Effective Christian Ministry

by Ronald W. Leigh, Ph.D.

Chapter 34 – Curriculum Materials


PRINCIPLE 34
Curriculum materials can be of great value to a local church, but they must be chosen carefully and adapted to local needs.

The word "curriculum" is very broad in its meaning.  It includes all different types of learning experiences for the student whether or not any printed materials are used in those learning experiences.  Here we are concerned mainly with printed curriculum materials, those materials produced by various denominational and nondenominational publishers.

Values and Limitations of Curriculum Materials

The use of published curriculum materials can have great value for a local church.  Often those who write the materials know their Bible and know people and how people learn.  For example, if they are writing curriculum materials for children, they would be well acquainted with child psychology and widely experienced in working with children.  Also, the publishers should have an overall program worked out, that is, a systematic plan which covers a wide range of important Bible passages and topics over a given period of time.  In some cases, however, those who publishes curriculum materials have none of these qualifications, and this is one of the reasons an evaluation form is included at the end of this chapter.

Even if the curriculum publisher has all the qualifications mentioned above, there is still one thing he cannot know, and that is our class.  Publishers gear their materials to average abilities and typical needs.  No matter what publisher's materials we use, we will have to adapt the materials to the particular group we are teaching.  Sometimes we will get only an idea from the materials.  Occasionally we will be able to use a whole lesson as it is written.  But we should not expect to follow the materials week after week without making many adjustments for our unique learners.  By gearing the lesson to the specific needs of our unique class we will be "building others up according to their needs" (Ephesians 4:29).

Structure of the Curriculum

Curriculum publishers follow one of several patterns in their overall program.  These patterns, in turn, are based on two distinct options as illustrated in the diagram below.  The first option is known as a uniform lesson series in which lesson topics for any particular week are the same across all ages.  The second option is known as an age graded series in which lesson topics are geared to the unique needs and abilities of each of the grade levels.

Correlated with lessons for other ages Option 1
Uniform		 The lesson for fifth graders Option 2
Age graded		 Geared to the unique needs and abilities of fifth graders

Although these two options are not mutually exclusive, they do work against each other.  For example, a lesson topic which is chosen to meet the unique needs and abilities of a fifth grader will not do a very good job of meeting the needs of a college age student, making it difficult to correlate the lessons for these two ages.  However, there are some common needs which can be correlated among all ages.  Also, the same basic lesson, or theme, can be taught to different ages as long as the specific aim, the details of the topic, the manner in which it is taught, and the methods that are used are geared to the unique needs and abilities of each different age.  So even though the two options pull in different directions, publishers do not have to choose one option and forget the other option altogether.

The advantage of the first option is that the department superintendent will find it easier to have a common theme for the worship or "assembly" time.  Also, families may find it easier to discuss their similar lessons.  The advantage of the second option is that the learner will probably find the lessons more interesting, relevant to his needs, and understandable.  Of these two advantages, the second advantage seems to be more crucial than the first because the second advantage is a prerequisite to the first.  Only when the lesson is relevant and understood by the learner will he be able to make meaningful connections between the lesson and the departmental worship time or to discuss the lesson with his family.

Different publishers have approached this problem in different ways, often attempting to combine the two options.  The categories listed below represent some of their solutions.

  1. Uniform materials:  All ages have the same basic lesson from the same Scripture passage, with different methods and activities for different ages.  This solution favors the first option.
    Example of this approach:
      Union Gospel Press, www.uniongospelpress.com
  2. Unified materials:  Various departments have different lessons.  The lessons for the school ages are based on the same theme, while pre-schoolers and adults have unique themes.  This solution is a fairly evenhanded combination of the two options.
    Example of this approach:
      David C. Cook, www.cookministries.com/curriculum/davidccook
  3. Departmentally graded materials:  All classes within a department have the same lesson, which is different from the lessons in other departments.  This solution combines the two options, favoring the second option.
    Examples of this approach:
      Scripture Press, www.cookministries.com/curriculum/scripturepress
      Gospel Light, www.gospellight.com

The curriculum publishers listed above are inter-denominational.  There are many other inter-denominational publishers such as:

Also, many large denominations publish their own curriculum materials.

Evaluating and Choosing Your Curriculum Materials

Most churchgoers have a definite opinion about the curriculum materials their church uses.  However, these opinions are seldom based on a thorough evaluation of the materials.  Instead, such opinions are often the result of one-factor analysis.  For example, a teacher doesn't like her materials because the questions seem too hard for her students.  Or, a member of the young adult class might wish the Scripture passages were all printed out in his book so he wouldn't have to keep flipping back and forth in his Bible.

