Curriculum Design from a Biblical Perspective
The framework used is from “The Big Picture” concepts outlined in the book Transformation by Design.
Curriculum is designed backwards using a Christian perspective which avoids the “twin sins” of traditional design which are:
- Activity focused teaching but without meaning
- Prioritising content coverage but without engagement
Curriculum planning needs to focus on answering the “why?” and “so what?” questions in concrete terms.
“Without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating”
Wiggins & McTighe, 2005, p.15
Theme or main idea
The main idea, or central idea, is a short phrase that succinctly encapsulates the purpose of the unit and can be referred to throughout.
The purpose within a biblical context needs to be made transparent for students.
Continually highlight the main idea using:
- Posters
- A key photo for the topic that illuminates the message.
- Biblical references.
- Cover pages of workbooks.
Unit outline
Lifelong learning goals are lined up beside curriculum outcomes to help students understand the big picture of how their learning fits together.
Learning goals are made clear and visible to students so that they can see what is valued.
Goals are framed as ‘head, heart, and hands‘.
The process of identifying learning intentions encourages teachers to deeply contemplate and engage with the concept of success for students, within the intertwined objectives of faith and mathematics.
Self-assessment rubric
At the beginning and end of the unit, students are provided with a self-assessment rubric.
This further clarifies what ‘success’ could look like in terms of faith. Students are invited to change the wording to suit their individual journeys and evaluate their progress.
Teachers then need to identify attainable sub-goals to provide clear markers of progress along the way, which help students with self-efficacy and to build intrinsic interest and motivation for the work.
Students can re-visit the self-assessment rubric at the end of the unit to identify areas of growth.
Clear ‘entrance’ into the unit or ‘hook lessons‘
A clear entrance way into the unit, a launch lesson or activity, or a ‘hook’ is planned for the beginning of the unit to invite students into the unit.
This allows them to begin to explore the purpose of the unit.
It may take the form of:
- A discussion question
- An introductory PowerPoint
- A thought-provoking image or statement
- A fun and engaging activity.
Learning opportunities, activities, and formative assessments
Activities need to always be delivered as part of the bigger story! They do not ‘stand-alone’ nor should they be given in isolation.
Show students where their learning fits using the unit outline. It is important to make frequent connections to the main idea and to life!
Students need multiple formal and informal learning opportunities.
My Story
It is important to spend time reflecting on how your knowledge and understanding of this topic help you personally know God better, worship Him, serve Him, love others, or bring shalom into your community.
Share your story!
It helps students make connections between what is happening in the classroom and the ‘real life’ that God intends for them.
Assessment
“What is assessed and reported shows what is really valued”
Hanscamp et al., 2019, p. 95
Feedback and formative assessment opportunities are vital prior to the ‘final assessment’.
Teacher’s outline
Draws all of the above elements together.
It provides an overview of the big ideas, biblical perspective, curriculum ties, and key activities that help students understand the purpose of their learning.
The teacher’s outline and framing activities will help you with the language to use throughout the unit and help you authentically answer the question, “Why are we doing this topic of work?”
Students who do not know or cannot predict what is coming next experience fear and disempowerment, eventually become cynical [whereas] student self-efficacy connects in part to their believing that school makes sense.
Badley, 2019, p. 88