WPC S""3jZdCw_MRלMZewXIȮn.%8`!z(T"9qiq]$j@Ho! sتq: ]7*Vא_lSq[a|ˏ)p}pWA4і]>+-6U٨`MGv 8P4;nTe>ՔXrncXuS֕؁ĹLeFisHPI5mpv>[e#!UN % 0L w = 4G [ UNj B B* a $ !7 U HX 0c 1 0 w 0  0  0 + 0 f 0 fa)%&f a 0 #&I8GdF,'r#(# 1 1 1 1 1#fa 1uf5a7fKaMfaacNw^ y m Ai 0! BC-HP LaserJet 5P/5MP (HP),$$,0(  Z 6Times New Roman RegularX(E$UKUS.,..,,        TRWH6&A4WH6&A46&A46&A4T"UK  C:\OFFICE\WPWIN\TEMPLATE\WPWP60UK.WPTbx&)[!3|x(x-  Z6Times New Roman Regular d&0 d dTABLE A _d)Service _a)Laws+hH  0Times New Roman Bold(;$2  0  .3  0   htCEIMQUY]aAutoList2""""""""i)1)a)(OL$0  2  a  .3  0` (#(#(bd$0  0` (#(#2   .3  0 ` (#` (#(x0S$0  0` (#(#0 ` (#` (#2(  0  )3  0 (# (#($0  0` (#(#0 ` (#` (#0 (# (#2(  a  )3  0h(#(#(g$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#2(   )3  0h(#h(#&($u$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#2  0  )3  0(#(#`TABLE A _a)Spirituality _b)Morality _c)Sacrifice4TABLE A($0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#2  a  )3  0p(#(# _b)Teachings ?_c)Hist.&_K.F._ =_d)_Cov_.&Ad. Z_e)_Sa_._Sc_. <_f)_Oth_.Rel. _a)Individual _b)Family _c)Sociallife _d)Admin. htCEIMQUY]aAutoList3""""""""i)1)a) huCEIMQUY]aAutoList4""""""""i)1)a) h.uCEIMQUY]aAutoList6""""""""i)1)a) h>uCEIMQUY]aAutoList7""""""""i)1)a) hNuCEIMQUY]aAutoList8""""""""i)1)a)4TABLE A3#37=CIQYag1.a.i.(1)(a)(i)1)a)TABLE ATABLE BTABLE CtZ*)cUc`[Inline Te&xt" <<C(3$ E!UKUS.,..,,        TRU6&A4X3' Letter6&A43'T"UK    ݀Level 1Level 2Level 3Level 4Level 5)Hairline d E!UKUS.,..,,        TRU6&A4X3' Letter6&A43'T"UK    _   Appendix1     Passageusedforquietreflectioninprogramme1:Whatisagood_Bah_? Imust,therefore,giveyoumyinstructionsandexhortationstoday,andthesearenoneotherthantheteachingsof_Baha'u'llah_.  Youmustmanifestcompleteloveandaffectiontowardallmankind.Donotexaltyourselvesaboveothers,butconsiderallasyourequals,recognizingthemastheservantsofoneGod.KnowthatGodiscompassionatetowardall;therefore,loveallfromthedepthsofyourhearts,preferallreligionistsbeforeyourselves,befilledwithloveforeveryrace,andbekindtowardthepeopleofallnationalities.Neverspeakdisparaginglyofothers,butpraisewithoutdistinction.Pollutenotyourtonguesbyspeakingevilofanother.Recognizeyourenemiesasfriends,andconsiderthosewhowishyouevilasthewishersofgood.Youmustnotseeevilasevilandthencompromisewithyouropinion,fortotreatinasmooth,kindlywayonewhomyouconsidereviloranenemyishypocrisy,andthisisnotworthyorallowable.Youmustconsideryourenemiesasyourfriends,lookuponyourevil-wishersasyourwell-wishersandtreatthemaccordingly.Actinsuchawaythatyourheartmaybefreefromhatred.Letnotyourheartbeoffendedwithanyone.Ifsomeonecommitsanerrorandwrongtowardyou,youmustinstantlyforgivehim.Donotcomplainofothers.Refrainfromreprimandingthem,andifyouwishtogiveadmonitionoradvice,letitbeofferedinsuchawaythatitwillnotburdenthebearer.Turnallyourthoughtstowardbringingjoytohearts.Beware!Beware!lestyeoffendanyheart.Assisttheworldofhumanityasmuchaspossible.Bethesourceofconsolationtoeverysadone,assisteveryweakone,behelpfultoeveryindigentone,careforeverysickone,bethecauseofglorificationtoeverylowlyone,andshelterthosewhoareovershadowedbyfear.  Inbrief,leteachoneofyoubeasalampshiningforthwiththelightofthevirtuesoftheworldofhumanity.Betrustworthy,sincere,affectionateandrepletewithchastity.Beillumined,bespiritual,bedivine,beglorious,bequickenedofGod,beaBaha'i.  (`_Abdu'l_-_Baha_:PromulgationofUniversalPeace,pages452-453)  ` !   !@    Appendix2 @     Passageusedinprogramme1  Aimsofthecurriculum  @   XӶXXXFrom:WaitingupontheBlessedBeauty! P  ANationalCurriculumfor_Bah_ԀEducationofChildrenintheUnitedKingdom. @  Section5,WhatKindofAdultsDoWeWantOurChildrenToBe? 0  Page28Perhaps,moresimply,wemightask:whatkindofpeopledowewanttoproduceasaresultofthemgoingthroughelevenorsoyearsofasystematic_Bah_ Ieducation?I)  PeoplewhoareabletomaintainameaningfulrelationshipwithGod,whocanleada  morallife,andwhowillbeofservicetothehumanrace.ii)  PeoplewhohaveagoodknowledgeandunderstandingoftheFaith. p iii)  Peoplewhohavetheskillstoallowthemtofunctionasusefulmembersofthe_Bah_ I P communityA_Bah_ Ieducationprogrammethatfailstoprovideanyoftheabovewouldseemtobeawasteofeveryone seffort.Noneissufficientwithouttheother,theyareinterdependentandinseparable.#XӶXX XӶ #  0    Appendix3     UsedinProgramme1AttainmentTargets. XӶXXXӶFrom:WaitingupontheBlessedBeauty!  ANationalCurriculumfor_Bah_ԀEducationofChildrenintheUnitedKingdom.   