Often a church will base its choice of a curriculum on such opinions about isolated factors.  This way of choosing gives rise to a fairly common phenomenon in our local churches of adopting a new curriculum every two or three years.  The new curriculum is chosen to satisfy those who complained.  But other folks become dissatisfied with the new curriculum and that curriculum is also soon discarded.

Of course, everyone is entitled to his personal preferences.  But who needs a biennial curriculum change?  Every church does need to thoroughly analyze several curriculums looking at a range of important factors.  The curriculum evaluation form at the end of this chapter analyzes these aspects:

  1. Doctrine
  2. Use of the Bible
  3. Salvation and Christian growth
  4. Teaching aims
  5. The teacher
  6. The learning process
  7. Organization of the material

When several curriculums are evaluated and compared, we will notice that each one is strong in certain areas and weak in others.  We will have to decide which areas are most important for us.  Many churches make the area of doctrine the key area of evaluation, and rightly so.  However, we shouldn't make doctrine our sole area of evaluation.  We shouldn't be satisfied just to have a curriculum that is doctrinally sound, but should find one that is also balanced in emphasis and educationally sound.

Who should do the evaluation?  As a general guideline, the pastors and a representative group of people (enough to make up a fair cross section of those who will end up using the chosen curriculum) should be included in the decision making process.  Care should be taken not to include so many people that the process becomes cumbersome.

Whatever curriculum is adopted, the group should remember that no curriculum will fit every situation perfectly.  Each local church will have to adapt whatever curriculum it chooses.  The choice should be based on the overall evaluation of all the factors included in the following form.  Then, when individuals find certain things in the curriculum that they don't like, they should adjust the curriculum materials to their own unique situation and to their own personal liking.

One more basic idea is often overlooked in curriculum evaluation.  Every effort should be made to understand the curriculum's philosophy, its overall purpose and approach.  This understanding will help teachers grasp the significance of certain features of the curriculum that otherwise might seem incidental.  Even though there are several items in the evaluation form which relate to the curriculum's philosophy, one will often have to look further to find a clear statement of philosophy.  Many publishers include a preface in their teacher's materials which explains their philosophy.  Some publishers might even supply a separate prospectus or introductory booklet that explains their strategy or gives an overview of their curriculum.  And some publishers may even be willing to send a representative to explain their materials and their philosophy.

Some final suggestions might be kept in mind as the evaluation form is used.  Instead of reading the first item on the form and then paging through the curriculum materials to find the answer, the complete evaluation form should be studied, the materials skimmed, and then, starting with the first item on the form, the appropriate number should be circled and then brief but specific comments should be written out to explain the evaluation.  Comparisons can be made quite easily if the evaluation of two different curriculums are written out on the same form using different colored pens.

Curriculum Evaluation Form

Source (publisher or denomination)  
Department or age/grade,
(if this is a limited evaluation)		  
Name of person making evaluation  
Date of evaluation  
Scale:  x = Don't know, or irrelevant,  1 = Strongly disagree,  2 = Disagree,  3 = Neutral,  4 = Agree,  5 = Strongly agree

A. Doctrine

1. The curriculum presents the Bible as the authoritative and accurate Word of God, fully inspired and fully reliable.
 x 1 2 3 4 5 (comments)
2. The curriculum teaches that God is there. (He exists in objective reality, and he is spirit, personal, and triune.)
 x 1 2 3 4 5
3. The curriculum teaches that man was created perfect by God, but fell into sin so that now all persons are guilty as sinners and under God's punishment.
 x 1 2 3 4 5
4. The curriculum teaches that Jesus Christ is both God and man, that he took our punishment by dying for our sins, and that he rose from the grave and is physically alive today.
 x 1 2 3 4 5
5. The curriculum teaches that faith (trust) in the person and work of Jesus Christ is necessary and sufficient for one's salvation, now and eternally.
 x 1 2 3 4 5

