 'ministry' - and often that refers to spending one on one time with younger Christians or those in need, perhaps reading the Bible together or working through a Christian book. I would agree that I don't have the ability to do those things during this season of life. but I do think a whole set of new opportunities open up. I was really persuaded of this during several months in a West African village.

5) And relating to that point, we for a walk by the river with a couple of home educating families that we know from the local group. A friend of mine who is a student was having a tough day, and so we invited her along. It was probably the best thing for her - to be outside with eight young children enjoying the early spring sunshine, fresh air, building sandcastles, getting muddy and just enjoying some freedom. In fact, she told me afterwards that this was more encouraging and helpful than it would have been to sit down and talk about the things that were on her mind.

So in summary, this week has reminded me of several things:

1) The importance of living first and foremost for the Kingdom of God, and of modelling that to our children

2) The joy of Christian fellowship, and how we can encourage one another through sharing our lives as much as through our words

3) That our children are intrinsic to our Christian lives and service, and have a vital role in ministering to others. We do them a great disservice if we ever consider them an inconvenience or to be 'getting in the way'

4) That our children continue to surprise us with their learning styles and aptitudes - that it is not right to try and define them too precisely (yes, I know understanding a little about learning styles can be helpful, but I am meaning that we should not put them into boxes).

How have you been encouraged this week?

A childhood on the prairie (Laura Ingalls-Wilder books)

I love watching how children learn and develop. My middle son (aged 5) can get a bit restless at times, and does not always know how to express himself well. But when he needs to calm down, one of the best things for him is to get a sharp knife and come into the kitchen and help me prepare vegetables. He does this with an intense focus which would be surprising to those who only see him in a more lively mood. As well as the physical capability, I think he thrives on having a job to do, having a purpose for the activity and feeling special. And as likely as not, he will then want to go and write about it in his diary, despite having resisted writing earlier in the day. I read an interesting article from the Washington Post discussing these things (just a shame the author didn't take the plunge and de-register her son!).

One of our favourite family times is when we read stories aloud together. We've been steadily working our way through the books of Laura Ingalls-Wilder (the 'Little House on the Prairie' series, and the parallel books about her future husband Almanzo's childhood). It's great! The boys are fascinated as they learn how to build different styles of house with different materials, how to produce maple sugar by boiling up the sap over an open fire, how to slaughter animals and use every single part for a specific purpose - different cuts of meat to eat, leather for shoes, fat for lard or candle making and so forth. There are so many lessons there - about where food really comes from, about how dependent we are on the climate and the harvest, and also just how many advancements there have been over the past 150 years. Life was tough (read 'The Long Winter' for quite graphic descriptions of this!) but also rich. Children did not attend school every day -for example if there were more pressing duties at home and tasks that required their help, but there was no question that the children were learning the skills they needed, and were taking mature responsibilities from a much younger age than children today. This is quite similar to childhood in many parts of the world today; not all is good - I am aware of the problems of child labour and abuse - but in many places, children take a real active role in the running of the household and family businesses.

My reflections on all of this include:

1) Children often learn best by active learning; particularly being active out of doors.

2) Children appreciate being given increasing responsibilities

3) We should not 'shield' children from the realities of life and only give them happy, fluffy stories

4) Read-aloud time as a family is wonderful and I hope it continues for many many years

5) Living books really do teach children without them even realising it

6) We should not pack every day full, but rather give children time to explore and imagine

Lent activity: Life of Jesus Timeline

I'm quite excited about a new project that will start this week. When we did the Jesse Tree for advent, I was really encouraged at how the boys embraced the concept and looked forward to the Bible story every morning. It was their idea to also make a large timeline showing all the events that foretold the birth of Christ. We still have the timeline on the wall, but after a week or two, they pointed out that it stopped with the birth of Christ. They wanted to do a 'life of Jesus' timeline, and I was looking for some way to lead up to Easter, and so for 40 days from Wednesday, we will do our new series.

This is how it will work:

• As with the Jesse Tree, I have made coloured envelopes with the Bible references written on them to hang along a string, and inside each they have a small symbol or emblem to colour. These will be glued onto the timeline.
• This time I have focussed on events in the life of Jesus. As I went through, I could also imagine a parallel activity on 'teachings of Jesus' - I decided that this might work better when the boys are a bit older, whereas the physical events that took place are easier to conceptualise
• I've got bigger colouring sheets for each day if they wish to use them, and will try and find appropriate songs that tie in with the Bible passage. 
• I've got a final column on the schema for additional activities - most likely I will fill this in retrospectively since often it is during the course of a day that things lead on in a logical way, and it is now always easy to plan fully in advance. 
• I have scheduled readings on Monday - Saturday for a couple of reasons: Firstly, our days tend to be more structured with 'school' type activities which always start with Bible on these days; Sundays can be a bit more random and we try to focus on the Bible teaching from church. Secondly, it adds a sort of 'firebreak' because it can be discouraging to fall behind and then struggle to catch up. 
• There are two activities on Good Friday - this is because we will aim to spend more time reflecting on the events on Good Friday. It might be that we end up doing more or less on one particular day at Easter itself - and I hope the timetable allows a little flexibility.

