EDUC 569 Curriculum and Pedagogy: Biblical Studies
Trinity Western University (Summer 2015)
Instructor:
Johanna Campbell, B.A.,B.Ed. (UBC) M.T.S. (ACTS), DTh. (UNISA)
Educational Consultant. jcampbell@twu.ca; (604) 853-6963.
Prerequisites:
Dates and Times:
Course credit
B.Ed. or undergraduate degree plus a valid teaching certificate.
July 6-10, 2015: 8:30-3:30 daily.
While this course is normally taken for 3 sem. hrs., participants may opt to take it
for 2 sem. hrs. if they choose not to complete the final project.
COURSE DESCRIPTION
This course is designed to deepen teachers’ knowledge of the Bible and its use in Christian schools.
Participants will consider how to teach Biblical Studies from grades K-12, how to use the Bible as a
devotional book, and how the Bible gives direction to the learning-teaching process in all areas of the
curriculum. The course emphasizes the canonical order of Scripture, beginning with the Torah, stressing
God’s plan from creation to new creation. All sections of Scripture—Torah, history, wisdom literature,
the (minor) prophets, the gospels and acts of the apostles, the epistles and the revelation of Jesus Christ—
will be studied from the point of view of how these can be taught and integrated in the classroom.
Participants will extrapolate from Scripture pedagogical guidelines for the teaching of Bible in order to
see God’s power and glory revealed in His Word. They will develop scope and sequence charts, units, and
learning activities for their own classrooms and/or schools (final project).
COURSE OBJECTIVES
This course is designed so that you will:
1. Recognize how the Bible, God’s inspired Word, is foundational to all integration of faith and
learning.
2. Analyze and exegete parts of the Bible with special emphasis on the Pentateuch, wisdom literature,
the minor prophets, the gospels, acts of the apostles and the letters to learn how to teach these genres.
3. Interact with Biblical narrative and literary genre to understand the ‘Heilsgeschichte’ as well as the
richness of Scripture with Jesus Christ as its focal point.
4. Read and interact with Scripture to discover how the Word and Holy Spirit work together.
5. Discover how studying and reading the Bible in community enhances learning.
6. Explore the influences of Biblical principles on teaching and learning.
7. Prepare learning activities and/or a curriculum project on a Bible book for personal classroom use.
8. Be able to tell a Bible story without notes.
9. See more clearly God our Savior’s amazing plan from creation to the new creation.
10. Grow spiritually as you savor and live out the Word of God.
COURSE MATERIALS
Required Texts:
Fee, Gordon and Stuart, Douglas. (1996). How to Read the Bible For all its Worth (HRBFW) Grand
Rapids, MI: Zondervan. Pre-course reading.
Fee, Gordon and Stuart, Douglas. (2002). How to Read the Bible Book by Book: A Guided Tour
(HRBBB). Grand Rapids. MI: Zondervan. Daily reading.
Campbell, J. (2011). How to Profit from the Word: A Handbook for Teachers of Bible in Christian
Schools. Abbotsford, BC: Jesse Tree Publications. (Can be bought from the instructor.)
Campbell, J. (2010). Bible Q. & A. From Creation to New Creation. Langley, BC: Jesse Tree
Publications. (Can be bought from the instructor.)
A good study Bible.
Recommended texts:
Novelli, Michael (2008). Shaped by the Story: Helping Students Encounter God in a New Way. Grand
Rapids, MI.: Zondervan.P
Packer, J.I. and Parrett, G.A. (2010). Grounded in the Gospel: Building Believers the Old Fashioned Way.
Grand Rapids, MI.: Baker Books.
COURSE ACTIVITIES/REQUIREMENTS
July 6:
Introduction to the Bible. An overview: God’s ‘Heilsgeshichte’ from creation to new creation;
creation/fall/redemption/restoration paradigm; discussion of analytical and exegetical tools.
Teaching the Torah: Characteristics of Hebrew narratives; basics of storytelling (Genesis 22).
Teaching/Interpreting Hebrew Narrative: Ruth and Esther. Avoiding pitfalls of
interpretation. Read: Stuart and Fee (HRBBB) pp. 14-62 and 78-81. Refresh: Stuart and Fee
(HRBFW) pp. 80-106.* God’s glory in creation: DVD: God of Wonders. Pre-reading book
report due.
July 7:
Introduction of Wisdom Literature: Job, Psalms, Proverbs, Ecclesiastes and the Song of
Solomon: Biblical wisdom and knowledge rooted in the fear of the LORD. How to
incorporate the wisdom books into the curriculum. Discussion of curriculum planning and
components of a unit. See Handbook: How to Profit from the Word pp. 150-178. Read:
HRBBB pp. 119-165. Refresh: HRBFW pp.205-248.
