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A SUNDAY SCHOOL CURRICULUM
for Coromandel Baptist Church
arranged by Jane Linn and Chris Thorpe and utilising Bible
study notes
written by Grant Thorpe
The following Sunday School program may be copied and
distributed freely
if it is acknowledged and not used for profit.
Printable Version of
this page 
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| Curriculum: |
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| Information:
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| These lessons assume that children need to be taught the
whole Bible story, from Genesis to Revelation. They assume
that children can understand the Bible in ways appropriate
to their age. They also assume that children are part of
the whole Church and learn best in that environment. |
| The 191 lessons itemised have been developed in the context
of the needs of Coromandel Baptist Church but may well be
useful for others who share the concerns mentioned above. |
| We have encouraged the use of a series of books held by
'Mission Publications' called 'Step by Step through the
Bible' written by Daisy L. Henderson, a missionary, who
worked with South Sea Evangelical Mission. These books were
written to bring the stories of the Bible to people for
whom English was a second language but they are suitable
for children also. We have also encouraged the use of the
International Children's Bible (New Century Version, (c)
1983, 1988 by Word Publishing) for those who wish to read
the story to children directly from a Bible or to read it
together. |
| The curriculum is still being filled out. At present,
a complete curriculum outline is set out. Teachers' notes
are available for a number of Bible books. Cross referencing
to the 'Step by Step ' books are provided so that teachers
have assistance straight away in being able to tell the
story to children. Later, it is hoped to have Teachers Notes
for all lessons, and a simplified story for 2-4 year olds,
complete with pictures and suggested activities. |
| As a matter of interest, here are some of the things we
have found helpful in arranging Sunday learning for our
children. |
| Teachers spend one week in four, over a period of six
months, teaching children during 'sermon time'. If there
are enough people to help, other teams can take over for
the next six months. Children accept the variety of teachers
given the common approach being taken. Here is how things
'happen' in more detail. |
Creche 0-1's
After the Church worship time, this group leaves to play
with toys and look at books. |
2-4's group
After the Church worship time, this group leaves and remain
in class until parents pick them up at the end of the service.
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5-8's group
This group leaves at the same time but returns to the service
at a time arranged, to finish the morning with their family
and the whole church for communion, prayers and benediction.
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9-12's group
This group meets fortnightly or monthly depending on availability
of teachers.
They leave after the worship time in church and return as
do the 5-8's group.
On other weeks they remain in the Church service. The leaders
choose to go through a book of the Bible or to follow the
above curriculum. |
13yrs +
Remain in church each week. Some help with Sunday School
in either of the younger two groups. |
| Availability |
| A complete curriculum
is listed and lessons available are underlined. Others will
be added as available. |
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Story telling helps
by Grant Thorpe
Printable Version
The following article may be copied and distributed freely
if it is acknowledged and not used for profit.
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Whoever teaches children - whether at home or at Church groups - must speak ‘the very words of God’ (I Peter 4:11). This should not intimidate us. Rather, it should make us eager to hear the word of God so as to bring this great gift to the children. Here are some pointers to hearing that word and showing it to the children. |
Find (and then show) the action of God in the passage |
The easiest thing to do is to see the action of man and to make this into a behavioural lesson (this is what to do and this is what to avoid). This is not invalid (Exodus 24:12; Romans 15:4; I Corinthians 10:11) but is not the emphasis of the Bible itself. God is eager that we see his side of the story - his purpose, his joy, his certainty, his saving action, his renewal, his hope and his Son. This is all the more so in the Scriptures which recount the appalling failure of the world or of God’s people. God directs us to the covenant he has made with them, the covenant he is keeping, and the covenant he will fulfil. Every action of his has to do with Jesus Christ and him being full of grace and truth. All of the Old Testament prepares for this. All of the New Testament proclaims this. |
If the story is the sower and the seed, the main point is not that we should be good soil (though that is true) but that we should hear the word of the kingdom. God had enabled the disciples to hear this word that Jesus had been distributing generously. So, it is good to take notice of the warning about the word being taken away, dried up, or choked by riches and cares, but all the more important to turn to the Christ whose presence is greater than all these dynamics. As you, the teacher, are now going to freely give the good word of God to the children, trust him for the result! Some will not respond but some will, and there will be a harvest. |
If the story is the greatness of David in overcoming his enemies, the main point is not that we should all be brave and have similar victories but that God was the Saviour of his people, anointed David as king and gave him victories. He did this for David because of his purpose to give the world a Saviour. Christ is now our King, and God has given him and gives him victories for us to share. If we wish to follow in David's steps (and we should), then show the children what David believed so that they may have the same faith as him. |
Find (and show) how the action of God brings us to grace and truth |
The Bible constantly shows people being humbled by the kindness of God. Often times, this is preceded by judgements because they (we) are stubborn, but the end of the story is the triumph of grace in the humbling of a people who delight in God. |