Section6,DerivingtheAttainmentTargets   Pages2931BeforewecangetintothedetailsofaNational_Bah_ԀCurriculum,wemustestablishourgoals,ouraims,thebroadfeaturesofwhatwewishourchildrenandyouthtohaveattainedbythetimetheycompletetheirelevenorsoyearsofsystematic_Bah_Ԁeducation.Thesegoalsoraimsaredescribedas ATTAINMENTTARGETS, ortargetswewishourchildren `  andyouthtoattain.ToderivetheattainmenttargetsfortheUKNational_Bah_ԀCurriculum,wesimplyhavetoreferbacktothequestionsposedintheprevioussection,i.e.:whatkindofadultstowewantourchildrentobe? I)Affectivelearning istolearnnewattitudes,newwaysofthinkingandbehaving,and,in  manyways,thisiswhatliesattheheartofbeing,orbecoming,a_Bah_.Inanincreasinglymaterialworlditismoredifficulttoacquireandsustainaspiritualandmorallifestyle.Everyoneisencouragedtobeselfishanddemandinstantgratification.Profithasreplacedserviceasthemainmotivationinhumanaffairs.Wemustbeintheworldbut apart fromit, ` andthereinliesthestruggle.Agreaterdegreeofmiseryandsufferingwouldbeamelioratedifourliveswereinfusedwithahigherlevelofspiritualandmoralawareness.Itistheessenceofreligiousteachingtoimpartthisawarenesstohumanity.ThereforethisisthefirstAttainmentTarget. Certainly,certainlyneglectnottheeducationofthechildren.Rearthemtobepossessedof !P spiritualqualities,andbeassuredofthegiftsandfavoursoftheLord. !@ //) "_Abdu_ l_Bah_Ԁ_B.E._Ԁ(1987),p.20 "0   ATTAINMENTTARGETONE(AT1)  % # TheAcquisitionofaSpiritualandMoralCharacterdevotedtoSacrificeandService.This,then,isastatementofintentionthatwewishourchildrenandyouthtoattaintoavirtuouscharacterthatwillencourageselflessnessandastrivingtoassistothersbeforethemselves.ii)Manyeducationalistswouldholdthateverythingstartswithknowledgeandunderstanding.Untilwehaveknowledgeandunderstandingofsomething,itissaid,wecannotprogresstodoingsomethingaboutit.Learningnewknowledgeiswhatmostpeoplefirstassociatewitheducationanditisprobablywhatmostofour_Bah_Ԁeducationconsistsofatpresent.Itis 0,/ _not,however,thefirstofourAttainmentTargets,becauseoftheprimacyofspiritualityandmoralityintheBahteachings. OlovingFriends!Exerteveryefforttoacquirethevariousbranchesofknow/edgeandtrueunderstanding.  ) "Abdu 1BahB.E.(1987),p.20 `   ATTAINMENTTARGETTWO(AT2)   ` TheAcquisitionofKnowledgeandUnderstandingoftheLaws,Teachings,HistoryandKeyFigures,CovenantandAdministration,andSacredScriptures,oftheBahFaithandotherDivinelyRevealedReligions.This,then,isastatementofintentionthatwewishourchildrenandyouthtoattaintoaknowledgeandunderstandingofthevariousaspectsoftheBahFaith.iii)TofunctioneffectivelyasamemberoftheBahcommunityweneedtomakeuseofawiderangeofskills.Thesecanbelearnedbestwhenweareyoung,indeed,mustbelearned,ifwearetoplayourpartcompetentlyinthevariousroleswehaveinourlives.Muchunnecessarypersonalandcollectivefrustrationandsufferingcouldbeamelioratedifourcommunitymembersweremorehighlyskilledinwayswhichallowedthemtolivemoremeaningfulandfulfilledlives. Encouragethechildrenfromtheirearliestyearstomastereverykindoflearning,andmake @ themeagertobecomeskilledineveryart... 0 //) "Abdu lBahB.E.(1987),p.20  p  ATTAINMENTTARGETTHREE(AT3)    TheAcquisitionofSkillsappropriatetotheIndividual,Family,SocialandAdministrativeLifeofaBah.This,then,isastatementofintentionthatwewishourchildrenandyouthtoattainthevariousskillstheywillneedtofunctioneffectivelyineachaspectoftheirlivesasBahs.* ddd Xdd Xdd X " ", dd", dd", dd"+   % #  AT1 '%4!$" ' AT2 '%4!%" ' AT3 '%4!&" 'ASPIRITUALANDMORALCHARACTER ')(%)" 'KNOWLEDGE&UNDERSTANDINGOFTHEBAH 0 )(%, FAITH '*H&-" 'SKILLSAPPROPRIATETOTHELIFEOFABAH0"*H&1"  "#XӶXX XӶ#  /h*4 X   Appendix4     ExtractsusedforquietreflectioninProgramme2,sectionE:'Assistance Othouteacherofthechildrenofthekingdom!̀Thouhastarisentoperformaservicewhichwouldjustlyentitletheetovauntthyselfoveralltheteachersonearth.Fortheteachersofthisworldmakeuseofhumaneducationtodevelopthepowers,whetherspiritualormaterial,ofhumankind,whilstthouarttrainingtheseyoungplantsinthegardensofGodaccordingtotheeducationofHeaven,andartgivingthemthelessonsoftheKingdom.̀TheresultofthiskindofteachingwillbethatitwillattracttheblessingsofGod,andmakemanifesttheperfectionsofman. " "H " `  55$ "(`Abdu'l-Baha:Education,page274) P   OthouwhoartsteadfastintheCovenant!̀ThouhastexertedstrenuouseffortsfortheeducationofchildrenandIhavebeen,andam,infinitelypleasedwiththee.PraiseGod,thouhastbeenenabledtoserveinthisfield,anditiscertainthattheconfirmationsoftheAbhaKingdomwillencompassthee,andthoushaltachieveprosperityandsuccess.55$ "(`Abdu'l-Baha:Education,page274)   Atalltimes,IimploreAlmightyGodtomakeyouthemeansofilluminatingthemindsofthosechildren,ofbringingtheirheartstolifeandsanctifyingtheirsouls.55$ "(`Abdu'l-Baha:Education,page272) P  Amongthegreatestofallgreatservicesistheeducationofchildren,andpromotionofthevarioussciences,craftsandarts.PraisedbeGod,yearenowexertingstrenuouseffortstowardthisend.Themoreyepersevereinthismostimportanttask,themorewillyewitnesstheconfirmationsofGod,tosuchadegreethatyeyourselveswillbeastonished.̀Thisverilyisamatterbeyondalldoubt,apledgethatshallcertainlyberedeemed.55$ "(`Abdu'l-Baha:Education,page276) # !  PraisedbeGod,aschoolforgirlshathnowbeenestablishedinHamadan.Yewhoaretheteachersthereofmustdevotemoreofyoureffortstocharactertrainingthaninstruction,andmustraiseupyourgirlchildrentobemodestandchaste,ofgoodcharacterandconduct-andinadditionmustteachthemthevariousbranchesofknowledge.̀Ifyefollowthiscourse,theconfirmationsoftheAll-GloriousKingdom,inagreatrollingswell,willriseandsurgeabovethatschool.