Why do people choose to obey God?

Transcription

1 Why do people choose to obey God? Interact Teacher Manual Devotions Years 1-4 By Helen Pearson

2 2011 Interact Curriculum Press No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher. Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION. Copyright 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved. Cover photography Simon Guerney Dreamstime.com Interact Curriculum Press P.O. Box 757 Whangaparaoa, 0943 New Zealand Printed and bound by CM Digital, Albany, New Zealand ISBN

3 Contents I III IV V VI VII X XI Overview for this Term Introduction Pre-planner Guide Background Information Key Competencies, Habit of Character, Habit of Mind Big Idea, Key Understanding, Focus Question New Zealand Curriculum Requirements Key Areas of Investigation Firing Up Finding Out Further Focusing Forward Scriptures Relevant to this Unit Understanding Interact The Interact Resources Options for Using this Interact Teacher Manual Planning With Interact The Interact Learning Process Key Learning Intentions Acknowledgements Bibliography 1

4 Overview for this term This Teacher Manual is for one subject of an integrated unit based around the theme of God is calling us. The subject of this particular Teacher Manual is shaded grey. Further information about the supplementary books and teaching resources mentioned below are available from Year 1-4 Devotions Year 5-8 Why do people choose to obey God? How can people walk with God in the world? Social Science Why do we have rules and laws? How are decisions made for our nation? Science What are some mysteries about mixtures? How can chemistry affect our world? Health What choices make our community safer? How do my choices affect the world we live in? Art People in Contemporary Art Language What makes a good speaker? How can I lead a group well? Interact Curriculum

5 INTRODUCTION God is calling us to walk with him. Introduction In the Old Testament, we are introduced to the idea of people having a good relationship with God as custodians of a beautiful environment that God had made. God walked and talked with Adam and Eve in the Garden. However, sin caused broken relationships between God and people, between people and each other and between people and the world God had created. God continued to call Adam and Eve. God s response to their sin was to call, Where are you? What have you done? Despite the need for consequences for sin, God continued to call people towards him through Noah, Abraham and others. In the Old Testament, God s call to his people to walk with him was associated with obeying God s leadership and commandments. These commandments helped God s people to be protected from the evil or sin in the nations around them (Gal 3:19), so they could be God s treasured possession (Ex. 19:5) and a blessing to the world. Jesus entrance into the world as God s Son in human form changed history, and now the righteous demands of the Law were fulfilled in his life (Matt. 5:17). He challenged the Pharisaic approach to trying to please God by keeping laws without faith or love. Through Jesus, we are taught that God s commandments are fulfilled by two commandments: to love God with all our hearts, souls and minds, and to love our neighbour as we love ourselves. Jesus ushered in a new kingdom in which God provides forgiveness for those who believe, and offers us a new way of walking with God: a walk of faith through Christ. Today, with the power of the Holy Spirit, we are still called by God to walk with him and to participate in the work he is doing in the world. If you are new to Interact resources we invite you to turn to Appendix I- - to learn about the Interact Learning Path on which this Teacher Manual is based, and to gain additional planning help Interact Curriculum 3

6 Why do people choose to obey God? Pre-planner Guide Resource People Puppeteers to present a puppet show where the characters make some good and bad choices People from the school community or the wider community who can share a testimony of their walk with God Missionaries and Christians from other cultures and countries who could participate in a skype interview about their walk with God Christians willing to act as leaders in discussion groups Special Features could include: Make your own puppets during the term and think of a show you could make about Choices Sharing what is learnt this term with a younger buddy Reading A Dangerous Journey by Oliver Hunkin or excerpts from Pilgrim s Progress by John Bunyan Writing and publishing a devotional book on Walking with God for parents, students, staff and friends of the school Conducting research of those who walk(ed) with God through reading, interviewing and surveying Interact Curriculum

7 Why do people choose to obey God? BACKGROUND INFORMATION Introduction What is obedience and why is it a good choice? God chose to create the world and it was good. God created people and gave them choice to walk with God or to choose their own way. As individuals, we have choices about many things that affect our lives, others lives, our environment, and our relationship with God. We can choose to obey or disobey our parents, our teachers, the laws of the land, and ultimately, God. Obedience is a good choice because walking with God is what we were designed to do. For whatever choice we make, there are consequences. Walking with God results in a fullness of life and love and hope. Choosing to obey authorities usually has positive consequences in our lives. When we choose to disobey, we are choosing to have negative consequences in our lives, the lives of others, and the environment. Our choices also affect our Creator, who is looking to see those whose hearts are open to God so that he can support them. Negative consequences for our behaviour include angry parents, detentions, fines, court cases, embarrassment or shame, a guilty conscience, a strained relationship with God and others, pain. However, as Joshua told God s people, we can choose today whom you will serve (Joshua 24:15). We can choose abundant life by walking with our Creator, or choose not to hear God s call, and therefore not know the new life for which we were intended (John 10:10). God is still calling people to walk with him. God does not force us to obey, to follow his ways or to walk with him. God wants relationship with us so we can know the full life for which we were designed and so we can participate in his work of the kingdom of God in the world. How have people obeyed and disobeyed God in Bible stories? In the beginning of the Bible, we are introduced to the idea of people having a good relationship with God as custodians of a beautiful environment that God had made. The first people chose to sin and the world was no longer perfect. God walked and talked with Adam and Eve in the Garden. However, the choice to sin caused broken relationships between God and people, between people and each other and between people and the world God had created. God continued to call Adam and Eve. God s response to their sin was to call, Where are you? and What have you done? Despite the need for consequences for sin, God continued to call people towards him through Noah, Abraham and others. God chose individual people to walk with what was then the nation of Israel. God showed them how to live well so that God could be revealed to the world and the world could be blessed through these people. Sometimes they were willing to participate in what God was doing and obey, and sometimes they wanted to walk away from God and disobey Interact Curriculum 5

8 Why do people choose to obey God? Background Information continued How did Jesus obey God? God sent God s son to demonstrate the power of love in the world, and to begin a new kingdom in which we can participate. Jesus lived his life on earth, revealing God to the world by showing us what it is like to be fully human, by listening to and obeying his Father God. Through Jesus, we are taught that God s commandments are fulfilled by two commandments: to love God with all our hearts, souls and minds, and to love our neighbour as we love ourselves. Jesus ushered in a new kingdom in which God provides forgiveness for those who believe, and offers us a new way of walking with God: a walk of faith through Christ, that brings restoration of what is good into the world. How can choosing to obey God make the world a better place? Walking with God is an amazing privilege. Today, with the power of the Holy Spirit, we are still called by God to walk with him. Through prayer, we can talk with God, building a relationship with him that enables us to participate in the work he is doing in the world. With God s Holy Spirit in our lives, we can love God and others, and be good caretakers of God s world. Our lives then become a means of expressing worship to God. Judges What is the context? This book refers to the period from the death of Joshua to the first king of Israel. Who was the author? It is not known who wrote Judges. What is Judges about? Judges were military leaders of the day. They were appointed as leaders of each of the twelve tribes. This book is a series of stories showing the consequences of the choices - obedience and disobedience - of God s people. A common cycle is observed throughout the book: sin, serving other nations, seeking God, salvation, sin, etc. Despite the disobedience and bad choices of God s people, God was consistently ready to rescue them when they decided to hear the call to walk with God Interact Curriculum

