Special Character Guidelines · 4. provide students with opportunities to read, explore, and study ... Prayer and other associated spiritual practices provide students with opportunities

Special Character Guidelines

The Kingsway Trust was established in 1986 as a charitable trust for the advancement and

promotion of the kingdom of God in Aotearoa, New Zealand. The Kingsway Trust is the

proprietor of a network of schools and preschools that partner with parents and families

to provide Christ-centred, accessible, quality education for children and young people

in the Auckland region. The Kingsway Trust serves its network of schools and preschools by

providing infrastructure and resources, guiding the special character of the schools, and

maintaining relationships within the network. The Kingsway Trust works in partnership with the

New Zealand Christian Proprietors Trust (NZCPT), through which the schools were integrated

with the state.

Written in consultation with The Kingsway Trust, by Dr Jacqueline Lloyd with Dr Greg Liston, of Laidlaw College (2019).

Table of Contents

Introduction ................................................................................................................. 1

The Seven Core Practices: their purpose and function ......................................... 2

Theological Rationale for these Practices ............................................................... 3

Guidelines for Teaching Staff ..................................................................................... 3

Inspired by Love/Aroha ..................................................................................... 4

Heartened by Faith/Whakapono ..................................................................... 10

Motivated by Hope/Tūmanako ....................................................................... 21

Review of Teacher Practice ...................................................................................... 25

Guidelines for School Management Teams ............................................................ 26

Guidelines for School Boards of Trustees .................................................................. 28

Guidelines for Working with Parents ......................................................................... 29

Graduate Profile .......................................................................................................... 30

Supplement for Teachers ........................................................................................... 32


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Introduction

The Kingsway Trust (KWT) schools and preschools are non-denominational Christian communities of

learning. They were founded to work in partnership with Christian parents to fulfil their responsibility for

the education of their children. KWT schools provide a Christ-centred learning environment where all

aspects of school life, learning, and relationships are informed by Scripture and shaped by the gospel

of Jesus Christ.

The core beliefs, commitments, and values outlined in the documents “Our Faith” and the “Theological

Framework,” are expressed through the seven core practices of the Special Character Guidelines:

Prayer and other spiritual practices; Valuing and respecting others; Christ-like character formation;

Engaging with the Scriptures; Thinking theologically; Delivering a Christ-centred curriculum; and

Mission, Vocation, and Service.

Each practice aligns with and is an outward expression of a core area of the Theological Framework.

Theological Framework Seven Core Practices

Participation Prayer and other spiritual practices

Holy Scripture Engaging with the Scriptures

Human Formation Christ-like character formation

Community/People Valuing and respecting others

Knowing/Learning Thinking theologically

Curriculum/Pedagogy Delivering a Christ-centredCurriculum

Community Engagement & Work/Vocation Mission/Vocation/Service


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The Seven Core Practices: their purpose and function

The seven core practices guide schools as they seek to provide an environment where students

can grow in faith, hope, and love. They are designed to be the structural framework for schools

to shape and evaluate their implementation of the Kingsway Trust’s vision for Christian education,

without being overly prescriptive. Each school is encouraged to implement these practices in ways

that are appropriate to their specific context. These practices will also provide the framework for

triennial Special Character reviews. Schools can share how they are developing and implementing

these practices so that reviewers can provide feedback to the Proprietor who is responsible for each

school’s Special Character.

While all seven practices encourage growth in faith, hope, and love, each practice aligns more with

one than with the others. We endeavour to be communities that are inspired by the love of God,

heartened by faith in Jesus Christ,1 and motivated by gospel hope.

Inspired by Love/Arohawe…

1. foster a culture and habit of prayer/karakia and sensitivity to the

leading of the Holy Spirit, desiring to connect with God and see

his kingdom come in every situation;

2. value and treat ourselves and others with respect and

consideration, recognising that we are all created in God’s

image and are deeply loved by God;

3. fix our eyes on Jesus and seek to grow in Christ-like character

while extending grace towards others, recognising that we are

each a work in progress.

Heartened by Faith/Whakapono

we…

4. provide students with opportunities to read, explore, and study

the Scriptures so that they may encounter God, grow in faith

and understanding, be renewed in their hearts and minds, and

become skilled in interpreting the Scriptures wisely;

5. endeavour to think theologically about all of life, searching out

the truth together and listening to one another in humility;

6. deliver a Christ-centred curriculum that is informed by Scripture,

inspires curiosity, wonder, and respect for God’s world, and

enables students to see how Christ is connected to all their

learning.

Motivated by Hope/Tūmanako we…

7. cultivate an intentional outward focus expressed through

mission, vocation, and service, participating in Christ’s work of

reconciliation, restoration, and renewal.

1 And the “faithfulness of Jesus Christ.” The Greek term pistis Christou (Rom. 3:21-22; Gal. 2:16; and Phil. 3:9) can mean both. So when we say, “Heartened by faith…” we are thinking of both Christ’s faith/faithfulness and our faith in Christ.


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Theological Rationale for these Practices

Christian educators have sought to shape the lives of students

by teaching Christian beliefs and values, encouraging certain

behaviours, and equipping students to view the world from

a biblical perspective. In this way they have encouraged

students to think and act Christianly. Many have also sought to

inspire students’ hearts and imaginations. They have appealed

to both head and heart. Recent studies have shown how

important this is, because human beings are desiring beings—they are deeply shaped by what they

love. They are also teleological beings, with longings and hopes for the future. What is significant

for Christian education is how these loves and longings are formed. Human beings are embodied

creatures, whose loves and longings are shaped by material, embodied, habit-forming practices.2

These practices shape our imaginations and “prime us to approach the world in a certain way, to

value certain things, to aim for certain goals, to pursue certain dreams, to work together on certain

projects.”3

Our students are already being formed by cultural practices, that encourage them to value and

desire certain things, and to pursue certain dreams.4 Such practices form students into certain kinds

of people, whose loves, hopes, and dreams may or may not be aligned with the gospel. Therefore,

Christian education is in part a work of counter-cultural formation. We long to see students’ loves,

longings, and imaginations inspired by a vision of the good life that aligns with the kingdom of God.5

The seven practices outlined below aim to encourage this.6

Guidelines for Teaching Staff

Teachers are indispensable when it comes to inspiring students to become authentic followers of

Jesus Christ, growing in Christ-like character and expressing God’s love to the world. Below you will

see numerous examples of how each of the seven practices can be expressed. Let these examples

inspire you. Be sensitive to the leading of the Holy Spirit, to the needs of your students and to what is

age appropriate. Do what works for you and your students. Draw on your own strengths and creativity

and feel free to be spontaneous and to add to these examples. The important thing is that students

have opportunities to engage in each of the seven practices on a regular basis throughout the

school year.

Christian education is in

part a work of counter-

cultural formation.

2 James K.A. Smith, Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Cultural Liturgies, vol. 1 (Grand Rapids, MI: Baker Academic, 2009), 52-53, 63, 69. 3 Smith, Desiring the Kingdom, 25.4 Such practices include regular visits to the mall, sports events, eating out, movie going, social media, visits to the gym, surfing the net, watching Netflix, video gaming, online gaming, etc. 5 Smith, Desiring the Kingdom, 26. For an introduction to the kingdom of God see “Gospel and Hope” in the Theological Framework. 6 We acknowledge that the seven practices listed below are not entirely what Smith envisaged when he spoke of material, embodied practices, although many of the examples given fit this description. We have endeavoured to incorporate the best of Christian education over the last hundred years as well as recent research.


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Inspired by Love/Aroha

1. Prayer and other spiritual practices

Inspired by the love of God, we foster a culture and habit of

prayer/karakia and sensitivity to the leading of the Holy Spirit,

desiring to connect with God and see his kingdom come in

every situation. Our teachers pray regularly for one another

and for the students in their care.

Faith, Hope, and Love

Prayer and other associated spiritual practices provide students

with opportunities to connect with God and to grow in faith,

hope, and love. Prayer helps students deepen their faith in God

as they reflect on God’s good gifts, thank God and celebrate

what he has done, share with God what is on their minds, and

experience answers to prayer. Prayer inspires hope as students become sensitive to the leading of

the Holy Spirit and begin to see how their prayers can align with God’s purposes for the world. Prayer

also helps students become aware of God’s presence and God’s love for them, for others, and for

all creation.

Prayer and the Theological Framework

Prayer is an outworking of our Participation in Christ. It is about communion and connection with

God the Father, Son, and Holy Spirit. It’s about being receptive to God and allowing God to work in

us and through us. Prayer also contributes to healthy Human Formation; unites and strengthens us as

a Community/People; is an essential component of Community Engagement; transforms our Work/

Vocation; sheds light on our Knowing/Learning; and provides inspiration for the delivery of Christ-

centred Curriculum/Pedagogy.

Classroom Practice

Our teachers provide students with opportunities to develop a daily habit of prayer/karakia. Below

you will find a list of examples of different kinds of prayer students and teachers can engage in:

• simple prayer/karakia (such as a blessing, prayer of thanks, grace before a meal, or prayer for

a personal need);

• individual and corporate prayer for the wellbeing of those we know (e.g. prayer with a child who

has been hurt in the playground, with a student struggling with a learning problem or personal

crisis, or for a fellow classmate who is sick);

• individual or corporate prayer/intercession for people or issues of concern in Aotearoa/New

Zealand and the world;

• prayer journaling;

• learning and praying some of the prayers of God’s people in history (e.g. the Lord’s prayer, the

prayer of St. Francis of Assisi, etc);

Inspired by the love of

God, we foster a culture

and habit of prayer/

karakia and sensitivity to

the Holy Spirit, desiring to

connect with God and

see his kingdom come in

every situation.


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• praying through some of the Psalms;

• praying karakia in Te Reo Māori;

• writing personal prayers to God;

• engaging in contemplative forms of prayer;

• listening prayer.

Our teachers also provide students with opportunities to regularly engage in other spiritual practices,

such as:

• meditation on a few verses or a parable from Scripture;

• singing songs/waiata about God or worshipping God through song;

• expressing faith through various artforms such as music, dance, drama, and visual arts;

• hearing, watching, or writing stories that inspire a love for God, others or creation;

• sharing stories of how God has helped them during a difficult time or answered their prayer;

• celebrating Christian festivals such as Christmas, Easter, and Pentecost through art, music, food,

drama, and other expressions.

Recommended Reading

Adele Ahlberg Calhoun, Spiritual Disciplines Handbook: Practices that Transform Us. Revised and

Expanded. (Downers Grove, Il: IVP, 2015). (Note especially the sections on celebration, gratitude, worship,

journaling, devotional reading, and prayer).

Richard Foster, Celebration of Discipline: Study Guide Edition (London: Hodder and Stoughton, 1989).7

*Tom Wright, The Lord and His Prayer (London, UK: SPCK, 1996).8

7 This book is a little dated but is still a valuable resource. Note especially the chapters on Meditation, Prayer, Worship, and Celebration.8 Highly recommended. This little book takes the reader through every line of the Lord’s prayer. It will help you understand what Jesus meant and what it means for us today to pray the Lord’s prayer.


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2. Valuing and respecting ourselves and others

Inspired by the love of God, we value and treat ourselves and

others with respect and consideration, recognising that we are

all created in God’s image and are deeply loved by God.


Every human person has been created with dignity and value.

Therefore, we are exhorted to love our neighbour as ourselves.

Jesus reaffirmed this when he taught his disciples to love one

another, and even to love their enemies. Such a culture of love

and respect will attract students toward faith in Jesus Christ and

will give them hope for the future. When students feel valued

and respected by others, and experience the love of God, they

will be enabled to love and respect others.

Valuing Others and the Theological Framework

The practice of valuing and respecting others aligns most closely with Community/People. It enables

school communities to form a culture of trust, understanding, and grace. It also strengthens school

communities and makes them attractive to others.

This practice also connects with other areas of the Theological Framework. The rationale for valuing

and respecting others is found in the Scriptures. This practice is also a pre-requisite for Knowing/

Learning and Christ-centred curriculum, since all knowledge is grounded in relationship. It promotes

Human Formation as teachers encourage growth in Christ-like character and pay attention to

the physical, emotional, intellectual, and spiritual needs of their students. It is essential for effective

Community Engagement, and it will contribute to the success of students in their Work/Vocation.

Classroom Practice

Our teachers help foster this practice by modelling respect toward others and by providing students

with encouragement and opportunities to:

• perform acts of kindness and service;

• use encouraging words;

• treat themselves and others with care, respect, and good manners;

• welcome new families and students;

• express their appreciation of others;

• share resources and show generosity;

• work individually and collaboratively;

• express their language and culture;

• learn about and respect the cultures of others;

• learn about and value the bi-cultural heritage of Aotearoa/New Zealand;

• learn about and celebrate the heritage of their school;


God, we value and

treat ourselves and

others with respect

and consideration,

recognising that we are

all created in God’s

image and are deeply

loved by God.


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• respect their own property and the property of others;

• practice the art of listening well;

• support and comfort those going through times of grief, sadness, and pain;

• celebrate the progress and achievements of one another;

• celebrate birthdays;

• learn how to make peace;

• exercise forgiveness and make amends for wrongs.

The practice of valuing and respecting themselves and others is:

• taught and modelled by teaching staff and management;

• reinforced in the playground, in the classroom, and on the sports field;

• employed through restorative practices of justice;

• and celebrated and rewarded in class and school gatherings e.g. assemblies.

When fostering such behaviours teachers need to be mindful that some students might take

advantage of the kindness and generosity of others and attempt to manipulate them. Our schools

will do all in their power to prevent such forms of bullying.

Recommended Reading

Adele Ahlberg Calhoun, Spiritual Disciplines Handbook: Practices that Transform Us. Revised and

Expanded. (Downers Grove, Il: IVP, 2015). (Note especially the sections on Community, Service, Blessing

Others/Encouragement, Compassion, Control of the Tongue, Forgiveness, Justice, and Truth Telling).


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3. Christ-like character formation

Inspired by the love of God, we fix our eyes on Jesus and desire

to grow in Christ-like character while extending grace towards

others, recognising that we are each a work in progress.


Our teachers seek to inspire in their students, growth in Christ-

like character, recognising that genuine formation occurs when

a person responds to the work of the Holy Spirit in his/her life.9

We do not want students to conform to expected standards

of behaviour out of a sense of legalism or simply to win the

approval of others. We seek the outworking of genuine faith in

Jesus Christ.

