Initial Primary Teacher Education

Religious studies

Module 2

Malawi Institute of Education

Initial Primary Teacher Education

Religious studies

Module 2

Malawi Institute of Education

iii
Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi, Malawi

email: miedirector@sdnp.org.mw
website: www.mie.edu.mw

© Malawi Institute of Education 2018

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2018

iv
 Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual,
community and national development. Education prepares learners to play their
roles effectively to promote and sustain a country's socio-economic development.
Parents or guardians desire that their children develop into adults with sound
minds and healthy bodies through the acquisition of appropriate knowledge, skills
and desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The purpose of quality education is based on many factors and good quality
teachers is one of them. Teachers play a central role because they are the key source
of knowledge, responsible for facilitating the learning process and act as role models
for the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping the
student teachers to acquire the right knowledge, skills and competences to enable
them to effectively teach children. In view of this, the Initial Primary Teacher
Education curriculum has been reviewed to ensure that student teachers who
graduate from this programme are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display

moral values and embrace learners’ diversity.’

It is therefore hoped that Teacher training colleges will find this curriculum effective
in helping the student teachers to build a solid foundation in their teaching
profession.

Executive Director
Malawi Institute of Education

v
Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this module.

Special thanks go to the Director of the Directorate of Inspectorate and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, E Gobede Mtonga and his
team (Anthony Malunga, Loyce Chisale and Ms Catrin Anderer) for coordinating
the process of developing the module.

The Ministry of Education, Science and Technology and the Institute would also like
to thank Naireti Molande, Joel Kanjunjunju, Mercy Chiwenga-Chisale, Joseph
Mwatsika, Lawrence Masina, Jimmy Henry Kholowa and Sheikh Bamusi for
reviewing the module.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical
Cooperation (GIZ) and United Nations Children’s Fund (UNICEF).

Production team

Production team
Editing Peter Ngunga
Graphic Designer Doreen Kachala-Bato
Editor-in-Chief Max J Iphani

vi
 Writers
Efrina Fukuzi-Limeza - Lilongwe Teachers’ College

Gilbert Phiri - Domasi College of Education

Dr Gracious Gadama - Domasi College of Education

Jared Ngolomi - Machinga Teachers’ College

Jimmy Henry - Kholowa Phalombe Teachers’ College

vii
 Contents
Foreword ………………………………………………………………………………. v

Acknowledgements ……………………………………………………………….….. vi

Introduction to the module…………………………………………………………... ix

TOPIC 1 Application of religious thinking and teachings in a child in the

teaching of religious studies ………..…………………….……………. 1

TOPIC 2 Teaching of religious symbols and artefacts ………………………… 7

TOPIC 3 Teaching of the teachings of Jesus ………………….…………………. 10

TOPIC 4 Teaching of the arrest, crucifixion and resurrection of Jesus ……….. 14

TOPIC 5 Teaching of the ministry of Jesus ………………………………………. 20

TOPIC 6 Teaching of Christian approaches to contemporary issues .……….... 25

viii
 Introduction
The purpose of the primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavours to educate teachers in sufficient
numbers, continually develop their professional so that they are able to effectively
and efficiently deliver quality and relevant education to primary school learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
• academically well-grounded and professionally competent
• flexible and capable of adapting to the changing needs and environment of the
Malawian society
• capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources suitable
for the needs of their learners.

Rationale
Religious studies has two parts; Bible knowledge and Religious education. It
promotes understanding of God. Religious studies enables student teachers to
understand the role played by the spiritual dimension of life. The teaching of this
subject is essential for the physical, mental, social, cultural, economic and moral
development of a child. The subject also addresses issues that are critical to the
development of Malawi such as HIV and AIDS, poverty, ethics and moral values,
conflict, human rights, corruption, gender and violence.

Teacher education philosophy

The process and implementation of this review is being guided by the teacher
education philosophy which states: "To produce a reflective, autonomous, lifelong
learning teacher, able to display moral values and embrace learners’ diversity".

IPTE programme structure

The duration of the teacher education is two years. The general outlook of the two
years is as follows:

ix
 Year 1 Year 2

Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

In college, In college, Out in teaching Out in In college, In college,

learning learning practice teaching with special with special
subject subject schools, practise emphasis on emphasis on
content with content with practising schools, reflection, subject
a special special focus teaching practising inclusion content,
focus on on methods mainly in the teaching and further policies and
methods for for upper lower classes mainly in the practice on frameworks
lower classes classes upper classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
• The curriculum design is based on reflective and practice principles.
• Early grade teaching methodologies are distinct.
• The delivery of the subject content follows the modular approach.
• Student-teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
• Cross-cutting issues such as Assessment for Learning, Information
Communication Technology, Inclusive Education and Critical Thinking are
integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects practice and theory and integrates content and pedagogy
in teaching and learning. In this structure, student-teachers will be in college for two
terms of year 1 and be in primary schools for teaching practice in the third term of
first year and first term of the second year. Student teachers will be back to colleges
in terms 2 and 3 of year 2 to continue learning subject content, reflecting on their
experiences of teaching practice and then wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects.

These are Chichewa, English, Mathematics, Education Foundation Studies,
Agriculture, Social Studies, Life skills, Science and Technology, Expressive arts,
Religious studies and Human ecology. In this modular design, a set of topics forms a
module in a subject. A module consists of 40 hours contact time.

x
 Summary of topics for the term and time allocation

Term 2

Topic Allocated time in Core element

hours

Application of religious thinking

and feelings in a child in the
teaching of religious studies
Teaching of religious symbols and
artefacts
Teaching of the teachings of Jesus

Teaching of the arrest, crucifixion

and resurrection of Jesus

Teaching of the ministry of Jesus

Teaching of Christian approaches

to contemporary issues

xi
TOPIC 1 Application of religious thinking and feelings in a
child in the teaching of religious studies
Time 3 hours of the characteristics of children at
this stage:
Introduction  A child deals with one problem
Children are born without a religion at a time. This is because he/she
but acquire the thinking and feelings has short attention span and
about religion as they grow. As a forgets things easily.
teacher, it is important for you to  A child does not reverse thought
understand the developmental stages or lacks change of thought and
in religious thinking and feelings in cannot work back from the
children. This will assist you to select conclusion reached.
appropriate resources and strategies  Mostly imitates what s/he sees
when planning your Bible knowledge and therefore tends to
and religious education lessons. oversimplify situations.
 Mostly memorises and recites
Success criteria things without understanding
By the end of this unit, you must be them.
able to:
 analyse the application of religious 2 Concrete operational stage from 8
thinking in a child in the teaching of to 11 years old
religious studies The following are some of the
 explore the application of religious characteristics of this stage.
feelings in a child in the teaching of  A child’s thinking is mostly limited
religious studies by tangible elements of the
 assess the development of religious situations. Thus a child does not
thinking and feelings in children think beyond what she or he can
see or does not understand abstract
Back ground information concepts and can’t interpret
Children acquire and develop feelings symbols.
and thinking about a religion in stages.  A child can reverse his or her
This process is gradual and acquired thought.
through experience as children grow  A child can apply logic and is
from childhood to adult hood. capable of checking the results of
his or her thinking to a certain
Stages of religious thinking in degree.
children
1 Intuitive religious thinking or 3 Formal operational stage which is
preoperational stage from 12 years and above
Children in this stage are between 2 The following are some of the
and 7 years. The following are some characteristics of this stage. The
child can:
1
 interpret symbols, for example objects, occasion and events that
understands what baptism have special importance
symbolises in Christianity  they develop trust in God
 reverse facts through their parents (parents
 use theories are a mirror of God to the
 widen the scope of understanding children)
 try to be independent 3 Concrete operational stage (8-11
 think consistently years)
 reject and accept with reasoning The following are characteristic of
children’s feelings at this stage:
Religious feelings in children  they have feeling of punishment
Feelings are part of human life. People by both parents and God
learn moral and spiritual values  they are troubled by the fact that
through feelings and emotions. things do not always go
Feelings that develop at an early age according to their will or plan
have an impact in one’s religious 4 Formal operational stage (12 years
values and beliefs later. As a teachers it and above)
is important for you to understand that The following are characteristics of
children begin to reflect on their own children’s feelings at this stage:
feelings of pleasure, pain, wonder,  self identity
mystery and beauty in their  challenge those around them for
environment at an early age. justice
 seek personal connection and
Stages of religious feelings in children also in scripture
1 Sensory perception stage (0-2 years)  they develop gang spirit ie they
The following are characteristics of feel good with peers
children’s religious feelings at this
stage: Children’s emotions and feelings
 they make simple identifications develop rapidly as they grow from one
such as people, objects, stage to another.
buildings, places, forms of
dressing, food, occasions and Roles of feelings in children
events The following are some of the roles of
 they develop trust in parents, feelings in children:
family members and close  assist children to think more deeply
relatives about their experience of being
2 Sensory motor/intuitive stage (2-7 human
years)  children are able to think in more
The following are characteristics of abstract terms
children’s feelings at this stage:  enable a child to understand basic
 they develop curiosity about ideas underlying authority, destiny,
their own feelings, people, food, faith and salvation
buildings, places, forms of dress,