9 Why do people choose to obey God? Background Information continued Introduction 1 and 2 Kings What is the context? These books relate to the period between the death of David in 970BC and the sixth century exile of Judah in 586BC. Who was the author? It is not known who wrote 1 and 2 Kings. What are the books of 1 and 2 Kings about? These books tell how Solomon came to the throne of Israel, became known for his wisdom and the building of the temple and palace, eventually lost his rulership position, and the subsequent division of his kingdom into Israel in the north and Judah in the south. The summaries of the choices of King Jeroboam and 150 other kings clearly show that choices have consequences, and that, while God was faithful to God s covenant with people, God s people were not faithful to God - resulting in cycles of devastation and restoration. Luke 1-9 What is the context? This book was written some years after Jesus death and resurrection (between 64-70AD). It retells the story of Jesus for a Gentile, rather than a Jewish, audience. Who was the author? Luke, a doctor, who had been a companion of Paul. What is Luke 1-9 about? Luke is telling the story of God s salvation forgiveness and good news through Jesus. Luke gives particular reference to the Holy Spirit s role in salvation, to the need for prayer, and to the resulting joy of the good news of Jesus. 1 and 2 Thessalonians What is the context? This was written in 50AD or 51AD while Paul was in Corinth. It is written to young Christians in Thessalonica. It is thought to be one of the first books of the New Testament to be written. Who was the author? Paul, while travelling with his friends, Silas and Timothy. What is are 1 and 2 Thessalonians about? Paul is helping the new Christians to understand his care for them and that suffering is a part of being a Christian. He is encouraging and teaching them Interact Curriculum 7

10 key competencies habit of character habit of mind Kthe key competencies are: and text Managing self Understanding language, symbols Mthe habit of mind focus is: Managing Impulsivity C the habit of character focus is: Obedience Interact Curriculum

11 big Idea Key understanding focus question Ithe big idea is: God is calling us to walk with him God?U the key understanding is: People choose to obey because they love to obey Qthe focus question is: Why do people choose Planning 2011 Interact Curriculum 9

12 Why do people choose to obey God? New Zealand Curriculum requirements Students will: Vision: Be confident in living and learning Principles: Show high expectations of self and a future focus Appreciate community engagement Values: Interact with integrity and respect Value equity and excellence, community and participation Key Competencies: Develop skills in managing self Devotions Demonstrate an understanding of language, symbols and text Level 1 English: Listening, Viewing and Reading Recognise that texts are shaped for different purposes and audiences Recognise and identify ideas within and beyond texts Show an understanding of how language features are used for effect with and across texts Health: Personal Identity Describe themselves in a range of contexts Level 2 English: Listening, Viewing and Reading Show some understanding of how texts are shaped for different purposes and audiences Show some understanding of ideas within, across and beyond texts Show some understanding of how language features are used for effect with and across texts Health: Personal Identity Identify personal qualities that contribute to a personal sense of worth Interact Curriculum

13 Why do people choose to obey God? Kkey areas of investigation We are investigating: 1.0 What is obedience and why is it a good choice? How have people obeyed and disobeyed God in Bible stories? How did Jesus obey God? How can choosing to obey God make the world a better place? Planning For a list of Key Learning Intentions to select from as a skill focus, please refer to the Appendix 2011 Interact Curriculum 11

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15 Why do people choose to obey God? Interact Learning Path Phase 1 Firing Up Fire Up imaginations and learning desires and gain knowledge in the following ways: Relate Be connected, in engaging ways, with the topic to get hooked into learning The exclamation mark reminds us to get enthused Recall Recall prior knowledge of this topic The arrows remind us to consider all we have experienced, learnt and felt about this topic Firing Up Raise questions and recognise problems Consider what questions we have about this topic that we need to or would like to know the answers to. Identify possible problems. Some of these questions may be springboards into the topic study. Others may become the basis for further research later in the unit The question mark reminds us to question Research (initial) Initiate research in the key areas of investigation, seeking to answer questions as you go The magnifying glass reminds us to go searching Focusing Forward Reflect Resolve Respond Finding Out Review and record Rejoice! Reason Further Firing UP Research Relate Recall Raise questions 2011 Interact Curriculum 13

16 Watch or make a puppet show. What were the names of the puppets? What was the story about? Who was controlling the puppets? Draw a picture of the puppets in the show. Can puppets choose what they do? Can people choose what they do? What are some choices that you can make each day? Thank you God, that you made people to have choices! Look at the sentences at the bottom of the page. Circle those that you have said. Copy the things that obedient people might say into the left hand column, and things that disobedient people might say into the right hand column. I don t care what the rules say. I ll do it later. (and not do it) Sure, Mum! OK. When do you want me to do it? It will be more fun if we do this instead. Name: OBEDIENT PEOPLE What work does the ant do? DISOBEDIENT PEOPLE No one will find out if we don t do what she said. I am going to try my best to do what she asked. I will do it when I feel like it. If I start it, I won t finish it, but maybe he won t notice. God has made people to have lots of choices. Choices can be fun! Write or draw pictures of you making choices about things you eat, wear, say or do. Then talk with a partner about the kinds of things that help you to make your choices. I can choose to... I can choose to... I can choose to... Name: I can choose to... I can choose to... I can choose to... We cannot choose everything about our lives. Write about things we cannot choose, and how we can choose to have a good attitude about those choices that are made for us. I cannot choose but I can choose to have a good attitude by I cannot choose but I can choose to have a good attitude by I cannot choose but I can choose to have a good attitude by Observe how ants behave. Write the answers to the questions below: I cannot choose but I can choose to have a good attitude by I cannot choose but I can choose to have a good attitude by I cannot choose Read Proverbs 6:6-8 and write out verse 6 here: The ant knows what to do because of its instincts. It cannot choose like you can. When you are given work to do, what choices do you have? What are some consequences for good work? What are some consequences for poor work? but I can choose to have a good attitude by Why do people choose to obey God? FIRING UP Relate questions and activities indicators of achievement Puppets 6 Name: Relate Obedient or Disobedient? 6 Provide an interesting, information-rich environment that engages the students in their learning. The following is a range of suggested ideas: Watch a puppet show. Observations the puppets closely and then discuss: What choices do they appear to have? What choices do they really have? Who is controlling them? In what ways are people like puppets? In what ways are people not like puppets? Make your own puppets during the term and think of a show you could make about Choices Identify words and phrases that children might think or say in response to an instruction from a parent or teacher and group them under the headings Obedient and Disobedient. Discuss Engages with the topic of study Contributes to discussion 7 7 Relate During this term we will be reading Bible stories about the way people made choices to obey God and walk with God, or to disobey God. These stories are found in Judges, 1-2 Kings, Luke 1-9, and 1-2 Thessalonians. Find these books in a Bible and discuss their location Instinct Things I Can Choose Things I Cannot Choose Relate 10 Name: Relate 8 8 Name: Relate Blindfold a partner and walk beside as you speak clear directions about where he or she is to go to get to a particular place. Now stand in front of the partner and call. Discuss: how difficult it can be to walk with someone, including God, when we do not know where we are going the importance of putting our trust in people who love us, and in a good God the difference between walking with and calling to ; how it is easier to choose to follow a call from someone close to us than to simply obey instructions from a distance Observe an ant colony or view a video of animals doing their work. Discuss: What is instinct? What choices do animals have? What kinds of choices can people make that animals cannot make? Discuss: What is God like? What are people like? How can God and people walk together? How can we know what God wants us to do? Pose a question to the class and encourage their answers without responding to their comments, e.g. Why do you think God made us to have choice? or How much choice do people really have? Think of things we cannot choose like our family, our hair colour, our eye colour, our skin colour, the country where we were born, etc. Brainstorm ways that you could decorate your desks, books or classroom in such a way that visitors to the class would be inspired to think about the Focus Question or the Key Understanding. Add to the display during the term 2011 Interact Curriculum