We endeavour to inspire students with a vision of the kingdom of God that will captivate their hearts

and imaginations and redirect their loves and longings. We offer a biblical vision of the future that is

characterised by reconciliation, restoration, renewal, and shalom. This stands in contrast to the idols

of current culture such as individualism, greed, consumerism, materialism, and hedonism. Inspired by

the love of God and this hope-filled vision of the kingdom of God, students will want to respond to

the call God has placed on their lives and will begin to see how they can participate in the mission of

God to bring restoration and renewal to all creation. As they respond to the promptings of the Holy

Spirit they will grow in faith, hope, and love, and in Christ-like character.

This practice holds holiness and grace together. We encourage students to grow as disciples/

authentic followers of Jesus Christ, while also being gracious toward others, just as Jesus was gracious

with those he met. There will be times when we need to be patient with one another, recognising that

we are each a work in progress.

Christ-like Character Formation and the Theological Framework

This practice most closely aligns with Human formation. However, it is also informed by Scripture, is

an outworking of Participation, is connected to Knowing/Learning and Curriculum/ Pedagogy, is

strengthened through Community Engagement, and prepares students for effective Work/Vocation.


God, we fix our eyes on

Jesus and desire to grow

in Christ-like character

while extending

grace towards others,

recognising that we are

each a work in progress.

9 Traditionally the church has used terms like “sanctification” or growth in “holiness” to talk about the work of the Holy Spirit in the life of the believer. However, these terms tend to be filled with people’s ideas about what practices constitute holiness. Therefore, we have chosen to focus on something more concrete i.e. “Christ-likeness,” particularly because we are working with children and young people. Since the work of the Holy Spirit is to renew us or conform us to the image of Christ, then growth in holiness (or sanctification) is about becoming more like Christ. Therefore, we encourage students to focus on Jesus Christ, who he was, what he said and did, and how he related to people, and to respond to the Spirit of Christ who lives in all those who believe.


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Classroom Practice

Our teachers, in cooperation with parents, help foster this practice by providing students with

opportunities to:

• turn towards God and put their faith in Jesus Christ;10

• grow as disciples/authentic followers of Jesus Christ;

• grow in faith, hope, and love;

• be gracious with others;

• use their gifts and talents for the glory of God and the benefit of others.

Our teachers provide students with opportunities to discuss, reflect on, and practice the following

character qualities:

• humility and servant-heartedness;

• honesty and courage;11

• loyalty and faithfulness;

• kindness and gentleness;

• patience and perseverance;

• diligence and a willingness to work hard;

• discernment and wisdom;

• thankfulness and appreciation;

• and being a good sportsperson.

These character qualities are:

• taught and modelled by teaching staff and management;

• reinforced in the playground, in the classroom, and on the sports field;

• celebrated and rewarded in class and school gatherings e.g. assemblies.

Recommended Reading

Paul G. Hiebert, “Conversion, Culture and Cognitive Categories” in Gospel in Context 1 (4) (1978), 24-

29.12 https://danutm.files.wordpress.com/2010/06/hiebert-paul-g-conversion-culture-and-cognitive-

categories.pdf

James Bryon Smith, The Good and Beautiful Life: Putting on the Character of Christ (Downers Grove,

Il: Hodder and Stoughton, 2010).13

10 For the use of the word “turn” in place of “repent,” see the Theological Framework, Appendix B: Meaning of Terms.11 Courage is a Christ-like character quality. We want our students to exercise courage alongside care and respect, so that when the need arises, they will be able to raise the hard questions, speak on behalf of others, stand up for what they believe and challenge injustices. 12 This article discusses what we mean by the word “Christian,” and whether we understand this word as a bounded or centred set. It can help us reflect on where we stand in relation to Christ and the way we view other Christians. It can also help those engaged in cross-cultural mission, for it raises awareness about how language and concepts differ from one culture to another.13 This book takes us through Jesus’ “Sermon on the Mount” and provides insights for growing in Christ-like character.


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Heartened by Faith/Whakapono

4. Engaging with the Scriptures

Heartened by faith in Jesus Christ,14 our teachers provide

students with opportunities to read, explore, and study the

Scriptures so that they may encounter God, grow in faith and

understanding, be renewed in their hearts and minds, and

become skilled in interpreting the Scriptures wisely.

The Holy Scriptures are God’s inspired written word to us through

human authors. They reveal who God is, who we are, what went

wrong, and what God is doing to put things right. They tell the

unfolding story of redemption which culminates in Jesus Christ.

The Old Testament anticipates Christ, shows the need for Christ,

and attests to Christ. The Gospels reveal Christ, and the rest of

the New Testament testifies to Christ and shows what it means

to follow him and participate in his mission until he returns. The

Scriptures provide us with an understanding of the world and our

place in it, and they tell us where history is going and how we

can be part of it. The Scriptures also provide us with a vantage

point from which to view, affirm, and/or critique the patterns of

this world.


Our desire is that through engagement with the Scriptures, students will come to faith in Jesus Christ

and grow in faith as they follow him. Our teachers encourage students to develop a love for Scripture

by providing them with age appropriate opportunities to engage with the Scriptures in ways they will

find rewarding. Our teachers also want students to be captivated by the love of God and the hope-

filled vision of the kingdom of God provided by Scripture.

Scripture and the Theological Framework

This practice most closely aligns with Holy Scripture. However, it also informs all other areas of the

Theological Framework, such as Human Formation, Participation, our Knowing/Learning, how we

relate as a Community/People, our theology of Work/Vocation, our Curriculum/ Pedagogy, and our

Community Engagement.

Reading Scripture as Disciples of Jesus Christ

The diverse books of Scripture are embedded in one overarching narrative that runs from Creation to

New Creation. By keeping this grand narrative in mind, we are reminded of where we fit in the overall

drama and what this means for how we read and apply Scripture. We are not ancient Israelites. We

Heartened by faith

in Jesus Christ, we

provide students with

opportunities to read,

explore, and study

the Scriptures so that

they may encounter

God, grow in faith and

understanding, be

renewed in their hearts

and minds, and become

skilled in interpreting the

Scriptures wisely.

14 And the faith/faithfulness of Jesus Christ.


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are disciples of Jesus Christ. Therefore, we live now as people of the new covenant looking back to

remember what Christ has accomplished and looking forward to see where the story is going and

how we can align our lives with this.15

Therefore, when exploring a passage of Scripture with students, there are some questions we do well

to keep in mind. We can begin by asking, “What does Scripture say?” This encourages students to

pay attention to what is actually written. At this point students may also want to explore the meaning

of some biblical terms/concepts and find out more about the people, places and cultural practices

mentioned. A good Bible dictionary can help here. Then we can ask, “To whom was this written,

when, and why?”16 “What kind of genre is being used, and what difference does that make?” And

“where does this passage fit in the overarching story and what does it contribute to that story?” If the

passage is from the Old Testament, we can also ask, “What light does Jesus’ life, teaching, death,

and resurrection shed on this?” Then we are ready for the final question, “Given what God has done

in Christ and where the story of Scripture is going, what might this passage have to say to us today?”

Age-appropriate Teaching of Scripture

Our teachers endeavour to teach Scripture in ways that are age appropriate. Preschool aged

children and those in Years 1 to 3 will benefit greatly from learning about Jesus. If Christian faith is

about following Jesus Christ, then children need opportunities to learn about Jesus, to know that he

loves them, and to hear Gospel stories that reinforce this. When students see Jesus for the wonderful

person he is, they will want to follow him. Students this age can also be introduced to some of the

important stories of the Bible and learn where they fit in the grand narrative.17 They can memorise

portions of Scripture, retell stories from Scripture to a friend, role play stories from Scripture, and turn

Scripture into art, music, dance, or drama.

Children in Years 3 to 6 will benefit from learning the overarching narrative of Scripture, in addition

to what has been said above. Then they can begin to understand what God is doing in history, why

Jesus came, where history is going, and how they can be part of it. They can practice retelling the

overarching narrative of Scripture. They can learn how to meditate on a passage of Scripture (e.g.

a parable). They can write their thoughts about Scripture in a prayer journal. They can learn how

to work with a passage of Scripture, thinking about what it means in the light its surrounding verses

and chapters. Students in Years 5 to 6 can also learn where the major periods of the Bible fit within

a historical timeline.18 And they will benefit from being able to ask questions and raise doubts and

concerns in a safe environment. If teachers are unsure how to facilitate or answer a question, they

can admit they don’t know or explore the answer together with their students. It is better to give an

honest answer than a simplistic one, or to shut down a genuine question.

15 Tom Wright, Surprised by HOPE (London: SPCK, 2007). 16 A look at the surrounding verses and chapters can help here. A good study Bible can also help. 17 This includes some of the important stories from the Old Testament e.g. the Creation accounts. 18 For example, Abraham and his family lived during the first half of the second millennium BC; the events recorded in Exodus, Joshua and Judges occurred during the second half of the second millennium BC; the time of the kings (David, Solomon, etc) occurred during the first half of the first millennium BC; and the exile and return from exile occurring in the second half of the first millennium BC. The New Testament covers events during the first century AD.


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Students in Years 7 to 13 will benefit from all the above. They can also work through whole books of

the Bible. The book of Acts can be particularly inspiring for students this age. They can explore some

of the historical books of the Old Testament and learn about the historical, cultural, and geographical

background of events recorded there.19 This is also a good age to introduce some of the Psalms

and Proverbs, and important passages in the Prophets and the New Testament Epistles. Students this

age can also learn how the Old Testament anticipates Christ and is fulfilled in Christ,20 and what it

means to follow Christ living between the end of Acts and the last chapters of Revelation.21 They can

practice working through a passage of Scripture, retelling the grand narrative of Scripture in 3 or 5

minutes, or writing the gospel message using everyday language.22 Students in Years 12 to 13 will also

benefit from learning how the Bible came to exist as it does and why we can trust it. They are also at

an age where they may wish to explore biblical topics that speak to contemporary culture or current

events.

Classroom Practice

Our teachers provide students with regular,23 age appropriate opportunities to engage with the

Scriptures. For example, students can:

• learn the overarching narrative of Scripture;

• learn about the key events of Scripture e.g. the Exodus;

• learn some of the key concepts/themes of Scripture e.g. the kingdom of God;

• learn where individual books and stories fit within the overarching narrative and how they

contribute to this;

• work with passages from Scripture, reading them in context;

• raise questions about the meaning of particular words, verses, and passages;

• memorise portions of Scripture (in context);

• discuss how Scripture relates to their experience of the world;

• hear the good news about Jesus Christ and the significance of his life, teaching, death, and

resurrection;

• consider what it means to be disciples of Jesus, living between the end of Acts and the last

chapters of Revelation;

• learn how literary context,24 historical context, and genre inform meaning;

• become skilled in reading and applying Scripture wisely;

19 If students are introduced to the historical background of Scripture at school and know where to find such information, it is less likely they will be misled by claims in the media that some new discovery has proved the Bible wrong. Such claims are often misleading, exaggerated, or based on insufficient data or a faulty premise. 20 By this we don’t simply mean that Jesus fulfils some prophecies of the Old Testament. Rather, he fulfils all the Old Testament e.g. he is the new Adam, the true Israel, the sacrificed lamb, the great high priest, the temple, the true image of God, the promised Davidic king, the reigning Son of Man, and he fulfils all the requirements of the law. 21 That is, living in the years after Christ’s ascension and before his return in glory, when the kingdom has come in part but not yet in all its fulness. 22 For example, the kind of language they find in mainstream media. This will help the students grapple with what the gospel really means and how to convey this to others in words that are familiar. 23 Preferably, at least two to three times a week.24 That is, the verses and chapters surrounding a given passage of Scripture.


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• learn about the nature of the Bible (i.e. what kind of book it is), how it came to exist as it does, its

historical value, and why we can trust it as God’s inspired word;

• engage in games/activities that reinforce learning e.g. the Bible Timeline Challenge;

• retell stories from Scripture or the overarching story of Scripture;

• give a short devotional message arising out of study of a passage of Scripture;

• express Scripture through various artforms e.g. art, poetry, music, dance, drama;

• share with others what a passage of Scripture means to them.

Teachers can also share with students why the Scriptures are important to them.

A Word about Biblical Resources

There are many biblical resources available to assist teachers in the delivery of this practice. Some

are better than others. Some primary school resources focus on extracting morals from biblical stories,

whether or not they are intended by the text. Others provide activities for students that bear little

relation to the biblical story in question. Look for resources that help students make sense of Scripture

and make connections between Scripture and their own lives. Look also for resources that will inspire

in students a sense of wonder at how great God is, that will encourage in them a love for Jesus, and

will captivate their imaginations with a vision of what God has been doing in history, where history is

going, and how they can be part of it.

Those in management would do well to permit teachers the freedom to use biblical resources

creatively, to work to their strengths, and to respond to the needs of their students. Schools would also

do well to invest in a good Bible dictionary series e.g. the IVP Dictionary series.25 This would enable

teachers and senior students to learn more about key biblical concepts, people, and places. Schools

may also want to invest in a good Bible Atlas and some commentaries. Most commentaries are

technical and academic. However, Tom Wright’s series of commentaries for everyone are pitched at

a good level for senior students and teachers.26

Recommended Reading

Roshan Allpress and Andrew Shamy, The Insect and the Buffalo: How the Story of the Bible Changes

Everything (Auckland, NZ: Venn Foundation, 2009).27

*Craig G. Bartholomew and Michael W. Goheen, The Drama of Scripture: Finding our Place in the

Biblical Story, 2nd ed. (Grand Rapids, MI: Baker Academic, 2014).28

Gordon D. Fee and Douglas Stuart, How to Read the Bible for All Its Worth, 4th ed. (Grand Rapids, MI:

Zondervan, 2014).29

25 This series includes the Dictionary of Jesus and the Gospels, the Dictionary of Paul and his Letters, the Dictionary of New Testament Background, the Dictionary of Old Testament Prophets, etc. These could be held in the reference section of the school library. Digital versions are available through Bible software like Logos Bible Software. 26 For example, Acts for Everyone, Matthew for Everyone, etc. 27 This short book introduces the reader to the grand narrative of Scripture and explains why it is important to read Scripture with the whole story in mind.28 Highly recommended for all who teach Devotions and Biblical Studies. This book introduces the reader to the grand narrative of Scripture. It follows a Creation, Fall, Israel, Redemption, Church, New Creation framework, and covers many of the concepts discussed in the Theological Framework.29 This book introduces the reader to the Bible and provides valuable guidance on how to read it well.


