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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.

mailto:[email protected]

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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

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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

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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

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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.

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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

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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

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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?

https://disciplr.com/how-to-choose-a-sunday-school-curriculum/

https://disciplr.com/how-to-choose-a-sunday-school-curriculum/

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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

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November 28 Instructional strategies & methods

Teach through narrative

Reading due: Teaching the Next Generations, chapter 21 Families & learning Catechesis


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

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Teaching senior adults Teaching women


December 12 TEACHING December 14 TEACHING

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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%

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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

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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

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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

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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%

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LESSON PLAN

RUBRIC

Level of

Performance


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

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subject and

students

Materials Needed All materials are

listed.

Most materials are

listed

Some materials

are listed

Materials used are

not listed



23-24 = A; 22 = A-; 21 = B+; 20 = B; 19 = C+; 18 = C; 17 = C-; 16 =

D; 15 = D-

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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

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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



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PHILOSOPHY OF

EDUCATIONAL

MINISTRY

RUBRIC

Level of

Performance


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.

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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

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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

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TEACHING RUBRIC

Level of

Performance


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.

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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.


Assignment Weight 20%

23-24 = A; 22 = A-; 21 = B+; 20 = B; 19 = C+; 18 = C; 17 = C-; 16 =

D; 15 = D-

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(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


Buzz group discussion

Describe the locus of education as seen in Deut. 6:4-9

Class discussion—buzz groups report


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

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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

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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.


trust Him

Identify people in major Bible stories

Later Elementary Outcomes

By the end of Later Elementary Sunday School, students will be able to:


God made everything

God made me

(Increase Bible skills/literacy: Find the story of creation in

Genesis 1 & 2)


God became a baby


(Increase Bible skills/literacy: Find the Christmas story in

Matthew & Luke)

Draw a picture and write why Christians celebrate Easter

All people sin


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(Increase Bible skills/literacy: Find the Easter story in all four

gospels)


Discriminate between thoughts and actions that please God and

thoughts and actions that do not



Him and others.


trust Him


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:


God made everything

God made me

(Increase Bible skills/literacy: Find the story of creation in

Genesis 1 & 2)


32

God became a baby



Matthew & Luke)

Explain why Christians celebrate Easter

All people sin






gospels)






Him and with others.


trust Him



Explain why God is the one true God




Choose a life verse and memorize it

Memorize key Bible verses

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:


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)


God became a baby



Matthew & Luke)

Explain why Christians celebrate Easter

All people sin




34



gospels)






Him and others.


trust Him



Explain why God is the one true God




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:

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

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