̀Myhopeisthatyewillsucceedinthis.55$ "(`Abdu'l-Baha:Education,page285) @,'* ̀ OyeservantsoftheSacredThreshold!ThetriumphanthostsoftheCelestialConcourse,arrayedandmarshalledintheRealmsabove,standreadyandexpectanttoassistandassurevictorytothatvalianthorsemanwhowithconfidencespursonhischargerintothearenaofservice. "(`Abdu'l-Baha:Selections...`Abdu'l-Baha,page264) 10-0  2 .1 _      Appendix5     PassagesusedforquietreflectioninProgramme3: @  Consider,forinstance,therevelationofthelightoftheNameofGod,theEducator.Behold,howinallthingstheevidencesofsucharevelationaremanifest,howthebettermentofallbeings_dependeth_Ԁuponit.Thiseducationisoftwokinds.Theoneisuniversal.Itsinfluence_pervadeth_Ԁallthingsand_sustaineth_Ԁthem.ItisforthisreasonthatGod_hath_Ԁassumedthetitle,"Lordofallworlds."TheotherisconfinedtothemthathavecomeundertheshadowofthisName,andsoughttheshelterofthismostmightyRevelation. "(_Baha'u'llah_:Gleanings,pages189-190) `   ManisthesupremeTalisman.Lackofapropereducation_hath_,however,deprivedhimofthatwhichhedothinherentlypossess.ThroughawordproceedingoutofthemouthofGodhewascalledintobeing;byonewordmorehewasguidedtorecognizetheSourceofhiseducation;byyetanotherwordhisstationanddestinyweresafeguarded.TheGreatBeing_saith_:Regardmanasaminerichingemsofinestimablevalue.Educationcan,alone,causeittorevealitstreasures,andenablemankindtobenefittherefrom.  (_Baha'u'llah_:Gleanings,pages259)  :   _   Appendix6    XӶXXXӶ  From:WaitingupontheBlessedBeauty!ANationalCurriculumforBahEducationof @ ChildrenintheUnitedKingdom.󀀀Pages2123#XӶXX XӶ;# XӶXXXӶԀ(Forreferencewhenusingprogramme3) 0 HOWISACURRICULUMDIFFERENTFROMASYLLABUS?   Asyllabusisadifferentcreatureentirely.TheShorterOxfordEnglishDictionarydescribesitinthisway: Aconcisestatementortableoftheheadsofadiscourse,thecontentsofatreatise,the `  subjectsofaseriesoflectures,etc.;acompendium,abstract,summary,epitome. P  Putverysimply,asyllabusisalist.Itisalistofthetopicsorthemestobetaughtwithinagivensubject.Asyllabusisderivedfromacurriculum.Whereacurriculumistheoretical,asyllabusispractical.Whereacurriculumisgeneral,asyllabusisspecific.Acurriculumprovidestheunderlyingrationaleforwhatistobetaught;asyllabusdescribesthecontentsandorderofwhatistobetaught.Ifthecurriculumisstrategy,thesyllabusistactics.Toputitanotherway,wecanlookatthescienceofArchitecture.Tobuildahouseweneedaplan!thearchitecturaldrawings,whichsetoutthedimensionsandmannerofconstructionofthebuilding.Withouttheplan,thedrawings,wecannotconstructthehouseproperly.Thebuildingwouldbehaphazard,lopsided,liabletocollapse,evendangeroustouse.Thehouseinthiscaseisthesyllabus.Theplansordrawingsarethecurriculum.Toextendtheanalogy,thedecorationandfurnishingsofthehousearethelessonsthemselves.And,likethedecorationandfurnishings,thelessonsaredevisedaccordingtothepersonaltastesoftheteacher.Youcannotpaintorfurnishahousethatisnotyetbuilt,norcanyoubuilditwithoutpreviouslysettingouttheplan.First,therefore,comesthecurriculum,thenthesyllabusandfinallytheindividuallessons.Theeffectivenessofaneducationsystemdependslargelyuponhowcarefullyandsystematicallythisprocessisfollowed.Simpleandobviousthoughthismaybe,itcanbeeasilyoverlookedbythosepreparingsystemsofeducation.Anotherexample:* dd dd" dd" dd"   " ",% , ,Y +   $@ " TheScienceofNutrition:0  describesthemajorelementsofthehumandiet,suchascarbohydrates,fats,proteins,vitaminsandminerals,andalsodescribestheirtypes,functionsandrelationshipstoeachother. $(t#&   T% ' THISISACURRICULUM  $(t#+  XTheElementsofaDiet:0 Z givespecificexamplesoffoodstuffsforeachcategory,e.g.carbohydratesincludebread,cakes,biscuits,cereals,potatoes,pastry,batter,honey,jamsetc. x,'/ZZ   )$0 THISISASYLLABUS  x,'4 IndividualMeals: 0 Z couldbemadeupof:beansontoast,roastbeefandtrimmings,curriedchickenandrice,pizzaandsalad,fishandchips. /,+7ZZ   -L)8 THESEARELESSONPLANS /,+;   Z TouseaBah example,Abdu lBah s TabletsoftheDivinePlanaretheblueprintfor 1<-< allglobalandregionalornationalteachingplansdrawnupbyShoghiEffendiandthe 2,.= UniversalHouseofJustice.TheTabletsoftheDivinePlanarethecurriculum!thesourceandimpetusforthevariousplansdrawnupsubsequently.Thesesubsequentplansareeachasyllabus,drawnupforaspecifictimeandplace.Acurriculum,then,isagiantstorehouseorrefrigeratorfromwhichwemayderivethemenusofmanydifferentsyllabi.Usingalltheelementscontainedinthecurriculumwemaymakemoreorlessdetailedsyllabiwithcertainemphases,eitherintermsofsubjectmatterorapproach. WhatwemustnotdoistomistakeananthologyofverseforthewholecanonofEnglishPoetry.Ifweprovideonlyasyllabus,inplaceofacurriculum,wearegivingourteachersandpupilsabagfullofjumbledjigsawpieces.Theyneedtheboxwiththepictureonitslidtoshowthemwherethepiecesgoandhowtheyfittogetherinrelationtoeachother.Thatwaythepuzzlehasameaningandismorefuntoworkon._       Appendix7   PN(Forusewithprogramme3)From:WaitingupontheBlessedBeauty!ANationalCurriculumfor_Bah_ԀEducationof  ChildrenintheUnitedKingdom.   