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5. Thinking Theologically

Heartened by faith in Jesus Christ,30 we endeavour to think

theologically about all of life, searching out the truth together

and listening to one another in humility.

When Jesus was asked, what is the greatest commandment,

he replied, “You shall love the Lord your God with all your heart,

with all your soul, with all your mind, and with all your strength.”31

Jesus expects his disciples to love God with all their minds. This

entails that Christians think, not only about their work but also

about their faith and what this means for how they live.

We aspire to grow in our ability to think theologically and to bring

the resources of Scripture, experience, reason, and tradition to

bear on whatever topic is at hand.32 We recognise that we do not have all the answers about how

God works in the world. God knows everything, we don’t. “For now we see only a reflection as in a

mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully

known.”33 We recognise that our finitude limits what we can know, and our fallenness can distort

what we know. However, we also acknowledge the work of the Holy Spirit in renewing our minds.34

Therefore, as humble inquirers on a journey, and with a degree of epistemological humility, we seek

to become communities of learning, growing together in faith and understanding so we can better

fulfil our vocation.35


There are many ways we can begin to think theologically about life. Here is one approach based

around the lenses of faith, hope, and love. When working with a textbook, film, story, news item, or

advertisement, we can consider the following questions:

Faith: What ideas are raised here and how are they dealt with? What wisdom is conveyed here?

Does this say anything about people's beliefs/values? What does this urge us to believe/value or

commit ourselves to? To what degree, if any, does this align with Scripture or the gospel? Does this

say anything about how we might live fruitful and purposeful lives?

Hope: Does this say anything about universal hopes, dreams, concerns, or fears? Does this speak

about the kinds of crises people go through in life, such as stress, loss of work, sickness, death, loss

of property, poverty, war, natural disasters? If so, what does it say about these things? Does it offer

consolation or a resolution, and if so, how does this align with gospel hope?

Heartened by faith

in Jesus Christ, we

endeavour to think

theologically about all

of life, searching out

the truth together and

listening to one another

in humility.

30 And the faith/faithfulness of Jesus Christ.31 Mark 12:30; Matt. 22:37; Luke 10:27.32 The four resources of Scripture, reason, experience, and tradition are sometimes referred to as the Wesleyan Quadrilateral. While we draw on each of these resources, they are not equal in value. Scripture is our primary source and authority. The word “tradition” refers to those core beliefs and practices of Christian orthodoxy handed down by the church in each generation e.g. the Apostles Creed. For us, as evangelicals, our “tradition” includes certain core beliefs we inherited from the Reformers e.g. sola fide i.e. we are justified by “faith alone” and not by works of the law. 33 1 Cor. 13:12.34 Rom. 12:2; Col. 3:10.35 Stackhouse, Need to Know, 105.


15

Love: Does this say anything about the human need to be connected, to love and to be loved?

Does this reveal anything about God’s love? Does this urge us to do anything? How does that align

with what God calls us to do? Does this say anything about how we might bless/serve others? Does

this suggest how we might develop/care for God’s creation?

Thinking Theologically and the Theological Framework

This practice most closely aligns with Knowing/Learning. However, it is also informed by Trinity, Cross,

Scripture, Participation, and Faith, Hope, and Love. Thinking theologically is linked to Curriculum/

Pedagogy and Work/Vocation, and it informs how we relate as a Community/People and engage

in service and mission.

Classroom Practice

Our teachers provide students with age appropriate opportunities to grow in faith and understanding,

and to learn, discuss, and offer their thoughts on such topics as:

• God the Father, Son (Jesus), and Holy Spirit (i.e. the Trinity);

• the Bible and what it says;

• what it means to be human;

• what it means to be a disciple/authentic follower of Jesus Christ;

• the nature of the world;

• relations between God, human beings, and creation;

• God’s sovereignty, providence, and purposes in history;

• the problem of suffering and evil;

• the purpose of prayer;

• important Christian men and women in history and what they did;

• the contributions, mistakes, and lessons we can learn from Christian history;

• Christian denominations as diverse expressions of Christianity;

• where the boundaries of orthodoxy lie;

• pressing issues of faith and/or practice where Christians disagree;

• how to discern what is true or false, right or wrong, misleading or deceptive, wise or foolish;

• how Scripture and the person of Christ can inform all areas of life;

• how we might respond to the challenges of life or concerns the students have;

• the gospel and culture, and the opportunities and challenges facing us today;

• how we can draw on Scripture, reason, experience, and tradition to make wise decisions;

• the gospel, bi-culturalism and the Treaty of Waitangi;

• the gospel and other religions;

• how students can participate in Christ’s work of restoration and renewal in the world.

Teachers can also share with students their own faith journey and provide them with opportunities

to express (e.g. through speech, writing, art, and music) what God means to them and how he is

working in their lives.


16

Students in Years 10 to 13 will benefit from learning something about Christian history and theology.

This can help them understand what the church has done well, where the church has made mistakes

in the past and why, why there are many denominations and what we can learn from them. It can

also help to clarify what is central to Christian faith and practice (i.e. those orthodox beliefs and

practices held in common),36 and what is secondary (i.e. those beliefs and practices where Christians

disagree).37 It can also help students to recognise that as disciples of Jesus Christ, how we live is as

important as what we believe.

By providing students with opportunities to think through their faith, and to draw on the resources of

Scripture, tradition, experience, and reason, students will be equipped with the skills necessary to think

through new questions and challenges in the future. They will be open to learning and discovering

more from God’s word and encouraged to grow in wisdom and discernment. Such opportunities will

help students develop an intelligent faith, a biblical faith, a resilient faith, and a relevant faith. And

just as students can learn how to read Scripture well, they can also be taught to read culture and

to weigh the ideas that undergird culture in the light of Scripture and the gospel of Jesus Christ. Like

Paul, we seek to “take captive every thought to make it obedient to Christ,”38 to sift out the good

from the bad, truth from falsehood and wisdom from foolishness, and to find those points of contact

that align with Christian faith.

Recommended Reading

Brian Harris, The Big Picture: Building Blocks of a Christian World View. Biblical Foundations for a

Confident Faith (Milton Keynes, UK: Paternoster, 2015).39

Alister E. McGrath, Theology: The Basics, 4th ed. (Oxford, UK: John Wiley & Sons, 2018).40

Roger E. Olson, The Mosaic of Christian Belief: Twenty Centuries of Unity & Diversity (Downers Grove,

Il: IVP, 2002).41

John Stackhouse, Need to Know: Vocation as the Heart of Christian Epistemology (Oxford: Oxford

University Press, 2014).42

Kevin J. Vanhoozer, “What is Everyday Theology? How and Why Christians Should Read Culture”

in Everyday Theology: How to Read Cultural Texts and Interpret Trends (Grand Rapids, MI: Baker

Academic, 2007), 15-60.

Tom Wright, Surprised by Hope (London, UK: SPCK, 2011).43

36 For example, those beliefs outlined in the Apostles Creed. 37 Christians differ on many points e.g. how we worship, how we practice baptism, what we believe about the gifts of the Holy Spirit, how God created the heavens and earth, and God’s sovereignty. Yet we are united by those core beliefs we hold in common, by Christ who has redeemed us, and by the Holy Spirit who dwells in each of us. 38 2 Cor. 10:5.39 This book encourages us to focus on the things that matter to Christian faith, while connecting us to the questions and issues of today. You may not agree with everything that is said, particularly by some of the people interviewed by Harris. Nonetheless, this is a valuable resource that can help the reader construct a healthy Christian world view. 40 This is a short introduction to orthodox Christian belief based on the Apostles’ Creed. 41 For those wishing to delve more deeply, this book traces Christian belief through the ages. It identifies those core beliefs essential to Christian identity and why, discusses secondary beliefs where Christians differ, and notes those beliefs which fall outside of Christian orthodoxy.42 This book explores what it means to think Christianly and vocationally in a pluralistic and postmodern age. It covers such topics as epistemology, vocation, culture, and biblical interpretation, and offers a new epistemological model to help Christians navigate their way through today’s cultural challenges. 43 This book discusses what the Bible teaches about the resurrection, Jesus’ return, God’s plans for creation and how we can participate in this. Along the way, Wright corrects some common misunderstandings about life after death.


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6. Delivering a Christ-centred Curriculum

Heartened by faith in Jesus Christ,44 our teachers deliver a

Christ-centred curriculum that is informed by Scripture, inspires

curiosity, wonder, and respect for God’s world, and enables

students to see how Christ is connected to all their learning.

So what do we mean by this? After Jesus Christ was raised from

the dead and ascended into heaven, he took his place at the

right hand of the Father. Thus Jesus Christ is now Lord/Te Ariki

over all things.45 He is the one through whom and for whom all

things were made, and he is the one in whom all things hold

together.46 So there is no area of life or learning, and no facet of

the school curriculum, that is separate from Christ.47 Therefore,

our teachers endeavour to teach their subjects from this Christ-

centred perspective. They consider how the overarching

narrative of Scripture and the gospel of Jesus Christ, can shape the curriculum and be the lens

through which curriculum and pedagogy is viewed, developed, evaluated, and critiqued.


There are many ways we can integrate faith with curriculum. Here are some ideas based around the

lenses of faith, hope, and love.

Faith: Key to our faith is the biblical story, which can be summed up in the Creation, Fall, Redemption,

and Renewal framework. When planning a unit/topic/lesson we can adopt this framework as a

guide, asking such questions as:

• Creation: What can this teach us about God’s creation? What experiences might enable

students to explore and discover God’s creation, and experience joy, wonder, and awe in

God’s creation? Where do we see people involved in creative activity? What opportunities are

there to develop the hidden potential in creation and create new things?

• Fall: Are there examples of brokenness/problems/disharmony to consider? What might be the

cause/s of this? What is the impact of this? How does this make us feel? What challenges does

this present? How are others defining/assessing this problem? How well do their definitions/

assessments align with Scripture and the gospel? Are there other ways to interpret the situation?

Where might God be in this?

• Redemption: What opportunities does this brokenness/problem/disharmony present? How are

other people responding to this brokenness? What do others say is the solution? How well does

this align with Scripture and the gospel? Do we see examples of people trying to put things right?

Heartened by faith in

Jesus Christ, our teachers

deliver a Christ-centred

curriculum that is

informed by Scripture,

inspires curiosity, wonder,

and respect for God’s

world, and enables

students to see how

Christ is connected to all

their learning.

44 And the faith/faithfulness of Jesus Christ.45 Matt. 28:18; Acts 7:56; 1 Cor. 15:24-26; Eph. 1:9-10, 20-23; 2:21-22; Phil. 2:9-11; Col. 2:9-10; 3:1; Heb. 1:3-4; 10:12-13; Rev. 5:11- 12. See also Dan. 7:13-14.46 John 1:1-4, 14; Col. 1:16-17; Heb. 1:1-3.47 Burggraaf, ed. Transformational Education, 74.


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Where can we see wisdom, truth, compassion, comfort, healing, justice, mercy, or reconciliation

that we can support or take part in? What might the Spirit of God be calling us to do in this

situation?

• Renewal: How can we join with Christ in bringing about restoration, renewal, and shalom? What

opportunities are there for new discovery, invention, development, innovation, imagination,

and new creation?

Similarly, when working with resources (whether a textbook, film, story, or work of art), there are some

questions that can guide our thinking:

• Creation: What does this say the world is like? What does this say about what it means to be

human? How does this line up with the biblical story and the person of Christ?

• Fall: What does this reveal about brokenness, problems, or disharmony in the world? What might

be the cause/s of this? What are the effects of this? How do you feel about this? What message

do you think the author/artist wants to convey? Is there another way to think about this?

• Redemption: What kinds of solutions are being offered, if any? How are people responding to

this situation? What kind of wisdom is being promoted? Where is Christ in this? What could you

do in this situation?

• Renewal: What vision of the good life is being presented? How does this line up with Scripture

and the vision of shalom and human flourishing depicted in the new creation?

Hope: Hope is the vision we have of the future and what is possible. As such, it is closely related to

the renewal questions listed above. It is based on what Christ has accomplished and where the

story of Scripture is going. It’s about living now as people of the new covenant and new creation,

participating with Christ in God’s mission of reconciliation, restoration, renewal, and shalom.

A curriculum inspired by hope will encourage curiosity, wonder, and imagination. It will make room

for exploration, new discoveries, and new ways of seeing things. It will encourage innovation and

invention in service of human flourishing. It will be open to new possibilities, imagining how the world

can be a better place and responding to the leading of the Holy Spirit when opportunities arise. A

curriculum inspired by hope will envisage ways that problems can be resolved, reconciliation can

emerge out of conflict, understanding can follow confusion, healing can restore brokenness, gardens

can spring up in barren place, habitats can be restored, and resurrection can follow death.

Love: We are called to love and live in relationship. Therefore, when preparing lessons or units of

work, we can consider how this will help students understand God’s love for them and the world, and

encourage them to love God, love others, and care for God’s creation. Three sets of questions can

guide teachers here:

• Love for God: In what ways can this unit/lesson help students understand God’s love for them

and the world, and provide them with opportunities to express their gratitude to God and

encourage love for God?

• Love for others: In what ways can this unit/lesson celebrate relationship/community and

encourage students to love, bless, and serve others?


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• Care for creation: In what ways can this unit/lesson express joy in God’s creation, inspire a desire

to learn more about God’s creation, or encourage respect and care for God’s creation?

When working with resources, consider what messages are being conveyed and how they line up

with love for God, love for others, and care for creation. For instance, let’s consider for a moment

a Maths lesson in relation to love of others. A typical Maths textbook/worksheet on money will use

examples that align with current cultural aspirations to consume or accumulate money e.g. what

does x cost? How much can you buy with x amount? Or how much interest could you earn on x

amount of savings? While a Christian educator may use such examples to encourage individual

responsibility, they will also want to use examples that encourage generosity, hospitality, and problem

solving that benefits whole communities.

Here are some questions to get you thinking about how resources (whether textbook, film, story, or

work of art) line up with love for God, love for others, and care for creation.