July 8:
The minor Prophets: Jonah and Habakkuk as samples. Introduction to biblical storytelling.
Jesus Christ in the OT. Read: HRBBB pp. 231-244 and 244-247.
Refresh: HRBFW pp. 181-204. Learning how the Word and the Spirit work together.
The Synoptic Gospels: discussion of Biblical literary genres; Video: Living Water (Ray
Vander Laan); dramatizing Biblical narrative. A sample unit: How to Teach The Beatitudes.
Read: HRBBB pp. 267-295. Refresh: HRBFW: pp. 149-162.
Biblical Storytelling: See How to Profit from the Word chapter 6.
July 9:
The Gospel of John: How Jesus taught; how learning and teaching are joined in Jesus’ stories;
Learning in community—discovering and revealing God’s glory together. N.T. Wright video.
Listening to the Holy Spirit in the text. Read: HRBB pp. 304-313.
DVD: Ray VanderLaan: Faith Lessons on the Life & Ministry of the Messiah.
Acts: Spreading the Gospel. The Church and the Holy Spirit. Questions of historical
precedent. Strategies for Unit planning. DVD: The Visual Bible: Book of Acts. Read:
HRBBB pp. 296-303. Refresh: HRBFW pp. 94-112. Assessment: See Handbook: How to
Profit from the Word, pp. 131-134.
July 10: The Epistles: Colossians and Petrine Letters: How good theology leads to doxology.
Questions of exegesis and hermeneutics. The centrality of Christ in the teaching of Scripture.
Read: HRBBB pp.359-363. Refresh: HRBFW pp. 402-410.
Revelation: The Final Consummation—some keys to interpreting the revelation of Jesus
Christ. Living in the reality of the second coming as we learn, teach and grow in grace. What
did we learn? How did we grow? How can we implement this in our classrooms? Read:
HRBBB pp.426-436. Refresh: HRBFW: pp.249-264.
*HRBFW: How to Read the Bible for All Its Worth: Stuart and Fee
HRBBB: How to Read the Bible Book by Book: Stuart and Fee
NB: Storytelling by students will take place in groups on July 9 and July 10.
 ASSIGNMENTS/LEARNING OPPORTUNITIES AND ASSESSMENT*
1. Required Pre-Reading: Read the book by Stuart and Fee, How to Read the Bible for all its Worth
and come prepared the first day of class, July 6, with a 2-page reflective response (10 marks).
2. Personal Reflective Journal: Lots of interaction with the Word! Read one Bible book from each of
the four categories below (a-d) and write your initial responses in a journal (a one-page summary
double spaced, on one book from each category written in 1st. person sing.). Show that you have
totally immersed yourself in each of these Bible books.
Due: August 21 (20 marks).
a. One of the wisdom books (Job, Psalms, Proverbs, Ecclesiastes, Song of Solomon)
b. One of the minor prophets
c. One of the gospels
d. One of the epistles
3. Book Report: Write a critical book review chosen from the list supplied by the instructor or an
alternate approved by the instructor. Students may also do a critical review of a published Bible
program such as the course of studies published by Christian Schools International or the Association
of Christian Schools International Bible program. The review will be 600-800 words in length. OR,
instead of a book report, you may hand in an essay of reflection which discusses how you will change
(or not change) your approach to teaching Bible in your classroom or school as a result of taking this
course (1000-1200 words), due August 21nd (15 marks).
4. Telling a Bible story to the class: On the basis of the guidelines for telling a Bible story discussed
in class, you will tell a 10-12 minute Bible story to the class, indicating the grade level at which it is
aimed: July 9 and 10 (10 marks).
5. Class participation: You are expected not only to participate in class discussions, but also, from time
to time, lead small group discussions on the required readings, report on your Bible reading and
reflection, and tell a Bible story (10 marks).
NB: Items 1-5 are required for all participants.
6. Curriculum Project (participants who have chosen to take the course for 2 sem.hrs. do not have to
complete this project): Develop a curriculum unit based on a Bible book or Bible theme that you will
be able to teach in your classroom during the next year (for K-2, this may be a detailed outline of two
months of your Biblical Studies curriculum). The unit will include a thematic statement (with
enduring understandings), learning outcomes, about a ½ page description for each lesson, assessment
strategies, memory work assignments and resources to be used. Include ‘Sitz im Tekst, im Buch, im
Kanon’. While this assignment will be adjusted according to the grade level for which it is intended,
this project would usually be 15-25 pages in length, plus any student activity sheets. The final unit is
due on August 21st. (35 marks)
*NB: All assignment due dates are negotiable. Please contact me at jcampbell@twu.ca or
jocampbell@shaw.ca if you wish to verify a book you have chosen for your book report or if you have
any questions. It would be wise to start your assignments and readings at the beginning of the summer so
that when school starts you will have your Bible curriculum ready and not be under pressure to complete
any other assignments. I look forward to working and studying together! (You may also call me at home
at 604-853-6963.)