B. Use of the Bible

6. Stress is placed on biblical basics (such as the above five doctrines) rather than on secondary issues.
 x 1 2 3 4 5
7. The entire Bible is "covered" (some portions in greater detail than others, of course).
 x 1 2 3 4 5
8. The learner is helped to organize and interrelate various aspects of his doctrinal beliefs and Bible knowledge rather than learning various facts and principles in isolation.
 x 1 2 3 4 5
9. Materials from outside the Bible (stories, illustrations, etc.) support the teachings and emphasis of the Bible.
 x 1 2 3 4 5
10. All the lessons are clearly taken from the Bible or are clearly related to the Bible.  There are many references to and quotations from the Bible, and many in-depth studies of key Bible passages.
 x 1 2 3 4 5
11. Both teacher and learner are encouraged to go directly to the Bible and discover its teachings inductively, both in class and out of class.  The Bible is used more than the teacher's manual and the learners' books.
 x 1 2 3 4 5

C. Salvation and Christian growth

12. The gospel (the plan of salvation) is presented clearly and repeatedly, especially in the lessons for the Primary and Junior departments.
 x 1 2 3 4 5
13. Christian growth is stressed for those who are already saved.  Many practical areas of Christian living, including witnessing, interpersonal relations, family living, missions, etc., are dealt with throughout the youth and adult lessons.
 x 1 2 3 4 5

D. Teaching aims

14. Aims are clearly stated in the teacher's manual, and are often focused on learner action (the use of the lesson in the learner's life) rather than mere knowledge.
 x 1 2 3 4 5
15. Aims are based on the typical needs of learners at each given age, and are very specific, rather than pious generalities.
 x 1 2 3 4 5
16. All aspects of the departmental time and the class time (handwork, songs, presession activities, etc.) are relevant to the aim for the day.
 x 1 2 3 4 5

E. The teacher

17. The teacher's spiritual preparation is stressed, and the teacher is reminded to pray for each of his class members by name.
 x 1 2 3 4 5
18. Teachers are encouraged to think of each class member as a unique individual (unique background, desires, abilities, needs, etc.)
 x 1 2 3 4 5
19. The teacher's role as a model is stressed; teachers are encouraged to interact with their learners outside of class, and practical ways of doing so are suggested.
 x 1 2 3 4 5

F. The learning process

20. Both the content of lessons and the methods are geared to the proper age level (geared to learner's needs, interests, capabilities, etc.).
 x 1 2 3 4 5
21. The teacher is encouraged to function as a guide, not merely as a dispenser of knowledge.
 x 1 2 3 4 5
22. Learners are guided to become aware of personal spiritual needs.
 x 1 2 3 4 5
23. Learners are helped to determine their own personal life implications for many of the lesson.
 x 1 2 3 4 5
24. Learners are challenged to think for themselves and to decide for themselves.
 x 1 2 3 4 5
25. Practical life problems are posed for the learner to discuss and solve.
 x 1 2 3 4 5
26. Teachers are encouraged to meet the learners' basic organismic needs (acceptance, approval, accomplishment, etc.) in practical ways.
 x 1 2 3 4 5
27. Suggestions are given for involving children's parents in reinforcing the lesson during the week.
 x 1 2 3 4 5
28. Class procedures and methods stimulate the meaningful involvement of the learner.
 x 1 2 3 4 5
29. Questions are often thought-provoking rather than being all factual.
 x 1 2 3 4 5
30. A wide variety of methods are suggested, and colorful visuals are supplied or suggested.  Adequate examples and practical illustrations are also given.
 x 1 2 3 4 5
31. Feedback from the class (questions, comments, opinions, etc. ) is encouraged throughout the lesson.
 x 1 2 3 4 5
32. Bible memorization that focuses on the meaning and application of the Bible (rather than mere rote memorization) is encouraged.
 x 1 2 3 4 5

G. Organization of the material

33. The teachers' manuals are clearly organized with plenty of background material and sound teaching tips.
 x 1 2 3 4 5
34. The curriculum structure is flexible – easily adapted to meet urgent learner needs and interests.  Allowances are made for individual learner differences; alternative plans are given for large/small classes, for lack of specific equipment, etc.
 x 1 2 3 4 5
35. Learners' books are designed to facilitate carryover from the previous lesson early in each week, and to prepare learners for the coming lesson late in each week.
 x 1 2 3 4 5
36. Materials are printed clearly and attractively.  Their organization and layout is not confusing.
 x 1 2 3 4 5

H. Other items to be evaluated

37.
 
  		x 1 2 3 4 5
38.
 
  		x 1 2 3 4 5
39.
 
  		x 1 2 3 4 5
40.
 
  		x 1 2 3 4 5
Home
Copyright © 1984, 2002, Ronald W. Leigh