2
 help children to understand ways Tasks
in which religious practices and Task 1 Analysing the application of
beliefs are expressed religious thinking in a child
 help children to perceive how in the teaching of religious
religious practices are closely thinking
related with those of human As teachers, it is important to
experiences. understand that a child develops
religious thinking in stages. As you
Role of religion in developing plan to teach, it is important to
religious feelings in children consider these developmental stages
Religious institutions guide children to which will help you to choose
develop religious feelings in the appropriate strategies, resources and
following ways: assessment procedures.
 offering guidance and counselling
such as helping them acquire Activity 1 Reflecting on the
essential life skills application of religious
 offering recreation services so that thinking in children in the
they don’t drift into activities such teaching of Religious
as drug and substance abuse which education and Bible
will put their lives at risk knowledge
 allowing them to create or join 1 Share your experiences on how
clubs where they can discuss and learners in your classes at the
share ideas on matters affecting teaching practice school expressed
them their religious thinking and feelings
 involving the youth in social- using Fish bowl method.
economic programmes such as 2 Explain ways in which learners
income-generating activities religious thinking and feelings
affected your lesson delivery in
This topic will help teachers to present religious education and Bible
accurate information to learners based knowledge using Letter to the
on stages of a child’s religious Author method.
thinking. In addition, it will also help 3 In groups, plan activities showing
teachers develop positive character application of religious thinking
traits which will help to promote and feelings in children when
religious feelings in children. teaching religious and Bible
knowledge.
Understanding of religious thinking 4 Demonstrate the planned activities.
and feelings in children will help 5 Critique the demonstration lessons
teachers to choose appropriate by focussing on how each group
strategies such as stories and case has applied religious thinking and
studies for learners to reflect on their feelings in children.
daily experiences. 6 Consolidate by emphasizing on the
importance of applying religious

3
 thinking and feelings in children Task 2 Exploring the application of
when planning and teaching religious feelings in a child in
religious education and/or Bible the teaching of Bible
knowledge. knowledge/Religious
education
Activity 2 Analysing stages and Teachers need to understand that
characteristics of a child’s children start to develop religious
religious thinking feelings at an early age. As children
1 Search information on the internet grow, there are a number of factors
and from other instructional that influence this development such as
materials about stages and the family and peers. As a teacher, it is
characteristics of a child’s religious important to take these factors into
thinking. consideration when planning.
2 Analyse each stage of a child’s
religious thinking using Gallery Activity Exploring application of
walk method. religious feelings in children
3 Analyse ways in which teachers can in the teaching of Religious
apply knowledge of a child’s education
religious thinking in the teaching of 1 Carry out book and/or internet
Bible knowledge and/or religious research on ways in which children
education using One stay-three develop religious feelings.
stray method. 2 Analyse ways in which a teacher
4 Consolidate by focusing on can apply religious feelings in
appropriate ways of applying children in the teaching of Bible
religious thinking in a child in the knowledge and/or Religious
teaching of Bible knowledge and/or education, using RAFT method.
religious education. 3 Present the findings using Gallery
tour.
Tips 4 Consolidate by affirming
 You may use books such as ODL appropriate ways of applying
religious studies handbooks, IPTE religious feelings in children in the
student teachers handbook, teaching of Bible knowledge and/or
lecturers’ handbooks, religious Religious education.
education teachers’ guides and
learners’ books. Tips
 You may also use methods such as  You may use books such as
Research, Walk around-talk Religious Studies module 1 for
around, Baobab tree competition ODL, IPTE lecturers hand books.
and Author’s chair.  You may also use strategies such as
Author’s chair, Fish bowl and
Think-pair-share.

4
Task 3 Assessing the development of Tips
religious thinking and  You may also use strategies such as
feelings in children Role play, Storytelling, Drama,
It is important for teaches to devise Enter-educate and Ball game.
ways of assessing the development of  You may also use resources such as
religious thinking and feelings in cassettes, songs, Bible stories and
children. This will help a teacher to folk tales.
consider appropriate resources and  Make sure that both boys and girls
methodologies to cater for learners’ are actively involved in the
diverse needs when teaching Religious research.
education and/or Bible knowledge.
Activity 2 Applying the knowledge of
the development of
Activity 1 Assessing the development
religious thinking and
of religious thinking and
feelings in Bible knowledge
feelings in children
or Religious education in
1 Exploring ways of assessing the
different classes
development of religious thinking
1 In groups, brainstorm ways of
and feelings in children using
applying knowledge of the
Survey method.
development of religious thinking
2 In groups, develop research tools
and feelings in children in a lesson.
for assessing development of
2 Prepare mini lessons focussing on
religious thinking and feelings in
the application of religious thinking
children of different age groups and
and feelings in children in different
in different classes.
classes.
3 Carry out a research using the
3 Present the mini lessons by
research tools developed to assess
reflecting on ways in which the
development of religious thinking
teacher applied knowledge of
and feelings in children.
religious thinking and feelings in
4 Present the research findings using
children when teaching.
Gallery tour method.
4 Critique the mini lessons by
5 Consolidate by emphasizing on
reflecting on ways in which the
factors that contribute to religious
teachers have applied knowledge of
thinking and feelings in children.
religious thinking and feelings in
children when teaching.