Section4,WhatisaCurriculumPage24#XӶXX XӶ<# XӶXXXӶ    SECTIONFOUR `  WhyDoWeNeedACurriculum?     Anexaminationofthereasonsforhavingacurriculumandwhatitcanprovide. Thelearnedofthedaymustdirectthepeopletoacquirethosebranchesofknowledgewhich   areofuse,thatboththelearnedthemselvesandthegeneralityofmankindmayderivebenefitstherefrom.  + "_Bahullh_ԀB.E.(1987),p.5  Thereasonsforhavingacurriculumaremany.Someoftheseareexaminedbrieflybelow:I) Z Todefinewhatshouldbetaughtandprovideaclearjustificationforit.Thisallowsustoavoidbeinghaphazardandgiveussomeconfidenceintherightnessofwhatweareteaching.ii) Z Tohelpusunderstandeachelementwearetoteach,inrelationtotheotherelementsandtothewhole.Ifwehavenooverallgraspofwhatwearedoing,howcanweexpectthechildrentoappreciatethesignificanceofanythingweteachthem?iii) Z Toallowustorespondfullyandsensitivelytotheuniqueconditionsofourownsituation,andnotsimplyadoptuncriticallythemethods,contentsandemphasesofeducationalprogrammesdevelopedforanotherplaceand/ortime.iv) Z Tohelpustowardastandardisationofeducationalprovisionoverthewholecountry,sothat,nomatterwhereachildoryouthisorhoworbywhomtheyaretaught,theymayreceivethesameentitlementtoaquality_Bah_ Ieducationalexperience.v) Z Tohelpusprovidecontinuity,consistencyandprogressionineducationalprovisionfromachild searliestlearningexperiencesuptoitsmaturityasaselfsustaininglearnerandteacherofothers.Therebyachild seducationisnotlefttochanceorwhim,norsubjectedtoeccentricitiesofteachers understandingorpreoccupations.Nomatterwhereachildis,nomatterwhatage,theywillreceiveaneducationrelevanttotheirneeds,onewhichbuildsonwhathasgonebeforeandwhichpreparesforwhatistocome.#XӶXX XӶO# XӶXXXӶ#XӶXX XӶX#  X2-0    Appendix8    XӶXXXӶ  From:WaitingupontheBlessedBeauty!  ANationalCurriculumfor_Bah_ԀEducationofChildrenintheUnitedKingdom.  Section8,TheStrandsInEachAttainmentTarget  Page43.@ ^ Curriculumforthe_Bah_ԀEducationofChildren2!16  p  * dd% % Y Y  " ",v$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ ,$$ +  * @  $* @6$d " @ AT_T_ԀAINMENTTARGETS G=*d " $0  $G Curriculum   FrameworkdevelopedbyTrevor_R.J._ԀFinch  x   1996NSA_Bahs_ԀUK  3 $(x" 3 AT1    TheAcquisitionofaSpiritual&MoralCharacterdevotedtoSacrificeandService B 3$H"  B AT2    TheAcquisitionofKnowledge&UnderstandingoftheLaws,Teachings,History&KeyFigures,Covenant&Administration,andSacredScripturesofthe_Bah_ԀFaithandotherDivinelyRevealedReligions B 3$(x%"  B AT3   & AcquisitionofSkillsappropriatetotheIndividual,Family,Social&AdministrativeLifeofa_Bah_ >4*H," $0   $>  Strands  l-  KEYSTAGE &  l2 &d_0 ` < ` E l ld ;d,!l3"  ;d_0 ` < ` Eq lq ld ;d,!l4"d ;d_0 ` < ` Elld ;d,!l5"d ;d_ 0 ` <d ` Elddldd ; ,!l6"d ;d_0 ` < ` E6l6ld ;d,!l7"  ;d_!0 ` <B ` ElBBlBd ;d,!l8"d ;_a_"-`< ` Edldla_ ;d,!l9"d ;_d_#0 ` < ` Elld_ ;d,!l:"d ;_d_$0 ` <F ` ElFFlFd_ ;d,!l;"d ;_d_%0 ` < ` E)l)l d_ ; ,!l<"d ;d_&0 ` <8 ` El88l8 d ;d,!l="  ;d_'0 ` <F ` EWlFFWlF d ;d,!l>"d ;d_(0 ` <P ` ElPPlP d ;d,!l?"d ;d_)0 ` <l ` E lll ll d TJ'l@" $0 d # $T#XӶX XӶCY#XXXӶ 0 #XӶXXl# XӶXXӶ >4&`A" #  >#XӶX XӶkl#XXXӶ2!4years `B Nursery#XӶXXl# XӶXXӶ 2 #! pC 2 )d`D  ) )d`Ed ) )d`Fd ) ) `Gd ) )d`H  ) )d`Id ) )d`Jd ) )d`Kd ) )d`Ld ) ) `Md ) )d`N  ) )d`Od ) )d`Pd ) VL`Q $0 d  ?1$?V#XӶX XӶ[m#XXXӶ1#XӶXX:p# XӶXXӶ I?1 R"  ?1 ? I#XӶX XӶ}p#XXXӶ4!7years  S Infant#XӶXXq# XӶXXӶ 2 #!T!T 2 )d U  ) )d Vd ) )d Wd ) )  Xd ) )d Y  ) )d Zd ) )d [d ) )d \d ) )d ]d ) )  ^d ) )d _  ) )d `d ) )d ad ) VL b $0 d  @2$@V#XӶX XӶsq#XXXӶ2#XӶXXRt# XӶXXӶ I?1"c"  @2 @ I#XӶX XӶt#XXXӶ7!11years "d Junior#XӶXX u# XӶXXӶ 2 #!#e 2 )d"f  ) )d"gd ) )d"hd ) ) "id ) )d"j  ) )d"kd ) )d"ld ) )d"md ) )d"nd ) ) "od ) )d"p  ) )d"qd ) )d"rd ) VL"s $0 d  @3$@V#XӶX XӶu#XXXӶ3#XӶXXkx# XӶXXӶ I?1$L t"  @3 @ I#XӶX XӶx#XXXӶ11!14years $L u LowerSecondary#XӶXX9y# XӶXXӶ 2 #!% !v 2 )d$L w  ) )d$L xd ) )d$L yd ) ) $L zd ) )d$L {  ) )d$L |d ) )d$L }d ) )d$L ~d ) )d$L d ) ) $L d ) )d$L   ) )d$L d ) )d$L d ) VL$L  $0 d  @4$@V#XӶX XӶy#XXXӶ4#XӶXXێ|# XӶXXӶ I?10'""  @4 @ I#XӶX XӶ|#XXXӶ14!16years 0'" MiddleSecondary(_GCSE_)#XӶXX\}# XӶXXӶ 2 #!($ 2 )d0'"  ) )d0'"d ) )d0'"d ) ) 0'"d ) )d0'"  ) )d0'"d ) )d0'"d ) )d0'"d ) )d0'"d ) ) 0'"d ) )d0'"  ) )d0'"d ) )d0'"d ).$"0'" $0  d .