17 Why do people choose to obey God? FIRING UP Recall questions and activities indicators of achievement Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn. The following is a range of suggested ideas: God made us to walk with him in the world. Recall times you have gone for walks with just one person, e.g. grandparent, a friend, or someone else who is special to you. Discuss: What did you do? Did you talk together? Did you learn new things about this special person? How did you feel? Have you ever gone for a walk and just talked with God as you would a friend? Review the big story of the Bible together, outlining the different key eras or acts in the story: Act 1: Creation (Gen 1-3) Act 2: The Fall (Gen 3-11) Act 3: Israel (Gen 12 Mal) Act 4: Jesus (Mt Jn) Act 5: The Church (Acts Jude) Act 6: New Creation (Rev) Identify the main characters and stories that you know in each act. As you study this term, add Bible characters to a timeline around the classroom Create a Knowledge Chart about what we know and want to find out about Obeying God. Organise your ideas under headings such as: Bible characters who obeyed God Questions about how to obey God How to find out about people who obeyed God Play a word association game, starting with the word obey. Write the words on cards and create a mind map by linking the word cards with wool or string or pen. Repeat a few times until your mind map is filled with ideas Identifies prior knowledge Recalls personal experiences related to the topic Retells Bible stories Firing Up 2011 Interact Curriculum 15

18 People choose to obey God because they love God. Think about these questions with a partner and then write your ideas in the spaces: What is obedience and why is it a good choice? How have people obeyed and disobeyed God in Bible stories? How did Jesus obey God? How can choosing to obey God make the world a better place? Why do people choose to obey God? Why do people choose to obey God? FIRING UP Raise questions questions and activities indicators of achievement Questions About Obedience 11 Name: Raise Questions 1 1 As a class, identify questions you would like to know the answers to in relation to this topic. The following is a range of suggested ideas: Our four Key Areas of Investigation are: 1. What is obedience and why is it a good choice? 2. How have people obeyed and disobeyed God in Bible stories? 3. How did Jesus obey God? 4. How can choosing to obey God make the world a better place? Begin reading Bible stories from the books suggested and think about one or more of these questions as you read Design questions that you could ask a Christian adult in your school, church or community about who or what has inspired them and helped them to walk with God by following Jesus, how they do this, and why they think that obeying God has helped them in their lives Design questions that you could ask a leader in the school, church or community about their role, who they follow and need to obey, and what they have learned that helps to make them a good leader Writes open-ended questions Designs a framework to guide an investigation Designs questions to conduct an interview Designs questions to conduct an interview Interact Curriculum

19 Every choice we make has consequences. The consequences might be good or bad. That is why it is important to think before we do or say things. Write in the column below some good and some poor choices, and think of as many possible consequences as you can. CHOICE Read or listen to Bible stories. Write down questions and thoughts under the headings below. Good Choices People Made Thoughts About Choices People Make CONSEQUENCES Poor Choices People Made Questions I Have About Choices Why do people choose to obey God? FIRING UP Research questions and activities indicators of achievement 1.0 Immerse yourself in ideas and information about the topic as you develop those skills outlined in the Key Learning Intentions. As you research, try to: take notes as individuals or as a class identify groups of ideas and sort under headings note titles of interesting or helpful resources identify new questions you would like to investigate The following is a range of activities, based on the Key Areas of Investigation: What is obedience and why is it a good choice? There are consequences for every choice we make. An important part of growing up is realising that we can choose to do what is right and good, or choose to do what is wrong and bad. If we choose what is wrong and bad, we are choosing to have bad consequences. God does not force us to obey him or to follow his ways or to walk with him. If we choose to walk with God, we can know the full life for which we were designed and so we can work with God in the world. Firing Up Choices have Consequences 14 Name: Research Choices People Make Name: Research Create a Cause and Effect chart and discuss examples of choices that have good and bad results in our lives Have the children hide a treat for the class (e.g. a bag of lollies) somewhere in the classroom, and then play Hot and Cold with the teacher. As the teacher moves around the room, they say hot if he or she is close to the treasure, cold if he or she is distant from it, and warmer or cooler to indicate clues. It will be more effective if the teacher pretends to ignore the calls or does not listen, or disobeys at times. Enjoy the treats together at the conclusion of the game. Discuss: How did it feel when you knew that there was something exciting and good that you wanted the teacher to find? How did you feel when the teacher was ignoring you, not listening or disobeying? Why was it a good choice to obey someone who knew where the treat was? Why might listening to God, and obeying God, be a good choice? Create a wall display entitled Listening to God and obeying God is a good choice because Invite some grandparents to talk about some of the ways they learnt the importance of obedience to their parents when they were young Read Bible stories from the Bible books in the term list, and as you read, consider as a class, questions, thoughts and ideas. Write down questions and thoughts under the headings: Good Choices People Made, Poor Choices People Made, Ideas About Choices People Make Shares ideas Investigates analogies to depict an idea Shares ideas Shares ideas Summarises aspects of God s nature Listens to people Reads or listens to significant portions of the Bible Sorts ideas Identifies main ideas 2011 Interact Curriculum 17

