EDUCATIONAL MINISTRY OF THE CHURCH EM 502. Tuesday/Thursday 9:35-11:00 Patricia Batten, professor

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1 COURSE DESCRIPTION EDUCATIONAL MINISTRY OF THE CHURCH EM 502 Tuesday/Thursday 9:35-11:00 Patricia Batten, professor This course provides a broad overview of the critical issues concerning the teaching ministry of the church. Students will be challenged to develop a philosophy of educational ministry and design a plan for educational ministry for use in the local church. COURSE RESULT By the end of this course, students will be able to create, evaluate and lead an educational ministry in the local church. COURSE OUTCOMES Outcome #1: The student will be able to explain his/her philosophy of Educational Ministry. Outcome #2: The student will be able to teach lessons that are interesting, faithful to the biblical text, include clear objectives, teaching strategies and means of assessment/feedback. Outcome #3: The student will be able to train volunteers to teach in and support the Educational Ministry of the church. Outcome #4: The student will be able to design a plan for Educational Ministry for use within the local church. REQUIRED TEXTS Anthony, Michael. Perspectives on Children s Spiritual Formation: 4 Views, Nashville: B&H, ISBN Linhart, Terry, ed. Teaching the Next Generation: A Comprehensive Guide for Teaching Christian Formation, Grand Rapids: Baker, ISBN Lloyd-Jones, Sally. The Jesus Storybook Bible, Grand Rapids: Zondervan,

2 ISBN Maddix, Mark and James Riley Estep Jr. Practicing Christian Education: An Introduction for Ministry, Grand Rapids: Baker, Mager, Robert. Preparing Instructional Objectives: A critical tool in the development of effective instruction, Atlanta: CEP Press, ISBN-13: ISBN-10: COURSE ASSIGNMENTS Your assignments have been carefully chosen based on intended student outcomes. Some assignments are designed to be completed outside of class. Others are in-class assignments and might require preliminary reading. Please familiarize yourself with the rubrics at the end of this syllabus. These will guide you as you work on your assignments. I will fill out and return a rubric for each assignment you hand in. Outcome #1: The student will be able to explain his/her philosophy of Educational Ministry. Graded Assignment: Philosophy of Educational Ministry Paper Weight: 30% Due Dec ) In addition to the Bible, use at least two (2) course texts as references, one journal article and one website, write a philosophy of Educational Ministry that is biblical, theological and reflects sound education theory and practice. This will be measured by a ten to fifteen (10-15) page paper (double-spaced) that includes, but is not limited to the following sections: The need for education in the church A biblical foundation for educational ministry in the church A theological foundation for educational ministry The content for educational ministry Educational theory o Andragogy and pedagogy o Learning domains o Developmental theory o Learning styles multiple intelligences, learning modalities, experiential learning (Kolb/4MAT) Curriculum o Instructional design 2

3 o Evaluation & modification o Scope & sequence Teaching methods/instructional strategies Equipping volunteers Outcome #2: The student will be able to teach lessons that are interesting, faithful to the biblical text, include clear objectives, teaching strategies and means of assessment. Graded Assignment: Teach Weight: 20% Due Dec. 5 & 7 1.) There are two parts to the teaching assignment. During our regular class meeting time in groups of four (4), student groups will teach two lessons. The first lesson is how to teach to one of the following learner groups: Pre-K-Kindergarten Elementary aged children Youth (middle/high school) Young Adults Adults Seniors Women Men Your lesson should include accurate information, be clear and interesting. Lesson content must come from required course texts. In this exercise, you are teaching your classmates about theories/strategies pertaining to one of the groups listed above. Then, using theories/strategies from the above exercise, students must teach another lesson geared toward the audience listed above. In this exercise, you are teaching as if your classmates were kids/youth/seniors/all women/all men. The total time allotted for this assignment is 18 minutes. Depending on class size, some of you may have the option to teach and record your lesson outside of the classroom. Graded Assignment: Lesson Plan Weight: 10% Due Dec. 5 & 7 3