#XӶXX XӶ}#  )$ X   Appendix9     Accountsof_Bahullh_Ԁand_Abdul_Ԅ_Bah_Ԁwiththechildren,usedinprogramme4:Ethos. @ 1. Z Irememberwellthegreatestofourjoyswastogowith_Bahullh_Ԁfortheoccasionalpicnicstothe_Ridvn_. Z HowhappywewerewithHim.Hewasindeedthebrightnessofourlivesinthattimeofdifficulty. Z Ourdayswerethenverymonotonous.WesawlittleofourFather,somuchwasHeoccupiedwiththeaffairsofthosewhoconstantlycametobegforHishelp....... Z Wechildrenlookedupon_Bahullh_ԀasanotherlovingFather;toHimwecarriedalloutlittledifficultiesandtroubles.Hetookaninterestineverythingthatconcernedus. Z HeusedtosendaservanttoBeiruteveryyeartobuystuffforourclothes._Bahullh_wouldthencallforustochoosewhichwelikedbestforourfrocks.Mymother,myaunt,andthechildrenwouldmakethiscottonmaterialintogarments. Z Hewasalwayspunctualandloveddaintinessandorder.... Z Whynotputonyourprettiestfrocks?Hewouldsaytous. Z Allourholidays,allourtreatscamefromHiminthosedays;whenboxesofsweetswerebroughttoHimHewouldsetsomeasideforus. Z Putthatboxofsweetsoverthere,or_Aq_Ԁwillgiveitawaytothepeople,Hewouldsayinfun. Z Letthedearchildrencomeinandhavesomedessert,Heoftensaid,whenwewerebeingsentofftobedmyfatherandmymothernotwishingweshoulddisturbHimbutHealwayswelcomeduswithlovingwords. Z HowweadoredHim! Z Nowchildren,tomorrowyoushallcomewithmetothe_Ridvn_,Hewouldsay,andournightwassofullofjoywecouldscarcelysleep.s s  "TheSpokenChronicleof_Tb_Ԁ_Khnum_,daughterof_Abdul_Ԅ_Bah_ P Ѐ}}) "quotedinTheChosenHighway. @   Z 2.  "p  Z _Abdul_Ԅ_Bah_Ԁandthechildren~[ Z _Abdul_Ԅ_Bah_Ԁlovedchildrenverymuch.EventhesightofthemalwaysbroughtHimgreatjoy.OnceHeremarkedthatHelovedthemparticularlybecausetheywereneartotheKingdomofGod. Z WhenHewastravellinginNorthAmericaHeoftenheldmeetingsespeciallyforthechildren.Ononeoccasion,aftertheroomhadfilledwithchildrenandtheirparents,Hegreetedeachoneofthechildreninperson. Z HecalledeachchildtoHiminturn,tooktheminHislap...kissingthelittleones,pressingthehandsandembracingtheolderones,allwithsuchinfiniteloveandtendernessshininginHiseyesandthrillinginthetonesofHisvoice,thatwhenHewhisperedinEnglish,intheirears,totellHimtheirnames,theyansweredasjoyfullyandfreelyastheywouldtoabelovedfather.ToeachchildHegavealittletouch...therewasnosuggestionofhasteandahushfelluponthegroupaquiet,vibrant,eloquentsilence.ThechildrensjoyandHisownhappinessseemedtoculminatewhenonedearlittletotrantoHimandfairlythrewherselfintoHisarms.WhenHeletgoshestoodforasecondandthensuddenlylaughedaloudwithperfectjoy,whichfounditsinstantechoinaripplearoundthewholecircle. Z AfterHistalktothechildrenHetookabouquetofflowersfromthecentreofthetableanddivideditamongthechildren.CC, "(FromTheBrilliantStars) 3@/2    Appendix10     XӶXXXӶFrom:WaitingupontheBlessedBeauty! @ ANationalCurriculumfor_Bah_ԀEducationofChildrenintheUnitedKingdom. 0 Section11,DerivingSyllabifromtheCurriculum   Pages80!82. SECTIONELEVEN   DerivingSyllabifromtheCurriculum     Abriefdescriptionofhowsyllabimightbederivedfromacurriculumdocumentsuchasthis,includingaglanceatdifferentsyllabustypesandtheiruses. Strivethouwithheartandsoul;seetoitthatthechildrenareraiseduptoembodythe 0  highestperfectionsofhumankind...trainedintheuseofthemind,inacquiringknow/edge,inhumilityandlowliness,indignity,inardourandlove. ` ( "_Abdu_ l_Bah_Ԁ_B.E._Ԁ(1987),p.24. P Itiswhenteachersandeducationalistscometoderivetheirsyllabifromagivencurriculumthattheycanexercisechoiceandcreativity.Themostimportantconsiderationhere,perhaps,beingtoanswerlocalneedascloselyaspossiblewithintheacceptedcurriculumframework.AllsyllabiwouldhavetoaddressthesamethreeAttainmentTargets,eventhesameStrands,butnotnecessarilyinthesameway.Syllabimightbesaidtofallintofourcategories,accordingtothewaytheyarestructuredorapproached.Eachcategorymaybemoresuitedtocertaintypesofdeliverysystemratherthanothers. _i_)  `  Z Traditional :Thistypeofsyllabuswouldverycloselymatchthepatternandstructureof !P thecurriculumdocumentitself,withsubjectheadingslistedastheyappearintheprogrammesofstudy,asgiveninsectionnine.Therewould,ofcourse,bemuchmoredetailandadefiniteorderinwhichthesubjectsweretobetaught.Thiswouldbeaformalsyllabus,contentbasedandcentredintraditionalclassroompractice.Thistypeofsyllabuswouldprobablybestsuitchildrenofjuniorandlowersecondaryage(7!14),andwouldbemostathomeinthesettingofaCommunitySchooloraveryregularandformalSundaySchoolclass.Itisaveryvaluablemethodofintroducingstability,continuity,thoroughnessandregularityinasituationwhereeducationprovisionhasbeenpatchyanderratic. ii) `*%(  Z Themebased :Thistypeofsyllabusbreaksfreeofthesubjectbasedapproachanduses P+&) themeswhichcrossovertheAttainmentTargetsandStrands.Itoffersgreaterflexibilityandallowstheteachertobemuchmorecreative,thoughitismuchmoredifficulttomonitorthebalanceofStrandscovered.Insomewaysitneedsmuchmorecarefulpreparationandevaluationtoavoidlosingsightoftheoriginalaimsofthecurriculum.Thistypeofsyllabuswouldprobablybestsuitchildrenofinfantandlowerjuniorage(4!8)andwouldbequiteathomeinthesettingofchildren sclassesheldatregionalornationaleventswhereamorerigoroustreatmentofsubjectmatterwouldnotbesoappropriate. iii) 3/2 _ Z Activitvbased :Thistypeofsyllabusalsobreaksfreeofthetraditionalapproach.Elements  ofthecurriculumaredeliveredthrougharangeofactivitiesorprojects.Again,thisisamoreflexiblemodelthansubjectbasedsyllabi,allowingfargreatercreativity,andagainitismoredifficulttomonitorthebalanceofstrandscoveredandsoalsorequiresmorecarempreparationandevaluation.Thistypeofsyllabuswouldprobablybestsuitboththeyoungestoftheagegroups(2!4)andtheoldest(14!16).Therestraintsofformaleducationareinappropriateformostpreschoolchildren,andyouthoftenrespondbettertoactivityratherthanformalstudy,particularlyiftheycanseeconcreteresultsfortheirefforts.Thistypeofsyllabuscanbeadaptedforusewithinaformalclassroomsetting,butitsgreatestpotentialliesintherealmofyouthclubs,especiallythoseorganisedinasimilarwaytotheScouts,theRedCross,BoysBrigades,GirlGuidesetc.Whereformalclassesdonotgaintheinterestofagroupoflocalyouth,theBah 1communitiesinthatareashouldconsidersettingupapeaceclub,acommunityservicecluboronemoreresemblingotheryouthorganisations.ManyelementsofthecurriculumcanbedeliveredthroughasyllabusofvariedactivitiesthatwouldengagetheinterestofBah 1youthandperhapsbeofbenefittoawidercircleofpeople. iv)   Z Composite :Thistypeofsyllabusmakesuseofelementsofallthreetypesdescribedabove.  