20 Why do people choose to obey God? FIRING UP Research continued questions and activities indicators of achievement Read simplified biographies together about people who have walked with God in their lives. Think about what choices they made and how they walked with God Discuss what choices you can make in your life now. Compare these choices with the bigger choices that adults in your life can make, and with the different choices that people in your Bible stories had to make Uses a range of sources to research Sorts ideas Shares ideas Sorts ideas Interact Curriculum

21 Why do people choose to obey God? FIRING UP 2.0 Research continued questions and activities How have people obeyed and disobeyed God in Old Testament Bible stories? indicators of achievement God chose to create the world and it was good. People chose to sin and the world was no longer as good. God chose to walk with the people of Israel and show them how to live well so that the world could be blessed through them. Sometimes people wanted to walk with God and obey, and sometimes they wanted to walk away from God and disobey. There were consequences for their choices. Review the big story of the Bible together, outlining the different key eras in the story: Creation, Fall, Israel, Jesus, Early Church. Talk about how our choices also form a part of history. Brainstorm questions you have about the choices people made in each era before Jesus: when they were created, after the Fall, in the past before the coming of Jesus. Begin to read stories from: Judges 1-2 Kings Read Bible stories about the following people, whom the Bible says walked with God: Adam and Eve (Gen 3:8) Enoch (Gen 5) Noah (Gen 6) Abraham (Gen 24:40) Hezekiah (2 Ki 20:2-4) Jotham (2 Chr 27:6) Levi (Mal 2:1-7) The heroes of faith (Heb 11) Discuss what walking with God might mean in these people s lives List people in Old Testament whose stories are recorded in children s Bible storybooks and write their names on cards. Put them in a specially decorated box, and select a child to choose a card from the box, and then read their story together and discuss it. Hand out cards for children to hold up, that read: Good Choice (with a tick) Bad Choice (with a cross) Happiness (on yellow or gold card) Problems (on black card) As the teacher reads children s stories based on Old Testament books, including Judges and Kings, ensure that children notice the consequences of the choices - obedience and disobedience - of God s people, and hold up the appropriate cards. Have discussions when opinions differ Watch DVDs of Bible stories and identify Good and Bad Choices and their consequences. Make a class Cause and Effect chart as you watch the story Reads or listens to significant portions of the Bible Gathers information Identifies main ideas Reads or listens to significant portions of the Bible Identifies meaning of words and phrases in Bible verses Draws links between Old and New Testament teaching Reads or listens to significant portions of the Bible Sorts ideas Identifies main ideas Uses a range of sources to research Sorts ideas Identifies main ideas Firing Up 2011 Interact Curriculum 19

22 Why do people choose to obey God? FIRING UP Research continued questions and activities indicators of achievement David was a king who wanted to walk with God. He listened to God s call, tried to do what was right, and was sorry when he did wrong (1 Kings 14:8). David was said to be a man after God s own heart (1 Samuel 13:13-14). Read some of David s prayers, think about what they mean and together write them in easy words that you can use to pray for yourself, so that you can learn to be a person after God s heart as well: Psalms 5:8, 27:11, 31:3, 61:2, 139:24, 143:10 Locates references in the Bible Identifies meaning of words and phrases in Bible verses Summarises ideas Considers personal application of biblical teaching Interact Curriculum

23 Read stories about Jesus from the book of Luke and draw pictures to show what happened when Jesus walked with God in the world. Jesus knew where the fish were because he walked with God (Luke 5:1-11) Jesus spent time praying because he walked with God (Luke 6:16) Jesus had was peaceful in rough sea because he walked with God (Luke 8:22-25) Jesus had power over sicknesses because he walked with God (Luke 5:12-13) Jesus spoke God s wisdom because he walked with God (Luke 6:31-38) Jesus provided food for hungry people because he walked with God (Luke 8:26-56) Why do people choose to obey God? FIRING UP 3.0 Research continued questions and activities How did Jesus obey God? God sent God s son to demonstrate the power of God s love in the world, and to begin a new kingdom in which people could choose to walk with God in faith. Jesus lived his life on earth by listening to and obeying his Father God. indicators of achievement Read stories about Jesus, especially from the book of Luke, chapters 1-9. Discuss: the way Jesus followed his Father God, and called people towards God what the Bible teaches us about how God calls us today in our own communities Trace around footprints and begin to make a Jesus walk display around the room. Gradually add new footprints on which are words and pictures that teach us about how Jesus walked with, and obeyed God Play a game of Follow the Leader or Simon Says. Have the leader do foolish things at times, both to make the activity fun and to laugh about the idea of imitating something that looks so foolish, but is necessary in order to stay in the game. After the game, discuss: Which is easier to be a leader or to be a follower? Why? How did it feel to imitate the foolish actions? Why did people do it? Read about how Jesus told people he was following God in Luke 4: Discuss: What did Jesus believe God had called him to do? How was Jesus equipped to do what God asked of him? Read what Jesus did before he made the final choice about who would be his twelve disciples in Luke 6: If Jesus, as God s Son, found time specially set apart for God in prayer, how might it help us if we spent time with God? Spend time praying for the choices and decisions affecting your life, your family, your school and your country Reads or listens to significant portions of the Bible Meditates on scripture Shares ideas Gathers information Investigates symbols and pictures to depict an idea Investigates analogies to depict an idea Shares ideas Reads or listens to significant portions of the Bible Shares ideas Reads or listens to significant portions of the Bible Meditates on scripture Considers personal application of biblical teaching Firing Up Jesus Walked With God 18 Name: Research 18 With the teacher as narrator, spontaneously dramatise stories as a whole class, or draw pictures of Jesus in action based on Luke 1-9. Discuss how Jesus walked with God, and obeyed his Father. Examples can be found in: Luke 4:1-13 (Jesus temptation) Luke 4:14-21 (Jesus in the synagogue) Luke 4:42 5:11 (Jesus choosing disciples and helping Simon fish) Luke 5:12-16 (Jesus healing the leper and the paralysed man) Luke 7:1-10 (Jesus healing the centurion s servant) Luke 7:40-50 (the parable of the two debtors) Luke 8:4-15 (the parable of the sower) Luke 8:16-21 (the parable of the lamp) Luke 8:22-25 (Jesus calming the sea) Luke 8:26-56 (Jesus healing people) Luke 9:12-17 (feeding the five thousand) Luke 9:28-36 (the transfiguration) Reads or listens to significant portions of the Bible Uses drama to investigate biblical stories and concepts Investigates symbols and pictures to depict an idea Shares ideas 2011 Interact Curriculum 21