4 2.) As part of the student s teaching session, the student group will write a lesson plan for each teaching session that includes the following: Outcome Goals Objectives that are clear and measurable Teaching methods Methods of assessment Material needed to carry out the lesson Outcome #3: The student will be able to train volunteers to teach in and support the Educational Ministry of the church. You will be graded on your group participation in this assignment. 1.) During a class session, students will work in groups to write a lesson plan for a volunteer training session. Choose a teaching topic from one of the topics we have covered in class (learning styles, choosing curriculum, teaching tips, a biblical foundation for teaching, etc.) Your lesson plan must include the following: Outcome Goals Objectives that are clear and measurable Teaching methods Methods of assessment Material needed to carry out the lesson Outcome #4: The student will be able to design a plan for Educational Ministries for use within the local church. Graded Assignment: Plan for EM Weight: 20% Due Dec ) The student will design a one-year Educational Ministry plan for use in the local church. A successful plan will include: Course offerings Meeting times/places Equipment/materials needed 4

5 Curriculum Intended outcome for each class One overarching vision statement for the Educational Ministry of the church Division of groups--age, gender, niche? Learners with special needs Who will teach? Teacher/volunteer training? Other: room setup, coffee, handouts What about offerings such as membership classes and baptism classes? Graded Assignment: Paper Weight: 10% Due Dec ) After reading the book Perspectives on Children s Spiritual Formation (ed., Michael Anthony), choose the teaching/learning perspective with which you most agree. Defend your choice in a 2-3 page double-spaced reflection paper. OR After reading the book Perspectives on Children s Spiritual Formation (ed., Michael Anthony), write a 2-3 page double-spaced reflection paper in which you discern which perspective most fits your childhood Sunday school experience. 5

6 COURSE SCHEDULE September 12 Intro to the course and intro to each other Motivated to learn UNIT ONE: A Philosophy of Educational Ministry September 14 The value of Educational Ministry What is it? Why do we need it? Reading due: Practicing Christian Education, chapter 1; Teaching the Next Generations, chapter 1 September 19 A Biblical foundation for Educational Ministries, Old Testament Deuteronomy 6 Reading due: Teaching the Next Generations, chapter 3; Practicing Christian Education, chapter 2; Deuteronomy, chapter 6. September 21 A Biblical foundation for Educational Ministries, Old Testament Deuteronomy Psalm 78 Wisdom Reading due: Deuteronomy, chapters 30-32; Psalm 78 September 26 A Biblical foundation, New Testament Matthew 28 2 Corinthians 5 Ephesians Reading due: Read Paul s epistle to the Ephesian church; Matthew 28:16-20; 2 Corinthians 5 September 28 A Theological foundation Special revelation/hermeneutics General revelation/social sciences Reading due: Teaching the Next Generation, chapter 2; Practicing Christian Education, chapters 3 & 4 6

7 October 3 A Theological foundation Judges Faith without theology October 5 Educational theory Domains of learning Domains applied to Deuteronomy Reading due: Teaching the Next Generation, chapter 7; Practicing Christian Education, chapters 5 & 7 October 10 October 12 October 17 READING WEEK READING WEEK Multiple intelligences & learning styles How Jesus made disciples Andragogy & pedagogy Learning preferences Experiential learning Kolb s learning theory/4mat Multiple Intelligences Modalities of learning Reading due: Teaching the Next Generations, chapter 8; Practicing Christian Formation, chapter 14 October 19 Developmental theory Cognitive Moral Faith Holistic Reading due: Teaching the Next Generations, chapter 7; Practicing Christian Formation, chapter 11 UNIT TWO: Designing an Educational Ministry October 24 Curriculum/Instructional Design Effective Instruction/Dick & Carey Backward design/wiggins & McTighe Evaluation/modification 7

