There are journal questions in 6 chapters throughout the study book. I have also summarised the questions in Word (but the study book will be needed to understand which readings go with which question).
Journal task assessment is explained on page 5 of the study book.
There are also readings which accompany the questions for the answers.
There is also a DVD called: Six steps to reading your Bible.
There is also a textbook for one question called: Teaching Well: insights for educators in Christian schools, edited by Ken Goodlet and John Collier.
If you cannot get a hold of the DVD and textbook, dont worry about those questions.
Describe what Smith and Shortt term the ‘incarnational approach. How do you see this approach relating to the three functions of the Bible mentioned?
View The One Word of Session 1, Six Steps to Reading Your Bible DVD. In this segment, you will find another account of the meta-narrative of the Bible.
1.2.1After considering the 7 schema above, as well as this DVD segment, in one paragraph explain what you understand to be the overarching theme of the Bible.
1.2.2If you had to choose one of the above schema to teach the metanarrative which one would you choose and why?
Briefly describe two examples which show evidence of the influence of the Torah books on Johns Gospel, giving references.
“Why does God allow suffering?” is a question often asked by students. How might the notion of suffering, addressed in the study of the latter prophets, help to answer this question?
1.5.1Watch the ‘Why Read the Bible? on the Six Steps to Reading Your Bible DVD. What reasons would you give to students who ask why they should read the Bible?
1.5.2Briefly explain how a Biblical understanding of wisdom compares and/or contrasts with the idea of wisdom from a secular viewpoint. Give two examples of how this might impact on the role of teacher in a Christian context.
2.1.1Briefly explain how the gospels are a continuance of the Biblical narrative rather than the start of something new.
2.1.2Briefly explain how the prominence of Jesus is realised in the Book of Acts.
Outline two ways in which the book of Romans is dependent on the Old Testament in its meaning.
The Book of Revelation does not include direct quotations from the OT so how does it surpass all the NT texts in its literary dependence on the OT? Provide a brief explanation.
Explain which of the ‘teaching methods Jesus and Paul used, as discussed in Chapters 6 and 7, appeal to you, your character and your perspective on learning and teaching.
Considering the viewpoints of both Edlin and Thomson, to what extent do you agree or disagree with the points made in regard to the use of the Bible in school?
Watch the relevant section on ‘COMA, and explain how you might use the approach in the Biblical Studies classroom. What do you consider its limitations in light of what you have learnt in the unit so far?
Smith and Shortt (2002) state on p.50, “Note that the focus now is on Christian understanding as much as Christian living.” They then refer to Edward Anthony and recommend his structure.
3.4.1Explain what you understand to be Anthonys ‘three levels of description.
3.4.2How helpful do you judge this to be in bridging the gap between the Bible and educational practice?
What implications are there for schools A and Bs Biblical Studies curriculum in light of their mission statements? Consider things like content, focus, delivery etc (One paragraph each).
4.2.1Example 1, above, is a K – 10 document. Briefly describe which objectives and skills would be relevant for a year 4 (primary students) or year 8 (secondary students) student? Provide reasons for your answers.
4.2.2How do you see the assessment of Biblical Studies differing from that of other subject areas?
4.3.1Critique the rationales of both sources in terms of the stated outcomes in the year seven content. Consider how effectively the outcomes relate to the rationale.
4.3.2 Choose one topic from the year seven content and develop two teaching and learning strategies, giving particular attention to the meeting of the stated outcomes.
Which of the constraints listed above do you regard as valid? How would you minimise their impact in the Christian school?
4.5.1Do you agree with Dr Clarkes article? Give reasons.
4.5.2How do you see the postmodern idea of ‘truth being reconciled to that of Biblical truth in the Christian school?
In light of the provided reading, what challenges do you see in the teaching of biblical studies in relation to different understandings of ‘truth?
What opportunities and challenges do you see in delivering a Biblical Studies program that relies on the Scriptures as its only text (as against other books/readings/texts on relationships, sex education, other religions, ethics etc)?
5.2.1Spend some time reflecting on the sequences in the GAP curriculum. What do you find to be one strength and one weaknesses?
5.2.2Read Provided Reading 5.1. What ideas for content are included there that you think should be included in every Biblical Studies program?
5.2.3Look at the chart, above, of the History of the Bible. Do you think it would be an effective unifier of the curriculum for K-6? Explain.
What challenges do you see in assessing and reporting Biblical Studies “in a serious manner” ensuring that it has equal status with other areas of study?
6.1.1In reference to Reading 6.1, explain your own understanding of Christian worldview (at least one paragraph).
6.1.2In what ways can the Biblical studies classroom be a “worldview shaper”?
6.2.1In your own words explain what a parable is and why it is such an effective teaching tool.
6.2.2Consider the Parable of the Prodigal Son?(Luke 15 :11-32). Rewrite the parable for either?a year 2 (primary) or Year 8 (secondary) class with a more contemporary setting but ensuring the message is retained.
Choose two of these resources (from different categories) and link each one to a stage-specific Biblical Studies topic. Explain how you could use each one as a teaching resource.
Having considered the unit examples, and other content of this unit, choose:
a. two social issues (eg poverty, body image, justice, bullying, gender, sexuality, advertising etc) relevant to either a year 4 (primary students) or year 9 (secondary students) class, and
b. provide two resources (eg cartoon, song, story, video clip etc) explaining how each could be used as an introduction to the topic.