24 Rules are there to help us learn to love. God gave the Israelites the Ten Commandments to teach them how to love God and to love others. Find out the rules in your school and notice how most of them can help us learn to be loving. Rules of our school If I obey this rule with a good attitude, I learn to be loving, because people who are loving: Do not litter make the environment better for the benefit of others Do not bully others treat others with respect I think the most important school rule is because One day a lawyer came to Jesus and asked him, Which is the greatest commandment? Jesus answered, Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength. The second is this: Love your neighbour as yourself. There is no commandment greater than these. The more we love God, the more we will be filled with his love for people he has made, and the less we will need the rules of the school or the rules of the country to help us choose to do right. We will find that the rules simply remind us to do what we should do, for the benefit of others, and as an expression of our love for God. If your school or family rules were replaced with Jesus two rules, what might change in your school or family? Why do people choose to obey God? FIRING UP Research continued questions and activities indicators of achievement Rewrite verses from Luke 6 in a modern paraphrase, to help others understand more about walking with God Find examples in Luke that show Jesus challenging his followers to: be courageous when others laugh at them (Lk 6:22) treat others as they want to be treated (Lk 6:31) Reads or listens to significant portions of the Bible Summarises ideas Meditates on scripture Locates references in the Bible Identifies main ideas The Greatest Commandment be generous (Lk 6:38) be reflective about their own failings and try to grow as a person (Lk 6:39-45) make sure their actions match their beliefs (Lk 6:46-9) Find examples of rules in our school that help us to consider others and to be more loving of others or more caring for the environment. Consider what might change in your life if your school or family rules were replaced with Jesus two commandments (Matt 22:37-40) Shares ideas Considers personal application of biblical teaching 19 Name: Research Interact Curriculum

25 People who walk with God make the world a better place. Find out names of people who have demonstrated love for God, love for people in their community or care for God s creation. Christians Benefits who to have the Environment especially cared for endangered or wounded animals in God s creation Christians Benefits who have to Children shown God s love for lonely people Benefits to those who Christians are who Responsible have made our environment more beautiful Christians Benefits to who the have Elderly shown God s love for poor people Benefits Christians to who Employers have shown God s love for sick people Christians Other who Benefits faithfully pray God s first command to people was to be responsible for the living things that God had made. Many people spoil what God has made instead of obeying God s command to look after it. We can pray to ask for God's help to know how to look after creation. Jesus said that the greatest commandment was to Love the Lord your God with all your heart and with all your soul and with all your mind. And the second is like it: Love your neighbour as yourself. God says that all creation is special If people don t care for living things: Because I love God and the living things God made, I will try to: God says that people are very special If people don t care for each other: I can show care for other people by: Because I love God and the people God made, I will try to: Name: I can care for living things God made by: Draw a picture of yourself doing something to help the world. I am caring for the world by Why do people choose to obey God? FIRING UP 4.0 Research continued questions and activities How can choosing to obey God make the world a better place? indicators of achievement The church is the group of people who have chosen to accept God s offer to walk with God. Walking with God is an amazing privilege. In spite of the wrong things we do, people can walk with God in the world, forgiven through Jesus, and can obey God and work with God in the world. With God s Holy Spirit in our lives, we can obey God by loving God and others, and by being good caretakers of God s world. This makes the world a better place. Hold a Three-Legged Race and discuss ways of being successful at walking with someone else. Discuss how the following ideas can destroy us and our ability to walk with God: 1. Wanting our own way (power) 2. Wanting everything for ourselves (possessions) 3. Wanting to appear important (prestige) Read 1 John 2:15-16 and explain its relevance to your discussion Investigates analogies to depict an idea Shares ideas Identifies main ideas Firing Up Making the World a Better Place 22 Name: Research Obeying God 22 Identify Christians in your community who have made the world a better place because their walk with God has helped them to be prayerful, loving towards people and caring for God s creation. Ask them about what they consider to be important about walking with God God wants us to love God, love others (caring specially for the sick, the poor, the lonely etc) and care for God s world. Take photographs of people whose lives have been made better by people who walk with God and try to obey God (including students in our class, local elderly, children in a community we support overseas etc) and places that have been made better by people who walk with God. Make a wall display entitled How have God s people made the world a better place? Identifies suitable resource people Conducts interviews and surveys Investigates symbols and pictures to depict an idea Caring for Our World Research 23 God wants us to love God and others. Develop a special Prayer Chest to hold cards. On the cards, paste photos of people to pray for, photos of things we are thankful for, and prayers you have written. Pray regularly, using your Prayer Chest to help remind you of people to talk with God about Investigates symbols and pictures to depict an idea Considers personal application of biblical teaching 24 Name: Research Interact Curriculum 23

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27 Why do people choose to obey God? Interact Learning Path Phase 2 Finding Out Further Find Out Further and gain understanding in one of two ways: 1. Individual or group investigation 2. Whole class investigation During this phase the students will gain understanding: Research (further) Find answers to other questions generated at the beginning of, or during, the study The magnifying glass reminds us to go searching Reason Apply, analyse, interpret, compare and contrast findings The arrows remind us to pull apart (analyse) and draw comparisons (compare) Focusing Forward Finding Out Further Reflect Resolve Respond Finding Out Review and record Rejoice! Reason Further Firing UP Research Relate Recall Raise questions 2011 Interact Curriculum 25

28 Why do people choose to obey God? finding out further Further research questions and activities indicators of achievement 1. Identify an issue or topic which you would like to investigate further, based on what you have learned so far 2. Make a plan 3. Research 4. Organise your notes and plan ways to communicate your understandings The following is a range of suggestions for you to consider: Listen to a story about person from the Bible, the recent past, or the present, who has walked with God and had hard decisions to make. As a class, find out as much as you can about this person, and make a Class Big Book God is described as a good shepherd. Think about the actions a sheep might take, how a shepherd cares for his sheep, and the risks he takes to protect or save his sheep. Read: Isaiah 40:11, 49:10 Jeremiah 31:9 John 10 Revelation 7:17 Write some adjectives for the way God guides people in their choices. Find a creative way to present your adjectives about God Uses a range of sources to research Summarises ideas Identifies suitable resource people Locates references in the Bible Identifies meaning of words and phrases in Bible verses Shares ideas Summarises aspects of God s nature God is likened to a person who leads a blind man. Read Isaiah 42:16 and add to your list of adjectives for the way God guides people in their choices. Find a creative way to present your adjectives about God God calls us rather than pushes us. Read Hosea 2:14 and add to your list of adjectives about the way God guides people in their choices. Find a creative way to present your adjectives about God Interact Curriculum

29 Research some responses to the ideas below. Then, cut out the cards and use them to help you share in a group discussion. Why do people choose to obey God? finding out further Reason questions and activities indicators of achievement Consider ways you can apply your ability to reason to your study. The following are a range of ideas, but students and teachers may come up with their own as a result of their research: Discussion Developers We should always do what our friends tell We should always us to do obey our parents People want to obey God wants us to God because When children disobey When children obey their parents their parents If we copy the older When we look after children we will know God's world we are how to behave obeying God We should be like the Some people find it people in the Bible harder than others to because they always manage impulsivity obeyed God 25 Name: Reason Discuss these statements: We should always do what our friends tell us to do We should always obey our parents God wants us to People want to obey God because For young students, practise giving contributions to the discussion by beginning sentences using one of the statements below. For readers, print cards with statements on them to put on the table in the middle of your group. Pick up a card to help you develop your thinking and the group discussion: I think this because I think this is important because I agree/disagree because I would like to add to that by saying I would like to piggyback on that idea I would like to explore that idea more I want to question your comment because Identify things that you might like to do, but are not allowed to do. Discuss what stops you from doing those things. For example: Is it because you are choosing not to face the bad consequences you would have for disobeying your parents? Is it because you love your parents and don t want to upset the relationship you have with them? Group reasons for not making particular choices under the headings: Fear (of Consequences) Love (for Parents/Others) Can you think of any reasons that people choose not to do something they would like to do that do not fit under either of these headings? Identifies a biblical perspective Identifies a relationship between ideas Finds examples of similar stories or messages in other parts of the Bible Expresses an opinion confidently and provides reasons for it Identifies a biblical perspective Identifies a relationship between ideas Expresses an opinion confidently and provides reasons for it Finding Out Further Create analogies to draw comparisons and show connections. See if you can think of several ways to complete the sentence: Walking with God is like... because both... Compares and contrasts 2011 Interact Curriculum 27

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31 Why do people choose to obey God? Interact Learning Path Phase 3 Focusing Forward Focus Forward to develop wisdom in the following ways: Reflect Think deeply about the value and purpose of the subject, consider ethical issues, reflect on findings The arrows remind us to think from a higher perspective, and a deeper perspective Resolve Choose. The benefit of our learning is evidenced by what we do more than what we can repeat. We consider how what we have learnt might impact who we are and what we do. De Bono s Thinking Hats can help in the decision-making process. The thumbs up remind us that we can say yes to a response of some kind Our learning may have impacted our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue Respond Take action. We apply our understanding The symbols remind us to consider our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue Review and record Review the Big Idea, the Key Understanding, the Focus Question, the Habits of Character, the Habits of Mind and the Competencies or Skills you have focused on. Evaluate. Consider what we have done well and how we could have improved. Identify what our next steps are in developing values, habits and skills The arrows remind us that we need to look back in order to move forward Rejoice! Celebrate! We celebrate what we have learnt. We celebrate our gifts and talents and developing skills We celebrate a future and a hope The smiling face reminds us to enjoy! Reflect Focusing Forward Resolve Finding Out Further Respond Review and record Rejoice! Focusing Forward Reason Firing UP Research Relate Recall Raise questions 2011 Interact Curriculum 29

32 Why do people choose to obey God? focusing forward Reflect questions and activities indicators of achievement Reflect on what is valuable, important or conclusive about your topic of study by considering one or more of the following. Share your ideas: Have a range of stem statements to begin a discussion in small groups, with an adult as a leader. Stem statements could include: Sometimes I find it hard to obey my parent or caregiver when The hardest time for me to obey my teacher is When I have disobeyed my parent or teacher, I feel Next time I am tempted to disobey my parent or teacher, I think I will try to Discuss: Do we always find it easy to be good? Do grownups always find it easy to be good? Even though we want to do what is right, we all struggle with the temptation to do wrong. Read Romans 8:1-17 and discuss what you do when you are struggling with temptation. Ask adult Christians to share about situations in which they have struggled with temptation Think of one particular story you heard about a Bible character or a person alive today who has walked with God, when you could say Aha! because you learnt something new or thought that something was a good part of the story. Think of a time in the story about which you could say Oh No! because you thought this was a bad part of the story. Explain why you thought each was an Aha! moment or Oh No! moment Identifies an implication of biblical teaching on life today Reflects on personal relationship with God Identifies an implication of biblical teaching on life today Identifies an implication of biblical teaching on life today Reflects on personal relationship with God Draw pictures of times you have obeyed your parents and teachers this week. Write underneath: I obeyed my... when I Interact Curriculum

33 Why do people choose to obey God? focusing forward Resolve questions and activities indicators of achievement Identify how what you have personally learnt might impact who you are and what you do. Consider how this study might affect your actions in the future: Heart Your attitude toward God s call to us to obey Makes decisions about possible actions Head Your thinking about choices Hands Your actions to love God, love others and care for God s world Mouth How you might communicate about choices and obeying God to children younger than you Feet Where you stand on a particular issue about being obedient or walking with God Think of things that are temptations for you or which you can be impulsive about, and then ask God to help you make good choices Makes decisions about possible actions 2011 Interact Curriculum 31

34 Why do people choose to obey God? focusing forward Respond questions and activities indicators of achievement Take individual or group action: Change your attitudes Look at a range of emoticons and describe the feelings associated with each. Think of times when you obeyed your parent or teacher. Choose an emoticon that describes how you felt when you obeyed. Sometimes we feel happy when we are obeying, sometimes we might feel annoyed or angry (e.g. because we do not want to obey) or afraid (e.g. because we do not want to try something new). God wants us to obey those who love us and are responsible for us. Ask God to help you change your attitudes Consider your attitude to those with responsibility for you, and determine to be respectful and to obey rules and laws Change your thinking Practise Stop Think Act. Instead of acting impulsively, think about what God would want you to do Take action Develop a Prayer Chest and use it regularly at school. Make one with your family to use at home Think of ways you can demonstrate care for God s people and creation by keeping your home or school safe or happy Consider starting a club that will serve God in some way in the school or community Communicate your learning Complete your wall display and have a Class Walk around other classrooms to share your class displays Stand for what is right Ask God to show you a social or an environmental concern in which people s choices destroy, rather than enhance what God has made. Pray about and plan action to reverse the damage and restore the good Applies a biblical world view to personal life Makes a plan for character development Makes a plan for character development Actively responds to biblical text Actively responds to biblical text Actively responds to biblical text Creatively communicates biblical understanding Applies a biblical world view to personal life Makes a stand for justice on an ethical issue Interact Curriculum

35 Why do people choose to obey God? focusing forward Review and record questions and activities indicators of achievement Consider what you have learned and the skills you have developed: Divide the class into two groups to make two circles of students: one inside the other. Have the circles march in opposite directions (one clockwise and one anticlockwise), singing a simple song, e.g. Jesus loves me this I know. At the conclusion of the song, each person in the outer circle partners with the person nearest to them in the inner circle, sits down and shares their response to a teacher-directed question, such as: What do you think obedience is? Why is obedience a good choice? What is a story in the Bible about a person who obeyed God? What is a story in the Bible about a person who disobeyed God? How did Jesus obey God? How can choosing to obey God make the world a better place? Why do you think people choose to obey God? Draws links between the Big Idea, the Key Understanding and the Focus Question Think of hand gestures to symbolise the following questions and then try to answer the questions: What? (have I learnt this term?) What else? (have I learnt this term?) So What? (does it matter?) Now what? (will I do?) Is reflective about own character, faith and skill development Makes a self assessment Sets goals Signed: I m happy to to say say that has has shown been kindness obedient to others this this week week KIWI AWARD KIWI AWARD Date: I m surei m youhappy will beto glad say to that know that is has developing shown kindness the ability to to manage others impulsivity this weekwell Signed: Date: 26 Name: Review and Record 26 Evaluate your class in terms of the Habit of Mind of Managing Impulsivity and Habit of Character of Obedience for this term. Describe: How you have developed these habits during the term How you will continue to develop these habits during the remainder of the year Is reflective about own character, faith and skill development Set goals Focusing Forward 2011 Interact Curriculum 33

36 Why do people choose to obey God? focusing forward Rejoice! questions and activities indicators of achievement Celebrate your learning: Share your puppet shows about Choices or Obedience with other classes or with parents, or make a movie of your puppet shows to share on the internet Participates in creative celebration Creatively communicates biblical understanding Interact Curriculum

37 Scriptures relevant to this unit Scriptures 2011 Interact Curriculum 35

38 Why do people choose to obey God? scriptures relevant to This Unit Joshua 24:15 But if serving the LORD seems undesirable to you, then choose for yourselves this day whom you will serve, whether the gods your ancestors served beyond the Euphrates, or the gods of the Amorites, in whose land you are living. But as for me and my household, we will serve the LORD. 1 Samuel 13: You have done a foolish thing, Samuel said. You have not kept the command the LORD your God gave you; if you had, he would have established your kingdom over Israel for all time. 14 But now your kingdom will not endure; the LORD has sought out a man after his own heart and appointed him ruler of his people, because you have not kept the LORD s command. 1 Kings 14:8 I tore the kingdom away from the house of David and gave it to you, but you have not been like my servant David, who kept my commands and followed me with all his heart, doing only what was right in my eyes. 2 Chronicles 16:9 For the eyes of the LORD range throughout the earth to strengthen those whose hearts are fully committed to him. You have done a foolish thing, and from now on you will be at war. Psalm 5:8 Lead me, LORD, in your righteousness because of my enemies make your way straight before me. Psalm 27:11 Teach me your way, LORD; lead me in a straight path because of my oppressors. Psalm 31:3 Since you are my rock and my fortress, for the sake of your name lead and guide me. Psalm 61:2 From the ends of the earth I call to you, I call as my heart grows faint; lead me to the rock that is higher than I. Psalm 139:24 See if there is any offensive way in me, and lead me in the way everlasting. Psalm 143:10 Teach me to do your will, for you are my God; may your good Spirit lead me on level ground. Isaiah 40:11 He tends his flock like a shepherd: He gathers the lambs in his arms and carries them close to his heart; he gently leads those that have young. Isaiah 42:16 I will lead the blind by ways they have not known, along unfamiliar paths I will guide them; I will turn the darkness into light before them and make the rough places smooth. These are the things I will do; I will not forsake them. Isaiah 49:10 They will neither hunger nor thirst, nor will the desert heat or the sun beat down on them. He who has compassion on them will guide them and lead them beside springs of water Interact Curriculum

39 Why do people choose to obey God? scriptures relevant to This Unit Jeremiah 31:9 They will come with weeping; they will pray as I bring them back. I will lead them beside streams of water on a level path where they will not stumble, because I am Israel s father, and Ephraim is my firstborn son. Hosea 2:14 Therefore I am now going to allure her; I will lead her into the wilderness and speak tenderly to her. Luke 4: Jesus returned to Galilee in the power of the Spirit, and news about him spread through the whole countryside. 15 He was teaching in their synagogues, and everyone praised him. 16 He went to Nazareth, where he had been brought up, and on the Sabbath day he went into the synagogue, as was his custom. He stood up to read, 17 and the scroll of the prophet Isaiah was handed to him. Unrolling it, he found the place where it is written: 18 The Spirit of the Lord is on me, because he has anointed me to proclaim good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind, to set the oppressed free, 19 to proclaim the year of the Lord s favor. 20 Then he rolled up the scroll, gave it back to the attendant and sat down. The eyes of everyone in the synagogue were fastened on him. 21 He began by saying to them, Today this scripture is fulfilled in your hearing. Luke 6:12 One of those days Jesus went out to a mountainside to pray, and spent the night praying to God. Luke 6:31 Do to others as you would have them do to you. Luke 6:38 Give, and it will be given to you. A good measure, pressed down, shaken together and running over, will be poured into your lap. For with the measure you use, it will be measured to you. Luke 9:23 Then he said to them all: Whoever wants to be my disciple must deny themselves and take up their cross daily and follow me. John 10:10 The thief comes only to steal and kill and destroy; I have come that they may have life, and have it to the full. John 15:15 I no longer call you servants, because a servant does not know his master s business. Instead, I have called you friends, for everything that I learned from my Father I have made known to you. 2 Corinthians 6:16 What agreement is there between the temple of God and idols? For we are the temple of the living God. As God has said: I will live with them and walk among them, and I will be their God, and they will be my people. Ephesians 2: In order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8 For it is by grace you have been saved, through faith and this is not from yourselves, it is the gift of God 9 not by works, so that no one can boast. 10 For we are God s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do. Scriptures Ephesians 5:2 And walk in the way of love, just as Christ loved us and gave himself up for us as a fragrant offering and sacrifice to God Interact Curriculum 37

40 Why do people choose to obey God? scriptures relevant to This Unit 1 Thessalonians 1:5 Because our gospel came to you not simply with words but also with power, with the Holy Spirit and deep conviction. You know how we lived among you for your sake. 1 Thessalonians 2:4-6 4 On the contrary, we speak as those approved by God to be entrusted with the gospel. We are not trying to please people but God, who tests our hearts. 5 You know we never used flattery, nor did we put on a mask to cover up greed God is our witness. 6 We were not looking for praise from people, not from you or anyone else, even though as apostles of Christ we could have asserted our authority. 1 John 2:3-6 3 We know that we have come to know him if we keep his commands. 4 Whoever says, I know him, but does not do what he commands is a liar, and the truth is not in that person. 5 But if anyone obeys his word, love for God is truly made complete in them. This is how we know we are in him: 6 Whoever claims to live in him must live as Jesus did. 1 John 2: Do not love the world or anything in the world. If anyone loves the world, love for the Father is not in them. 16 For everything in the world the lust of the flesh, the lust of the eyes, and the pride of life comes not from the Father but from the world. 1 John 5:2-3 2 This is how we know that we love the children of God: by loving God and carrying out his commands. 3 In fact, this is love for God: to keep his commands. And his commands are not burdensome. 2 John 1:6 And this is love: that we walk in obedience to his commands. As you have heard from the beginning, his command is that you walk in love. Revelation 7:17 For the Lamb at the center of the throne will be their shepherd; he will lead them to springs of living water Interact Curriculum