• Love for God: Does relationship with God play a part in this? If not, what difference does this

make? If so, what image of God is presented? What does this reveal about how some people

view God? Is this how God is revealed in Jesus Christ?

• Love for others: What ways of relating with others are evident here? How does this make you

feel? What might this suggest? What might be some reasons for these ways of relating? What

are the consequences of these ways of relating? What sorts of solutions are given? Are there

characters who are not given a voice? What would you do in this situation? Do you have any

ideas about how relationships could be improved in this situation? What do you think Jesus

would do if he was ‘in your shoes’?

• Care for creation: How is the environment portrayed here? What is the impact of this on people?

Does this work have anything to say about respect/care for the environment? If so, are there

clues as to whether this is motivated by love or by fear, and what difference does this make? Or

does this work depict acts of disregard, exploitation and/or harm of the environment, and if so,

what does this reveal and what can be done about it? Given what Jesus has accomplished and

where the biblical story is going, how might we respond in this situation?

These various schemes and questions are designed to get you thinking about ways you can integrate

faith with learning. Feel free to expand on these.

Christ-centred Curriculum and the Theological Framework

This practice most closely aligns with Curriculum/Pedagogy. However, it is informed by Trinity, Cross,

Scripture, Faith, Hope, and Love, and our understanding of Human Formation and Knowing and

Learning. This practice is an outworking of our Participation in Christ and it will reflect who we are as

a Community/People. It can also be expressed through Community Engagement and it will equip

students for future Work/Vocation.


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Classroom Practice

Our teachers implement programmes and lessons that reflect this Christ-centred approach to

curriculum and provide students with opportunities to:

• experience joy in their learning;

• see how their learning connects with the real world;

• grow in understanding of God’s world;

• appreciate the many good gifts God has given us;

• develop skills that will enable them to participate in God’s world and to care for God’s creation;

• explore the wonder of creation and see how it reflects God the creator;

• experience how subjects are connected or can be integrated as part of a broader study of

creation;

• lead, design, build, compose, paint, write, and create in the service of human flourishing and

shalom;

• learn that knowledge comes with responsibility;

• explore ethical questions that may arise in connection with specific subjects;

• recognise where there is truth, beauty, elegance, and wisdom in the world, and potential for

good that they can support and become involved in;

• discern where there is brokenness in the world and imagine how things can be different given

the hope they have and where the biblical story is going;

• consider how their learning can be used in the service of human flourishing and shalom, as an

expression of gospel hope in the world.

Recommended Reading

Geoff Beech, Christians as Teachers: What Might it Look Like? (Eugene, OR: Wipf & Stock, 2015).48

Harry Burggraaf, ed. Transformational Education: A Framework for Christian Teaching (Mount Evelyn

Christian School, 2014).49

Ken Dickens et al., Transformation by Design: The Big Picture. A Curriculum Development Resource for

Christian Schools (Penrith, NSW: National Institute for Christian Education, 2017).50

Mark Roques, Curriculum Unmasked: Towards a Christian Understanding of Education (Christians in

Education, 1989).51

48 This book focuses on what it means to teach Christianly. It discusses such things as God’s purposes for students, the biblical story, underlying assumptions, knowledge, beliefs and values, the classroom context, classroom practice, curriculum, pedagogy, and learning.49 This is a lovely introduction to Christian education. It covers numerous topics, arranging them according to the acrostic, “transformational,” grounding them in Scripture, and drawing out their implications for discipleship, formation, curriculum, and pedagogy. 50 This is a practical resource for teachers to help them integrate faith with curriculum when planning programmes, lessons, topics, etc. The extent to which this book achieves its purpose will depend in part on the depth of the teacher’s understanding of the grand narrative of Scripture and its Creation, Fall, Redemption, Renewal framework.51 This work is somewhat dated and is written for a British context, but it is a valuable resource. We do not agree with all of Roques conclusions, particularly some of his assumptions around evolution. Nonetheless, this book can inspire teachers with ideas on how to integrate curriculum with Christian faith.


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Motivated by Hope/Tūmanako

7. Mission, Vocation, and Service

Motivated by gospel hope, our teachers cultivate an intentional

outward focus expressed through mission, vocation and service.


In 1 Corinthians 13:13, Paul wrote that faith, hope, and love

will remain forever. Therefore, when we think about mission,

vocation, and service, we will want to endorse those projects that “flow from and reflect faith, hope,

and love.”52

Genuine faith expresses itself in acts of love and service.53 Love also compels us to action, and gospel

hope motivates us to action. We know where the story is going. We look forward “to a creation

restored to wholeness.”54 Therefore, we are called now to orient our lives according to that future

reality—to live now as people of the new covenant and new creation, empowered by the presence

of the Holy Spirit. So we pray, “Your kingdom come” and we seek to be responsive to the leading of

the Holy Spirit as we participate in Christ’s work of reconciliation, restoration, and renewal. Hope is a

lens of expectancy that calls us forward.

Mission, Vocation, Service, and the Theological Framework

This practice most closely aligns with Community Engagement and Work/Vocation. It is informed by

Scripture and is an expression of our participation in Christ and our growth in Christ-like character. This

practice is also a natural outworking of a theologically informed understanding of Learning/Knowing

and Curriculum/ Pedagogy.

Mission

The grand narrative of Scripture tells the story of God’s mission

(missio Dei)—God’s work of redeeming humanity and restoring

creation. “Mission is not just one of a list of things the Bible

happens to talk about… Mission is… ‘what it’s all about.”55

God is at work in the world bringing about the redemption,

reconciliation, and restoration of people, and the renewal of

creation. As disciples of Jesus Christ, we are called to be a

part of this. Our mission “means our committed participation

as God’s people, at God’s invitation and command, in God’s

own mission within the history of God’s world for the redemption

of God’s creation.”56

Motivated by gospel

hope, our teachers

cultivate an intentional

outward focus expressed

through mission,

vocation, and service.

Our mission “means our

committed participation

as God’s people, at

God’s invitation and

command, in God’s own

mission within the history

of God’s world for the

redemption of God’s

creation.”

– Chris Wright

52 Brian Harris, The Big Picture: Building Blocks of a Christian World View (Milton Keynes, UK: Paternoster, 2015), 18.53 Gal. 5:6b; Eph. 2:10; James 2:17. See also 1 Cor. 15:58; Heb. 11:8. 54 Bartholomew and Goheen, Drama of Scripture, 233.55 Christopher J.H. Wright, The Mission of God: Unlocking the Bible’s Grand Narrative (Downers Grove, Il.: IVP, 2006), 22.56 C. Wright, The Mission of God, 22-23.


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Jesus’ final words to his apostles in Matthew’s Gospel were, “All authority in heaven and on earth has

been given to me. Therefore, go and make disciples of all nations.”57 Some of us may be called for

a short period of time to bring the gospel, in word and deed, to a particular group of people in a

particular place.58 Others may be called to make this their life’s work/vocation, like the Apostle Paul

who was called to take the good news to the Gentiles. All of us are called, as disciples of Jesus Christ,

to participate with Christ in God’s mission to the world, whether we are at home, at school, or at work.

Our teachers provide students with opportunities to:

• learn about the mission of God (missio Dei);

• be inspired by stories of those who have engaged in mission;

• to pray for, support, and/or participate in mission in Aotearoa/New Zealand or overseas.

Teachers can also invite missionaries to the school to speak to students. It is important for students

to learn that long-term missionary work requires patience, hard work, and perseverance. While

missionaries can experience times of breakthrough and see God work in miraculous ways, progress

can also be slow and challenging.

For those schools that provide opportunities for students to engage in overseas mission, it is important

to prepare them for cross-cultural engagement and help them distinguish the gospel from their own

culture. Mission groups also need to be aware of the potential impact of their work on others, such as

families, neighbouring churches, or other mission agencies in the region, and endeavour to maintain

good communication with those working in the region.

Vocation

The word “vocation” comes from the Latin word vocare, “to call.”59 We can describe vocation as

“that to which I am called as a human being, living my life before the face of God.”60 It includes our

work, but also our relationships and responsibilities to friends, family, neighbours and the world. We

are called to pay attention to what God is doing, to what he has called us to do, to what is going

on around us, to the time in which we live, to the needs of those we encounter, to what we have to

offer, and to the implications of our actions.

Our vocation includes God’s mandate to all human beings to fill the earth, subdue it, rule over it, and

take care of it.61 We are called to be royal stewards of the earth, its resources, and its creatures.62

Students can learn about the wonders of God’s creation and consider ways to develop it in the

service of human flourishing. They can also explore ways to preserve and restore vital habitats,

conserve resources, implement sustainable practices, and care for God’s creatures. We know that

Christ’s work of redemption includes the restoration and renewal of all creation. This hope gives us an

incentive for innovation and creativity as we seek to solve the problems of the world in a new way.

57 Matt. 28:18-20.58 Newbigin, Gospel in a Pluralist Society, 121.59 Stackhouse, Need to Know, 67.60 Steven Garber, Visions of Vocation: Common Grace for the Common Good (Downers Grove, Il.: IVP, 2014), 11.61 Genesis 1:28 and 2:15. The words “rule” and “subdue” are not a mandate to exploit or ravage the earth. 62 Gen. 1:26-28; 2:15. See also Ex. 20:10; 23:4-5; Deut. 5:14; Matt. 6:26-30; Luke 13:15.

Our vocation also includes the great commandments to love God with all our heart, soul, mind, and

strength and to love our neighbour as ourselves.63 Love is the fulfilment of the law.64 Jesus also taught

his disciples to love one another.65 Thus love for God and others is part of our vocation as disciples of

Jesus Christ. So whether we end up working in business or politics, service industries or manufacturing,

farming or the health sector, science or technology, education or media, caring for our environment

or creating works of art, working in the church or working for peace, truth, reconciliation, and justice66,

our vocation can become part of God’s mission and an expression of love and hope for the world.

Our teachers provide students with opportunities to:

• grow in understanding of their interests, strengths, gifts, and abilities and the kinds of work that

might be a good fit for them;

• consider what God may be calling them to, and how their studies, relationships, and future work

can become part of their vocation in life;

• gain vocational experience;

• consider the connections between possible future work and the mission of God;

• consider whether there is an ethical fit between their faith and their future work;

• consider the importance of witnessing as much by what they do as by what they say;

• demonstrate respect for the environment and care for God’s creation.

Our teachers can also inspire students with stories of those who have integrated their faith with their

work, and they can welcome such people to speak to students about how they do this. Finally, our

teachers prepare students for the likelihood that they will have many jobs in their lifetime and may

need to make more than one career change.

Service

The founding members of the Kingsway Trust longed to see students equipped to become servant-

hearted leaders who would function as salt and light in society. This vision was based on the example

of Jesus who taught his disciples that if they wanted to be leaders, they must become servants, “for

even the Son of Man did not come to be served, but to serve.”67 Serving is part of our vocation as

disciples of Jesus Christ. Not only this, but when we serve others as Christ served us, we are participating

with Christ in God’s mission to the world.

We can encourage students to grow as servant leaders by providing them with opportunities to

engage in service learning and to learn the biblical basis for this. There are many ways students can

serve. At school there are opportunities for older students to serve younger students. For example,

they could read with younger students, play with them in the playground, or design and build toys or

63 Deut. 6:5; Lev. 19:18; Matt. 22:37-40; Mark 12:29-31. See also Micah 6:8 and Luke 6:27-28.64 Matt. 22:40; Rom. 13:8-10; Gal. 5:13-14; Col. 3:14.65 John 13:34-35; 15:12-13.66 These are just a sample of the things God may call us to do. 67 Matt. 20:28; Mark 10:45. See John 13:13-15; and Phil. 2:5-11.


24

maths equipment for younger classes. Students can also be given opportunities to serve in the wider

community. For example, they could visit a retirement home, help out at a food bank, clean up a

local beach, sing Christmas carols in a park, or write to their local MP about an issue of concern.

Service learning is about seeing a need or an opportunity and recognising that we have something to

offer. Our teachers endeavour to model servant leadership and to provide students with opportunities

to:

• learn about servant leadership and the biblical basis for this;

• engage in service learning in school and in the wider community;

• develop skills in leading others with a servant-heart.

Given the time constraints and pressures on already busy timetables, schools may want to consider

ways to integrate service learning with the curriculum. This could be done at every year level. Finally,

our schools encourage students to connect with a local church, and to find opportunities to serve

their church through prayer and participation.

Recommended Reading

*Steven Garber, Visions of Vocation: Common Grace for the Common Good (Downers Grove, 2014).68

Lesslie Newbigin, “The Logic of Election,” pages 80-88; and “Mission: Word, Deed, and New Being,”

pages 128-140 in The Gospel in a Pluralist Society (Grand Rapids, MI: Eerdmans, 1998).69

Cornelius Plantinga Jr., Engaging God’s World: A Christian Vision of Faith, Learning and Living (Grand

Rapids, MI: Eerdmans, 2002).70

Christopher J.H. Wright, The Mission of God: Unlocking the Bible’s Grand Narrative (Downers Grove,

Il.: IVP, 2006).71

68 Highly recommended. This book is a wonderful collection of stories about real people who are working out their vocation in the places to which God has called them. This book can help inspire teachers and students as they think about their work and vocation in life.69 The first of these two chapters focuses on God’s election of Israel and the church, not as an end in themselves, but as the means through which God fulfils his purposes for all people. The second talks about the importance of both word and deed—proclaiming the gospel and working for justice and peace, and he sets these within the context of God’s mission (missio Dei) and the Kingdom of God.70 While this book is aimed at Tertiary education, much of it is relevant for Christian schooling. It discusses creation, the fall, redemption and future hope and their significance for learning, vocation, and engagement with the world. 71 This book explores how the mission of God is central to the whole biblical narrative and what that means for our call to mission.


25

Review of Teacher Practice

The Kingsway Trust (KWT) has endeavoured to provide clear guidelines for the delivery of Special

Character without being overly prescriptive. Each school is encouraged to implement the seven

core practices in ways that are appropriate to their specific context. These practices aim to provide

an environment where students are encouraged to grow in faith, hope, and love. They also provide

a framework for Special Character reviews.

In the Primary sector, teachers can provide evidence for how they are implementing these practices

as part of their annual teacher appraisal. They can engage in professional development or

undertake a Teaching Inquiry related to any one of the seven practices. They can do this individually

or collaboratively, reporting on what they have learned, how this has influenced the way they

implement this practice, and how effective this has been.

In Middle and Senior schools, where teachers tend to be specialists in one or two subject areas,

management teams will need to take the lead in considering how these practices can become

an integral part of the school programme so there are opportunities for students to engage in each

practice on a regular basis. For example:

• Aspects of Practices 1, 2 and 3 could be included in form periods, school assemblies, school

camps, and other group activities. Students could also plan and lead sessions related to Practice

1.

• Practices 4 and 5 would naturally fit within a Biblical Studies programme, although there will also

be opportunities in form periods and other classes to discuss issues related to these practices.

• Teachers should consider the implications of Practice 6 for their areas of curriculum expertise.

• Teachers can include Practice 7 as part of their curriculum subjects or through extra-curricular

activities. Practice 7 can also be included in programmes designed to help students think

through future pathways and careers.

Management teams can demonstrate how these practices are being implemented across the

school based on:

• reports from teachers as part of their annual appraisal;

• reports from those who have engaged in professional development during the year related to

one or more practices. This could be done individually or collaboratively.

It is important that these practices are delivered as part of a carefully thought through programme

that values Christian formation and discipleship as well as academic achievement.


26

Guidelines for School Management Teams

To fulfil the school’s responsibility in the delivery of Special Character, our management teams:

• employ teaching and ancillary staff who:

{{ exhibit genuine, living faith in Jesus Christ;

{{ can affirm the Statement of Faith;

{{ care for students and their development as whole persons;

{{ are skilled and competent practitioners;

{{ model the kinds of Christ-like character qualities the school seeks in its students;

{{ desire to grow professionally in their understanding and application of the school’s Special

Character;

• build Special Character dimensions into job descriptions;

• take the lead in considering how the seven core practices can become an integral part of the

school programme;

• include Special Character dimensions in appraisal processes of teaching staff;

• provide induction into Special Character for new teaching staff, and ensure they receive copies

of the Special Character documents;72

• promote quality professional development for teaching staff in Special Character, and find ways

to resource teachers and provide teacher release (as far as this is possible) so they can engage

in professional development in Special Character;

• provide opportunities for teachers in management positions, those who champion Special

Character in the school, and those who teach Biblical Studies at Middle and Senior School levels

to upskill through tertiary level biblical/theological study.73

To encourage and foster the delivery of the seven core practices, our management teams:

• foster a culture and habit of prayer/karakia and sensitivity to the leading of the Holy Spirit,

motivated by a desire to see God’s kingdom come in every situation;

• set aside regular times to pray for teachers, ancillary staff, parents, and students, and seek God

when making decisions;

• foster a culture of respect for all teachers, ancillary staff, parents, and students;

72 I.e. Our Faith, the Theological Framework, the Special Character Guidelines and its supplement for teachers. 73 At the time of writing, the institutions in New Zealand best equipped for this are Laidlaw College, Carey Baptist College and Otago University School of Theology. These institutions are academically rigorous without being anti-confessional. Laidlaw College and Carey Baptist College are also evangelical.


27

• ensure that the pastoral needs of staff are provided for in a way that is consistent with the

Special Character of the school;

• encourage partnerships between parents and the school;

• practice discernment in the enrolment of students, seeking what is best for the child, the family,

and the school;

• ensure that enrolments meet integration agreement guidelines in terms of preferential and non-

preferential students;

• support the implementation of restorative practices and set the tone for behaviour management;

• model the kinds of Christ-like character qualities expected of teaching staff and students,

including servant-hearted leadership;

• create opportunities to celebrate and encourage the values and character qualities reflected

in Practice 3;

• ensure that teachers and their classrooms/home bases are adequately resourced for the task

of teaching;

• critique new programmes, activities, resources, and initiatives in the light of the school’s Special

Character, and endorse only those that are in harmony with this;

• provide students with opportunities to take leadership responsibility, and to receive training and

recognition for this;

• promote student engagement in service learning and mission;

• provide opportunities for students to discover vocational pathways.


28

Guidelines for School Boards of Trustees

To fulfil the school’s responsibility to deliver in the area of Special Character, our Boards of Trustees will:

• collaborate with the proprietor in the implementation of these Special Character Guidelines;

• model servant leadership as they take the lead from the proprietor in Special Character matters

related to governance;

• document how the expectations set out in these guidelines will be implemented, in conjunction

with school management;

• include Special Character dimensions in the school’s annual and strategic plans, and note how

these outcomes will be achieved;

• resource all dimensions necessary to express the school’s Special Character, including resourcing

and promoting quality professional development for teachers (and where possible teacher

release);

• support school management in, and ensure accountability for, the delivery of Special Character

according to these Special Character Guidelines, the Theological Framework, and the document

“Our Faith”;

• monitor the school’s Special Character and engage with the proprietor if there are challenges

to be addressed;

• set aside regular times to pray for management teams, teachers, ancillary staff, parents, and

students, and to seek God when making decisions;

• foster a culture of respect for school management, teaching and ancillary staff, parents and

students;

• ensure the fair distribution of funds and resources across the school;

• do all in their power to ensure that families living on limited budgets are not disadvantaged by

such things as high priced uniforms or expensive extra-curricular activities.


29

Guidelines for Working with Parents

In fulfilment of the school’s commitment to partner with parents in their responsibility for the education

of their children, our schools:

• provide parents with information about the school’s Special Character and the way this is

implemented through the seven core practices;

• communicate regularly with parents through such means as blogs, social media, the school

website, and/or weekly updates;

• take the concerns of parents seriously, while ensuring that decisions are consistent with the

Special Character of the school;

• invite parents to attend events like assemblies, concerts, and celebrations to promote school

community;

• create opportunities for parents to be involved in their child’s learning;74

• include comments on student’s participation and progress in the seven core practices as part

of their reporting to parents.

74 This can include such things as accompanying students on class trips and school camps, praying for the school, taking part in programmes like mother/daughter and father/son evenings, assisting with school sporting events and concerts, and where appropriate, helping with homework and assisting in the classroom.


30

Graduate Profile

Our vision for students of Kingsway Trust schools is that they graduate with faith in God, love for others

and hope for the future.

People of Faith/Whakapono

Our graduates will be people who are growing in their faith and knowledge of God, who know

they are valued by God, know the story of Scripture and how they can participate in it, have had

opportunities to become disciples of Jesus Christ, and are beginning to think theologically about all

of life.

People of Love/Aroha

Our graduates will be people of love who are growing in their understanding of God’s love for them

and the world as demonstrated in the incarnation, death, and resurrection of Jesus Christ, and

are learning to love God with all their heart, soul, mind, and strength, to love their neighbour as

themselves, and to respect and care for God’s creation.

People of Hope/Tūmanako

Our graduates will be people of hope who are becoming captivated by a vision of the kingdom of

God, are growing in awareness of what God may be calling them to, are developing a passion for

a particular vocation or mission in Aotearoa/New Zealand or the world, and are inspired by the Holy

Spirit to participate in Christ’s work of reconciliation, restoration, renewal and shalom in the world.

Insp

ired

by

the

Lo

ve/A

roha

of G

od

…

Pra

ctic

e 1

Ela

bo

ratio

n o

f thi

s Pr

ac

tice

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mp

les

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his

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ctic

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utc

om

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ide

nce

for t

his

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ctic

e

Pra

yer a

nd O

the

r Sp

iritu

al

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ctic

es

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ired

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love

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od

, o

ur t

ea

ch

ers

fost

er a

cu

lture

a

nd

ha

bit

of p

raye

r/ka

raki

a

an

d s

en

sitiv

ity t

o t

he

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ly S

piri

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sirin

g t

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ct

with

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d

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ee

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kin

gd

om

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me

in

eve

ry s

itua

tion

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r te

ac

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rs p

ray

reg

ula

rly fo

r o

ne

an

oth

er a

nd

for t

he

stu

de

nts

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th

eir

ca

re, f

or t

he

ir p

hys

ica

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mo

tion

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llec

tua

l, a

nd

sp

iritu

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ellb

ein

g/h

au

ora

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yer a

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er s

piri

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l pra

ctic

es

pro

vid

e s

tud

en

ts w

ith o

pp

ort

un

itie

s to

co

nn

ec

t w

ith G

od

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d t

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row

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pe

, an

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ve. P

raye

r he

lps

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ep

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eir

faith

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od

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ey

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ct

on

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d’s

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nk

Go

d a

nd

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rate

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at

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h

as

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ne

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are

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ha

t is

on

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ds,

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xpe

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ce

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rs

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aye

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spire

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op

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ec

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sitiv

e t

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le

ad

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ly S

piri

t a

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gin

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ow

th

eir

pra

yers

ca

n a

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od

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urp

ose

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r th

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orld

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yer

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me

aw

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d’s

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sen

ce

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d G

od

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ve fo

r th

em

, fo

r oth

ers

, an

d fo

r all

cre

atio

n.

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r te

ac

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rs p

rovi

de

stu

de

nts

with

o

pp

ort

un

itie

s to

:

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eve

lop

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ab

it o

f pra

yer/

kara

kia

th

rou

gh

da

ily p

art

icip

atio

n in

pra

yer

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eg

ula

rly e

ng

ag

e in

a v

arie

ty o

f sp

iritu

al p

rac

tice

s th

rou

gh

ou

t th

e

sch

oo

l ye

ar.

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mp

les

of p

raye

r an

d o

the

r sp

iritu

al p

rac

tice

s in

clu

de

:

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imp

le p

raye

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raki

a (

e.g

. a b

less

ing

, pra

yer o

f th

an

ks,

gra

ce

be

fore

a m

ea

l)•

ind

ivid

ua

l an

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orp

ora

te p

raye

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r th

e w

ellb

ein

g o

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ose

w

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yer f

or a

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k c

lass

ma

te)

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idu

al o

r co

rpo

rate

pra

yer/

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rce

ssio

n fo

r pe

op

le/i

ssu

es

of c

on

ce

rn in

Ao

tea

roa

/Ne

w Z

ea

lan

d a

nd

th

e w

orld

•

pra

yer j

ou

rna

ling

•

lea

rnin

g a

nd

pra

yin

g s

om

e o

f th

e p

raye

rs o

f Go

d’s

pe

op

le

in h

isto

ry (

e.g

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e L

ord

’s p

raye

r, th

e p

raye

r of S

t. F

ran

cis

of

Ass

isi, e

tc)

• p

rayi

ng

th

rou

gh

so

me

of t

he

Psa

lms

• p

rayi

ng

ka

raki

a in

Te

Re

o M

āo

ri•

writ

ing

pe

rso

na

l pra

yers

to

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d•

en

ga

gin

g in

co

nte

mp

lativ

e fo

rms

of p

raye

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yer

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n o

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le v

ers

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rab

le

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ng

s/w

aia

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ut

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r to

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ario

us

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s su

ch

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ram

a, a

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rts

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ring

, wa

tch

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ritin

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torie

s th

at

insp

ire a

love

for

Go

d, f

or o

the

rs, a

nd

for c

rea

tion

•

sh

arin

g s

torie

s o

f ho

w G

od

ha

s h

elp

ed

th

em

•

ce

leb

ratin

g C

hris

tian

fest

iva

ls su

ch

as

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ristm

as,

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ste

r a

nd

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nte

co

st t

hro

ug

h a

rt, m

usic

, fo

od

, dra

ma

, an

d o

the

r e

xpre

ssio

ns

• o

the

r.

Ou

tco

me

:

• S

tud

en

ts w

ill h

ave

da

ily

op

po

rtu

niti

es

to c

on

ne

ct

with

Go

d

thro

ug

h p

raye

r.

Evid

en

ce

for p

raye

r an

d o

the

r sp

iritu

al p

rac

tice

s c

an

be

pro

vid

ed

th

rou

gh

:

• c

lass

roo

m o

bse

rva

tion

•

pra

yer i

nc

lud

ed

in t

ea

ch

er’

s d

aily

p

lan

s•

writ

ten

exa

mp

les

of s

tud

en

t’s

pra

yer

• p

raye

r jo

urn

als

• t

est

imo

nie

s o

f an

swe

red

pra

yer

• s

tud

en

ts t

alk

ing

ab

ou

t h

ow

th

ey

pra

y•

stu

de

nts

rec

itin

g p

raye

rs t

he

y kn

ow

• m

usic

an

d s

on

g

• p

raye

r exp

ress

ed

th

rou

gh

va

riou

s a

rtfo

rms

• p

ho

to o

r vid

eo

rec

ord

s o

f pra

yers

, a

rtw

ork

, so

ng

s, a

nd

ce

leb

ratio

ns

• p

rofe

ssio

na

l de

velo

pm

en

t a

nd

/or

a t

ea

ch

ing

inq

uiry

rela

ted

to

th

is p

rac

tice

.

Spe

cia

l Cha

rac

ter G

uid

elin

es

– Su

pp

lem

ent

for T

ea

che

rs

Tea

ch

ers

will

pro

vid

e s

tud

en

ts w

ith o

pp

ort

un

itie

s to

gro

w in

faith

, ho

pe

, an

d lo

ve, t

hro

ug

h le

arn

ing

an

d e

ng

ag

em

en

t in

th

e fo

llow

ing

pra

ctic

es.

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ctic

e 2

Ela

bo

ratio

n o

f thi

s Pr

ac

tice

Exa

mp

les

of t

his

Pra

ctic

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utc

om

eEv

ide

nce

for t

his

Pra

ctic

e

Va

luin

g a

nd R

esp

ec

ting

O

the

rs

Insp

ired

by

the

love

of G

od

, we

fo

ste

r a c

ultu

re w

he

re e

very

p

ers

on

is v

alu

ed

an

d t

rea

ted

w

ith re

spe

ct

an

d c

on

side

ratio

n.

Hu

ma

n b

ein

gs

are

cre

ate

d in

th

e im

ag

e o

f Go

d. T

his

me

an

s th

at

eve

ry p

ers

on

ha

s b

ee

n

cre

ate

d w

ith d

ign

ity a

nd

va

lue

. Th

ere

fore

, we

are

exh

ort

ed

to

lo

ve o

ur n

eig

hb

ou

r as

ou

rse

lve

s.

Jesu

s re

affi

rme

d t

his

wh

en

he

ta

ug

ht

his

disc

iple

s to

love

o

ne

an

oth

er,

an

d e

ven

to

love

th

eir

en

em

ies.

Su

ch

a c

ultu

re

of l

ove

an

d re

spe

ct

will

att

rac

t st

ud

en

ts t

ow

ard

faith

in J

esu

s C

hris

t a

nd

will

giv

e t

he

m h

op

e

for t

he

futu

re. W

he

n s

tud

en

ts

fee

l va

lue

d a

nd

resp

ec

ted

by

oth

ers

, an

d e

xpe

rien

ce

th

e lo

ve

of G

od

, th

ey

will

be

en

ab

led

to

lo

ve a

nd

resp

ec

t o

the

rs.

The

pra

ctic

e o

f va

luin

g a

nd

re

spe

ctin

g o

the

rs w

ill e

na

ble

sc

ho

ol

co

mm

un

itie

s to

form

a c

ultu

re o

f tr

ust

, un

de

rsta

nd

ing

, an

d g

rac

e.

It w

ill a

lso s

tre

ng

the

n s

ch

oo

l c

om

mu

niti

es

an

d m

ake

s th

em

a

ttra

ctiv

e t

o o

the

rs.

Ou

r te

ac

he

rs e

nd

ea

vou

r to

tre

at

co

llea

gu

es,

pa

ren

ts, a

nd

stu

de

nts

w

ith re

spe

ct

an

d c

on

side

ratio

n.

The

y a

lso a

im t

o t

ea

ch

an

d d

eve

lop

th

e w

ho

le s

tud

en

t, p

ayi

ng

att

en

tion

to

th

eir

ph

ysic

al,

em

otio

na

l, in

telle

ctu

al,

an

d s

piri

tua

l ne

ed

s.

Ou

r te

ac

he

rs p

rovi

de

stu

de

nts

with

e

nc

ou

rag

em

en

t a

nd

op

po

rtu

niti

es

to le

arn

ho

w t

o re

spe

ct

an

d re

late

w

ell

with

oth

ers

.

Ou

r te

ac

he

rs h

elp

fost

er t

his

pra

ctic

e b

y m

od

elli

ng

re

spe

ct

tow

ard

oth

ers

an

d b

y p

rovi

din

g s

tud

en

ts w

ith

en

co

ura

ge

me

nt

an

d o

pp

ort

un

itie

s to

:

• p

erf

orm

ac

ts o

f kin

dn

ess

an

d s

erv

ice

• u

se e

nc

ou

rag

ing

wo

rds

• t

rea

t th

em

selv

es

an

d o

the

rs w

ith c

are

, re

spe

ct,

an

d g

oo

d

ma

nn

ers

•

we

lco

me

ne

w fa

mili

es

an

d s

tud

en

ts•

exp

ress

th

eir

ap

pre

cia

tion

of o

the

rs•

sh

are

reso

urc

es

an

d s

ho

w g

en

ero

sity

• w

ork

ind

ivid

ua

lly a

nd

co

llab

ora

tive

ly•

exp

ress

th

eir

lan

gu

ag

e a

nd

cu

lture

• le

arn

ab

ou

t a

nd

resp

ec

t th

e c

ultu

res

of o

the

rs•

lea

rn a

bo

ut

an

d v

alu

e t

he

bi-c

ultu

ral h

erit

ag

e o

f Ao

tea

roa

/N

ew

Ze

ala

nd

•

lea

rn a

bo

ut

an

d c

ele

bra

te t

he

he

rita

ge

of t

he

ir sc

ho

ol

• r

esp

ec

t th

eir

ow

n p

rop

ert

y a

nd

th

e p

rop

ert

y o

f oth

ers

• p

rac

tice

th

e a

rt o

f list

en

ing

we

ll•

su

pp

ort

an

d c

om

fort

th

ose

go

ing

th

rou

gh

tim

es

of g

rief,

sad

ne

ss, a

nd

pa

in•

ce

leb

rate

th

e p

rog

ress

an

d a

ch

ieve

me

nts

of o

the

rs•

ce

leb

rate

birt

hd

ays

• le

arn

ho

w t

o m

ake

pe

ac

e•

exe

rcise

forg

ive

ne

ss a

nd

ma

ke a

me

nd

s fo

r wro

ng

s•

oth

er.

The

pra

ctic

e o

f va

luin

g a

nd

resp

ec

ting

oth

ers

is:

• t

au

gh

t a

nd

mo

de

lled

by

tea

ch

ing

sta

ff a

nd

ma

na

ge

me

nt

• r

ein

forc

ed

in t

he

pla

ygro

un

d, i

n t

he

cla

ssro

om

, an

d o

n t

he

sp

ort

s fie

ld•

em

plo

yed

th

rou

gh

rest

ora

tive

pra

ctic

es

of j

ust

ice

• a

nd

ce

leb

rate

d a

nd

rew

ard

ed

in c

lass

an

d s

ch

oo

l g

ath

erin

gs

e.g

. ass

em

blie

s.

Ou

tco

me

:

• S

tud

en

ts w

ill h

ave

op

po

rtu

niti

es

to le

arn

th

e v

alu

e o

f pe

op

le a

nd

to

tre

at

oth

ers

with

resp

ec

t a

nd

c

on

side

ratio

n.

Evid

en

ce

for t

his

pra

ctic

e c

an

be

p

rovi

de

d t

hro

ug

h s

uc

h t

hin

gs

as:

• f

ee

db

ac

k fr

om

pa

ren

ts, c

oa

ch

es,

o

the

r te

ac

he

rs a

nd

stu

de

nts

• t

ea

ch

er’

s d

aily

pla

ns

ind

ica

ting

tim

e s

et

asid

e t

o t

ea

ch

th

is p

rac

tice

• s

tud

en

ts t

alk

ing

ab

ou

t w

ha

t th

ey

are

lea

rnin

g

• t

est

imo

nie

s o

f ho

w t

he

se s

kills

h

elp

ed

stu

de

nts

rela

te t

o o

the

rs•

de

pic

tion

s o

f th

is p

rac

tice

in a

rt,

sto

ries,

dra

ma

, etc

•

re

co

rds

of r

est

ora

tive

just

ice

p

rac

tice

s•

re

co

rds

of a

wa

rds

tha

t c

ele

bra

te

this

pra

ctic

e•

pro

fess

ion

al d

eve

lop

me

nt

an

d/o

r a

te

ac

hin

g in

qu

iry re

late

d t

o t

his

pra

ctic

e.

Pra

ctic

e 3

Ela

bo

ratio

n o

f thi

s Pr

ac

tice

Exa

mp

les

of t

his

Pra

ctic

eO

utc

om

eEv

ide

nce

for t

his

Pra

ctic

e

Chr

ist-

like

Cha

rac

ter

Form

atio

n

Insp

ired

by

the

love

of G

od

, we

fix

ou

r eye

s o

n J

esu

s a

nd

de

sire

to

gro

w in

Ch

rist-

like

ch

ara

cte

r w

hile

ext

en

din

g g

rac

e t

ow

ard

s o

the

rs, r

ec

og

nisi

ng

th

at

we

are

e

ac

h a

wo

rk in

pro

gre

ss.

Ou

r te

ac

he

rs s

ee

k to

insp

ire in

th

eir

stu

de

nts

, gro

wth

in C

hris

t-lik

e c

ha

rac

ter,

rec

og

nisi

ng

th

at

ge

nu

ine

form

atio

n o

cc

urs

wh

en

a

pe

rso

n re

spo

nd

s to

th

e w

ork

o

f th

e H

oly

Sp

irit

in h

is/h

er l

ife.

We

do

no

t w

an

t st

ud

en

ts t

o

co

nfo

rm t

o e

xpe

cte

d s

tan

da

rds

of b

eh

avi

ou

r ou

t o

f a s

en

se o

f le

ga

lism

or s

imp

ly t

o w

in t

he

a

pp

rova

l of o

the

rs. W

e s

ee

k th

e

ou

two

rkin

g o

f ge

nu

ine

faith

in

Jesu

s C

hris

t.

Ou

r te

ac

he

rs e

nd

ea

vou

r to

insp

ire

stu

de

nts

with

a v

isio

n o

f th

e k

ing

do

m

of G

od

th

at

will

ca

ptiv

ate

th

eir

he

art

s a

nd

ima

gin

atio

ns

an

d re

dire

ct

the

ir lo

ves

an

d lo

ng

ing

s. W

e o

ffer

a b

iblic

al v

isio

n o

f th

e fu

ture

th

at

is c

ha

rac

teris

ed

by

rec

on

cili

atio

n,

rest

ora

tion

, re

ne

wa

l, a

nd

sh

alo

m.

This

sta

nd

s in

co

ntr

ast

to

th

e id

ols

of

cu

rre

nt

cu

lture

su

ch

as

ind

ivid

ua

lism

, g

ree

d, c

on

sum

eris

m, m

ate

rialis

m,

an

d h

ed

on

ism. M

otiv

ate

d b

y fa

ith,

co

mp

elle

d b

y th

e lo

ve o

f Go

d a

nd

in

spire

d b

y th

is h

op

e-fi

lled

visi

on

, st

ud

en

ts w

ill w

an

t to

resp

on

d t

o t

he

c

all

Go

d h

as

pla

ce

d o

n t

he

ir liv

es

an

d w

ill b

eg

in t

o s

ee

ho

w t

he

y c

an

p

art

icip

ate

in t

he

miss

ion

of G

od

to

brin

g re

sto

ratio

n a

nd

ren

ew

al

to a

ll c

rea

tion

. As

the

y re

spo

nd

to

th

e p

rom

ptin

gs

of t

he

Ho

ly S

piri

t th

ey

will

be

gin

to

gro

w in

Ch

rist-

like

c

ha

rac

ter.

This

pra

ctic

e h

old

s h

olin

ess

an

d

gra

ce

to

ge

the

r. W

e e

nc

ou

rag

e

stu

de

nts

to

gro

w a

s a

uth

en

tic

follo

we

rs/d

iscip

les

Jesu

s C

hris

t, w

hile

a

lso b

ein

g g

rac

iou

s to

wa

rd o

the

rs,

just

as

Jesu

s w

as

gra

cio

us

with

th

ose

h

e m

et.

Th

ere

will

be

tim

es

wh

en

w

e n

ee

d t

o b

e p

atie

nt

with

on

e

an

oth

er,

rec

og

nisi

ng

th

at

we

are

e

ac

h a

wo

rk in

pro

gre

ss.

Ou

r te

ac

he

rs, i

n c

oo

pe

ratio

n w

ith p

are

nts

, he

lp fo

ste

r th

is p

rac

tice

by

pro

vid

ing

stu

de

nts

with

op

po

rtu

niti

es

to:

• t

urn

to

wa

rds

Go

d a

nd

pu

t th

eir

faith

in J

esu

s C

hris

t •

gro

w a

s d

iscip

les/

au

the

ntic

follo

we

rs o

f Je

sus

Ch

rist

• g

row

in fa

ith, h

op

e, a

nd

love

• b

e g

rac

iou

s w

ith o

the

rs•

use

th

eir

gift

s a

nd

ta

len

ts fo

r th

e g

lory

of G

od

an

d t

he

b

en

efit

of o

the

rs.

Ou

r te

ac

he

rs p

rovi

de

stu

de

nts

with

op

po

rtu

niti

es

to d

iscu

ss,

refle

ct

on

an

d p

rac

tice

th

e fo

llow

ing

ch

ara

cte

r qu

alit

ies:

• h

um

ility

an

d s

erv

an

t-h

ea

rte

dn

ess

• h

on

est

y a

nd

co

ura

ge

• lo

yalty

an

d fa

ithfu

lne

ss•

kin

dn

ess

an

d g

en

tlen

ess

• p

atie

nc

e a

nd

pe

rse

vera

nc

e•

dili

ge

nc

e a

nd

a w

illin

gn

ess

to

wo

rk h

ard

•

disc

ern

me

nt

an

d w

isdo

m

• t

ha

nkf

uln

ess

an

d a

pp

rec

iatio

n•

an

d b

ein

g a

go

od

sp

ort

spe

rso

n.

The

se c

ha

rac

ter q

ua

litie

s a

re:

• t

au

gh

t a

nd

mo

de

lled

by

tea

ch

ers

an

d m

an

ag

em

en

t•

re

info

rce

d in

th

e p

layg

rou

nd

, in

th

e c

lass

roo

m, a

nd

on

th

e

spo

rts

field

•

an

d c

ele

bra

ted

an

d re

wa

rde

d in

cla

ss a

nd

sc

ho

ol

ga

the

ring

s e

.g. a

sse

mb

lies.

Ou

tco

me

:

• S

tud

en

ts w

ill h

ave

op

po

rtu

niti

es

to c

om

e t

o k

no

w J

esu

s C

hris

t a

nd

to

gro

w in

Ch

rist-

like

ch

ara

cte

r.

Evid

en

ce

for t

his

pra

ctic

e c

an

be

p

rovi

de

d t

hro

ug

h s

uc

h t

hin

gs

as:

• f

ee

db

ac

k fr

om

pa

ren

ts, c

oa

ch

es,

o

the

r te

ac

he

rs a

nd

stu

de

nts

• t

ea

ch

ers

’ le

sso

n p

lan

s in

dic

atin

g

time

se

t a

side

to

foc

us

on

Ch

rist-

like

ch

ara

cte

r qu

alit

ies

•

stu

de

nts

ta

lkin

g a

bo

ut

wh

at

the

y a

re le

arn

ing

•

stu

de

nts

be

ing

ab

le t

o a

rtic

ula

te

ho

w t

he

y a

re m

aki

ng

pro

gre

ss in

a

rea

s th

ey

stru

gg

le w

ith

• p

ho

to o

r vid

eo

rec

ord

s o

f st

ud

en

ts u

sing

th

eir

gift

s a

nd

ta

len

ts fo

r th

e b

en

efit

of o

the

rs

• s

tud

en

ts e

xpre

ssin

g t

he

ir e

mo

tion

s c

on

stru

ctiv

ely

th

rou

gh

wo

rds,

art

, st

orie

s, d

ram

a, e

tc

• r

ec

ord

s o

f aw

ard

s th

at

ce

leb

rate

th

ese

ch

ara

cte

r qu

alit

ies

• p

rofe

ssio

na

l de

velo

pm

en

t a

nd

/or

a t

ea

ch

ing

inq

uiry

rela

ted

to

th

is p

rac

tice

.

He

art

ene

d b

y Fa

ith/W

haka

po

no in

, and

the

faith

of J

esu

s C

hris

t...

Pra

ctic

e 4

Ela

bo

ratio

n o

f thi

s Pr

ac

tice

Exa

mp

les

of t

his

Pra

ctic

eO

utc

om

eEv

ide

nce

for t

his

Pra

ctic

e

Eng

ag

ing

with

the

Sc

riptu

res

He

art

en

ed

by

faith

in J

esu

s C

hris

t a

nd

th

e fa

ith/f

aith

fuln

ess

of J

esu

s C

hris

t, o

ur t

ea

ch

ers

pro

vid

e

stu

de

nts

with

op

po

rtu

niti

es

to

rea

d, e

xplo

re, a

nd

stu

dy

the

Sc

riptu

res

so t

he

y c

an

gro

w in

fa

ith a

nd

un

de

rsta

nd

ing

, be

re

ne

we

d in

th

eir

min

ds

an

d

he

art

s, a

nd

be

co

me

ski

lled

in

inte

rpre

ting

th

e S

crip

ture

s w

isely

.

The

Ho

ly S

crip

ture

s a

re G

od

’s

insp

ired

writ

ten

wo

rd t

o u

s th

rou

gh

hu

ma

n a

uth

ors

. Th

ey

reve

al w

ho

Go

d is

, wh

o w

e a

re,

wh

at

we

nt

wro

ng

, an

d w

ha

t G

od

is d

oin

g t

o p

ut

thin

gs

righ

t.

The

y te

ll th

e u

nfo

ldin

g s

tory

of

red

em

ptio

n w

hic

h c

ulm

ina

tes

in J

esu

s C

hris

t. T

he

Sc

riptu

res

pro

vid

e u

s w

ith a

n u

nd

ers

tan

din

g

of t

he

wo

rld a

nd

ou

r pla

ce

in it

, a

nd

th

ey

tell

us

wh

ere

hist

ory

is

go

ing

an

d h

ow

we

ca

n b

e p

art

o

f it.

Th

e S

crip

ture

s a

lso p

rovi

de

u

s w

ith a

va

nta

ge

po

int

fro

m

wh

ich

to

vie

w, a

ffirm

, an

d/o

r c

ritiq

ue

th

e p

att

ern

s o

f th

is w

orld

.

Ou

r de

sire

is t

ha

t th

rou

gh

e

ng

ag

em

en

t w

ith t

he

Sc

riptu

res,

st

ud

en

ts w

ill c

om

e t

o fa

ith in

Je

sus

Ch

rist

an

d w

ill g

row

in fa

ith a

s th

ey

follo

w h

im. O

ur t

ea

ch

ers

en

co

ura

ge

st

ud

en

ts t

o d

eve

lop

a lo

ve fo

r Sc

riptu

re b

y p

rovi

din

g t

he

m w

ith a

ge

-a

pp

rop

riate

op

po

rtu

niti

es

to e

ng

ag

e

with

th

e S

crip

ture

s in

wa

ys t

he

y w

ill

find

rew

ard

ing

. Ou

r te

ac

he

rs a

lso

wa

nt

stu

de

nts

to

be

ca

ptiv

ate

d b

y th

e h

op

e-fi

lled

visi

on

of t

he

kin

gd

om

o

f Go

d p

rovi

de

d b

y Sc

riptu

re.

The

div

ers

e b

oo

ks o

f Sc

riptu

re a

re

em

be

dd

ed

in o

ne

ove

rarc

hin

g

na

rra

tive

th

at

run

s fr

om

Cre

atio

n t

o

Ne

w C

rea

tion

. Th

e O

ld T

est

am

en

t a

ntic

ipa

tes

Ch

rist,

sh

ow

s th

e n

ee

d

for C

hris

t, a

nd

att

est

s to

Ch

rist.

Th

e

Go

spe

ls re

vea

l Ch

rist,

an

d t

he

rest

of

the

Ne

w T

est

am

en

t te

stifi

es

to C

hris

t a

nd

sh

ow

s w

ha

t it

me

an

s to

follo

w

him

an

d p

art

icip

ate

in h

is m

issio

n

un

til h

e re

turn

s. B

y ke

ep

ing

th

is g

ran

d

na

rra

tive

in m

ind

, we

are

rem

ind

ed

o

f wh

ere

we

fit

in t

he

ove

rall

dra

ma

a

nd

wh

at

this

me

an

s fo

r ho

w w

e

rea

d a

nd

ap

ply

Sc

riptu

re. W

e a

re

pe

op

le o

f th

e n

ew

co

ven

an

t lo

oki

ng

b

ac

k to

rem

em

be

r wh

at

Ch

rist

ha

s a

cc

om

plis

he

d a

nd

loo

kin

g fo

rwa

rd t

o

see

wh

ere

th

e s

tory

is g

oin

g.

Ou

r te

ac

he

rs p

rovi

de

stu

de

nts

with

reg

ula

r, a

ge

ap

pro

pria

te

op

po

rtu

niti

es

to e

ng

ag

e w

ith t

he

Sc

riptu

res.

Fo

r exa

mp

le,

stu

de

nts

ca

n:

• le

arn

ab

ou

t a

nd

rete

ll th

e o

vera

rch

ing

na

rra

tive

of S

crip

ture

fr

om

Cre

atio

n t

o N

ew

Cre

atio

n•

lea

rn a

bo

ut

the

ke

y e

ven

ts o

f Sc

riptu

re e

.g. t

he

Exo

du

s•

lea

rn s

om

e o

f th

e k

ey

co

nc

ep

ts/t

he

me

s o

f Sc

riptu

re e

.g. t

he

ki

ng

do

m o

f Go

d•

lea

rn w

he

re in

div

idu

al b

oo

ks a

nd

sto

ries

fit w

ithin

th

e

ove

rarc

hin

g n

arr

ativ

e a

nd

wh

at

the

y c

on

trib

ute

to

it•

wo

rk w

ith p

ass

ag

es

of S

crip

ture

, re

ad

ing

th

em

in c

on

text

•

ra

ise q

ue

stio

ns

ab

ou

t th

e m

ea

nin

g o

f pa

rtic

ula

r wo

rds,

ve

rse

s, a

nd

pa

ssa

ge

s•

me

mo

rise

po

rtio

ns

of S

crip

ture

(in

co

nte

xt)

• d

iscu

ss h

ow

Sc

riptu

re re

late

s to

th

eir

exp

erie

nc

e o

f th

e w

orld

• h

ea

r th

e g

oo

d n

ew

s a

bo

ut

Jesu

s C

hris

t, h

is lif

e, t

ea

ch

ing

, d

ea

th, a

nd

resu

rre

ctio

n•

co

nsid

er w

ha

t it

me

an

s to

be

disc

iple

s o

f Je

sus

Ch

rist,

liv

ing

be

twe

en

th

e e

nd

of A

cts

an

d t

he

last

ch

ap

ters

of

Re

vela

tion

• le

arn

ho

w li

tera

ry c

on

text

, hist

oric

al c

on

text

, an

d g

en

re

info

rm m

ea

nin

g•

be

co

me

ski

lled

in re

ad

ing

an

d a

pp

lyin

g S

crip

ture

wise

ly

• le

arn

ab

ou

t th

e n

atu

re o

f th

e B

ible

, ho

w it

ca

me

to

exi

st a

s it

do

es,

an

d w

hy

we

ca

n t

rust

it

• e

ng

ag

e in

ac

tiviti

es

tha

t re

info

rce

lea

rnin

g e

.g. B

ible

Ti

me

line

Ch

alle

ng

e

• g

ive

a s

ho

rt d

evo

tion

al m

ess

ag

e a

risin

g o

ut

of s

tud

y o

f a

pa

ssa

ge

of S

crip

ture

•

exp

ress

Sc

riptu

re t

hro

ug

h v

ario

us

art

form

s e

.g. a

rt, p

oe

try,

m

usic

, da

nc

e, d

ram

a•

sh

are

with

oth

ers

wh

at

a p

ass

ag

e o

f Sc

riptu

re m

ea

ns

to

the

m•

oth

er.

Ou

tco

me

:

• S

tud

en

ts w

ill h

ave

reg

ula

r o

pp

ort

un

itie

s e

ac

h w

ee

k to

wo

rk

with

an

d le

arn

fro

m t

he

Sc

riptu

res.

Evid

en

ce

for t

his

pra

ctic

e c

an

be

p

rovi

de

d t

hro

ug

h s

uc

h t

hin

gs

as:

• s

am

ple

s o

f stu

de

nt’

s w

ork

•

stu

de

nts

ta

lkin

g a

bo

ut

wh

at

the

y h

ave

lea

rne

d•

re

cita

tion

of m

em

oris

ed

Sc

riptu

re•

re

telli

ng

or r

ole

pla

yin

g a

sto

ry

fro

m t

he

Bib

le•

re

telli

ng

th

e o

vera

rch

ing

na

rra

tive

o

f Sc

riptu

re (

e.g

. in

3 o

r 5 m

inu

tes)

• a

rtic

ula

ting

th

e g

osp

el

• e

xpre

ssio

ns

of S

crip

ture

th

rou

gh

va

riou

s a

rtfo

rms

(e.g

. art

, po

etr

y,

mu

sic, d

an

ce

, an

d d

ram

a)

• v

ide

o re

co

rds

of s

tud

en

ts

disc

uss

ing

an

d s

tud

yin

g a

pa

ssa

ge

o

f Sc

riptu

re

• v

ide

o re

co

rds

of a

3 o

r 5-m

inu

te

me

ssa

ge

ba

sed

on

th

e s

tud

y o

f a

pa

ssa

ge

of S

crip

ture

• f

ee

db

ac

k fr

om

pa

ren

ts a

nd

oth

ers

• p

rofe

ssio

na

l de

velo

pm

en

t a

nd

/or

a t

ea

ch

ing

inq

uiry

rela

ted

to

th

is p

rac

tice

.

Pra

ctic

e 5

Ela

bo

ratio

n o

f thi

s Pr

ac

tice

Exa

mp

les

of t

his

Pra

ctic

eO

utc

om

eEv

ide

nce

for t

his

Pra

ctic

e

Thin

king

The

olo

gic

ally

He

art

en

ed

by

faith

in J

esu

s C

hris

t a

nd

th

e fa

ith/f

aith

fuln

ess

of J

esu

s C

hris

t, w

e e

nd

ea

vou

r to

th

ink

the

olo

gic

ally

ab

ou

t a

ll o

f life

, se

arc

hin

g o

ut

the

tru

th t

og

eth

er

an

d li

ste

nin

g t

o o

ne

an

oth

er i

n

hu

mili

ty.

Wh

en

Je

sus

wa

s a

ske

d, w

ha

t is

the

gre

ate

st c

om

ma

nd

me

nt,

he

re

plie

d, “

You

sh

all

love

th

e L

ord

yo

ur G

od

with

all

you

r he

art

, with

a

ll yo

ur s

ou

l, w

ith a

ll yo

ur m

ind

, a

nd

with

all

you

r str

en

gth

.” J

esu

s e

xpe

cts

his

disc

iple

s to

love

Go

d

with

all

the

ir m

ind

s. T

his

en

tails

th

at

Ch

ristia

ns

thin

k, n

ot

on

ly

ab

ou

t th

eir

wo

rk b

ut

also

ab

ou

t th

eir

faith

an

d w

ha

t th

is m

ea

ns

for h

ow

th

ey

live

.

We

asp

ire t

o g

row

in o

ur a

bili

ty

to t

hin

k th

eo

log

ica

lly a

nd

to

b

ring

th

e re

sou

rce

s o

f Sc

riptu

re,

exp

erie

nc

e, r

ea

son

, an

d

tra

diti

on

to

be

ar o

n w

ha

teve

r to

pic

is a

t h

an

d.

We

rec

og

nise

th

at

we

do

no

t h

ave

a

ll th

e a

nsw

ers

ab

ou

t h

ow

Go

d w

ork

s in

th

e w

orld

. Go

d k

no

ws

eve

ryth

ing

. W

e d

on

’t. “

For n

ow

we

se

e o

nly

a

refle

ctio

n a

s in

a m

irro

r; th

en

we

sh

all

see

fac

e t

o fa

ce

. No

w I

kno

w

in p

art

; th

en

I sh

all

kno

w fu

lly, e

ven

a

s I a

m fu

lly k

no

wn

.” W

e re

co

gn

ise

tha

t o

ur fi

nitu

de

lim

its w

ha

t w

e c

an

kn

ow

, an

d o

ur f

alle

nn

ess

ca

n d

isto

rt

wh

at

we

kn

ow

. Ho

we

ver,

we

also

a

ckn

ow

led

ge

th

e w

ork

of t

he

Ho

ly

Spiri

t in

ren

ew

ing

ou

r min

ds.

The

refo

re, a

s h

um

ble

inq

uire

rs o

n

a jo

urn

ey,

an

d w

ith a

de

gre

e o

f e

pist

em

olo

gic

al h

um

ility

, we

se

ek

to

be

co

me

co

mm

un

itie

s o

f le

arn

ing

, g

row

ing

to

ge

the

r in

faith

an

d

un

de

rsta

nd

ing

so

we

ca

n b

ett

er f

ulfi

l o

ur v

oc

atio

n.

Ou

r te

ac

he

rs p

rovi

de

stu

de

nts

with

a

ge

ap

pro

pria

te o

pp

ort

un

itie

s to

th

ink

the

olo

gic

ally

an

d t

o a

sk

qu

est

ion

s a

bo

ut

Go

d a

nd

th

e w

orld

.

