Teaching Bible Studies-education questions

Journal 1.1
Describe what Smith and Shortt term the ‘incarnational
approach’. How do you see this approach relating to the three
functions of the Bible mentioned?

Journal 1.2
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.

1.2.1 After 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

1.2.2 If you had to choose one of the above schema to teach
the metanarrative which one would you choose and

Journal 1.3
1.3.1 Briefly describe three examples which show evidence
of the influence of the Torah books on John?s Gospel,
giving references

1.3.2 In what ways do you see the whole book of Genesis
contributing to the Biblical story?

Journal 1.4
?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?

Journal 1.5
1.5.1 Watch 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?

1.5.2 Briefly 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.

Journal 2.1
2.1.1 Briefly explain how the gospels are a continuance of the
Biblical narrative rather than the start of something new.

2.1.2 Briefly explain how the prominence of Jesus is realised
in the Book of Acts.

Journal 2.2
Outline two ways in which the book of Romans is dependent
on the Old Testament in its meaning.

Journal 2.3
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.

Journal 3.1
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

Journal 3.2
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?

Journal 3.3
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?

Journal 3.4
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

3.4.1 Explain what you understand to be Anthony?s ?three
levels of description?.

3.4.2 How helpful do you judge this to be in bridging the gap
between the Bible and educational practice?

Journal 4.1
What implications are there for schools A and B?s Biblical
Studies curriculum in light of their mission statements?
Consider things like content, focus, delivery etc. (One
paragraph each).

Journal 4.2
4.2.1 Example 1, above, is a K – 10 document. Briefly describe
which objectives and skills would be relevant for year 8 (secondary
students) student? Provide reasons for your answers.

4.2.2 How do you see the assessment of Biblical Studies
differing from that of other subject areas?

Journal 4.3
4.3.1 .Critique the rationales of both sources in terms of
the stated outcomes in the year seven content.
Consider how effectively the outcomes relate to the

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

Journal 4.4
Which of the constraints listed above do you regard as valid?
How would you minimise their impact in the Christian school?

Journal 4.5
4.5.1 Do you agree with Dr Clarke?s article? Give reasons.
4.5.2 How do you see the postmodern idea of ‘truth’ being
reconciled to that of Biblical truth in the Christian school?

Journal 4.6
In light of the provided reading, what challenges do you see in
the teaching of biblical studies in relation to different
understandings of ‘truth’?

Journal 5.1
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)?

Journal 5.2
5.2.1 Spend some time reflecting on the sequences in the
GAP curriculum. What do you find to be one strength and one

5.2.2 Read Provided Reading 5.1. What ideas for content
are included there that you think should be included in every
Biblical Studies program?

5.2.3 Look 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

Journal 5.3
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?

Journal 6.1
6.1.1 In reference to Reading 6.1, explain your own
understanding of Christian worldview (at least one

6.1.2 In what ways can the Biblical studies classroom be a
?worldview shaper??

Journal 6.2
6.2.1 ? In your own words explain what a parable is and
why it is such an effective teaching tool.

6.2.2 ? Consider the Parable of the Prodigal Son
(Luke 15 :11-32). Rewrite the parable for a Year 8 (secondary) class with
a more contemporary setting but ensuring the message is retained.

Journal 6.3
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.

Journal 6.4
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 a 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.