8 Scope and sequence Reading due: Practicing Christian Education, chapter 16; Teaching the Next Generations, chapters 12 and 24. October 26 Writing objectives Reading due: Mager, Robert. Preparing Instructional Objectives: A critical tool in the development of effective instruction. Please read the book in its entirety. October 31 Congregational education Formative ecologies: Self-practices, partner practices, groups, congregations Reading due: Practicing Christian Education, chapters 9 & 10 Assignment Due: Write a September kick-off letter to your congregation in which you explain the Sunday school (Pre-K- High School) curriculum. Be sure to include the following: Greeting First day of Sunday School Time Location Name of curriculum Why you ve chosen that particular curriculum What you expect kids to learn How you expect them to grow Thank you to volunteers No grammatical/spelling errors November 2 Curriculum review in groups Reading due: How to Choose a Sunday School Curriculum ( be prepared to answer the following questions in class during a group discussion: What did you find that was new to you? 8

9 What curriculum might you choose for your current Sunday school church context? Why? Explain your choice. Make sure you consider and discuss the following: o Theological consistency o Bible translation o Unified Sunday School curriculum, lectionary-based curriculum, ISSL o Lesson length o Facility o Special needs o Age appropriate o Media o Format traditional, digital, interactive o Pricing November 7 November 9 READING WEEK READING WEEK UNIT THREE: Instructional Strategies/Methods November 14 Structure the lesson Inductive/deductive Hook, book, look, took Reading due: Teaching the Next Generations, chapter 20 November 16 Instructional strategies & methods Teaching using the Seven Laws of Learning Teaching through discussion/debate Reading due: Teaching the Next Generations, chapters 18 & 19 November 21 Instructional strategies & methods Simulations/Role-play Reading due: Teaching the Next Generations, chapter 22 November 23 THANKSGIVING BREAK 9

10 November 28 Instructional strategies & methods Teach through narrative Reading due: Teaching the Next Generations, chapter 21 Families & learning Catechesis Reading due: Teaching the Next Generations, chapter 15 UNIT FOUR: Equipping Volunteers November 30 Equipping volunteers Reading due: Teaching the Next Generations, chapter 25; Practicing Christian Education, chapter 17. Students will work in groups to write a lesson plan for a volunteer training session. Choose a teaching topic from one of the topics we have covered in class (learning styles, choosing curriculum, teaching tips, a biblical foundation for teaching, etc.) Your lesson plan must include the following: o Outcome o Goals o Objectives that are clear and measurable o Teaching methods o Methods of assessment o Material needed to carry out the lesson December 5 STUDENT TEACHING ASSIGNMENT Teaching children Teaching youth Teaching young adults Reading due: Teaching the Next Generations, chapters 13, 16, 18 December 7 STUDENT TEACHING ASSIGNMENT Teaching adults 10

11 Teaching senior adults Teaching women Reading due: Teaching the Next Generations, chapter 14 December 12 December 14 TEACHING TEACHING 11

12 READING REPORT EM 502 Fall 2017 Did you read the Storybook Bible in its entirety? If not, what percentage did you read? A deduction of two full points will be taken off your final grade for failing to complete this assignment. Did you read Anthony s Perspectives on Children s Spiritual Formation: 4 Views in its entirety? If not, what percentage did you read? Did you read Mager s Preparing Instructional Objectives: A critical tool in the development of effective instruction in its entirety? If not, what percentage did you read? Did you read the required chapters in Practicing Christian Education: An Introduction for Ministry? If not, what percentage did you read? Did you read the required chapters in Teaching the Next Generation: A Comprehensive Guide for Teaching Christian Formation? If not, what percentage did you read? ASSIGNMENTS Weight Philosophy of Educational Ministry 30% One-Year Educational Ministry Plan 20% Teaching 20% Lesson plans 10% Reflection paper on perspectives of children s formation 10% Class participation & preparation 10% 12

13 ONE-YEAR EDUCATIONAL MINISTRY PLAN RUBRIC Level of Performance Course offerings Meeting times/locations Ecology type identified partner, large group, small group, worship service Exemplary Accomplished Developing Beginning A A solid offering Some offering Course offerings are comprehensive of courses of courses; meager. Little offering of from pre-k little thought time and attention courses from senior; thought has been given have been given to pre-k senior; has been given to the church course offerings. thought has to the church calendar been given to calendar and the church classes such as calendar and baptism, classes such as confirmation baptism, and confirmation membership; and some courses membership are missing All meeting Most meeting Some meeting Meeting times/locations times/locations times/locations times/locations not identified identified identified identified All ecologies Most ecologies Little variety No variety in terms identified and identified and in terms of of ecology; most support what support ecology; not not identified students must intended all ecologies learn; a wide learning identified variety of outcomes; ecologies some variety in ecologies 13

14 Equipment/Materials Required Most required Some required Little to no needed-- is coffee equipment & equipment & equipment & thought has been provided and who materials are materials are materials are given to makes it? Are listed; coffee, listed; coffee, listed; coffee, equipment/materials handouts needed handouts, handouts, handouts, needed and who copies room set-up room set-up room set-up them? Who sets and and and up the room? In configuration configuration configuration what configuration? have been have been have not been planned planned; some adequately details planned; many overlooked details overlooked Curriculum Curriculum is Curriculum is Many Most curriculum selected and selected and curriculum details are missing fits the mostly fits details are broader vision the broader missing fit of the vision of the with vision, educational educational curriculum ministry of ministry of type, publisher the church; the church; info. curriculum most type is curriculum identified type is unified, ISSL, identified denominational, unified, ISSL, format, denominational, publisher format, publisher Division of groups The student The student Three or more The student identified age, audience is audience is details are audience is not gender, niche, clearly defined clearly defined missing: age, clearly defined; number of and is suited and is suited gender, niche, curriculum does not 14

15 students? to the to the number of fit the learners. curriculum curriculum; students very few details are missing Learners with Thought and Some thought Little No attention has special needs attention has and attention attention has been given to been given to has been given been given to learners with special learners with to learners learners with needs special needs in with special special needs most courses needs in many courses Who will teach? Teachers Most teachers Little No attention has volunteers, have been attention has been given to who pastor, church identified been given to teaches staff or expert including who teaches have been teaching identified; rotations, etc. rotations, teaching pairs, solo teachers have been identified Volunteer training Volunteer Volunteer More Volunteer training training training volunteer is inadequate or sessions have sessions have training is nonexistent been scheduled; been scheduled; needed volunteers in volunteers in all segments of most segments the educational of the ministry educational experience ministry some training experience 15

16 some training Vision for A vision A vision The vision No vision Educational Ministry statement has statement for statement statement has been been clearly EM has been needs written written; it is written improvement memorable and well-written Outcomes for each A broad A broad Many Few to none have course outcome for outcome for outcomes are been written each course has most courses missing or been written has been need down, i.e., At written down, improvement the end of i.e., At the this course, end of this the student course, the will be able student will be to. able to. Total Points: /44 Assignment weight: 20% 16

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18 LESSON PLAN RUBRIC Level of Performance Outcome Goals Objectives Teaching strategies/methods Means of feedback/assessment Exemplary Accomplished Developing Beginn The lesson plan The lesson plan The outcome is No outcom states a crystal states a clear somewhat unclear stated clear outcome and outcome is clearly related to goals and objectives Goals are clearly Goals are derived The connection There are n derived from from outcome and between outcome outcome and are are measurable and goals is measurable using unclear performance based verbs Objectives are Objectives are The connection Objectives p clearly derived from derived from between goals and worded or goal(s) and are goal(s) and are objectives is at all measurable using measurable unclear performance based verbs Teaching strategies Teaching strategies Some teaching There are n and methods are and methods are strategies/methods teaching listed and are listed are missing strategies/m appropriate to subject matter and students Means of Means of Some objectives Means of feedback/assessment feedback/assessment are assessed. feedback/as for each objective is for most objectives not used listed and is is listed appropriate to 18

19 subject and students Materials Needed All materials are Most materials are Some materials Materials u listed. listed are listed not listed Total Points: /24 Assignment weight: 10% = A; 22 = A-; 21 = B+; 20 = B; 19 = C+; 18 = C; 17 = C-; 16 = D; 15 = D- 19