Unit summary
Children develop thinking and feelings
about a religion gradually as they
grow. The knowledge and skills gained
will assist teachers to use strategies and
resources that are appropriate with the
age of the learners. This will also help

5
teachers avoid indoctrinating the References
learners. Boyd, RM, Candless (1961). Adolescent
behaviour and development.
Assessment and reflection Illinois: The Dyolen Press.
1 Why is it important for a teacher to Farrant, JS (1958). Principles and
understand the religious practices of education. Singapore:
developmental stages of a child? Longman.
2 Why are stories important in the Read, G (1992). How do I teach R/E.
development of religious feelings in England: Stanley Thornes
learners? Publishers Ltd.
3 Explain ways in which a teacher Wortman, CB (1985). Psychology.
can assess development of religious Toronto: Alfred A Knoff Inc.
thinking and feelings in learners.
4 Were the procedures to analyse Further reading
religious thinking and feelings in A developmental theory of Religious
children effective? Education-Mac sphere @ https://
5 Am I able to apply religious macsphere.macmaster.ca/bit
thinking and feelings in children in stream/11375/1060/1/full text
the teaching of Bible knowledge Journal of Religious Education
and/or Religious education? contents-ACU@
6 How best can I use knowledge of https://www.acu.edu.au/-
children’s religious thinking and data/assets/pdf-file/.../JRE-593-2011-
feelings to improve teaching? full-version-
Religious experience in childhood
Glossary @www.sahayaselvam.org/2011/02/..../r
intuition : understanding things eligious-experience-in-childhood-and
through feelings, not adolescence
reasoning Development of religious thinking:
mystery : that which is beyond Religious Education: vol.101, No 2,
human understanding sep.22 2006 @
sensory motor : development stage www.tandfonline.com/doi/full/10.1080/
between 0-2 years 00344080600640269?scroll=top-true
indoctrination : a process of http://www.catholic.co.il/idexxxphp?o
inculcating in a ption=com
person in ideas and
attitudes without
critical thinking

6
TOPIC 2 Teaching of religious symbols and artefacts
religious symbols and artefacts are
Time 3 hours used to pass on religious facts, ideas
and feelings. Teachers should explore
Introduction religious symbols and artifacts used in
A symbol is something that stands for different religions and find their
another thing. An artifact is any object meanings.
that has been made. Children should
learn about religious symbols and Teachers should devise different
artefacts because they affect their activities which would help learners
everyday experiences through examine the importance of religious
attitudes, beliefs and expressions. symbols and artifacts used in different
Through religious symbols and religions. This will help learners
artefacts, people are able to appreciate the influence of religious
communicate with their Creator and symbols and artifacts in their everyday
even with fellow human beings. life.

The teaching of religious symbols, This can be achieved if teachers select

artefacts and their impact will help appropriate strategies and resources
learners to experience a sense of when teaching the topic.
belonging with other believers and
God. It is therefore important for Tasks
teachers to consider appropriate Task 1 Exploring methods for
strategies which would assist learners teaching religious symbols
understand religious symbols and and artefacts
artifacts. Teachers need to explore appropriate
methods for learners to identify and
Success criteria describe religious symbols and
By the end of this unit, you must be artefacts in their communities.
able to:
 explore methods for teaching Activity 1 Reflecting on the teaching
religious symbols and artefacts of religious symbols and
 analyse techniques for teaching the artefacts
use of religious symbols and 1 Mention religious symbols and
artefacts artefacts found in the communities
 demonstrate the teaching of around your teaching practice
religious symbols and artefacts schools using Revolution method.
2 Choose one religious symbol and
Background information artefact and draw it on chart paper
People use symbols and artefacts in in groups.
their different religions. These

7
3 In groups, prepare a 10 minute Activity 3 Evaluating methods for
mini lesson from any class on the teaching religious symbols
topic religious symbols and and artefacts
artefacts using the drawings in 2 as 1 Identify relevant methods for
teaching, learning and assessment teaching religious symbols and
resources. artefacts using Survey method.
4 Devise a rubric to assess learners 2 Analyse the methods for teaching
understanding on the planned religious symbols and artefacts
topic. using Bus stop method.
5 Present the mini lesson. 3 Consolidate by confirming the
6 Critique the mini lessons by appropriateness of the methods for
focusing on how each group has teaching religious symbols and
used the resources when teaching. artefacts.
7 Describe ways in which you would
improve the lesson presentations Tips
using religious symbols and  Use ICT to conduct the activities.
artefacts found in the local  Consider what the children already
communities using Quick write know about this topic.
and Author’s char.  You may also use methods such as
8 Consolidate by emphasizing on the Walk around-talk around, Ball
importance of using religious game and Baobab tree competition.
symbols and artefacts found in the
local communities when teaching. Task 2 Analysing techniques for
teaching the use of religious
Activity 2 Exploring methods for symbols and artefacts
teaching religious symbols Religious symbols and artefacts assist
and artefacts learners to understand religion. It is
1 In groups, carryout book research therefore important that teachers
to establish different methods used should examine suitable techniques for
in primary school instructional teaching religious symbols and
materials on the topic. artefacts.
2 Report their findings using Gallery
tour methods. Activity 1 Analysing techniques for
3 Analyse the relevance of the teaching the use of
methods using Jig-saw method. religious symbols and
4 Consolidate by emphasizing on the artefacts
importance of analyzing suitability 1 Carry out research within the
of methods used in the primary communities on the use of religious
instructional materials. symbols and artefacts.
2 Report your findings using Gallery
walk method.
3 In groups, analyse merits and
demerits of Research method or

7
 any other method used as a Activity Conducting mini lessons on
technique for teaching religious religious symbols and
symbols and artefacts using T-chart artefacts using the models
method. 1 Brainstorm the methods that you
4 Report your analysis using would use to teach religious
Author’s chair method. symbols and artefacts using the
5 Consolidate the activity by models.
reflecting on the use of religious 2 Prepare a 10-15 minute lesson plan
symbols and artefacts in the on the topic religious symbols and
communities. artefacts using models of religious
symbols and artefacts as resources.
Activity 2 Modelling religious 3 Conduct the mini lessons using the
symbols and artefacts lesson plans prepared.
1 In groups, brainstorm religious 4 Critique the mini lessons.
symbols and artefacts. 5 Consolidate by reflecting on the
2 Brainstorm materials which can be appropriateness of using the
used for modelling religious models as resources.
symbols and artefacts.
3 In the same groups, choose one Tips
religious symbol and artefact and  Give each group a chance to
model them. present its mini lesson to the class.
4 Display the models using Gallery  You may also use models
walk method. developed in Task 1.
5 Discuss ways in which a teacher  You may also use methods such as
can use the models in the teaching Research, Gallery walk, Card
of Religious education and/or Bible collection, Clustering and Quick
knowledge, using Pens in the write.
middle method.
6 Consolidate by emphasizing on the Summary
importance of using models in the In this topic, you have learnt methods
teaching of religious education and techniques for teaching religious
and/or Bible knowledge. symbols and artefacts. This is
important because it will assist you to
Task 3 Demonstrating the teaching teach religious symbols and artefacts
of religious symbols and with ease. It will also assist the
artefacts learners to learn these concepts easily.
Teachers need to practice ways in
which they can demonstrate to Assessment and reflection
learners the use of religious symbols 1 What is the importance of using
and artefacts. It is also important to models in the teaching of religious
include appropriate methods and symbols and artefacts?
resources in the demonstrations.

8
2 Analyse techniques for teaching the Further reading
use of religious symbols and Lovelace, A & White, J (1996). Beliefs,
artefacts. values and traditions. Oxford:
3 How successful were the teaching, Heinemann.
learning and assessment methods Mphande, D & Byers, A (2001).
used in the topic? Exploring religious and moral
4 How best could you have used the education book 1. Oxford: Oxford
teaching, learning and assessment University Press.
methods and resources when White, J (1985). Contemporary moral
teaching the topic? problems. New York: West
Publishing Company.
References
Fageant, J & Mercier, SC (1997). Skills
in religious studies book 1.
Oxford: Heinemann.
Malawi Institute of Education (2008).
Initial Primary Teacher Education
(IPTE) religious education
lecturers’ book. Domasi: Malawi
Institute of Education.
Mercier, SC (1998). Skills in religious
studies book 3. Oxford:
Heinemann.

