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1
EDUCATIONAL MINISTRY OF THE CHURCH EM 502
Tuesday/Thursday 9:35-11:00
Patricia Batten, professor [email protected]
COURSE DESCRIPTION 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, 2006. ISBN 978-0-8054-4186-4 Linhart, Terry, ed. Teaching the Next Generation: A Comprehensive Guide for Teaching Christian Formation, Grand Rapids: Baker, 2016. ISBN 978-0-8010-9761-4 Lloyd-Jones, Sally. The Jesus Storybook Bible, Grand Rapids: Zondervan, 2007.
2
ISBN 978-0-310-71878-9 Maddix, Mark and James Riley Estep Jr. Practicing Christian Education: An Introduction for Ministry, Grand Rapids: Baker, 2017. Mager, Robert. Preparing Instructional Objectives: A critical tool in the development of effective instruction, Atlanta: CEP Press, 1997. ISBN-13: 978-1879618039 ISBN-10: 1879618036 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. 19 1.) 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
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
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. 19 1.) 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
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. 19 4.) 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.
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
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 READING WEEK October 12 READING WEEK October 17 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
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” (https://disciplr.com/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?
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 READING WEEK November 9 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
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
11
Teaching senior adults Teaching women
Reading due: Teaching the Next Generations, chapter 14
December 12 TEACHING December 14 TEACHING
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%
13
ONE-YEAR
EDUCATIONAL
MINISTRY PLAN
RUBRIC
Level of
Performance
Exemplary Accomplished Developing Beginning
4 3 2 1
Course offerings A
comprehensive
offering of
courses from
pre-K – senior;
thought has
been given to
the church
calendar and
classes such as
baptism,
confirmation
and
membership
A solid offering
of courses
from pre-K –
senior; thought
has been given
to the church
calendar and
classes such as
baptism,
confirmation
and
membership;
some courses
are missing
Some offering
of courses;
little thought
has been given
to the church
calendar
Course offerings are
meager. Little
time and attention
have been given to
course offerings.
Meeting
times/locations
All meeting
times/locations
identified
Most meeting
times/locations
identified
Some meeting
times/locations
identified
Meeting
times/locations not
identified
Ecology type
identified—partner,
large group, small
group, worship
service
All ecologies
identified and
support what
students must
learn; a wide
variety of
ecologies
Most ecologies
identified and
support
intended
learning
outcomes;
some variety
in ecologies
Little variety
in terms of
ecology; not
all ecologies
identified
No variety in terms
of ecology; most
not identified
14
Equipment/Materials
needed-- is coffee
provided and who
makes it? Are
handouts needed
and who copies
them? Who sets
up the room? In
what configuration?
Required
equipment &
materials are
listed; coffee,
handouts,
room set-up
and
configuration
have been
planned
Most required
equipment &
materials are
listed; coffee,
handouts,
room set-up
and
configuration
have been
planned; some
details
overlooked
Some required
equipment &
materials are
listed; coffee,
handouts,
room set-up
and
configuration
have not been
adequately
planned; many
details
overlooked
Little to no
thought has been
given to
equipment/materials
needed
Curriculum Curriculum is
selected and
fits the
broader vision
of the
educational
ministry of
the church;
curriculum
type is
identified—
unified, ISSL,
denominational,
format,
publisher
Curriculum is
selected and
mostly fits
the broader
vision of the
educational
ministry of
the church;
most
curriculum
type is
identified—
unified, ISSL,
denominational,
format,
publisher
Many
curriculum
details are
missing—fit
with vision,
curriculum
type, publisher
info.
Most curriculum
details are missing
Division of groups
identified—age,
gender, niche,
number of
The student
audience is
clearly defined
and is suited
The student
audience is
clearly defined
and is suited
Three or more
details are
missing: age,
gender, niche,
The student
audience is not
clearly defined;
curriculum does not
15
students? to the
curriculum
to the
curriculum;
very few
details are
missing
number of
students
fit the learners.
Learners with
special needs
Thought and
attention has
been given to
learners with
special needs in
most courses
Some thought
and attention
has been given
to learners
with special
needs in many
courses
Little
attention has
been given to
learners with
special needs
No attention has
been given to
learners with special
needs
Who will teach? Teachers—
volunteers,
pastor, church
staff or expert
have been
identified;
rotations,
teaching pairs,
solo teachers
have been
identified
Most teachers
have been
identified
including
teaching
rotations, etc.