20 PARTICIPATION & PREPARATION RUBRIC Level of Performance Listening Preparation Quality of contribution Accomplished Developing Unsatisfactory Actively and respectfully listens to instructor and peers Sometimes displays lack of interest in comments of others Arrives fully Sometimes prepared with arrives all assignments unprepared or completed. only superficial Comes with preparation questions & observations based on reading Comments are Comments stated in a sometimes not kind and relevant or respectful reveal lack of manner. They preparation or are relevant indicate lack of and reflect attention to understanding comments of of assigned other students. text(s) and Tone of remarks of comments is other students usually kind and respectful Projects lack of interest or disrespect of others Exhibits little evidence of having read or thought about assigned material Comments reflect little understanding of assigned material or comments of other students 20

21 Impact on class Comments Comments Comments do often help to sometimes not advance move the advance the the conversation conversation conversation or forward and but sometimes even damage it contribute to do little to a new or move it deeper forward understanding of the subject Frequency of Actively Sometimes Seldom participation participates participates participates when but other and is generally appropriate; times is tuned not engaged organic, not out forced participation Total Points: /15 Assignment weight: 10% 21

22 PHILOSOPHY OF EDUCATIONAL MINISTRY RUBRIC Level of Performance Organization Biblical Foundation Exemplary Accomplished Developing Beginning The paper is Pages are The paper is neat, pages are numbered; 10- missing some numbered; pages double-spaced. References cited; easy to follow. Sections are clearly marked and well organized. 15 pages double-spaced. References cited; Sections are clearly marked citations or page numbers or doesn t follow spacing/page guidelines. Clearly explains Explains a Some biblical a biblical biblical references are foundation for foundation for used, but are education using education using incomplete and at least 5 both OT and not thoroughly biblical texts NT texts explained. discussed in covered in class (i.e., class. Deut. 6; Psalm 78; Matthew 28; Ephesians 4; 2 Corinthians 5) The paper is difficult to follow and is missing many organizational elements section headings, spacing, required page number, citations Makes no use of biblical references covered in class. 22

23 Writing Well-written Well-written Writing needs Many errors in with few to with very few improvement. spelling, no errors in errors in punctuation and spelling, spelling, grammar. Poor punctuation punctuation use of language. and grammar; and grammar. flows well; style use of language/word choice is excellent Content All sections* All sections* Some sections* Many sections* are covered are covered; are missing; are missing. The thoroughly Most are some depth is paper is with references thorough. lacking. incomplete. and examples There is a lack of depth and thoughtfulness. References Includes Includes Two reference There are no references references from types are outside sources. from at least required reading missing 2 required texts; 1 journal reading texts; article and 1 1 journal website article and 1 website Total Points: /20 Assignment Weight: 30% *Sections to be included in your Philosophy of Educational Ministry paper: The need for education in the church 23

24 A biblical foundation for educational ministry in the church A theological foundation for educational ministry The content for educational ministry Educational theory o Andragogy and pedagogy o Learning domains o Developmental theory o Learning styles multiple intelligences, learning modalities, experiential learning (Kolb/4MAT) Curriculum o Instructional design o Evaluation & modification o Scope & sequence Teaching methods/instructional strategies Equipping volunteers 24

25 TEACHING RUBRIC Level of Performance Organization Exemplary Accomplished Developing Beginning Objectives are crystal clear and the lesson is easy to follow. Objectives are clear and the lesson is mostly easy to follow. The lesson is difficult to track with at times. There is no clear objective and the lesson is difficult to follow. Teaching There is a clear There is a The teaching No teaching Strategies/Methods teaching teaching strategy/method strategies/methods strategy/method strategy/method. was unclear. are evident. that best suits students and material. Presentation The teacher is The teacher The teacher The teacher is not very engaging shows lacks confidence; well prepared; and enthusiastic. enthusiasm and eye contact does not make eye The teacher eye contact. could be better contact and lacks maintains eye maintained. enthusiasm. contact. Content Content is Content is Content is Content is not accurate and is accurate and is lacking in derived from derived from derived from substance and required text and required text; required text. depth. is not accurate. Content is interesting and relevant to students. Feedback The teacher The teacher Feedback is not The teacher makes makes use of makes good use helpful. no use of meaningful of feedback. feedback. feedback to 25

