1. + The Composite model Dr Margaret Carswell

2. + A composite model 1995 Masters of Education Thesis: Educating into Discipleship. http://teachscripture.com/documents/chapt er3forwebsite.pdf http://teachscripture.com/documents/chapt er3forwebsite.pdf  Dorothy Jean Furnish (1975)  Roger and Gertrude Gobbel (1986)  Derek Bastide (1987)  Jerome Berryman (1991)  Barbara Stead (1994)

3. + Basic Convictions Biblical passages should be chosen on the basis of their suitability for the students who will work for them: some passages are ‘not helpful’ Children should be introduced to the Bible itself – not bible stories – and they must be allowed to be ‘hands on’ with the passages Telling passages is preferable to reading them

4. + Basic Convictions The biggest error teachers commit is that they assume students have sufficient knowledge of Scripture, the culture of the writing, the time in which it was written and its literary form, before they begin. Scripture should be taught not used. How a passage should be taught should be considered only after the teacher understands it themselves

5. + A composite model; strengthened 2006 Doctoral Thesis: Biblical Metaphors for God in the Primary Level of the Religious Education Series ‘To Know Worship And Love http://dlibrary.acu.edu.au/digitaltheses/publ ic/adt-acuvp137.17052007/ http://dlibrary.acu.edu.au/digitaltheses/publ ic/adt-acuvp137.17052007/  Review of Church documents from 1893 which directed the study and interpretation of Scripture

6. + A set of Principles Scripture is the inspiration for catechesis and the source of the content to be taught Those being taught must regular and assiduous contact with the actual text Scripture must be read with the intelligence and heart of the Church

7. + A set of Principles Any adaptation of Scripture, necessary to meet the educational and cultural needs of students, should be undertaken with patience, wisdom and without betrayal of the message Inclusions and omissions Amalgamation of passages Scripture should be introduced systematically to meet the developmental needs and capabilities of students

8. + A set of Principles Sound educational processes are to be applied to religious instruction; it must appear as an academic study similar to any other subject in the curriculum Source or instrument of curriculum documents Pre-determining the meaning of a passage is unhelpful

9. + Scripture must be read with the intelligence and heart of the Church Literary form matters Terminology matters Author purpose and intent matters The historical setting matters ‘What the author was trying to convey…’ matters Interpretation of a passage ALWAYS come after its study

10. + The Composite Model Before you being planning the process determine what you want students to learn Clear outcomes or objectives should describe the intended learning of students and to direct teaching About the passage… (its history, writing context, ‘contents’…) About the meaning… (interpretation) Assessment of these outcomes/objectives should occur at the conclusion of the process

11. + Determine how you will know if they have learned this These might be specifically designed summative tasks, anecdotal notes of observations, work samples

12. + Begin planning the Process The Composite model has three components: Prepare to Hear the Word Hear and Encounter the Word Respond to the Word

13. + The three components comprise the whole process – none should be left out The process is sequential: start at the beginning, finish at the end.

14. + 1. Prepare to Hear the Word (you are about to hear a sacred story from an ancient world…get ready!)  Prepare to Hear the Word begins with the teacher preparing themselves. We can only teach what we know…  Literary form - interpretation - truth  Understand any terminology, cultural, social or religious events or practices  Author and audience  Interpretation: ‘What the author is trying to convey…’

15. + 1. Prepare to Hear the Word  Preparation by the teacher allows the identification of how students need to be prepared.  Key question is: Now that I am prepared and understand this passage how should I prepare my students to hear and understand it? TWO absolutes!  Literary form - Interpretation - truth  Understanding of terminology, (cultural, social or religious practices, places, roles etc)

16. + 1. Prepare to Hear the Word  Literary form  Structure  Other examples  Terminology  Maps, diagrams, pictures, websites, religious objects or artifacts  Author – other stories, themes, features of their writing  ‘Life experiences’ of students The key word here is ‘enough’

17. + What method will you employ to share this story? Tell it by far the preferred method But….at some point students should experience the actual words of the author Read it From the Bible? From an IWB 2. Hear and Encounter the Word

18. + Encounter the Word STUDY How will you engage your students in ‘hand on’ study of the passage? What do they need to learn, understand, apply, consider BEFORE they offer an interpretation Remember your outcomes! INTERPRETATION - How will you invite them to propose what they think the author was trying to convey? 2. Hear and Encounter the Word

19. + Are you a teacher or a facilitator? Remember the mantra is ‘Teach scripture don’t use it.’ In organising activities so that your students might study the passage don’t be afraid to take the lead and explain, describe, point out, direct, clarify, correct, give information…in short, to teach!

20. + Responding to the Word offers students the chance to reflect on their learning; to remember that Scripture is a sacred text which can inform but also transform us. Learn more Act – do something Pray 3. Respond to the Word

21. + Learn more Are there other passages which link to this one…can we form conclusions about the author and their message? How does this passage differ from those of the same event given by other authors? Have social, religious or cultural aspects of life been mentioned which warrant further study? 3. Respond to the Word

22. + Act – do something Get going. The passage was intended to motivate people into action…to believe, to celebrate and to live differently as a result of its insights. Arrange to do something in response to what this passage offers 3. Respond to the Word

23. + Pray Scripture belongs in the community of the faithful. Bring this passage to your prayer…meditate on it, pray it, see how the Church has integrated it into the Liturgical year. Sit quietly with the God the author wanted you to know. 3. Respond to the Word

24. + Consequences and tips of using the Composite Model You will have to prepare yourself more You will teach less Scripture …perhaps only one passage per unit – but you will teach it better. Skimming the surface of passages leads to literalism… As much as you can, use the same author Make fact file or word walls of information you gather. Refer back to it as you need to Draw on your literacy skills; use activities and teaching strategies you use in Literacy in studying texts…characters; plot; setting; language patterns, phrases www.teachscripture.com has some generic activities for teaching scripture www.teachscripture.com www.thebibledoctor.com is a child friendly online Bible dictionary www.thebibledoctor.com

25. + Finally, remember why teaching Scripture matters: Ignorance of Scripture is ignorance of Christ. margaret.carswell@acu.edu.au