Inasense,allgoodteachersmakeuseofformalinstructionbysubjectcontent,lessformalfacilitationthroughthematicapproachesandalsothroughuseofsinging,music,art,drama,communityserviceprojectandsoon.Thisapproach,dependinguponitsactualmakeup,mightwellbesuitedtothewidestagerangeandthebroadestsettings. InallsyllabusmodelsitisimportanttoensureabalanceofthethreeAttainmentTargetsandthefourteenStrands,eitherwithinagivenyearorwithinarollingprogrammeof2,3or4years.Whendrawingupasyllabus,theteachersandeducationaladministratorsinvolvedneedto:L  th#1 L    S2t"3  0 Z   ChoosewhichmodelortypebestsuitstheircircumstancesS~݌@Z "Z " Ќ  L * thh L    2t"3  0 Z   Listwhattheywishtoteachinwhatorderandinwhatwaytothechildrenoryouth   concerned݌ Z "Z " Ќ  L + uhh* L    2u"3  0 Z   Decidewhetherthisappliestoasingleyear sworkorispartofalongerrollingprogramme"݌#!Z "Z " Ќ  L , .uhh+ L    X2.u"3  0 Z   CrosscheckthelisttheyhavemadeagainstthethreeAttainmentTargetsandthefourteen % # strandstoensureeveryaspectofthecurriculumisaddressed,makingchangeswherenecessary.Asaroughguide,eachAttainmentTargetshouldcompriseroughlyonethirdofthelessoncontentsoverayear!thetemptationistoallowKnowledgeandUnderstandingtodominate,butatthemostitshouldnotbemorethan6outof14asaproportionofthewholesyllabusX݌ Z "Z " Ќ  L - >uhh, L    22>u"3  0 Z   TakeintoaccountthatsuchsubjectsasPRAYERcanaddressseveralStrands ,`'* simultaneously,eachinadifferentAttainmentTarget,e.g.:2]݌ Z "Z " Ќ  ! :!*/0ddv$$ v$$ $$ $$ $$ $$ $$ $$ $$ $$ $$ $$ $$ $$ $$ $$   " ",< , ,d ,9 , ,c +   .0*- Prayerasaspiritualactivity  .0*.  ATla  .0*/ Spirituality #.0*0 #$ ::$ ObligatoryprayerasalawofGod  / +1  AT2a  / +2 KnowledgeandUnderstandingofLaws #0,4 #$ ::$Practisingindividualprayerasapersonalskill  2-6 AT3a '1-7 'IndividualSkills(1-8  ( 3.8 Ї*,:*L . Nuhh- L    2Nu"3  0    Evaluatethesyllabusattheendoftheyeartoexaminehowcloselyonginalintentionsmet  therequirementsofthecurriculuminpractice,andmakethenecessaryadjustments.݌  " " Ќ  #XӶXX XӶב# " "H "  `     Appendix11  Ananalysisofthreelessonplansfromthecurriculum: @ (Programme3)  0 LessonI:  KeyStage2򀀀Theme:TheTreeofLife   a)  Gamesinwhichwehavetocooperate.   b)0  Theweboflifegamewithapieceofstringtoshowhowallpartsofnatureareinter   dependent  " " c)  Lookingattreeshowatreeishavenandfoodsupplyforsomanycreatures p  d)  ThesymbolismoftheTreeofLifetheSadratulMuntaha. `  e)0  TheTabletofAhmad HeistheTreeofLifethatbringethforththefruitsofGod P  discussionastowhataretheFruitsofGod.  " " *2 3dd9 9 c c /0 " ",dd ,dd +   ` ATI:0 l Acquisitionofspiritualandmoral t character dll Strands:a)Spirituality*Virtueofcooperation d b)Moralityc)Sacrificed)Service*helpingothers  4 AT2:0 l Acquisitionofknowledgeand  understanding ll a)Lawsb)Teachings*oneness,interdependence  c)Historyandkeyfigures*0  TheManifestationofGodastheTreeof  Lifex!! d)Covenantandadmine)Sacredscriptures*TheTabletofAhmad X  f)Otherreligions  H ! AT3:Acquisitionofskills  !" a)Individual*UsingtheWritings !# b)Family*cooperating/helping " $ c)Social*cooperating/helping #% d)Administrative $&    &!' LessonII:  Theme:Justice      KeyStage4a)  DefiningJusticeusingdictionary  b)0  StudyofhowanunderstandingofjusticehasbeenprogressivethroughtheDispensationsp " " c)0  InthetimeofMoses`  " " d)0  OfChristP  " " e)0  OfMuhammed@  " " f)0  Studyofthe2ndHiddenWord0  " " g)0  Understandingthisinthecontextoftheprohibitionagainstbackbiting p  " " *x4 5dddd dd 2 3 " "x,dd ,dd +   0  ATI:0 l Acquisitionofspiritualandmoral D  character 4 ll Strands:a)Spiritualityb)Morality*Conceptofjustice $t c)Sacrificed)Service  T AT2:0 l Acquisitionofknowledgeand  understanding xll a)Laws*Backbiting  b)Teachings*Justice x c)Historyandkeyfiguresd)Covenantandadmin*0  JusticepartofourCovenantwithGodH!! e)Sacredscriptures*2ndHiddenWord 8 f)Otherreligions*0  Justiceinotherreligions h!! AT3:Acquisitionofskills   a)Individual*0  Applyinglawsofbackbitingand ! teachingsaboutjustice| "!! b)Familyc)Sociald)Administrative*0  ApplyingteachingsonJusticetoour <$& workonAssembliesandcommittees#,%| '!!  #  ,(|#) Lesson3    Theme:Myself      KeyStage1a)0  Bodypartsdrawingroundeachother,labellingsimplediagrams " " b)0  KeepinghealthyinordertoserveGodp " " c)  Cleanliness `  d)  HavingaspiritualpartofusthatneedstospeaktoGod P  e)0  Learningasimpleprayer@  " " f)  Learningthatwehavetohelpeachother 0  *x6 7dddd dd 4 5 " "x,dd ,dd +   P  ATI:0 l Acquisitionofspiritualandmoral d  character T ll Strands:a)Spirituality*0   !! 0  LinkingourselveswithGod !! 0  Keepinghealthyandclean$t!! b)Morality*Helpingeachother d c)Sacrificed)Service*HealthfortheservicetoGod  D AT2:0 l Acquisitionofknowledgeand x understanding hll a)Laws*cleanliness x b)Teachingsc)Historyandkeyfigures* X 0  WhatBahullhsaidaboutcleanliness8!! d)Covenantandadmine)Sacredscriptures* h 0  CleaninessintheKitabiAqdasX!! 0  LearningaprayerH !! f)Otherreligions  8! AT3:Acquisitionofskills  l!" a)Individual*0  Learningimportanceofprayer\"$!! b)Family*Beingpartofafamily L#% c)Sociald)Administrative ,%| '    L&!'    Appendix12   0  0 " "   " " Ideasforcirclegames   Everyonesitsonachairinacircle.(WithmostofthesegameskeepacheckofwhoshadagoandwhohasntToavoidthesamepeoplegettingalltheturnsmakechildrenchoosesomeonenewinsteadofhavingasecondgo.) Mixingupgames  p  0  Itsagoodideatobeginwithagamethatmixesthechildrenup,sothattheyrenotalwayssittingamongthesamefriends,butgettofeelequallycomfortablewithothers.  " "   *Fruitsalad:   `  0  Goroundthecirclegivingeachchildthenameofafruite.g.apple,pear,orange,banana.Whenyoucallafruitthosechildrenchangeplaces.Whenyoucallfruitsalad,theyallchange. 0 " "  Variation: ` 0  Useanimalnames,dinosaurs,birdsofpreyetc.  " " *Changeplacesif:0  yourewearingblue ; likepizza;canrideabike 0 etcetc   " " 2)0  Gettingtoknowyougames:  " " (Usethesegamesasanopportunitytoexplainthatpeopleareoftennothowyouthink.Sometimeswegetawrongimpressionthatsomeoneis,forexample,grumpy,butbygettingtoknowthemwefindwearequitewrong.)0  a)0 " "Taketurnsroundthecircletojumpup,shoutyourname,andmakeabodyshape,or P" littlemime.Aftereachpersonsgoeveryonecopies,alltogether,shoutingthepersonsnameandcopyingtheshape.  " " 0  b)0 " "Dracula:  OnepersonisDraculainthecentre.He  %p " approachessomeoneandsays, Imgoingtogetyou!thenmovesforwardtotapthemontheshoulder.ThevictimhastoshoutsomeonesnameandpointtothembeforeDraculacantapthem.Draculathenhastogoafterthenamedvictim.IfsomeoneiscaughttheybecomeDracula.  " " 0  c)0 " "Groupeveryoneintopairssothatpartnersarenexttoeachother.Givethem3 ) %' minutestofindout:afoodtheotherlikes,aprogrammetheotherlikes,anactivitytheotherlikes.Thenhaveeachchildintroducetheirpartnerbynametothegroupandtellwhatthingshelikes.  " " 0  d)0 " "Theleaderstartsbysmilingatthechildnexttoher.Thechildpassesthesmiletothe -(+ nextpersonandsoonuntilallaresmiling.  " " 0  e)0 " "Achosenchildmovestostandinfrontofanother.Thestandingchilddoeseverything p/*- possible(withouttouchingthem)tomakethechosenchildlaugh.Whenhesucceedsthestandingchildsitsintheothersplace,andthenewchildmovestosomeoneelsetomakethemlaugh.  " " 0  f)0 " "Achosenchildmovesacrossthecircletosomeoneshedoesntknowverywelland 03.1 says, Hello,Im......,itsgoodtomeetyou!Thenshetakesthechairofthechildshegreeted,whonowhasaturnatdoingthesametosomeoneelse.  " " 0  g)0 " "Thechildrenstandinaninwardfacingcircle.Callingoutthenameoftherecipienta  childthrowsasoftballthattheothermusttrytocatch.Aftertheirturneachpersonsitsdown.  " " 0  h)0 " "SqueakPiggySqueak!Onechildisblindfoldedandstandsinthecentre.Asecond `  childdirectsthefirsttositonsomeoneslap.Theblindfoldchildsays, Squeak,piggy,squeak.Thechildbeingsatonsqueaks3timesandtheblindchildguesseswhoitis.Continuetilltheyguesscorrectly,thenchangeroles.  " "  3)0  Toshowwehavealotincommon: `  " " 0  a)0 " "Haveeveryoneworkinpairswiththeirneighbour.Givethem2minutestofindoutas @  manythingsastheycanthattheybothlike,e.g.fooditems,gamesetc.Feedbacktothegroupiftherearenottoomanypairs.  " " 0  b)0 " "Likefruitsalad,theappropriatechildrenchangeplaces.Callthingsout,e.g.   everyonewholikespizza, everyonewithblackshoes, everyonewearingblueetc.0 " " " "  4)0  Excitinggames: " "  0  a)0 " "Foxandrabbit.Anobject(ball,balloon,softtoy)ispassedroundthecirclefrom ` handtohand.Explainthisistherabbit.Asecondobjectisintroducedinthesameway.Thisisthefox.Thefoxistryingtocatchtherabbit,therabbitistryingtogetaway.Eachchildwhohastherabbitmustpassitonasfastaspossible,butthesameforthefox.Thegameendswhentherabbitiscaught.  " " 0  b)0 " "Birthdays.Establishthateveryoneknowsthemonthoftheirbirthday.Leadercalls ` outamonthandallthosewithbirthdaysjumpup,runroundthecircleandbacktotheirseat.  " " 0  c)0 " "Duckduckgoose.Thechildrenstandinaninwardfacingcircle.Onechildischosen 0 towalkroundtheoutside.Shetapseachontheshoulder,usuallysayingduck,butwhenshetapssomeoneandsaysgoosebothchildrenrunroundtheoutsideofthecircle,withthegoosetryingtocatchherbeforeshegetsbacktothegoosesseat.Ifthegoosecatchesher,hebecomesthetapper.  " " 0  d)0 " "Thekeeperofthekeys.Onechildischosentokneelinthecentreofthecirclewith $" eyesclosed.Abunchofnoisykeysoratambourineareplacedonthefloorjustinfrontofher.Onepersonischosentostealthekeys.Theycreepupandtrytosilentlyremovethekeys,runroundtheoutsideofthecircleandbacktotheirseat.Assoonasthekeeperhearsasoundhejumpsupandtriestocatchthethief.  " " 0  e)0 " "GoldenRiver.Onechildstandsinthecentre.Therestallcall, Keeper,keeper,can @)$' wecrossyourgoldenriver?Thekeeperresponds, Yes,ifyourewearingblue.Everyonewhoqualifiestriestocrossthecircle,whilethekeepertriestocatchthem..Anyonecaughtbecomesthenextkeeper.  " "  5)0  Actinggames:-@), " "  0  a)0 " "Theleadermimesanaction,egwashingherhair,butsaystothechildonherleft, I / +. amblowingmynose.Thechildturnstothepersononhisleft,andmimeswhattheleaderhassaid,butsayssomethingdifferent,e.g. Iamswimming.Thenextchildswims,butsayssomethingelsetothenextchildandsoonroundthecircle.  " " 0  b)0 " "Chinesemimes:  Everyoneclosestheireyesandturnstothe 3.2 right.Theleaderstartsbytappingthechildonherrightwhoturnsandopenshereyes.Theleadermimesasimpleactione.g.washingherface.Thenewchildtapsthenextpersonwhoturnstowatchthechilddoingthesamemime.Themimeispassedallroundthecircle,andbytheendiscomparedwiththeoriginal.  " "  6)0  Cooperating:`  " "  0  a)0 " "Childrenstandinaninwardfacingcircle.Theycloseeyesandwalkforwardwith @  theirarmsextendeduntiltheytouchsomeoneshandorarm,thentheyholdthathand.Eventuallyeveryonewillbeholdingwithbothhands.Openeyes,andtrytountanglethecirclewithoutlettinggoofeachother.(Emphasisebeinggentle).  " " 0  b)0 " "Winkmurder.Adetectiveischosenandleavestheroom.Everyoneclosestheir P  eyeswhileamurdererischosen.Thedetectivereturns.Themurderermustwinkatpeoplewithoutthedetectivenoticing.Everyonewinkedatpretendstodie.Thedetectivetriestoguessthemurderer.(Ifyouprefernonviolenceyoucouldhaveasleepmakerinsteadofamurderer.)  " " 0  c)0 " "Leaderpreparespicturesofpairsknifeandfork,bucketandspadeetc.Thepictures  areputinacontainerandmixedup.Eachchildtakesapicture.Insilencetheyhavetohuntfortheirpartnerandsittogethertilleveryonesready.Thentheycantaketurnstoshowtheirpairstotherest.  " " 0  d)0 " "Musicalislands.Placesheetsofnewspaperinthemiddleofthecircleasislands. p Whenthemusicstopsthechildrenmuststandonanisland.Nexttimetakeanislandawaysoitsmoredifficult.Noonemustbeleftinthesea,sotheymusthelpeachotherontotheislands.Whenitsnolongerpossiblestopremovingislands,buthaveafewmoreturnswiththesamenumber.  " " 0  e)0 " "Theleaderpreparessimpledrawnpicturescutintoquarters.Thepiecesareputintoa  p containerandthechildrentakeoneeach.Theythenhavetoworktogethertoputthepicturestogetheragain.  " " 0  f)0 " "CrawlforwardThechildrenarenumbered1and2aroundthecircle.Theyget @ downonhandsandknees.Theleadercalls1or2andthedesignatedchildrenmoveonelimbforward.Slowlytheycrawlacrossthecircletotheotherside,beingcarefultomanoeuvreverygentlyastheymeetinthemiddle.  " "  6)0  Calmingdowngames:#! " "  0  a)0 " "Rainstorm.Theleaderbeginsbytappingtwofingerstogether.Thechildtothe % # rightimitates,thenthenextchild,andsoonasitspassedroundthecircle.Everyonekeepsitupuntiltheleaderchangestheactiontoclapping.Everyonekeepsuptheoldactiontillthenewactiongetstothem.Theleaderchangestoslappingknees,thenstampingtheground,thenbackthroughthesequenceslappingknees,clappinghands,tappingfingers.Iftheyimitatecorrectlythewholeprocesswillsoundlikearainstormcomingandgoing.  " " 0  b)0 " "Passthekeys.Chooseanoisyobject.Thechildrenhavetopassitsilentlyroundthe ,`'* circle.  " " 0  c)0 " "Hidethering.Havealengthofstringwitharingthreadedonit,longenoughtogo -@), roundthewholecircle.Tietheendstomakeacontinuousloop.Onepersonistheguesserinthecentre.Theringispassedfromhandtohand,withthechildrentryingtoconcealit.Childrencanpretendtobepassingandreceivingit.After3guessessomeoneelsegetsago.  " "  3.2 Ї   Appendix13    Resources   Thefollowingbooksmaybeuseful: WaitingupontheBlessedBeautyaNationalCurriculumfortheBahEducationofChildrenintheUK) "NationalSpiritualAssembly,UK     OGodGuideMeathematicsyllabusbasedontheNationalCurriculum.+ "TheCommunitySchoolsService " "H "  BahPublishingTrust TheLoveofBahullhEE: "JackieMehrabi  p  StoriesofAbdulBah StoriesoftheGreatesHolyLeaf " "H " ReleasetheSun779 "WilliamSears 0  " "H " TheDayspringWhatcanIsaywhen?PrayerBook4 "SaplingPublications   DaybyDayReadingsforyoungchildren4 "SaplingPublications   DaybyDayReadingsforolderchildrenandyouth4 "SaplingPublications   Planet2000ActionPack4 "SaplingPublications p  "25LowerBreakishIsleofSkye,ScotlandIV428QA GamesGamesGames}}5 "TheWoodcraftFolk, 0! & "13,RitherdonRd.LondonSW178QE LetsplaytogetherEE8 "MildredMasheder $@ " mm "GreenPrintMerlinPress10MaldenRdLondonNW53HR QualityCircleTime'': "JennyMoseley, ($& !!" "LDA,DukeSt,Wisbech,CambsPE132AE " "H " DayspringMagazineAA, "RequestfromMaggieManvell, p,'* !! "25,LowerBreakish,IsleofSkye,ScotlandIV428QA BrilliantStar-- "SubscribeviaBahSubscriptionsService, @/*- % "6,QueensDrive,Bedford.MK419BGSeealsotheResoucelistintheNationalCurriculum.