26 assess intended student outcomes. Preparedness The teacher is The teacher is The teacher The teacher is not very prepared; prepared. could be better prepared and is all materials are prepared. not organized. in place; the The class does not teacher handles track with the the class well. lesson. Total Points: /24 Assignment Weight 20% = A; 22 = A-; 21 = B+; 20 = B; 19 = C+; 18 = C; 17 = C-; 16 = D; 15 = D- 26

27 (SAMPLE LESSON PLAN) Outcome: The student will be able to explain his/her philosophy of Educational Ministry. Goals Objectives Means of Feedback Identify and Memorize explain Deuteronomy Class review biblical 6:4-9 passages Define the word related to Shema. Class review Christian Education List three reasons why we should study the Shema. Fill in the blank/powerpoint Instructional Strategy Direct Instruction Direct Instruction Indirect Instruction Instructional Methods Drill & Practice Lecture Reading for meaning Explain the goal of education based on a study of the Shema (Deuteronomy 6:4-9) Compare two interpretations of Deut. 6:4 (ehad/ one ) Partner pairs Class review Direct Instruction Indirect Instruction Active Lecture Reading for meaning Explain the process of education based on a study of the Shema (Deuteronomy 6:4-9) Review in buzz group Indirect Instruction Buzz group discussion Describe the locus of education as seen in Deut. 6:4-9 Class discussion buzz groups report Indirect Instruction Buzz group discussion compare education as described in Deut. to your experience 27

28 [TYPE THE DOCUMENT TITLE Vision: Trusting in the one God revealed in Jesus Christ and growing in Him to maturity Sunday School: October 1-December 10; Jan 14-May 27 Christmas Pageant: December 17 Family Sunday: Sept. 24; Oct. 31; Mar 25 Winter Break: December 24-January 7 Course Instructors Time Location Equipment/ Materials Ecology Curriculum Teacher Training Pre-K Sunday Polly/Wendy 10:4 Small Small Dig In School 5 classroom group Early Amy/Ella Laptop/ Large Dig In Elementary Sunday School 10:4 5 Large classroom projector Group/ Small group Later Mike/Phil Laptop/ Large Dig In Elementary Sunday School 10:4 5 Large classroom projector Group/ Small group Middle school SS 10:4 5 Conferenc e room Laptop/ projector Small group Youth Alpha High school SS Rich 10:4 Conferenc Laptop/ Small Youth 5 e room projector group Alpha Women s Bible Nancy/Albert 10:3 Conferenc Books Small Warren study a 0 e room group Wiersbe Wedn Be es- series, day John Youth group TBD Fellowship Small Hall group 28

29 Children s Sunday: June 3 Sunday) No Sunday School April 1 (Easter Pre-K Outcomes By the end of Pre-K, students will be able to recall five things about God: There is one God He made me He loves me I can talk to God The Bible is God s book that tells me about God and His son, Jesus Early Elementary Outcomes By the end of Early Elementary Sunday School, students will be able to: Answer the question, Who created everything? God made everything God made me Explain why Christians celebrate Christmas God became a baby Jesus is God s gift to people Draw a picture that shows why Christians celebrate Easter All people sin Sin separates us from God Jesus died for our sin Jesus rose from the dead 29

30 God forgives our sin through Jesus Explain that God s Spirit helps us to make the right choice Explain that the stories of the Bible show us that God wants us to trust him so we can have a good relationship with Him and others. The stories of the Bible show us how people did and did not trust Him Him and others. The stories of the Bible show us how people did and did not trust Him Identify people in major Bible stories Later Elementary Outcomes By the end of Later Elementary Sunday School, students will be able to: Answer the question, Who created everything? God made everything God made me (Increase Bible skills/literacy: Find the story of creation in Genesis 1 & 2) Explain why Christians celebrate Christmas God became a baby Jesus is God s gift to people (Increase Bible skills/literacy: Find the Christmas story in Matthew & Luke) Draw a picture and write why Christians celebrate Easter All people sin Sin separates us from God 30