Here is the outline - please feel free to try it too! (And if you can think of a better name for it, I am very open to suggestion). If you find particular activities that go best with a particular reading, I'd also like to hear!

Date	Story	Bible Passage	Timeline Picture	Other Activities (Plus songs, colouring sheets etc for most)
W 18th Feb	Birth of Jesus	Luke 2	Baby
T 19th Feb	Dedication of Jesus	Luke 2:21-38	2 pigeons
F 20th Feb	Flight to Egypt	Matt 2:13-23	Silhouttes on camels
S 21st Feb	Child Jesus in Temple	Luke 2:41-52	Studious boy
M 23rd Feb	Baptism	Matt 3:13-17, Mk 1:9-11, Luke 3:21-23	Jesus being baptised
T 24th Feb	Temptation	Matt 4:1-11, Mk 1:12-13, Luke 4:1-13	Bread basket
W 25th Feb	Calling of first disciples	John 1:35-51	Jesus with disciples
T 26th Feb	Water into Wine	John 2:1-12	Wine jar
F 27th Feb	Jesus clears the temple	John 2:13-25	Table
S 28th Feb	Nicodemus by night	John 3:1-21	Moon and stars
M 2nd Mar	Woman at Well	John 4:4-42	Well
T 3rd Mar	Healing of Leper	Matt 8:2-4, Mark 1:40-45, Luke 5:12-16	Face with lesion
W 4th Mar	Paralytic on mat	Matt 9:2-8, Mark 1:40-45, Luke 5:17-26	Man on stretcher
T 5th Mar	Calling of Matthew	Matt 9:9, Mark 2:13-14, Luke 5:27-28	Tax collector
F 6th Mar	Beatitudes	Matt 5-7, Luke 6:20-49	Mountain
S 7th Mar	Healing of centurion’s servant	Matt 8:5-13, Luke 7:1-10	Roman soldier
M 9th Mar	Widow of Nain’s son	Luke 7:11-17	Man leaping for joy
T 10th Mar	Woman with alabaster flask	Luke 7:36-50	Woman with jar
W 11th Mar	Jesus calms the storm	Matt 8:18-27, Mark 4:35-41, Luke 8:22-25	Boat and storm
T 12th Mar	Demon possessed man (and herd of pigs)	Matt 8:28-33, Mark 5:1-21, Luke 8:26-40	Pigs
F 13th Mar	Jairus’ daughter and woman with issue of blood	Matt 9:18-26, Mark 5:22-43, Luke 8:41-56	Girl in bed
S 14th Mar	Feeding of 5000	Matt 14:13-21, Mark 6:30-44, Luke 9:10-17, John 6:1-14	Loaves and fish
M 16th Mar	Jesus walks on water	Matt 14:22-36, Mark 6:45-56, John 6:15-21	Jesus walking on water
T 17th Mar	Transfiguration	Matt 17:1-13, Mark 9:2-13, Luke 9:28-36	3 radiant figures
W 18th Mar	Coin in fish mouth	Matt 17:24-27	Roman coin
T 19th Mar	House of Martha and Mary	Luke 10:38-42	House
F 20th Mar	Raising of Lazarus	John 11:1-46	Man in grave clothes
S 21st Mar	Blind Bartimeus	Matt 20:29-34, Mark 10:46-50, Luke 18:35-43	Eye
M 23rd Mar	Zaccheus	Luke 19:1-10	Man up a tree
T 24th Mar	Mary anoints his feet	John 12:1-9	Woman anointing feet
W 25th Mar	Triumphal entry	Matt 21:1-11, Mark 11:1-11, Luke 19:29-44, John 12:12-19	Palm leaf
T 26th Mar	Drives out the vendors	Matt 21:12-13, Luke 19:45-46	Praying hands
F 27th Mar	Last supper	Matt 26:17-30, Mark 14:12-25, Luke 22:7-20	Last supper
S 28th Mar	Washing disciples feet	John 13:1-18	Jesus washing feet
M 30th Mar	Gethsemane	Matt 26:30-46, Mark 14:26-42, Luke 22:39-46, John 18:1	Man praying in garden
T 31st Mar	Betrayal and arrest	Matt 26:46-56, Mark 14:43-54, Luke 22:47-53, John 18:2-12	Man being kissed on cheek
W 1st Apr	Trial	Matt 26:57-75, Mark 14:43-72, Luke 22:47-53, John 18:13-27	‘Justice’
T 2nd Apr	Sent to Herod	Luke 23:6-12	King
F 3rd Apr	Tried by Pilate	Matt 27:15-26, Mark 15:6-15, Luke 23:13-25, John 19:1-16	Hands being washed
F 3rd Apr	Mocked by soldiers	Matt 27:27-31, Mark 15:16-20	Crown of thorns
S 4th Apr	Crucified	Matt 27:35-56, Mark 15:24-41, Luke 23:33-49, John 19:18-30	Jesus on cross
S 5th Apr	He is Risen	Matt 28:2-15, Mark 16:1-11, Luke 24:1-12, John 20:1-18	Empty tomb