9
TOPIC 3 Teaching of the teachings of Jesus
miracles out of mercy, on request and
Time 3 hours out of sympathy.

Introduction The Bible gives several examples of

Jesus used several approaches to miracles that Jesus performed. He
convey the message of God during His performed some miracles over nature.
ministry. His choice of approach For example, He walked on water and
depended on the nature of audience calmed the storm on the sea.
and intention. In many instances He
performed miracles as one way of At first, the disciples thought He was a
teaching the message of God. At times ghost considering that no human
Jesus used parables to put across His being could walk on water. The fact
message. that Jesus walked on water and
calmed the storm on the sea is a clear
In this unit, you will examine ways of demonstration that He has powers
teaching the teachings of Jesus through over nature.
miracles over nature and use of
parables. The knowledge gained In addition, Jesus used parables to
would help you to effectively assist illustrate religious teachings during
learners to critically analyse the His ministry. In order to develop
teachings of Jesus. In turn, the learners learners’ understanding of Jesus’ use
will be sympathetic and helpful to of parables, it is important for teachers
other people in need. to use appropriate strategies for
learners to understand the meaning
Success criteria behind the parables.
By the end of this unit, you must be
able to: Some of the parables to be analysed
 examine different ways of teaching include; the parable of the Good
the teachings of Jesus through Samaritan, the parable of the two sons,
miracles over nature the parable of the prodigal son, the
 analyse different ways of teaching parable of the lost coin and the parable
the teachings of Jesus through of the vineyard. Student-teachers must
parables also analyse ways of teaching the
 demonstrate different ways of ministry of Jesus through miracles
teaching the teachings of Jesus over nature and use of parables.
Teachers should design methodologies
Background information that promote independent thinking in
Jesus performed many miracles as one the learners.
way of spreading the message of God
to people. He performed these

10
They should also demonstrate ways of Activity 2 Examining miracles
applying the methodologies in a performed by Jesus over
classroom situation by conducting nature
mini lessons and assess learners’ 1 Examine the following miracles
understanding. performed by Jesus over nature
using Gallery walk method:
Tasks a) walking on water.
Task 1 Analysing different ways of b) commanding a heavy storm on
teaching the teachings of the sea to stop.
Jesus 2 Write a summary of key messages
Jesus used a variety of approaches from each miracle using Letter to
when teaching the word of God. the Author method.
Likewise, teachers should carefully 3 Consolidate the activity by
choose suitable ways of teaching the highlighting key messages from the
teachings of Jesus in order for learners miracles.
to understand the meanings behind
His teachings. Activity 3 Examining different ways
of teaching the teachings
Activity 1 Reflecting on teaching of of Jesus through miracles
the teachings of Jesus over nature
1 Narrate stories about teachings of 1 Examine each of the following
Jesus told by learners at your miracles performed by Jesus over
teaching practice school using Fish nature using Gallery walk method.
bowl method. a) Jesus walking on water
2 Find out from the primary school b) Jesus commanding a heavy
instructional materials, stories storm on the sea to stop.
about Jesus teachings that are 2 Explore different ways of teaching
related to ones told by the learners the teachings of Jesus through
using T-chart method. miracles over nature using
3 In groups, describe ways in which Revolution method.
you would use learners’ 3 Plan how the identified ways will
experiences on the teachings of be used to teach the teachings of
Jesus when teaching the topic Jesus through miracles over nature
‘Jesus teachings through miracles using Trade a problem method.
or parables, using RAFT method. 4 Demonstrate ways in which the
4 Present your findings using Gallery identified ways would be used in
tour method. teaching the teachings of Jesus
5 Consolidate by emphasizing on the through miracles over nature.
correct ways of using learners 5 Consolidate by reflecting on the
experiences when planning and usage of each way.
teaching the topic.

10
 Tips Tips
 Each miracle may be taught in a  Teaching more than one parable in
single lesson in primary school. a single lesson in primary school
 You may also use the following might confuse learners unless
methods: Walk around-talk better techniques are used.
around, Paired reading, Paired  You may also use the following
summarising, One stay-three stray, methods Gallery tour, T-chart,
Quick write and Author’s chair. Press conference and Ball game.
 Ensure that physically challenged  Use microphone(s) or model(s) of
learners are fully involved in the microphone during the press
activities. conference.

Activity 4 Analysing different ways Task 2 Demonstrating ways of

of teaching the teachings teaching the teachings of
of Jesus through parables Jesus
1 Exploring different ways of It is important to practice different
teaching the teachings of Jesus ways of teaching the teachings of Jesus
through parables using Make an in order to identify possible challenges
appointment method. and rectify them. This will help
2 Using Jig saw method analyse each teachers to improve their practices in
of the following parables: the classroom.
a) the parable of the Good
Samaritan (Luke 10: 25-37) Activity Conducting mini lessons on
b) the parable of the two sons teachings of Jesus
(Matthew 21:28-31) 1 In groups, prepare mini lessons on
c) the parable of the prodigal son any of the parables.
(Luke 15: 11-32) 2 Prepare appropriate resources for
d) the parable of the vineyard the mini lessons.
(Luke8: 4-21) 3 Prepare assessment tools for
3 Write key messages from each assessing learners on the topic.
parable using Quick write method. 4 Present the mini lessons.
4 Present the key messages using 5 Critique the mini lessons.
Author’s chair method. 6 Consolidate by reflecting on the
5 Consolidate by reflecting on the effectiveness of the methods used
effectiveness of each way. in the mini lessons.

11
 Tips Item Yes No Comment
 You will need to prepare resources Is the learner able to:
for this lesson in advance. 1 identify all the
main characters
 Ensure that both boys and girls are
in the story?
equally involved in the 2 explain roles
presentations. played by the
 Consider learners with diverse main characters
needs when planning the lesson in the story?
3 narrate the story
logically?
Summary 4 explain the
Every good teacher thinks critically meaning of the
how best to relay the intended story?
message to the audience. Jesus too was 5 relate the story to
daily life
skillful in the choice of approach to put
experiences?
a cross His message to the people. He
performed several miracles over
Note: In large classes, randomly assess
nature as one way of illustrating that
the learners, keep their records and
he had powers over nature. He used
continue in subsequent lessons until
parables when teaching the word of
all the learners have been assessed.
God to illustrate a religious abstract
concept. Similarly, Bible knowledge
Assessment and reflection
teachers should thoughtfully explore
1 State any four participatory
appropriate ways of teaching the
methods that can be used to teach
teachings of Jesus in order to make
the teachings of Jesus through:
learners understand Jesus teachings
a) miracles over nature
and apply the messages in real life
b) parables
situations for them to develop as
2 Choose any two methods and
moral beings. One way of measuring
outline the procedure a teacher can
learners’ understanding on the topic is
follow when teaching each of the
through development and use of
following teachings of Jesus
assessment tools.
through:
a) miracles over nature
Below is a sample of an observation
b) parables
checklist which can be used to assess
3 Explain any three ways in which a
learners’ understanding.
teacher can promote critical
thinking in the learners when
Subject: Bible knowledge
teaching the teachings of Jesus
Topic: The parable of the Good
through miracles/parables.
Samaritan
4 Am I able to analyse each miracle
Name: Ivy Jossam Std: 5
and suggest appropriate
methodologies to teach it?

12
5 Am I able to plan a lesson on the
teachings of Jesus through Further reading
miracles/parables? http://www.matrixmeditations.info/bo
nusJesus.pdf
Glossary http://www.padfield.com/acrobat/tayl
miracle : unnatural act or event or/parables.pdf
caused by God https://keybibleconcepts.org/cmsfiles/f
parable : story which uses everyday iles/resources/BEE/tbae_part2.pdf
events to illustrate a http://www.gospellessons.info/sitebuil
religious or moral point dercontent/sitebuilderfiles/bookletttea
storm : heavy wind chingofjesus.pdf

References
Alexander, D (1973). The lion handbook
to the Bible. London: Lion
Publishing.
Darton, J (1968). Bible stories for
children. London: Longman and
Todd Ltd.

13
TOPIC 4 Teaching of the arrest, trial, crucifixion, death
and resurrection of Jesus
Time 6 hours Background Information
Jesus triumphant entry into
Introduction Jerusalem (Matthew 21:1-17, Mark
11: 1-19, Luke 19:28-48, John 12: 12-
The teachings of Jesus displeased the
19)
Jewish religious leaders, the Pharisees
Jesus entered the Holy city of
and the Chief Priests. He was accused
Jerusalem on the first day of the
of inciting a revolt against the Roman
Passion Week. He entered the city in a
authorities and blasphemy. They
humble manner while riding on a
plotted to arrest Him. The anger of the
donkey. People showed their respect
Jewish leaders was heightened when
to Him by spreading their clothes and
Jesus chased away traders and turned
tree branches on the road. They were
over their tables in the Temple of
singing in praise of God. His entry into
Jerusalem soon after His triumphal
Jerusalem testified that He was a
entry into the city. Jesus was then
Messiah.
arrested during the Passover and later
He was tried, crucified and died. He The arrest of Jesus (Matthew 26:47-
resurrected after three days. 56, Luke22:47-53)
Jesus told His disciples at the Passover
In this unit, you will explore and feast about the plot to arrest Him. He
analyse different methods of teaching revealed that one of the disciples
the arrest, trial, crucifixion, death and would betray Him. Jesus took His
resurrection of Jesus. You will also disciples to Gethsemane to pray after
conduct mini lessons. The skills gained the Passover feast. After praying for
would assist you to effectively guide the third time, Judas, one of His
learners to understand the topic. disciples betrayed Him by handing
Him over to chief priests, officers of
Success criteria the temple guards and elders to arrest
By the end of this topic, you must be Him.
able to:
 analyse methods for teaching of The trial of Jesus (Matthew 27:11-
26, Luke 22:66-71, Luke 23:1-25)
arrest, trial, crucifixion, death and
Before the Chief Priest, Jesus was
resurrection of Jesus
accused of blasphemy, a crime whose
 demonstrate techniques for the
punishment was death. The Jewish
teaching of arrest, trial, crucifixion,
leaders knowing that they could not
death and resurrection of Jesus
pass such judgment, they sent Jesus to
 reflect on the lesson presentation
Pilate who was a Roman Governor.
on the arrest, trial, crucifixion,
However, the Jewish leaders changed
death and resurrection of Jesus
the accusations against Jesus from
religious to political.

14
 walking in the city of Jerusalem. Many
For instance, He was accused of people were filled with awe and
stirring people all over Judea to revolt believed that indeed Jesus was the son
against the Roman rule by His of God.
teachings, refused to pay tax and
called Himself a king. Then Pilate Joseph of Arimathea went to Pontius
realising that Jesus was coming from Pilate asking for the body of Jesus. He
Galilee, he sent him to Herod who buried the body in his own new tomb.
later sent him back to Pilate. Pilate Mary of Magdalene and Mary the
called the chief priests, rulers and the mother of Jesus witnessed the burial of
people and told them that Jesus did Jesus.
not commit any offence deserving a
Resurrection of Jesus (Matthew 28:
death sentence but the people insisted
1-20, Luke 24: 1-49, John 20: 1-29)
that He should be crucified and Jesus told His disciples before His
Barabbas be released instead. Pilate death that He would resurrect on the
released Barabbas and handed over third day. The women were the first to
Jesus to the people. visit His tomb and found that the
stone at the tomb was rolled away and
The crucifixion and death of Jesus
did not find the body of Jesus in the
(Matthew 27: 32-66, Mark: 15:12-32,
Luke 23: 26-55, John 19:16-19) tomb. These women included Mary
Jesus was forced to carry a cross to Magdalene, Joana and Mary mother of
Golgotha where he was to be crucified. James. Later, Jesus appeared to two
He got tired and failed to carry the men who were going to Emmaus and
cross and Simon of Cyrene assisted He also appeared to His disciples who
Him to carry the cross up to Golgotha. were gathered in the upper room in
Jerusalem. The men were frightened
An inscription was placed on top of thinking that they had seen a ghost.
His cross reading; “This is Jesus, the He showed them the scars in His
king of the Jews.” Soldiers then shared hands and feet as proof that He had
His clothes and casted lots for His risen.
cloak. He was mocked by many people
including one of the two criminals Teachers should ensure that they
who were crucified together with Him. devise activities that would make
The other criminal asked for learners easily understand and
forgiveness and Jesus promised him appreciate arrest, trial, crucifixion,
salvation. There was darkness all over death and resurrection of Jesus.
the land for three hours then Jesus
cried out and died. After His death, a It is therefore important for teachers to
curtain in the temple was torn into two carefully select methodologies,
parts. The earth shook, rocks were resources and technologies that would
split, tombs were opened and bodies promote learners understanding on
of the saints were raised and seen the topic.

14
 2 Analyse the appropriateness of
Tasks each method using Gallery walk
Task 1 Analysing methods for method.
teaching of the arrest, trial, 3 Consolidate by reflecting on the
crucifixion, death and effectiveness of the methods for
resurrection of Jesus teaching of Jesus’ triumphant entry
Teachers need to use methods that are into Jerusalem.
appropriate for teaching the arrest,
Tips
trial, crucifixion, death and
 Ensure that the participants in the
resurrection of Jesus. This would help
role-play are taking down key
learners to easily understand the
points.
events.
 Follow the same procedure for
teaching cleansing of the temple.
Activity 1 Analysing Jesus triumphal
 Show a video on the topic using
entry into Jerusalem
LCD projector or any other
1 Share your experiences on how
equipment at your disposal.
important visitors were welcomed
 Use pictures in learners’ books and
at your teaching practice schools
from other sources on the topic.
using Letter to the author method.
 You may use methods such as
2 Report their experiences using
Revolution and Brainstorming.
Letter to the author method.
3 Analyse Jesus’ triumphal entry into Activity 3 Exploring different
Jerusalem, using One stay-three methods for teaching the
stray method. arrest of Jesus
4 In groups, role play Jesus 1 Explore different methods for
Triumphal entry into Jerusalem. teaching the arrest of Jesus, using
5 Explain key messages gathered Revolution method.
from the role play using Quick 2 Analyse each method and select
write method. appropriate ones for teaching the
6 Present the key messages using arrest of Jesus using Trade a
Author’s chair method. problem method.
7 Consolidate by emphasizing on 3 Consolidate by emphasizing on the
main events during Jesus’ appropriateness of each method.
triumphal entry into Jerusalem.
Task 2 Demonstrating techniques
Activity 2 Analysing methods for the
for teaching the arrest, trial,
teaching of Jesus’
crucifixion, death and
triumphant entry into
resurrection of Jesus
Jerusalem
Teachers need to use different
1 Explore different methods for
techniques of teaching for them to
teaching Jesus triumphant entry
teach effectively.
into Jerusalem, using Ball game
method.

15
Activity 1 Examining the arrest, trial,
crucifixion and death of Tips
Jesus  Questions for the discussions
1 Mention what you know about the should be based on key events
arrest, trial and crucifixion of Jesus during the arrest of Jesus.
using K-W-L method.  Ask learners to prepare for the role
2 Narrate the story about the arrest, plays before the lesson.
trial and crucifixion of Jesus.  Show a video on the topic using
3 Present the key messages about the LCD projector or any other
arrest, trial, crucifixion and equipment at your disposal.
resurrection of Jesus using  Use pictures in learners’ books and
Author’s chair method. from other sources on the topic.
4 Consolidate by emphasizing on key  You may also use methods such as:
messages from the story. Pens in the Middle and Gallery
walk.
Tips
 Show a video on the topic using Activity 3 Demonstrating techniques
LCD projector or any other for the teaching of the
equipment at your disposal. arrest, trial, crucifixion and
 Use pictures in learners’ books and death of Jesus
from other sources on the topic. 1 Exploring different techniques for
 You may also use the following the teaching of the arrest, trial,
methods: Walk around-talk around crucifixion and death of Jesus using
and Quick write. Survey method.
2 In groups, prepare mini lessons on
Activity 2 Role playing the arrest, either of the following events
trial, crucifixion, death and arrest, trial, crucifixion, death and
resurrection of Jesus resurrection of Jesus.
1 Prepare role plays on the trial and 3 Present the mini lessons.
arrest of Jesus by analysing Bible 4 Critique the mini lessons.
extracts on the topic. 5 Consolidate by highlighting
2 Role play the arrest of Jesus. appropriate techniques for teaching
3 Formulate assessment items (in the arrest, trial and crucifixion of
higher order category) on the arrest Jesus.
and trial of Jesus.
4 Discuss the role plays through Activity 4 Demonstrating the use of
answering questions based on the ICT in the teaching of
arrest of Jesus. arrest, trial, crucifixion and
5 Consolidate by emphasizing on key death of Jesus
events leading to the arrest and 1 In groups, prepare a lesson plan on
trial of Jesus. any of the following: arrest, trial,
crucifixion, death and resurrection
of Jesus using ICT.

16
2 Present the lessons using ICT.
3 Critique the lesson focusing on the
relevance of the ICT used.
4 Consolidate by emphasizing on the
importance of using ICT as a
teaching, learning and assessment
resource.

Task 3 Reflecting on the lesson

presentations on the arrest,
Questions
trial, crucifixion, death and
a) What is happening in the
resurrection of Jesus
illustration?
Teachers need to reflect on their lesson
b) Identify the people in the
presentations. This helps in improving
illustration.
on their teaching practices. In this task,
c) Describe roles played by the
teachers will therefore reflect on the
individuals in the illustration.
lesson presentations.
2 Examine events in the story of the
resurrection of Jesus using One
Activity 1 Reflecting on the lesson
stay-three stray method.
presentations on the arrest,
3 Consolidate by highlighting main
trial, crucifixion, death and
events in the story of the
resurrection of Jesus
resurrection of Jesus.
1 In groups, identify strengths,
challenges and suggest solutions to
Tips
the challenges observed in the mini
 Show a video on the topic using
lessons in task 2, activity 3 using
LCD projector or any other
M-chart methods.
equipment at your disposal.
2 Present the observations using
 Use pictures in learners’ books and
Gallery tour method.
from other sources on the topic.
3 Consolidate by emphasizing on the
 You may also use the following
relevance of the suggested
methods: Letter to the author and
solutions to the challenges.
Class brainstorming.

Activity 2 Examining the events in

Activity 3 Demonstrating techniques
the story of the
for the teaching of the
resurrection of Jesus
arrest and trial resurrection
1 Study the illustration below and
of Jesus
answer questions that follow.
1 In groups, refine lesson plans used
in the demonstration lessons on the
arrest, trial, death and resurrection
of Jesus.

17
2 Present mini lessons using the Assessment and reflection
refined lesson plans. 1 List any five methods that promote
3 Consolidate by critiquing the critical thinking in the learners on
lesson presentations. the topic ‘Arrest, trial death,
crucifixion and resurrection of
Tips Jesus’.
 Let students in their groups begin 2 Outline the procedure a teacher
the refinement of the lessons before could follow when teaching the
the lesson. ‘Arrest, trial death, crucifixion and
 Critique the lessons soon after each resurrection of Jesus’ using any
presentation. three methods listed in question 1
 Remind the students to use above.
teaching and learning resources 3 Did I follow correct procedures for
and appropriate methods for the the methods I used?
topic. 4 What challenges did I face during
 Show a video on the topic using the presentation of the lesson?
LCD projector or any other 5 How can I improve on the
equipment at your disposal. challenges I faced?
 Use pictures in learners’ books and
from other sources on the topic. Glossary
 You may also use methods such as cleansing : making something
Gallery tour, M-chart and Give pure or holy
one-take one. triumphant : victorious

Summary References
The teaching of the arrest, trial, Armstrong, H (1989). The arrest, trial
crucifixion, death and resurrection of and crucifixion of Christ. Oxford:
Jesus should include demonstrations Heinemann.
in form of role-plays, drama or Saldarini, AJ (1998). Pharisees, Scribes
watching video on the topic for and Sadducees in Palestine society.
learners to have a concrete picture of London: Stanley Thomes.
what happened. Use of audio visual Sanders, EP (1996). Jewish law from
resources would greatly enhance Jesus to the Mishnan and Judaism.
learners understanding hence the need London: Routledge and Kegan.
for thorough preparation of the lesson. The Christian Shepherd (1997). The
It is therefore important for student chronology of Christ’s crucifixion.
teachers and leaners to read the topic San Francisco: Harper and Row.
prior to the lesson for them to prepare Walter Chandler (1988). The trial of
well for the role-plays. Jesus: classic works of apologetics.
London: Longman and Todd
Ltd.

18
Further reading
http://www.hebert-
armstrong.org/Youth%2520Bible%2520
Lessons/L8_11.pdf
http://www.classicapologetics.com/c/C
handler1.pdf
http://www.christianshepherd.org/e_b
ooks/chronology_of_the_last_week_be
fore_our_lords_crucifixion.pdf

19
TOPIC 5 Teaching of the ministry of Jesus

Time 3 hours into the desert by the Holy Spirit

where He was tempted for forty days.
Introduction Soon after Jesus’ temptations, He
Jesus used several approaches to teach started teaching and many people
the word of God during His ministry. followed Him and were called
In other instances He used parables disciples. Jesus chose twelve people
and performed miracles. Similarly, out of the disciples and named them
you should explore different apostles. He gave them powers to
participatory methods of teaching the preach, heal and drive out demons.
ministry of Jesus. It is also important The twelve apostles were Simon who
to design assessment tools for was named Peter, James and John the
assessing learners understanding. The sons of Zebedee, Andrew, Philip,
approach used in this topic will offer Bartholomew, Matthew, Thomas,
learners alternative means of dealing James son of Alphaeus, Thaddeus,
with moral decay, violence and Simon the Patriot and Judas Iscariot.
juvenile delinquency through
application of key messages that Jesus Jesus addressed a number of issues
taught during His ministry. during His ministry to meet people’s
physical, social, emotional, moral,
The skills gained in this topic will help spiritual and psychological needs. The
you assist learners to understand the major theme of Jesus’ ministry was
ministry of Jesus through His love. He taught many lessons about
teachings about love for children, love, for example, love for the
sinners, enemies, the Jews and the children, sinners, enemies, Jews and
gentiles. gentiles.

Success criteria In this topic, teachers are expected to

By the end of this topic, you must be explore ways of teaching the ministry
able to: of Jesus and demonstrate abilities to
 analyse different ways of teaching apply the strategies in order to make
the ministry of Jesus learners comprehend the lessons
 demonstrate strategies on the contained in the teachings of Jesus. It is
teaching of Jesus also important for the teachers to
 explore different strategies of devise feasible strategies for assessing
assessing a large class the learners.

Background information
Jesus began His ministry in Galilee
after He was baptised by John the
Baptist. After the baptism, He was led

20
Tasks 8 Consolidate by highlighting ways
Task 1 Analysing different ways of in which a teacher can use learners’
teaching the ministry of Jesus and the communities’ experiences
Jesus performed a variety of activities when teaching the ministry of
during His ministry. It is important for Jesus.
teachers to analyse suitable ways of
teaching the ministry of Jesus for Activity 2 Analysing the ministry of
learners to understand Jesus’ ministry. Jesus
1 Study the illustration below and
Activity 1 Reflecting on the teaching answer questions that follow.
of the ministry of Jesus
1 Share your experiences in which
learners and the communities
around your teaching practice
school showed using Letter to the
author method.
2 In groups, find out from primary
school instructional materials
stories in which Jesus showed love
and compare with what is
happening at your teaching
practice school using T-chart Questions
method. a) Describe what is happening in
3 Present the T-charts using Gallery the illustration.
walk methods. b) Identify two individuals in the
4 Explain ways in which you could illustration.
use the learners’ and the c) Explain the meaning of the
communities’ experiences on Jesus following symbols in the
love when teaching the ministry of illustration:
Jesus using Hot seat method (each (i) white dove
group should send a presenter to (ii) water
the Hot seat). 2 Analyse Jesus’ teachings about the
5 In groups, plan mini lessons on the following using Jig saw method:
ministry of Jesus using the learners’ a) love for the children
and communities’ experiences as b) love for the sinners
teaching, learning and assessment c) love for the gentiles
resources. d) love for the enemies
6 Present the mini lessons. 3 Consolidate by highlighting key
7 Critique the mini lessons by messages in the subtopics.
focusing on how each group has
infused the learners’ and
communities’ experiences when
presenting.

21
Activity 3 Exploring ways of teaching Task 2 Demonstrating strategies for
the ministry of Jesus the teaching of the ministry
1 Brainstorm suitable methods for of Jesus
teaching the following sub topics: Teachers need to practice different
a) Baptism of Jesus strategies for the teaching of the
b) The temptation of Jesus ministry of Jesus. This will help them
c) Choosing the twelve apostles to choose appropriate strategies which
d) Jesus teaching about love for: would enhance learners’
- children understanding
- sinners
- enemies Activity Demonstrating strategies for
- Jews the teaching of the ministry
- Gentiles of Jesus
2 Analyse ways in which each 1 In groups, refine the mini lessons
identified method will be used prepared in activity 1.
when teaching the ministry of Jesus 2 Design different tools for assessing
using Gallery walk method. learners on the topic.
3 Outline the procedure of identified 3 Present the mini lessons.
methods using Hot seat method 4 Reflect on each mini lesson
(each group should send a focusing on the effectiveness of the
presenter to the bot seat). methods used and the assessment
4 In groups, choose one topic and tools.
prepare a mini lesson using the
identified methods. Task 3 Exploring different ways of
5 Consolidate by highlighting correct assessing learners in a large
use of each method. class
Assessing learners in a large class on
Tips the topic the ministry of Jesus could be
 Make a deliberate effort that very challenging. It is therefore
student teachers should include important for teachers to find
use of video clips. appropriate ways of assessing learners
 Both boys and girls should be on the topic in large classes.
given equal chance of participation.
 Ensure that student Activity Exploring different
teachers/learners with special strategies of assessing
needs are participating at each learners in a large class
segment of learning. with minimal resources
 You may also use the following 1 Explore different strategies of
methods: K-W-L, Author’s chair, assessing learners in a large class
Trade a problem, Letter to the with minimal resources on the
author and Exit cards. topic ‘The ministry of Jesus’.
2 In groups, choose any one sub
topic and devise suitable strategies

22
 of assessing learners in a large the Baptist?
class. 3 describe two
main things that
3 Demonstrate different strategies of
happened soon
assessing learners in a large class. after John
baptised Jesus?
Tips 4 interpret the
 Ensure that the assessment tools meaning of the
used cater for learners with diverse dove in the story?
5 explain the
needs.
significance of
 It is appropriate to do the baptism of Jesus?
demonstration lessons at the
demonstration school. Key: 4 = excellent, 3 = good, 2 =
 You may also use the following satisfactory, 1 = needs support
methods Revolution, Walk around-
talk around, Quick write and Note: In large classes, randomly
Author’s chair. assesses the learners, keep their
records and continue in subsequent
Summary lessons, till all learners are assessed.
Some of the ways of teaching the
ministry of Jesus include use of Glossary
participatory methods such as Trade a juvenile delinquency: offence
problem, Role play, Authors chair, committed by
Case studies, Gallery tour and Posters children
making methods. Application of these
methods largely requires learners to Assessment and reflection
work in a group which is one way of 1 Describe any two methods which
assessing learners in a large class. In can be used to teach each of the
addition, learners in a large class can following sub topics:
be assessed using assessment tools a) baptism of Jesus
such as rubric checklist and b) temptation of Jesus
assessment items. Below is a sample of Jesus’ love for:
rubric. - children
- sinners
Subject: Bible knowledge - enemies
Topic: Baptism of Jesus - Jews
Name: Arthur Herbert Std: 6 - Gentiles
2 Explain different ways of assessing
Item 4 3 2 1 Comment
learners in a large class on the
Is the learner able to:
topic, ‘Ministry of Jesus’.
1 narrate Jesus’
baptism story 3 How can I involve all learners
logically? when teaching the ministry of Jesus
2 explain the role in a large class?
played by John

23
4 What else can I do to enhance Further reading
learners’ understanding? https://bible.org/seriespage/1-
5 What other strategies can I use to introduction-life-and-ministry-jesus-
assess learners on the topic, in a christ
large class with minimal resources? http://www.globalchristians.org/article
s/messiah/Messiah.pdf
References https://gc.younglife.org/Documents/Lif
Armstrong, H (1991). The life and eAndMinistry%2520of%2520Jesus.pdf
ministry of Jesus the Messiah. http://kenbirks.com/bible-
Oxford: Heinemann. studies/Jesus-came-to-do1.pdf
Ken B (1997). The life and ministry of
Jesus Christ. Oxford: Oxford
University Press.
Robert LD, (1998). Ministry of Jesus
Christ. New York: West
Publishing Company.
Whiting, R, (1991). Religions for today.
London: Stanley Thomes.

24
TOPIC 6 Teaching of Christian approaches to
contemporary issues
Background information
Time 2 hours People experience cross-cutting issues
in many aspects of their lives. These
Introduction affect them in many ways hence the
Contemporary issues are things that need to be addressed. Christianity
have emerged in societies. For plays a significant role in addressing
example, homosexuality. Some of the such issues. It offers charity works to
contemporary issues are cross-cutting. the poor through various
organisations such as Catholic
Children should learn about Christian Development Commission
approaches to cross-cutting issues (CADECOM), Project Office of
because people are mostly affected by Blantyre Synod and Adventist Relief
these issues in their daily lives. Cross- Agency (ADRA). It also provides the
cutting issues affect the social and poor with food, farm inputs, clothing,
economic development and living medicine, and skills. Apart from
standards of the people. offering relief items, Christianity also
offers teachings on cross-cutting issues
Understanding Christian approaches as a response. For example, on
to cross-cutting issues and their impact poverty, it teaches its members to
helps people to appreciate what share with the poor whatever they
churches are doing to address them in have. This is because Jesus
order to make our communities better commanded them to love their
places to stay. neighbours, the poor inclusive. On the
role of women, it teaches its members
Success criteria that women like men are very
By the end of this topic, you must be important in churches. Basing on
able to: Romans 16 and works of the Apostles
 examine different ways of teaching (Galatians 3:26-28, 1 Corinthians 11:2-
Christian approaches to cross- 16, Ephesians 5:21-33, John 4:4-42,
cutting issues 20:11-18), where women were offered
 demonstrate different ways of high responsibilities in the church,
teaching Christian approaches to church members are encouraged to
cross-cutting issues offer leadership positions to women as
 explore different ways of assessing well. On abortion, Christianity teaches
learners in upper primary section that life is a gift from God and it has to
on the topic ‘teaching of Christian be taken care of. This is taught through
approaches to contemporary Psalms 139:13. All churches take the
issues’ issue of abortion seriously, though
they differ in some aspects. Some

25
churches condemn abortion under any Quick write and Author’s chair
circumstance while others are against methods.
it when it is being used for social 3 In groups, carry out a needs
reasons. assessment at the demonstration
school establishing cross-cutting
The teaching of this topic will assist issues that are affecting learners.
learners to be empathetic towards the 4 Present your findings to the class
needy including their fellow learners. using Gallery tour method.
Teachers should devise activities 5 Compile the findings into a single
which could instill an attitude of report.
assisting each other in the learners 6 Present the report to the office of
such as case studies and role plays. the District Education Manager to
seek assistance from other
Therefore it is important for teachers organisations. (Note: Make follow
to explore appropriate techniques of ups to the DEM’s office on your
teaching the topic in order for learners submission)
to take part in making their
communities better places to live in. Activity 2 Exploring contemporary
and cross-cutting issues in
Tasks the local communities
Task 1 Examining different ways of 1 In groups, list examples of both
teaching Christian approaches contemporary and cross-cutting
to cross-cutting issues issues affecting your local
There are a number of cross-cutting communities using Baobab tree
issues affecting the society. Teachers competition method.
need to examine different approaches 2 In groups, ask students to find
that can be used when teaching the examples of contemporary and
topic Christian approaches to cross- cross-cutting issues from primary
cutting issues. school instructional materials.
3 Present their findings using Gallery
Activity 1 Reflecting on teaching of tour method.
Christian approaches to
contemporary issues Activity 2 Teaching Christian
1 Ask student teachers to list approaches to cross-cutting
organisations that offered help to issues
both learners and the communities 1 Read the case study below:
at and around their teaching
practice schools using Survey Chisomo was sent to buy snacks from
method. a supperette at a filling station. At
2 Share your experiences on the the filling station she saw a sign
impact of the assistance given by post written, “Assembly point”. On
the organisation of your learners at her way back, she saw a similar sign
the teaching practice school using post at a mosque and church. This

26
 reminded her of a certain place at Tips
her school where there is a similar  Appropriate teaching and
sign post. The sign post at her assessment methodologies and ICT
school did not confuse her because tools may be used to conduct the
she thought it is where daily school activities.
assembly is conducted. She was  You may use learners’ everyday
surprised to see similar sign posts at experiences for them to appreciate
the filling station, mosque and the relevance of the topic and to
church. She wondered if assemblies induce learning.
are also conducted at these places,
 In order to develop children’s
just like at her school.
understanding of Christian
approaches to cross-cutting issues,
2 Answer the following questions:
begin by finding out what they
(a) What is the significance of
already know about this concept.
Assembly points at the filling
 You may also use methods such as
station, mosque and church?
Give one-Take one, K-W-L and
(b) Was Chisomo’s interpretation
Letter to the Author.
of the Assembly points at her
school correct? Give a reason to
Task 2 Demonstrating different
your answer.
ways of teaching cross-
(c) Which cross-cutting issue is
cutting issues in society
being addressed by the
The society is affected by a lot of cross-
Assembly points?
cutting issues. Teachers therefore need
(d) Suggest other ways of
to devise different ways of teaching
addressing the cross-cutting
the topic ‘Cross-cutting issues in
issue in the story.
society’.

Activity 3 Exploring different ways

Activity Demonstrating different
of teaching cross-cutting
methods of teaching
issues in society
Christian approaches to
1 Explore different ways of teaching
cross-cutting issues
cross-cutting issues in society using
1 In groups, develop a case study
Revolution method.
depicting Christian approaches to
2 In groups, choose appropriate
cross-cutting issues in your
ways of teaching cross-cutting
communities.
issues in society.
2 Formulate questions from the case
3 Examine the methods using Pens in
studies.
the middle method.
3 Plan mini lessons on Christian
4 Consolidate the activity by
approaches to cross-cutting issues
emphasizing on appropriate ways
using the case studies.
of teaching cross-cutting issues in
4 Present the mini lessons.
society.

27
5 Critique the mini lessons focussing 3 Use the mini lessons to
on the use of case studies as a demonstrate ways of assessing
method of teaching. learners in upper primary section.
6 Consolidate by emphasizing on the 4 Reflect on the challenges faced
correct procedure of using a case when assessing learners in upper
study. (Refer to Population and primary section.
environment source book and
Improved methods of teaching Summary
handbook) In this topic, you have learnt methods
for teaching Christian responses to
Tips cross-cutting issues. This will assist
 Give each group a chance to you to handle the topic effectively
present its mini lesson to the class. which will in turn facilitate the
 In your lesson include assessment learners understanding.
of the topic.
 You may also use methods such as Assessment and reflection
Give one-take one, K-W-L and 1 Examine different ways/methods
Research. for teaching Christian responses to
cross-cutting issues.
Task 3 Exploring different way of 2 Explain two ways of assessing
assessing learners at upper learners at upper primary section
primary section on Christian responses to cross-
Teachers need to explore different cutting issues.
ways of assessing learners at upper 3 Write a lesson plan on Christian
primary section. This will help them to responses to cross-cutting issues.
choose appropriate ways of assessing 4 How best could I have taught this
learners which will help teaches to lesson?
assist the learners accordingly. 5 How successful were the teaching,
learning and assessment methods
Activity Demonstrating different in this lesson?
ways of assessing learners 6 How best could I have used the
at upper primary section teaching, learning and assessment
on the topic Christian resources in this lesson?
approaches to
contemporary issues References
1 Explore different ways of assessing Jenkins, J (1997). Contemporary moral
learners at upper primary section issues. Oxford: Heinemann.
using revolution method. Lovelace, A and White, J (1996). Beliefs,
2 In groups, prepare mini lessons values and traditions. Oxford:
focusing on ways of assessing Heinemann.
learners at upper primary section Malawi Institute of Education (2008).
on the topic Christian approaches Initial Primary Teacher Education
to contemporary issues. (IPTE) religious education

28
 lecturers’ book. Domasi: Malawi
Institute of Education.
White, J (1985). Contemporary moral
problems. New York: West
Publishing Company.

Further reading
Fageant, J and Mercier, SC (1997). Skills
in religious studies book 1.
Oxford: Heinemann.
Mercier, SC (1998). Skills in religious
studies book 3. Oxford:
Heinemann.
Mphande, D and Byers, A (2001).
Exploring religious and moral
education Book 1. Oxford: Oxford
University Press.

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