*Total marks for 2 sem. hrs. course: 65
Total marks for 3 sem. hrs. course: 100 B
Y
POLICIES
Academic Integrity and Avoiding Plagiarism at TWU
As Christian scholars pursuing higher education, academic integrity is a core value of the entire TWU
community. Students are invited into this scholarly culture and required to abide by the principles of
sound academic scholarship at TWU. This includes, but is not limited to, avoiding all forms of
plagiarism and cheating in scholarly work.. TWU has a strict policy on plagiarism (see academic
calendar). Learning what constitutes plagiarism and avoiding it is the student’s responsibility. An
excellent resource describing plagiarism and how to avoid it has been prepared by TWU Librarian
William Badke and is freely available for download (PPWT file) or used as a flash (self running) tutorials
of varying lengths from:
http://www.acts.twu.ca/lbr/plagiarism.ppt
http://www.acts.twu.ca/lbr/Plagiarism.swf (14 minute flash tutorial)
http://www.acts.twu.ca/lbr/Plagiarism_Short.swf (8 minute flash tutorial)
Campus Closure and Class Cancellation Policy
In the event of deteriorating weather conditions or other emergency situations, every effort will be made
to communicate information regarding the cancellation of classes to the following radio stations: CKNW
(980 AM), CKWX (1130 AM), STAR FM (107.1 FM), PRAISE (106.5 FM) and KARI (550 AM). As
well, an announcement will be placed on the University’s campus closure notification message box
(604.513.2147 and on the front page of the University’s website (http://www.twu.ca - also see
http://www.twu.ca/conditions for more details.
An initial announcement regarding the status of the campus and cancellations of classes is made at 6:00
AM and covers all classes beginning before 1:00PM. A second announcement is made at 11:00AM that
covers all classes which begin between 1:00PM and 5:00PM. A third announcement is made at 3:00PM
and covers those classes which begin after 5:00PM.
If this specific class must be cancelled for any other reason, the instructor will communicate this in
advance. In the case of an unexpected cancellation, a sign will be posted on the classroom door.
TWU Graduate Level Grading Rubric: see below:
POINT
VALUE
GRADE
A+
A
A-
B+
95-‐100 4.3
Exceptionally well-‐reasoned, compelling development of position. Outstanding
incorporation of personal vision as well as of references and resources. Strikingly
appropriate examples. Extraordinary insight, critical analytical and evaluative
ability, and creativity. Superlative style and language usage. Makes an original
contribution and is potentially publishable.
90-‐94 4.0
Well-‐argued and convincing development of position. Insightful incorporation of
personal vision as well as of references and resources. Notably appropriate
examples. Excellent insight, critical analytic and evaluative ability, and creativity.
Impressive style and language use.
85-‐89 3.7
Thorough and plausible development of position. Skilful incorporation of personal
vision as well as of references and resources. Very good examples. Very good
insight, analytic and evaluative ability, and creativity. Commendable and fluent style
and language usage.
80-‐84 3.3
Proficient development of position. Appropriate incorporation of personal vision as
well as of references and resources. Relevant examples. Good quality insight,
analytic and evaluative ability, and creativity. Clear and correct style and language
usage.
3.0
B
GRADE.
75-‐79
Competent development of position, but possibly with some gaps and/or
limitations. Satisfactory incorporation of personal vision as well as of references
and resources. Satisfactory examples. Reasonable insight, analytic and evaluative
ability. Little creativity. Generally satisfactory style and language usage, but
possibly with some minor flaws.
B-
70-‐74 2.7
C
<70
2.0
Passable but unimpressive development of position. Position not completely
consistent with personal vision or references and resources not taken fully into
account or examples are basic or not completely convincing or barely acceptable
insight and analytic and evaluative ability. Adequate style and language usage, but
with weaknesses in some respects (e.g., clarity, coherence, grammar). Overall
quality shows noticeable deficiencies.
Unacceptable work at graduate level. Shows lack of understanding and/or
competence in several of the criteria described above. This grade is a failing grade
at the graduate level, and students receiving a “C” course grade are required to re-take the course.