Zheng Lu Jia

Dr. Sponagle

Entry Points, Ch.4-5,11

April 3, 2017

Chapter 4: Viewing the whole curriculum

Outline:

- Introduction
- The nature of knowledge
1. The biblical concept of knowledge
2. Wisdom
3. Knowledge and the curriculum
- A biblical view of the child
1. The nature of humanity
2. The child and learning
3. The child with special needs
- A question of methods
1. What and Why?
2. When and Where?
3. Whom?
- The teachers role
1. The changing nature of the role of the teacher
2. Calling or Profession?
3. Developing relationships
4. Commitment 5. Assessment

Chapter 5: Models of curriculum development

Outline:

- Integrity in curriculum development

1. The curriculum is not neutral
a. St Mary Magdelenes Church of England Primary School
2. Foundations are important
3. Oak Hill School
4. St Mary Magdelenes
 5. The Shepherd School
- Curriculum models
1. The nature and character of God as a focus for learning.
a. Model A: The Kings School, Witney
b. Model B: Oak Hill School
c. Model C: The Dolphin School
2. The Christian world view as expressed in Creation-Fall-Redemption and

Consummation, as a focus for the curriculum.

d. Model D: Christian Schools Trust Science Curriculum Team
3. The creation order as a focus for curriculum development
e. Model E: Covenant Christian School
f. Model F: Christian Schools Trust
4. Knowledge of God as a central focus for learning
g. Model G: The Shepherd School

Notes:

- Knowing by learning (Proverbs 30:3), by experience and observation, (Genesis 3:7;

41:31; Judges 16:20; Ecclesiasties 8:5; Isaiah 47:8; Hosea 5:3) and through technical

skills (Genesis 25:27; 1 Sam 16:16, 18; 1 Kings 7:14).

- Knowing in the intimacy of personal relationships as of that between friends

(Deuteronomy 34:10), or in marriage (Genesis 4:1; 19:8). This has implications for the

development of a personal, active relationship involving commitment, conception and

growth (Jones 1990).

- Knowing in the context of distinguishing between good and bad, as well as in practical

issues such as knowing left and right (2 Sam 19:35; Jonah 4:11), relates to the choices

which can be made. Refusing evil and choosing good, in every area of life; moral,

economic, emotional, material.

- Watching over and caring for (Ps 1:6; 37:18; Proverbs 27:23) are further meanings of

the word yada. Just as God knows (loves and cares for) those who are His, love and

care for each other and the rest of creation is implied (Proverbs 12:10; James 1:27).
 Knowing God bears a responsibility to live according to His word. It is inseparable from

administering justice, and from caring for the vulnerable and power.

Reflection:

Teaching is the process of knowing God. As a Christian teacher, when we teach our

children, we should not only teach them the knowledge about created Nature, but also lead them

to know the greatest creator the Lord God.

Chapter 11: Modern languages

Outline:

1) Introduction
2) Aims of modern language teaching
a) The Christian Schools Trust working party
b) Aims of one Christian language teacher
c) The Charis Project: aims for modern foreign languages
3) The implementation of aims
a) Service
a. Practising hospitality
b. Visiting prisoners
b) Building relationships
a. Strengthening parent - child and home - school relationships
c) Valuing the culture
4) Methods
i) Fostering cooperation
ii) Truth telling
5) Using the Bible as a source
i) The great banquet
6) One further thought

Notes:

- Giving pupils linguistic skills to equip them for various callings in the world of work.

Educating them to use linguistic skills responsibly and with integrity in this context.
- Developing in pupils the motivation, skills and confidence needed to engage in language

study on their own initiative, now or in response to future needs.

- Combating any prejudice, racism or cultural arrogance by exposing children to linguistic

and cultural diversity, viewed within the context of Gods love for all peoples.
- Developing awareness of language, understanding of language, and sensitivity to

language.
- In connection with this, developing childrens responsiveness to God as they come to

appreciate language as a part of his creation and as something to be used to his glory and

in his service.
- Encouraging a more intelligent approach to our translated Scriptures by showing pupils

something of the differences between languages and the frequent lack of precise

equivalence
- Equipping pupils to carry the word of God to those of other language groups (whether

locally or abroad) in these peoples own languages and developing an understanding of

and commitment to mission.

- Giving pupils skills with which to serve others and encouraging them to do so.
- Developing an awareness and understanding of different cultures and ways of thinking

and encouraging pupils to be critical of their own and not to make it absolute.

Challenging British aversion to learning the languages and ways of others as subChristian

and unbiblical.
- Equipping certain pupils for academic study.
- Providing enjoyment and intellectual stimulation in the classroom and enriching pupils

leisure time.
- Learning in a foreign language context skills relevant to the broader curriculum (e.g.

analysis, memorising, drawing of inferences), and in other ways making modern

language teaching a well-integrated part of an overall Christian education, not a loosely

related appendage.
- The implementation of aims
1. Service
2. Building relationships
 3. Valuing the culture

Reflection:

Language is the gift from God. We use it to worship God by prayer and singing the

hymns. Meanwhile, we use it to share the grace of the Lord, and build a good relationship in

Jesus Christ. That is the reason we should tell our children why we have to learn languages.

Hopefully, it may motivate them to learn it actively. On the other hand, we will have a clear goal

to the achievement on students.