If the story is Peter’s denials, the point is not that we should bravely stand up for Christ (though we should) but that Jesus trained Peter to rely on him instead of bragging about his faithfulness. How strong and gentle Peter was after this! His strength was coming from Christ now. He was a lover of grace, not of himself. |
If the story is Ruth, the point is not about Naomi being pleasant (though that seems to be important to the story) or about Ruth’s kindness to her mother in law (though Naomi draws attention to this). Rather, the promises of God to Israel gave Naomi a faith that was larger than her personal tragedies. She could speak to her daughters in law of the kindness of God but could also speak of the bitterness God had brought into her life. Ruth met the faithfulness of God in her mother in law and through Israel’s provision of a kinsmen/redeemer for widows. |
Be thankful to God for his action |
Someone has observed that one of the missing ingredients of Western civilisation is a zest that arises from gratefulness. The enthusiasm needed for teaching comes from delight in God’s sure action - in the Bible and in life. Don’t tell the children to be grateful; just be grateful and lead them in thanksgiving; it is infectious! It may be necessary, occasionally, to warn about ungratefulness, but your own gratefulness is primary. |
Stories communicate, so keep attention on the characters, action and outcome |
Life itself is a narrative - with many facets and turns. Through Christ, we have been made part of God’s story, so, telling Bible stories is not entertainment or an illustration for a moral, it is our own family history. We can tell it with relish, with understanding, with sympathy and without needing to tie off all the ends. If something seems untidy, then our confidence is in the end of God’s story, not the resolution of every part of life as it happens. |
Happy story time! |
| © 1995 Grant Thorpe |
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CURRICULUM — SUGGESTED ORDER OF USE
CHRISTMAS
100 – 105 |
Coming of God’s Son, Jesus |
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First year |
Lessons |
100, 101, 103, 104. |
Second year |
Lessons |
101, 102, 103, 105 |
Third year |
Lessons |
100, 101, 103, 104 |
Fourth year |
Lessons |
101, 102, 103, 105 |
EASTER
Each year |
Lessons |
151 |
| Each year |
Lessons |
163 |
These particular Christmas & Easter lessons are then not used during the year.
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2–4’s Programme
Printable Version |
The following list gives some idea of the order followed. This is varied as each teacher sees fit. |
Programme: |
1 STORY FOR THE WEEK |
Perhaps begin with a short prayer –giving thanks. |
Use pictures, flannel graph or action scene for telling the story. |
2 SONGS |
Musical instruments like shakers and bells are good to use if there are no actions to the song. |
3 ACTIVITY related to the story |
4 SNACK TIME |
something simple like a couple of small biscuits, few sultanas and a drink. |
5 PRAYER TIME |
optional either separate or linked with another part of the program |
6 ACTION SONGS |
(many of the following tunes are good for writing words to, telling the story in song. Alternatively they are helpful to give the children a little bit of energetic movement during the morning. |
They will also help to gather the children together: |
- Mr. Frog
- Ring a Ring a Rosie
- Old McDonald had a farm (marching)
- 1,2,3,4,5 once I caught a fish alive
- My God is so BIG
- Heads and Shoulders Knees and Toes
- Eyes Ears Mouth and Nose
- I’m a little teapot
- The wheels on the bus
- The Grand Old Duke of York
- Here is the bee hive where are the bees?
- Dingle, Dangle Scarecrow
- This old man, he played one
- Do the hokey pokey
- Teddy Bear, Teddy Bear, Turn around
- Statues – with taped music
- John Brown had a little soldier
- Jack in the box
- London Bridge
- This is the way we . . .
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7 CLOSING ACTIVITY |
It will soon be time for the parents to pick up their child, so have something easy for the children to do. For example, story books, playdough, action songs, bible story pictures cards for a memory game or a simplified version of snap etc.
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5–8’s Programme |
Our teaching for this age group aims to be a simpler form of what is going on in |
Church. Wherever possible, we encourage children to use the Bibles provided (or their own if they bring them) to follow the story, or to look up other references. This is an exciting time for children of this age to discover and explore what the Bible contains. |
In this way, the children are taught to be listeners to God and are prepared for when |
they participate in the whole Church service. |
Programme: |
1. WELCOME with song and sharing – a time of praise & thanksgiving |
Prayers could be added here, if children’s sharing gives rise to this, or a Psalm may be read together. |
2. REVISION of last week’s story |
Recap previous week’s story, encouraging children to remember what they can. |
Recall any memory verse(s) if they have been given. |
A relevant picture is often useful here, to help jog their memory. |
3. SONG – perhaps one sung the week before in relation to that week’s story. |
4. READING / STORY FOR THE WEEK – encourage all children to use Bibles to |
follow the reading and help them in finding their way around the Bible. |
Older children could be ‘buddied’ up with younger children to guide them in this. |
5. DISCUSSION / EXPLANATION / QUESTIONS ABOUT STORY |
Help the children to understand the story by discussing, asking questions, explaining it to them. Sometimes a scripture verse(s) from the story, or a cross reference from elsewhere, is helpful for their understanding. If appropriate, include a memory verse(s) for the week. Perhaps this could be written on a slip of paper for children to take home. |
6. SONG – relating to this week’s story |
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To help with the continuity of lessons from one week to the next, and because we have different teachers each week, a small note-book is kept as a record and passed on to the next rostered teacher.
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