Little
attention has
been given to
who teaches
No attention has
been given to who
teaches
Volunteer training Volunteer
training
sessions have
been scheduled;
volunteers in
all segments of
the educational
ministry
experience
some training
Volunteer
training
sessions have
been scheduled;
volunteers in
most segments
of the
educational
ministry
experience
More
volunteer
training is
needed
Volunteer training
is inadequate or
nonexistent
16
some training
Vision for
Educational Ministry
A vision
statement has
been clearly
written; it is
memorable and
well-written
A vision
statement for
EM has been
written
The vision
statement
needs
improvement
No vision
statement has been
written
Outcomes for each
course
A broad
outcome for
each course has
been written
down, i.e., ‘At
the end of
this course,
the student
will be able
to….’
A broad
outcome for
most courses
has been
written down,
i.e., ‘At the
end of this
course, the
student will be
able to….’
Many
outcomes are
missing or
need
improvement
Few to none have
been written
Total Points: ____/44
Assignment weight: 20%
18
LESSON PLAN
RUBRIC
Level of
Performance
Exemplary Accomplished Developing Beginning
4 3 2 1
Outcome The lesson plan
states a crystal
clear outcome and
is clearly related to
goals and objectives
The lesson plan
states a clear
outcome
The outcome is
somewhat unclear
No outcome is
stated
Goals Goals are clearly
derived from
outcome and are
measurable—using
performance based
verbs
Goals are derived
from outcome and
are measurable
The connection
between outcome
and goals is
unclear
There are no goals
Objectives Objectives are
clearly derived from
goal(s) and are
measurable—using
performance based
verbs
Objectives are
derived from
goal(s) and are
measurable
The connection
between goals and
objectives is
unclear
Objectives poorly
worded or not used
at all
Teaching
strategies/methods
Teaching strategies
and methods are
listed and are
appropriate to
subject matter and
students
Teaching strategies
and methods are
listed
Some teaching
strategies/methods
are missing
There are no
teaching
strategies/methods
Means of
feedback/assessment
Means of
feedback/assessment
for each objective is
listed and is
appropriate to
Means of
feedback/assessment
for most objectives
is listed
Some objectives
are assessed.
Means of
feedback/assessment
not used
19
subject and
students
Materials Needed All materials are
listed.
Most materials are
listed
Some materials
are listed
Materials used are
not listed
Total Points: ____/24
Assignment weight: 10%
23-24 = A; 22 = A-; 21 = B+; 20 = B; 19 = C+; 18 = C; 17 = C-; 16 =
D; 15 = D-
20
PARTICIPATION
& PREPARATION
RUBRIC
Level of
Performance
Accomplished Developing Unsatisfactory
3 2 1
Listening Actively and
respectfully
listens to
instructor and
peers
Sometimes
displays lack of
interest in
comments of
others
Projects lack of
interest or
disrespect of
others
Preparation Arrives fully
prepared with
all assignments
completed.
Comes with
questions &
observations
based on
reading
Sometimes
arrives
unprepared or
only superficial
preparation
Exhibits little
evidence of
having read or
thought about
assigned
material
Quality of
contribution
Comments are
stated in a
kind and
respectful
manner. They
are relevant
and reflect
understanding
of assigned
text(s) and
remarks of
other students
Comments
sometimes not
relevant or
reveal lack of
preparation or
indicate lack of
attention to
comments of
other students.
Tone of
comments is
usually kind and
respectful
Comments
reflect little
understanding
of assigned
material or
comments of
other students
21
Impact on class Comments
often help to
move the
conversation
forward and
contribute to
a new or
deeper
understanding
of the subject
Comments
sometimes
advance the
conversation
but sometimes
do little to
move it
forward
Comments do
not advance
the
conversation or
even damage it
Frequency of
participation
Actively
participates
when
appropriate;
organic, not
forced
participation
Sometimes
participates
but other
times is ‘tuned
out’
Seldom
participates
and is generally
not engaged
Total Points: ____/15
Assignment weight: 10%
22
PHILOSOPHY OF
EDUCATIONAL
MINISTRY
RUBRIC
Level of
Performance
Exemplary Accomplished Developing Beginning
4 3 2 1
Organization The paper is
neat, pages are
numbered; 10-
15 pages
double-spaced.
References
cited; easy to
follow.
Sections are
clearly marked
and well
organized.
Pages are
numbered; 10-
15 pages
double-spaced.
References
cited; Sections
are clearly
marked
The paper is
missing some
citations or
page numbers
or doesn’t
follow
spacing/page
guidelines.
The paper is
difficult to follow
and is missing
many
organizational
elements—section
headings, spacing,
required page
number, citations
Biblical
Foundation
Clearly explains
a biblical
foundation for
education using
at least 5
biblical texts
discussed in
class (i.e.,
Deut. 6;
Psalm 78;
Matthew 28;
Ephesians 4; 2
Corinthians 5)
Explains a
biblical
foundation for
education using
both OT and
NT texts
covered in
class.