31 gospels) Jesus died for our sin Jesus rose from the dead God forgives our sin through Jesus (Increase Bible skills/literacy: Find the Easter story in all four Explain that God s Spirit helps us to make the right choice Discriminate between thoughts and actions that please God and thoughts and actions that do not Explain that the stories of the Bible show us that God wants us to trust him so we can have a good relationship with Him and others. The stories of the Bible show us how people did and did not trust Him Identify people in major Bible stories Sequence the events of major Bible stories Increase Bible skills & literacy Look up scripture references Recite the books of the Bible in order Middle School Outcomes By the end of Middle School, students will be able to: Answer the question, Who created everything? God made everything God made me (Increase Bible skills/literacy: Find the story of creation in Genesis 1 & 2) Explain why Christians celebrate Christmas 31

32 God became a baby Jesus is God s gift to people (Increase Bible skills/literacy: Find the Christmas story in Matthew & Luke) Explain why Christians celebrate Easter All people sin Sin separates us from God Jesus died for our sin Jesus rose from the dead God forgives our sin through Jesus (Increase Bible skills/literacy: Find the Easter story in all four gospels) Explain that God s Spirit helps us to make the right choice Discriminate between thoughts and actions that please God and thoughts and actions that do not Explain that the stories of the Bible show us that God wants us to trust him so we can have a good relationship with Him and with others. The stories of the Bible show us how people did and did not trust Him Identify people in major Bible stories Sequence the events of major Bible stories Explain why God is the one true God Increase Bible skills & literacy Look up scripture references Recite the books of the Bible in order Choose a life verse and memorize it Memorize key Bible verses 32

33 Pray for God s wisdom, comfort and strength Pray to God to worship Him and thank Him. Read God s word on their own Publicly confess that Jesus Christ is Lord and Savior through baptism or confirmation High School Outcome By the end of high school, students will be able to: Answer the question, Who created everything? God made everything God made me Compare the creation story in the Bible with other theories of creation (Increase Bible skills/literacy: Find the story of creation in Genesis 1 & 2) Explain why Christians celebrate Christmas God became a baby Jesus is God s gift to people (Increase Bible skills/literacy: Find the Christmas story in Matthew & Luke) Explain why Christians celebrate Easter All people sin Sin separates us from God Jesus died for our sin Jesus rose from the dead 33

34 gospels) God forgives our sin through Jesus (Increase Bible skills/literacy: Find the Easter story in all four Explain that God s Spirit helps us to make the right choice Discriminate between thoughts and actions that please God and thoughts and actions that do not Explain that the stories of the Bible show us that God wants us to trust him so we can have a good relationship with Him and others. The stories of the Bible show us how people did and did not trust Him Identify people in major Bible stories Sequence the events of major Bible stories Explain why God is the one true God Increase Bible skills & literacy Look up scripture references Recite the books of the Bible in order Choose a life verse and memorize it Memorize key portions of scripture Pray for God s wisdom, comfort and strength Pray to God to worship Him and thank Him. Read God s word on their own Write and present their faith story Participate in a service project 34

35 Participate in a weekend retreat Publicly confess that Jesus Christ is Lord and Savior through baptism or confession Women s Bible Study Outcome As a result of participating in the Women s Bible study, women will be able to: Increase Bible skills & literacy; pray for each other; serve each other; list three ways in which God is presently working in your life; explain in your own words what it means to be a Christian; identify major themes in John s gospel Small Group Outcome As a result of participating in a small group, members will be able to: Increase Bible skills & literacy; pray for each other; serve each other; list several ways in which God is working in your life; explain in your own words what it means to be a Christian; identify major themes in John s gospel; explain why it matters in your life Youth Group Outcomes As a result of participating in Youth Group, kids will be able to: Explain in their own words what it means to be a Christian Identify a life verse Discriminate between thought and behavior that pleases God and thought and behavior that does not 35

36 Trust that God loves them Value (do) daily devotions/bible reading Pray about specific needs/requests Pray to thank God Build meaningful relationships with leaders and other Christian teens Increase Bible skills and literacy 36