41 Understanding Interact 2011 Interact Curriculum I Understanding Interact

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43 THE INteract Resources The Interact Curriculum is a biblically-based and integrated programme of learning suitable for students in Years 1-8. It is designed to inspire teachers with a multitude of creative ideas, questions and learning activities through which students can engage in learning about God and his world. This Interact Teacher Manual is part of a set of manuals produced for a single term s work on an integrated theme. The Interact Currriculum provides teacher manuals in the subject areas of Devotions, Science, Social Science, Health and English on 16 such themes over a four-year cycle. Additional resources are also available in other subjects, including reproducible student worksheets entitled Discovery Sheets. The Interact Curriculum is designed to encourage students to interact with God, with others and with their world in the course of their learning day, and it is our intention to serve teachers by resourcing them with leading-edge curriculum material that helps students to: Build community Relate learning to real life Value and serve individuals Integrate learning areas Develop faith and character Learn about the World Know God Develop thinking skills Learn about People 2011 Interact Curriculum III Understanding Interact

44 options for using THIS INTERACT TEACHER MANUAL Introduction: This Interact Teacher Manual is designed to give you many different ideas from which to select and plan a programme for your own class. It is recommended that the Interact Learning Path be used as a guide in the planning process, but there is plenty of scope for choice in this manual. This Interact Teacher Manual will give opportunity for teachers to design either: (a) A short, more traditional unit of work By focusing on the Firing Up stage, covering the Key Areas of Investigation as a class, and selecting one or two activities in the Focusing Forward section, a teacher could design a short programme of work for a whole class lasting two to three weeks and follow it with assessment. (b) A longer inquiry investigation By working through the process of the Interact Learning Path, it will be possible to develop understanding of key concepts and skills in the Firing Up section, and then to ignite student enthusiasm to take responsibility, in negotiation with the teacher, for their own research, reasoning, reflecting and responding. This will engage the students in developing questioning and research skills and therefore equip and inspire them for future learning. c) A combination of both The more independent students in the class could be given more control over their learning by setting them off on their independent inquiry approach whilst the teacher approaches the topic in a more traditional / teacher-centred approach with the remainder of the class. N.B. Regardless of what approach to the material is used, the Interact Learning Path provides the structure so that students are given opportunity to have some degree of choice about their learning. Because they have more ownership, deeper and more independent learning may occur. IV 2011 Interact Curriculum

45 Planning with interact Term Overview Read the Term Overview document at the front of the Term Folder to understand the integrating thread of the term and the national curriculum requirements. Understanding Interact Read the Understanding Interact section on page (I) so that you are confident in understanding the principles and processes of the Interact Resources. Overview and Introduction Read these pages to understand what this subject area is about, and where it fits into the integrated term s work. Big Idea and Focii Read the Big Idea, the Habit of Character Focus and Habit of Mind Focus, the Key Understanding and the Focus Question which summarise the main focii of this unit. Biblical World View and Background Information Read these pages to familiarise yourself as a teacher with the content being taught this term. Look up the Scriptures (found at the end of the manual for your convenience). Key Areas of Investigation These four points summarise the content the students may learn in this subject. Confirm with your national requirements and determine your priorities. Key Learning Intentions These points give ideas for Skills you can select as focii during this unit. All the skills listed are found in the Indicators of Achievement throughout the book, and any can be selected to become the focus of your teaching and assessment of skills for this subject this term. Determine what is appropriate for your class. Plan for School-wide Activities or Visitors Meet several times with other staff to engage personally and corporately with the term theme and plan school-wide activities. Determine Main and Subsidiary Topics Determine the main focus topic for your class (e.g. Science, Social Science, Health) this term and the supporting topics. Note that the main focus topic may vary between classes. At the conclusion of the term, when school-wide presentations are made, all students may benefit from each other s deeper learning in particular topics. Plan Plan, using the Interact Learning Path as a guide. Have a great term teaching! 2011 Interact Curriculum V Understanding Interact

46 THE interact LEARNING PROCESS The Interact Curriculum resources are being developed in a framework of learning, developed by Helen Pearson, called the Interact Learning Path. The Interact Learning Path helps students to recall prior knowledge, to develop knowledge, skills, understanding and godly wisdom, to consider how what they have learned impacts who they are and what they do, to respond with the benefit of new skills and understanding, to evaluate their work, and to celebrate their learning in a range of ways as outlined below: The Interact Learning Path Focusing Forward Resolve Respond Review and record Rejoice! Reflect Finding Out Further Reason Firing UP Research Relate Recall Raise questions We hope you enjoy discovering, with your students, a fresh perspective on the world! VI 2011 Interact Curriculum

47 KEY LEARNING INTENTIONS We are learning to: Relate Engage Engages with the topic of study Contributes to discussion Recall Remember Identifies prior knowledge Recalls personal experiences related to the topic Retells Bible stories Raise questions Inquire Writes open-ended questions Plan Designs a framework to guide an investigation Designs questions to conduct an interview Research Uses biblical research skills Summarises aspects of God s nature Locates references in the Bible Reads or listens to significant portions of the Bible Uses drama to investigate biblical stories and concepts Investigates symbols and pictures to depict an idea Investigates analogies to depict an idea Meditates on scripture Shares ideas Considers personal application of biblical teaching Draws links between Old and New Testament teaching 2011 Interact Curriculum VII Understanding Interact

48 KEY LEARNING INTENTIONS We are learning to: continued Research continued Conduct interpersonal research Identify language structures and features Uses a range of sources to research including original sources, reference texts, archives, people, media, computer technology, and places Conducts interviews and surveys Identifies suitable resource people Identifies meaning of words and phrases in Bible verses Sorts ideas Identifies main ideas Gathers information Summarises ideas Reason Compare Finds examples of similar stories or messages in other parts of the Bible Compares and contrasts Make connections Identifies a biblical perspective Identifies a relationship between ideas Expresses an opinion confidently and provides reasons for it Reflect Identify a personal connection with text Identifies an implication of biblical teaching on life today Reflects on personal relationship with God Resolve Consider a personal response Makes decisions about possible actions VIII 2011 Interact Curriculum Respond Make a personal response Actively responds to biblical text Applies a biblical world view to personal life Makes a stand for justice on an ethical issue Creatively communicates biblical understanding Makes a plan for character development

49 KEY LEARNING INTENTIONS We are learning to: continued Review and record Review Is reflective about own character, faith and skill development Makes a self assessment Draws links to the Big Idea, the Key Understanding and the Focus Question Sets goals Rejoice! Celebrate Participates in creative celebration Creatively communicates biblical understanding 2011 Interact Curriculum IX Understanding Interact