Some biblical
references are
used, but are
incomplete and
not thoroughly
explained.
Makes no use of
biblical references
covered in class.
23
Writing Well-written
with few to
no errors in
spelling,
punctuation
and grammar;
flows well;
style—use of
language/word
choice is
excellent
Well-written
with very few
errors in
spelling,
punctuation
and grammar.
Writing needs
improvement.
Many errors in
spelling,
punctuation and
grammar. Poor
use of language.
Content All sections*
are covered
thoroughly
with references
and examples
All sections*
are covered;
Most are
thorough.
Some sections*
are missing;
some depth is
lacking.
Many sections*
are missing. The
paper is
incomplete.
There is a lack of
depth and
thoughtfulness.
References Includes
references
from at least
2 required
reading texts;
1 journal
article and 1
website
Includes
references from
required reading
texts; 1 journal
article and 1
website
Two reference
types are
missing
There are no
outside sources.
Total Points: ___/20
Assignment Weight: 30%
*Sections to be included in your Philosophy of Educational
Ministry paper:
The need for education in the church
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
25
TEACHING RUBRIC
Level of
Performance
Exemplary Accomplished Developing Beginning
4 3 2 1
Organization 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
Strategies/Methods
There is a clear
teaching
strategy/method
that best suits
students and
material.
There is a
teaching
strategy/method.
The teaching
strategy/method
was unclear.
No teaching
strategies/methods
are evident.
Presentation The teacher is
very engaging
and enthusiastic.
The teacher
maintains eye
contact.
The teacher
shows
enthusiasm and
eye contact.
The teacher
lacks confidence;
eye contact
could be better
maintained.
The teacher is not
well prepared;
does not make eye
contact and lacks
enthusiasm.
Content Content is
accurate and is
derived from
required text;
Content is
interesting and
relevant to
students.
Content is
accurate and is
derived from
required text.
Content is
lacking in
substance and
depth.
Content is not
derived from
required text and
is not accurate.
Feedback The teacher
makes use of
meaningful
feedback to
The teacher
makes good use
of feedback.
Feedback is not
helpful.
The teacher makes
no use of
feedback.
26
assess intended
student
outcomes.
Preparedness The teacher is
very prepared;
all materials are
in place; the
teacher handles
the class well.
The teacher is
prepared.
The teacher
could be better
prepared.
The teacher is not
prepared and is
not organized.
The class does not
track with the
lesson.
Total Points: ____/24
Assignment Weight 20%
23-24 = A; 22 = A-; 21 = B+; 20 = B; 19 = C+; 18 = C; 17 = C-; 16 =
D; 15 = D-
27
(SAMPLE LESSON PLAN)
Outcome: The student will be able to explain his/her philosophy of Educational
Ministry. Goals Objectives Means of
Feedback Instructional Strategy
Instructional Methods
Identify and explain biblical passages related to Christian Education
Memorize Deuteronomy 6:4-9
Class review Direct Instruction
Drill & Practice
Define the word Shema.
Class review Direct Instruction
Lecture
List three reasons why we should study the Shema.
Fill in the blank/PowerPoint
Indirect Instruction
Reading for meaning
Explain the goal of education based on a study of the Shema (Deuteronomy 6:4-9)
Partner pairs Direct Instruction
Active Lecture
Compare two interpretations of Deut. 6:4 (ehad/’one’)
Class review Indirect Instruction
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
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
School
Polly/Wendy 10:4
5
Small
classroom
Small
group
Dig In
Early
Elementary
Sunday School
Amy/Ella
10:4
5
Large
classroom
Laptop/
projector
Large
Group/
Small
group
Dig In
Later
Elementary
Sunday School
Mike/Phil
10:4
5
Large
classroom
Laptop/
projector
Large
Group/
Small
group
Dig In
Middle school
SS
R
i
c
h
10:4
5
Conferenc
e room
Laptop/
projector
Small
group
Youth
Alpha
High school SS Rich 10:4
5
Conferenc
e room
Laptop/
projector
Small
group
Youth
Alpha
Women’s Bible
study
Nancy/Albert
a
10:3
0
Wedn
es-
day
Conferenc
e room
Books Small
group
Warren
Wiersbe
“Be”
series,
John
Youth group TBD Fellowship
Hall
Small
group
29
Children’s Sunday: June 3 No Sunday School April 1 (Easter
Sunday)
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
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
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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 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
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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
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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
34
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 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
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Participate in a weekend retreat
Publicly confess that Jesus Christ is Lord and Savior through
baptism or confession
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
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
Women’s Bible Study Outcome
As a result of participating in the Women’s Bible study, women will be able
to:
Small Group Outcome
As a result of participating in a small group, members will be able to: