WPC ӌ@zhY{PzV́ƬCpRR@gj26(4Ap_Bfݮ:$W_?9~Uڠ ䷦op<%R@^5u\\x ₍UVfu:N-dLl Sgms* R<=T] ڧQ ( _%PIH>h`9QTw?вG؟g|sy+پe50W~e'ͰN9ozwU/uݙWlIHF?ao:+ `㍆]M ,0s'\mW ִ4%X)&pq<{Bm{l,A=iLGÝҙRT_<֯&8{\|;%j7Zxc0X3i#M\-tB4ì-v IWiF5K#H UN %_ 0ew[4_sfafafafafafafaf$a&f:a<fPaRf, ^ !- m/////// B FNc 0eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee AQw 0 0D D/ B B70000000000000000000000000000000000000000000000000000000000000000000000 B7ggggggggggggggggggggggggggggggggg D5Canon Bubble-Jet BJC-80OO0(  Z 6Times New Roman RegularX(E$UKUS.,..,,        TRWH6&A4WH6&A46&A46&A4T"UK  B/P+3|xTABLE ATABLE BTABLE CTABLE DTABLE ETABLE FTABLE HTABLE ITABLE GTABLE JLevel 1Level 2Level 3Level 4Level 5  PIK"UKUS.,..,,        "UK    _ TheProphetsandMessengersofGodhavebeensentdownforthesolepurposeofguiding  mankindtothestraightPathofTruth.ThepurposeunderlyingTheirrevelation_hath_Ԁbeen  toeducateallmen,thattheymay,atthehourofdeath,ascend,intheutmostpurityand  sanctityandwithabsolutedetachment,tothethroneoftheMostHigh.  222(_Baha'u'llah_:Gleanings,pages156-157)  Hd`/ U d(3IK$ E!UKUS.,..,,        TRW6&A4X3' Letter 6&A43'LetterT"UK    OP+QRC<< CLevel 1Level 2Level 3Level 4Level 5(3IK$ E!UKUS.,..,,        TRW6&A4X3' Letter 6&A43'LetterT"UK    ($$   1  SS' dxdP Pd3+0 d d d3+0 d d dTT)!dxdx E!UKUS.,..,,        TRW6&A4X3' Letter 6&A43'LetterT"UK    _   5LessonPlanning   (Notethatthetiminggivenforthepartsofthisprogrammeareveryapproximateindeed.Ifyour 9 groupmovesthroughmorequicklydontworrythefinalexerciseisquitelengthyandwillfill & allthe%  Ԁremainingtime.)    A@ `Pointstoconsider""H"    Asksomeonetoreadthepassage,andexplainthatitisgoodtohavethisreminderatthe    beginningofthesession.^^@"10_mins_.    _nN8($hxZ `EhZ2gn_ ""         "" Askthequestion: WhatisthepurposeofGodsRevelation?    ExplainthatwearegoingtolookagainattheBahcurriculum.""H" d Referquicklytopage22whereitdifferentiatesbetweenacurriculum,asyllabusandalesson. Q (Appendix6) > Takingturnsreadthroughpages8082aboutderivingsyllabifromthecurriculum.(Appendix +{ 10)  h Itbecomesobviousthatseveralteachersfollowingthesamecurriculummayorganisetheir !B teachingincompletelydifferentways. "/  Thissessionwearegoingtodrawupsomelessonplans,butfirstweneedtoconsiderthe % # followingquestions.Asksomeonetoreadthequestions,butdontallowtimeforcomments &!$ orattemptstoanswerjustnow,aswellbedealingwitheachoneindetail. '"% ""H"1  WhataspectoftheFaithamIgoingtoteach? Z)$' 20  CanIincorporateseveralstrandsintoonelesson,therebyachievingabroadbalance?G*%("" 30  HowcanIvarymyapproachtogivethechildrenvarietyandsuitdifferenttastes?4+&)"" 40  AretheresomeelementsthatIdliketoincorporateintoeverylesson?!,q'*"" 50  Isthecontentofthelessonageappropriate?-^(+"" 60  HowcanIalloweachchildtoworkattheirownlevelwhennecessary?-K),"" 70  Dothechildrenwanttocomebacknextweek?.8*-"" 80  Isthereatransfereffectfromwhatweteachintheclassroomtothebehaviourofthe /%+. childrenintheirhomesandinthecommunity?0,/"" _ԇAskpeopletotaketurnsinreadingthroughthissection.Allowtimeforcomments.   1 0  Whattoteach?B"""5mins w 0   "" YourbestfriendhereistheCurriculum.Itlistsalltheareasyoushouldtrytocover,andwill P  helpyoutomakesureyourlessonsarecoveringabroadspectrumofthenecessaryareas,without =  concentratingonafewtotheexclusionofeverythingelse. * z Supposeforthesakeofourpracticelessonplanningwechoose: Serviceasthethemefora  g wholeterm.Ifwelookatpage43oftheCurriculumwewillseethisisStrand(d)ofAttainment  T  Target1(Acquisitionofaspiritualandmoralcharacter).(SeeAppendix8)  A   20  Canweachieveabalanceofelementsfromthecurriculum?<"""1015mins   0   "" Thisthemeistolastfor10weeks,sowehavelotsoftime.Askeveryonetolookagainatp43   (App8)andfillinthetablewithspecificideas.   *)ddd Xdd Xdd X"",bdd +  kk Listherespecificideasfromdifferentstrands:  Theme: Service   *e)ddbdd b)""e,dd ,dd +  )) AT1:Strand: =   . Ideas = *x)dddd dd )""x,dd ,dd +  KK AT2:Strand:  _ Ideas: _   "=" AT3:Strand:  n$# Ideas: n$$  *9&+  0   "" Wheneveryonehashadenoughtime510mins,readtogetherthelistbelow.Explainthat -0)- theseelementsfromotherstrandsofthecurriculumcanallbepartofthistheme: x  .*. 0   "" ThelifeofAbdulBah   h KeyFigures;"AT2Strandc 0+0 TheGreatestHolyLeaf   h KeyFigures;"AT2Strandc  TheVisitationTabletofAbdulBah  SacredScripture;"AT2Strande  WorkasWorship    h SocialandIndividualSkillsOO7"AT3Stranda&c  0  0` ""0 ` "` ";" " "AT2Strandb w HolyDaysactsofservice   h Teachings;"AT2Strandd d AreasofserviceinBahadministration;"AT3Strandd Q  Conceptofsacrifice    h Sacrifice;"AT1Strandc >  MemorisationofHiddenWord h Sacredscripture;"AT2Strande + { YouthYearofServiceOO7"AT3Stranda&c  h  3  Varyingtheapproach A" 20mins  .  Letslookatourthemeofservice.Askeveryonetolistasmanyactivitiesandapproachestothe   subjectastheycan,andmakealistontheflipchart.   Togetherreadthroughthislistofsuggestions.Stressthattheirownideasareprobablybetter ~ thanthese. k InCircleTime: E   a) ` Gamestodowithhelpingeachothercooperation. 2   b)0 ` Discussionsaboutwhatserviceistheconceptofserviceasajoyfuland o voluntaryact. \` "` " 0  c) ` Gamesmimingactsofservice,withothersguessingwhattheyare.I"" 0  d)0` ""DiscussionaboutworkasworshipserviceoccupationswhatwillIdowhen 6 Igrowup?#` "` " 0  e)0` ""DiscussionofconceptofservicetotheFaithteaching,administration,helping  withcommunityactivitiesetc.` "` " 0  f)0` ""StoriesfromthelivesofAbdulBahandtheGreatestHolyLeaf.` "` " Artandcrafts: t  0  a)0` ""BeautifullydecoratinganddisplayingphotographsofAbdulBahandthe a! GreatestHolyLeaftotakehomeattheend.N" ` "` " 0  b)0` ""Makingalargefriezeorcollageillustratingdifferentactsofservice;#!` "` " 0  c)0` ""IlluminatingtheVisitationTablettotakehomeattheendoftheterm($x"` "` " 0  d)0` ""Ingroupsthechildrencouldproducesomesortofcraftworktoillustrateeachof %e # theHolyDays.&R!$` "` " Stories: &?"% 0  a)0` ""Everylessoncouldincludeastoryillustratingoneofthemanyactsofservice ',#& performedbyAbdulBah.($'` "` " 0  b)0` ""StoriesoftheGreatestHolyLeaf)%(` "` " 0  c)0` ""Storiesofothergreatservants:FlorenceNightingale,MotherTheresa,etc*%)` "` " ̀Drama:0 ` },'+` "` " 0  a)0` ""Thechildrencoulddramatisesomeofthestories.j-(,` "` " 0  b)0` ""Ingroupstheycouldactoutscenariosofserviceenterprises,withtheothers W.)- guessingwhattheyremeanttobe.E.g.digginganoldladysgarden,doingthe D/*. shopping,washingupetc.10+/` "` "  1n,0 Memorisation:  0  a)0` ""ThechildrencouldworkonmemorisinganappropriateHiddenWorde.g.Know  yenotwhyWecreatedyouallfromthesamedust?......(ArabicNo68)` "` " Dance: d 0  a)0` ""TohelpthememorisingtheycouldacttheHiddenWordinAmericanIndiansign Q  language,andthosewhowishedcouldbuildthemovementsintoadancewith >  music.+ {` "` " Music:  U  0  a)0` ""Singing:  LookatMe,followMe,beasIam.... B ` "` " 0  b)0` ""Smallnumberscouldworkondevelopingmusicalsoundeffectstoaccompany /  thedanceorthedrama. ` "` "  4  Wouldsomeelementsbeincludedineverylesson?A"10mins    Asksomeonetoreadthesetwopassages,andthenaskthequestion:Whatelementshould k alwaysbepresentineverysession? X  Thevitalityofmen'sbeliefinGodisdyingoutineveryland;nothingshortofHiswholesome 2 medicinecaneverrestoreit.Thecorrosionofungodlinessiseatingintothevitalsofhuman o society;whatelsebuttheElixirofHispotentRevelationcancleanseandreviveit?Isitwithin  \ humanpower,OHakim,toeffectintheconstituentelementsofanyoftheminuteand I indivisibleparticlesofmattersocompleteatransformationastotransmuteitintopurestgold? 6 Perplexinganddifficultasthismayappear,thestillgreatertaskofconvertingsatanicstrength # intoheavenlypowerisonethatWehavebeenempoweredtoaccomplish.TheForcecapable  ofsuchatransformationtranscendeththepotencyoftheElixiritself.TheWordofGod,alone,  canclaimthedistinctionofbeingendowedwiththecapacityrequiredforsogreatand  far-reachingachange.    (Baha'u'llah:Gleanings,page200) t  1 NaughtbutthecelestialpotencyoftheWordofGod,whichrulethandtranscendeththerealities N"  ofallthings,iscapableofharmonizingthedivergentthoughts,sentiments,ideas,and ;#! convictionsofthechildrenofmen.Verily,itisthepenetratingpowerinallthings,themover ($x" ofsoulsandthebinderandregulatorintheworldofhumanity. %e # "(`Abdu'l-Baha:Selections...`Abdu'l-Baha,page292)  &R!$    n4HowcouldtheWordofGodalwaysbeincludedinameaningfulway? ($' AskthegrouptogiveideashoweachofthesecouldbeusedasavehiclefortheWordofGod: *%) singing `  +&* meditation },'+ choralspeech j-(, readingaccompaniedbymusic W.)- dancedrama D/*. anyotherideas?0 0 " "10+/""  1n,0  5&60  Isthecontentofthelessonageappropriate? A""" 15mins   0  Howcaneachchildbeallowedtoworkattheirownlevelwhennecessary? 0 ""  " "  InourBahclasseswefaceabiggerchallengethandomostteachersofeverydayclasses. t ̀a)0  Veryrarelydoesaclasshaveonlyoneagegroup;moreoftentherearechildrenofmany N  agesinthesameclass.; "" b)0  Childrenofsimilaragewillhaveverydifferentlevelsofknowledgeandcapacity.( x"" c)0  Aswehaveentrybytroopswemustexpectthatchildrenwithnobackgroundknowledge  e whateverwillbejoiningtheclassesatallagelevels.Thus,inanyoneclasstheremay  R  beachildofveryhighintelligencewhohasbeentaughtabouttheFaithfrombirth,  ?  sittingbesideachildwhoseparenthasjustdeclared,andwhohasnoknowledgeor ,  experiencewhateveroftheBahFaith. "" Howcantheworkbemadeappropriatetoeveryone?   AbdulBahrecommendeddividingtheclassintogroupsaccordingtotheircapacity:    ....atthestarttheteachermustplaceapeninthechild'shand,arrangethechildreningroups, j andinstructeachgroupaccordingtoitscapacity. W "(`Abdu'l-Baha:Educationp43,CofCpage280)  D  Asksomeonetoreadthefollowingpassage,andexplainthisalsoillustratesthatitisnotalways  Z appropriatetotreateveryonethesameway.  G  TheManifestationsofGodarelikewiseinagreementwiththeviewthateducationexerteththe   strongestpossibleinfluenceonhumankind.Theyaffirm,however,thatdifferencesinthelevel   ofintelligenceareinnate;andthisfactisobvious,andnotworthdebating.Forweseethat  childrenofthesameage,thesamecountry,thesamerace,indeedofthesamefamily,and  trainedbythesameindividual,stillaredifferentastothedegreeoftheircomprehensionand  intelligence.Onewillmakerapidprogress,onewillreceiveinstructiononlygradually,onewill q  remainattheloweststageofall.Fornomatterhowmuchyoumaypolishashell,itwillnotturn ^! intoagleamingpearl,norcanyouchangeadullpebbleintoagemwhosepurerayswilllight K"  theworld. "(`Abdu'l-Baha:Selections...`Abdu'l-Baha,pages131-132)  8#!  Whatstrategiescanweusewhenfacedwiththesechallenges?Askeveryonetogivesuggestions %N!$ theymayhave,andallowtimeforeveryonetocommentandaskquestions.Wheneveryonehas &;"% finished,taketurnsreadingoutthefollowingideas.Stressthattheseareideasonlynothing '(#& authoritative: ($' a)0  Therecouldbeaninitialcircletimeintroduction,withgamesthateveryoneenjoys.*%)"" b)0  Duringthistime,whentheplanistointroduceanewtopic,thechildrencouldtaketurns +&* totellwhattheyalreadyknowaboutit.Thiswaytheknowledgablechildfindshimself y,'+ inateachingrole(thisispartlyouraimtomakethechildrenteachersoftheFaith), f-(, andhedoesnotsuffertheunderstandablyfrustratingfeelingthattheteacherhasmade S.)- afalseassumptionthatheknowslessthanhedoes.@/*."" 0  Thisneedonlybeabriefaccountbyeachchild,andwillalsoinformtheteacherofhow -0}+/ besttogroupthechildrenifthisseemstobeappropriate.1j,0"" c)0  Discussion/consultationcanfollow,allowingeveryonetoparticipateattheirownlevel."" d)0  StoriesoftheCentralFiguresareappropriatetoeveryone,andallcanparticipatein  prayersandreadings."" e)0  Afterthetalkingpartofthelesson,thechildrencouldbesplitintogroups.Thereisno w reasonwhyeveryoneintheroomhastodothesamething.Whileonegroupiscutting, d stickingandpaintingacollage,anothergroupcouldbepractisingadancewithquiet Q  musicinanothercorner.Stillanothergroupcouldbeverycarefullycopyingaprayer, >  andatthesametimeanindividualchildmaybeassemblinghisownprojectworkon + { serviceinhisownfolder,athisownrateofprogress. h"" 0  Thiswaychildrencanbegivenanelementofchoice,givingthemafeelingof  U  ownershipoftheirefforts,andtheirworkcanbeattheleveloftheirownparticular  B  capacity./ "" Thelessoncouldconcludewitheveryonecomingtogethertoshowortellwhattheyvedone,if   appropriate,andtofinishwithafewgamesandaprayer.   Thekeytothesuccessofthistypeofteachingisfortheteachertohavethematerialsorganised  aheadoftime,thenoncethechildrenarehappilyoccupied,thelessonisrelativelyeasy,and m teachersandassistantscanmovebetweenthegroups,helping,advisingandjoiningin. Z  7  Evaluation A" 15mins  4 Weshouldaskthequestion:  ]  Dothechildrenwanttocomebacknextweek? J Thismaybethemostimportantquestionofall.Weshouldalwaystrytoevaluatehowthe 7 childrenhaveenjoyedtheirexperience.IfchildrenhaveanunpleasantexperienceofBah $ classes,itwillaffecttheirfutureintheFaith,andunlikestateschool,attendanceisinnoway  compulsory.  ЀIfyouuseanapproachthatcatersfordifferentneedsanddifferentlevels,withplentyofvariety,  thechildrenwillalmostcertainlywanttocomeagain.Thegamesplayaveryimportantpart  liftingthemood,andencouragingfullparticipationbyeveryone. u   Howcanwebringaboutatransfereffect:fromwhatweteachintheclassroomtothe ;#! behaviourofthechildrenintheirhomesandinthecommunity?""H" ($x" Askeveryonetonotedownanyideastheymayhave,thencomparenotestogether: &R!$ *x)dddd dd )""x,bdd +  &?"%&?"  +W&* Wheneveryoneisready,readthesefewideastogether: -a(+ a)0  Homeworkcouldbeintheformofactsofservicebeingcarriedoutathomeandinthe .;*- Community./(+."" b)0  Goodcommunicationisneededbetweentheteacherandtheparents.Couldthechildren 0,/ haveahome/schoolbook?Messagescouldbewrittenfromtheteachertotheparent,  andviceversa.Childrencoulddevelopaplaninclasstodoserviceinthecommunity,  butunlessthisiscommunicatedhome,itwontreallyhappen.Thehome/schoolbook  couldincludeacharttoshowthingsdoneathomearisingfromtheclass,andnotesof w praisepassedbackandforth.Asuperbesteemboosterforthechild!d"" c)0  CommunicationbetweentheschoolandtheSpiritualAssembly,sothatinitiatives Q  comingfromthechildrenattheFeastwillbeencouragedandfacilitated.> ""  B@#`Makingplans:"remainingtime   h Fortheremainingtimethegroupcanpractisemakingtheirownlessonplans.  A  Together,readthroughlesson1whichhasbeendonealreadytogiveanexample. .  Stressthatthisisonlyanexample.Ifanyoneinthegrouphasotherideascompletely,thatisall   thebetter.   Allowthegrouptoworkintwosorindividually.  Afterasuitableinterval,askeveryonewhowishestosharetheirplanwiththerest.  Y N Exercise:   Supposethethemeofservicehasbeenchosenforthewholetermof10lessons.  Wearegoingtodevelopthefirstthreelessonplansoftheterm.Thefirsthasbeendoneforyou.  ЀFillinthenext2lessonplans.Remembertouseasmanystrandsasareappropriatefromthe  curriculum.  *e)ddbdd b)""e,bdd +  iyiy  Theme:0 0 ! ! Service551! ! !KeyStage2Age711  Lesson1:10.1511.00and11.3012.30     *e) ddbdd b)""e,bdd +      Equipment:  9 I  Preparedprintouts,onsheetsofpaper,ofthefirstlineoftheVisitationTablet. % 5  Colouringanddrawingmaterials.  "  Anoisyobject,e.g.tambourineorbunchofkeys.      ReferencematerialonthelifeofAbdulBah.     Folderstocontainprojectworkandilluminatedprayers.     Home/schoolnotebookforeachchild,withanotetotheparentsonthefirstpage    explainingthatthechildwillbedoingactsofservicethisterm.   10.1510.45 4D  1.0 l Circlegames:0 l!l!Introductions,fruitsalad,Itsgoodtomeetyou,islands 0 ! ! 2.0 l Circleconsultations: l!l! 0 l 0 l!l!Whatisservice?  ! ! 0 l 0 l!l!Whatactsofservicedoweseearoundusinthegreatercommunity? ! ! 3.0 l AbdulBahastheServantoftheservants.l!l! 0 l 0 l!l!Discussionandconsultationaboutthis. ! ! 4.0 l StorytoillustratetheservitudeofAbdulBah.l!l! 5.0 l ReadingoftheTabletofVisitationl!l!    10.4511.00   Childrenmovetotablesandareeachgivenaprintedpaperwithoneline: HeistheAll  Glorious!Teacherexplainsthatovertheweekstheywilleachmaketheirown  illuminatedbookofthisTablet.Thisisthefirstpage.    Discussionabouthowitmightbeenhancedwithdecoration.Colouringmaterialprovided   forthedecorations.Therewilljustbetimetomakeasmallstart.   !  *e ) ddbdd b) ""e,bdd +  ! !!  11.3012.15 )"9!"  Childrenaregivenachoiceofactivity:  #%"#  Continueilluminatedbook $#$ Workinasmallgroupdramatisingafewactsofservice $#% BeginownindividualprojectaboutAbdulBah,theServantoftheServants.  %$& *e ) ddbdd b ) ""e,bdd +  & &&& & 12.15 ]'m&'  Clearaway. I(Y'( Reassembleincircle. 6)F() Dramagrouppresenttheirroleplays. #*3)* Circlegames:winkmurder,passinganoisyobjectsilently. + *+ Closingprayer.  + +, Home/schoolbooks  ~-,- Givetheseoutandexplainthechildrenaretothinkofanactofservicetheycandoat j.z-. home.Askthemtoaskaparenttoenteracommentaboutthisfornextweek.  W/g./   $4433  *e)ddbdd b ) ""e,bdd +    Theme:0 0 ! ! Service551! ! !KeyStage2Age711 AQ Lesson2:10.1511.00and11.3012.30  -=  Equipment:         10.1510.45        10.4511.00   !  8. ! " L(@12.15L(@8 12.15  #!"#  7-+x*)+ L(@12.15 L(@ 7 Home/schoolbooks  + +,  102    }434 *e)ddbdd b)""e,bdd +    Theme:0 0 ! ! Service551! ! !KeyStage2Age711 AQ Lesson3:10.1511.00and11.3012.30  -=  Equipment:      $   10.1510.45        10.4511.00  Wg  8. ! " L(@12.15L(@8 12.15  #)"#  7-+'&( L(@12.15 L(@ 7 Home/schoolbooks  :)J()  /.0