Ou

r te

ac

he

rs p

rovi

de

stu

de

nts

with

op

po

rtu

niti

es

to g

row

in

faith

an

d u

nd

ers

tan

din

g, a

nd

to

lea

rn, d

iscu

ss, a

nd

offe

r th

eir

tho

ug

hts

on

su

ch

to

pic

s a

s:

• G

od

th

e F

ath

er,

Son

, an

d H

oly

Sp

irit

(i.e

. th

e T

rinity

)•

th

e B

ible

an

d w

ha

t it

says

•

wh

at

it m

ea

ns

to b

e h

um

an

• w

ha

t it

me

an

s to

be

a d

iscip

le o

f Je

sus

Ch

rist

• t

he

na

ture

of t

he

wo

rld•

re

latio

ns

be

twe

en

Go

d, h

um

an

be

ing

s, a

nd

cre

atio

n•

Go

d’s

so

vere

ign

ty, p

rovi

de

nc

e, a

nd

pu

rpo

ses

in h

isto

ry•

th

e p

rob

lem

of s

uffe

ring

an

d e

vil

• t

he

pu

rpo

se o

f pra

yer

• im

po

rta

nt

Ch

ristia

n m

en

an

d w

om

en

in h

isto

ry a

nd

wh

at

the

y d

id•

th

e c

on

trib

utio

ns,

mist

ake

s, a

nd

less

on

s w

e c

an

lea

rn fr

om

C

hris

tian

hist

ory

•

Ch

ristia

n d

en

om

ina

tion

s a

s d

ive

rse

exp

ress

ion

s o

f Ch

ristia

nity

•

wh

ere

th

e b

ou

nd

arie

s o

f ort

ho

do

xy li

e•

pre

ssin

g is

sue

s o

f fa

ith a

nd

/or p

rac

tice

wh

ere

Ch

ristia

ns

disa

gre

e

• h

ow

to

disc

ern

wh

at

is tr

ue

or f

alse

, rig

ht

or w

ron

g,

misl

ea

din

g o

r de

ce

ptiv

e, w

ise o

r fo

olis

h

• h

ow

Sc

riptu

re a

nd

th

e p

ers

on

of C

hris

t c

an

info

rm a

ll a

rea

s o

f life

• h

ow

we

mig

ht

resp

on

d t

o t

he

ch

alle

ng

es

of l

ife o

r co

nc

ern

s th

e s

tud

en

ts h

ave

•

th

e g

osp

el a

nd

cu

lture

, an

d t

he

op

po

rtu

niti

es

an

d

ch

alle

ng

es

fac

ing

us

tod

ay

• h

ow

we

ca

n d

raw

on

Sc

riptu

re, r

ea

son

, exp

erie

nc

e, a

nd

tr

ad

itio

n t

o m

ake

wise

de

cisi

on

s •

th

e g

osp

el,

bi-c

ultu

ralis

m, a

nd

th

e T

rea

ty o

f Wa

itan

gi

• t

he

go

spe

l an

d o

the

r re

ligio

ns

• h

ow

stu

de

nts

ca

n p

art

icip

ate

in C

hris

t’s

wo

rk o

f re

sto

ratio

n

an

d re

ne

wa

l in

th

e w

orld

.

Ou

tco

me

:

• S

tud

en

ts w

ill b

e a

ble

to

refle

ct

on

a

nd

exp

ress

(th

rou

gh

sp

ea

kin

g,

writ

ing

, art

, mu

sic, e

tc)

wh

at

the

y h

ave

lea

rne

d a

bo

ut

Go

d,

the

mse

lve

s, o

the

rs, a

nd

th

e w

orld

, a

nd

wh

at

this

me

an

s to

th

em

Evid

en

ce

for t

his

pra

ctic

e c

an

be

p

rovi

de

d t

hro

ug

h s

uc

h t

hin

gs

as:

• s

am

ple

s o

f stu

de

nt’

s w

ork

•

stu

de

nts

ta

lkin

g a

bo

ut

wh

at

the

y’ve

lea

rne

d•

a s

tud

en

t d

eb

ate

on

an

issu

e•

exp

ress

ion

s o

f th

eir

lea

rnin

g in

art

, m

usic

, an

d d

ram

a•

vid

eo

rec

ord

s o

f stu

de

nts

d

iscu

ssin

g a

pa

rtic

ula

r iss

ue

or

top

ic

• f

ee

db

ac

k fr

om

pa

ren

ts a

nd

oth

ers

• p

rofe

ssio

na

l de

velo

pm

en

t a

nd

/or

a t

ea

ch

ing

inq

uiry

rela

ted

to

th

is p

rac

tice

.

Pra

ctic

e 6

Ela

bo

ratio

n o

f thi

s Pr

ac

tice

Exa

mp

les

of t

his

Pra

ctic

eO

utc

om

eEv

ide

nce

for t

his

Pra

ctic

e

De

live

ring

a C

hris

t-c

ent

red

C

urric

ulum

He

art

en

ed

by

faith

in J

esu

s C

hris

t a

nd

th

e fa

ith/f

aith

fuln

ess

of J

esu

s C

hris

t, o

ur t

ea

ch

ers

de

live

r a

Ch

rist-

ce

ntr

ed

cu

rric

ulu

m t

ha

t is

info

rme

d b

y Sc

riptu

re, i

nsp

ires

cu

riosit

y, w

on

de

r an

d re

spe

ct

for G

od

’s w

orld

, an

d e

na

ble

s st

ud

en

ts t

o s

ee

ho

w C

hris

t is

co

nn

ec

ted

to

all

the

ir le

arn

ing

.

Aft

er J

esu

s C

hris

t w

as

raise

d

fro

m t

he

de

ad

an

d a

sce

nd

ed

in

to h

ea

ven

, he

to

ok

his

pla

ce

a

t th

e ri

gh

t h

an

d o

f th

e F

ath

er.

Thu

s, J

esu

s C

hris

t is

no

w L

ord

/ Te

A

riki o

ver a

ll th

ing

s. H

e is

th

e o

ne

th

rou

gh

wh

om

an

d fo

r wh

om

a

ll th

ing

s w

ere

ma

de

, an

d h

e is

th

e o

ne

in w

ho

m a

ll th

ing

s h

old

to

ge

the

r. So

, th

ere

is n

o a

rea

o

f life

or l

ea

rnin

g, a

nd

no

fac

et

of t

he

sc

ho

ol c

urr

icu

lum

, th

at

is se

pa

rate

fro

m C

hris

t.

The

refo

re, o

ur t

ea

ch

ers

e

nd

ea

vou

r to

te

ac

h t

he

ir su

bje

cts

fro

m t

his

Ch

rist-

ce

ntr

ed

p

ers

pe

ctiv

e. T

he

y c

on

side

r ho

w

the

ove

rarc

hin

g n

arr

ativ

e o

f Sc

riptu

re a

nd

th

e g

osp

el o

f Je

sus

Ch

rist,

ca

n s

ha

pe

th

e c

urr

icu

lum

a

nd

be

th

e le

ns

thro

ug

h w

hic

h

cu

rric

ulu

m a

nd

pe

da

go

gy

is vi

ew

ed

, de

velo

pe

d, e

valu

ate

d,

an

d c

ritiq

ue

d.

The

re a

re m

an

y w

ays

we

ca

n

inte

gra

te fa

ith w

ith c

urr

icu

lum

. On

e

wa

y is

to c

on

side

r th

e le

nse

s o

f fa

ith,

ho

pe

, an

d lo

ve.

Faith

: ke

y to

ou

r fa

ith is

th

e b

iblic

al

sto

ry, w

hic

h c

an

be

su

mm

ed

up

in

the

Cre

atio

n, F

all,

Re

de

mp

tion

, an

d

Re

ne

wa

l fra

me

wo

rk. W

e c

an

use

th

is fr

am

ew

ork

as

a le

ns

thro

ug

h w

hic

h

top

ics

an

d re

sou

rce

s a

re v

iew

ed

an

d

exp

lore

d.

Ho

pe

: an

oth

er w

ay

to in

teg

rate

fa

ith w

ith c

urr

icu

lum

is t

o c

on

side

r Sc

riptu

re’s

ho

pe

-fille

d v

isio

n o

f th

e

futu

re a

nd

ho

w w

e c

an

live

no

w a

s p

eo

ple

of t

he

ne

w c

ove

na

nt

an

d

ne

w c

rea

tion

. It

will

insp

ire c

urio

sity,

w

on

de

r an

d im

ag

ina

tion

, an

d m

ake

ro

om

for e

xplo

ratio

n, n

ew

disc

ove

ries,

a

nd

ne

w w

ays

of s

ee

ing

th

ing

s. It

will

e

nc

ou

rag

e in

no

vatio

n a

nd

inve

ntio

n

in s

erv

ice

of h

um

an

flo

uris

hin

g. I

t w

ill b

e o

pe

n t

o n

ew

po

ssib

ilitie

s,

ima

gin

ing

ho

w t

he

wo

rld c

an

be

a

be

tte

r pla

ce

an

d re

spo

nd

ing

to

th

e le

ad

ing

of t

he

Ho

ly S

piri

t w

he

n

op

po

rtu

niti

es

aris

e.

Love

: an

oth

er w

ay

to in

teg

rate

faith

w

ith c

urr

icu

lum

is t

o u

se a

fra

me

wo

rk

ba

sed

aro

un

d o

ur c

all

to lo

ve a

nd

liv

e in

rela

tion

ship

. We

ca

n c

on

side

r h

ow

ou

r le

sso

ns

en

co

ura

ge

love

for

Go

d, l

ove

for o

the

rs, a

nd

ca

re fo

r G

od

’s c

rea

tion

.

Ou

r te

ac

he

rs im

ple

me

nt

pro

gra

mm

es

an

d le

sso

ns

tha

t re

flec

t th

is C

hris

t-c

en

tre

d a

pp

roa

ch

to

cu

rric

ulu

m a

nd

pro

vid

e

stu

de

nts

with

op

po

rtu

niti

es

to:

• e

xpe

rien

ce

joy

in t

he

ir le

arn

ing

• s

ee

ho

w t

he

ir le

arn

ing

co

nn

ec

ts w

ith t

he

rea

l wo

rld•

gro

w in

un

de

rsta

nd

ing

of G

od

’s w

orld

• a

pp

rec

iate

th

e m

an

y g

oo

d g

ifts

Go

d h

as

giv

en

us

•

de

velo

p s

kills

th

at

will

en

ab

le t

he

m t

o p

art

icip

ate

in G

od

’s

wo

rld a

nd

to

ca

re fo

r Go

d’s

cre

atio

n

• e

xplo

re t

he

wo

nd

er o

f cre

atio

n a

nd

se

e h

ow

it re

flec

ts G

od

th

e c

rea

tor

• e

xpe

rien

ce

ho

w s

ub

jec

ts a

re c

on

ne

cte

d o

r ca

n b

e

inte

gra

ted

as

pa

rt o

f a b

roa

de

r stu

dy

of c

rea

tion

• le

ad

, de

sign

, bu

ild, c

om

po

se, p

ain

t, w

rite

, an

d c

rea

te in

th

e

serv

ice

of h

um

an

flo

uris

hin

g a

nd

sh

alo

m•

lea

rn t

ha

t kn

ow

led

ge

co

me

s w

ith re

spo

nsib

ility

; •

exp

lore

eth

ica

l qu

est

ion

s th

at

ma

y a

rise

in c

on

ne

ctio

n w

ith

spe

cifi

c s

ub

jec

ts

• r

ec

og

nise

wh

ere

th

ere

is t

ruth

, be

au

ty, e

leg

an

ce

, an

d

wisd

om

in t

he

wo

rld, a

nd

po

ten

tial f

or g

oo

d t

ha

t th

ey

ca

n

sup

po

rt a

nd

be

co

me

invo

lve

d in

• d

isce

rn w

he

re t

he

re is

bro

ken

ne

ss in

th

e w

orld

an

d im

ag

ine

h

ow

th

ing

s c

an

be

diff

ere

nt

giv

en

th

e h

op

e t

he

y h

ave

an

d

wh

ere

th

e b

iblic

al s

tory

is g

oin

g•

co

nsid

er h

ow

th

eir

lea

rnin

g c

an

be

use

d in

th

e s

erv

ice

of

hu

ma

n fl

ou

rish

ing

an

d s

ha

lom

, as

an

exp

ress

ion

of g

osp

el

ho

pe

in t

he

wo

rld•

oth

er.

Ou

tco

me

:

• S

tud

en

ts w

ill re

ce

ive

an

e

du

ca

tion

in e

ac

h s

ub

jec

t th

at

is in

fuse

d w

ith a

de

ep

se

nse

o

f its

co

nn

ec

ted

ne

ss t

o G

od

, th

em

selv

es,

oth

ers

, an

d c

rea

tion

, a

nd

to

oth

er a

rea

s o

f le

arn

ing

; a

nd

refle

cts

aw

are

ne

ss o

f o

ur

resp

on

sibili

ties

as

tho

se c

alle

d t

o

love

ou

r ne

igh

bo

ur a

s o

urs

elv

es,

b

e fa

ithfu

l disc

iple

s o

f Je

sus

Ch

rist,

a

nd

roya

l ste

wa

rds

of t

he

ea

rth

a

nd

its

reso

urc

es.

Evid

en

ce

for t

his

pra

ctic

e c

an

be

p

rovi

de

d t

hro

ug

h s

uc

h t

hin

gs

as:

• a

writ

ten

do

cu

me

nt

ou

tlin

ing

th

e t

ea

ch

er’

s a

pp

roa

ch

to

his/

he

r su

bje

ct

e.g

. “A

Ch

rist-

ce

ntr

ed

a

pp

roa

ch

to

te

ac

hin

g M

usic

” •

a w

ritte

n a

cc

ou

nt

of h

ow

a

spe

cifi

c t

op

ic/l

ess

on

refle

cte

d t

his

pra

ctic

e

• s

am

ple

s o

f stu

de

nts

’ w

ork

th

at

refle

ct

this

pra

ctic

e•

stu

de

nts

ca

n t

alk

ab

ou

t th

eir

lea

rnin

g a

nd

ho

w it

co

nn

ec

ts t

o

Go

d a

nd

cre

atio

n

• s

tud

en

ts c

an

ta

lk a

bo

ut

the

ir re

spo

nsib

ilitie

s a

s im

ag

e b

ea

rers

a

nd

disc

iple

s o

f Je

sus

• s

tud

en

ts c

an

exp

ress

ide

as

ab

ou

t h

ow

th

eir

lea

rnin

g c

an

be

wo

rke

d

ou

t in

th

e re

al w

orld

• f

ee

db

ac

k fr

om

pa

ren

ts a

nd

oth

ers

• p

rofe

ssio

na

l de

velo

pm

en

t a

nd

/or

a t

ea

ch

ing

inq

uiry

.

Mo

tiva

ted

by

Go

spe

l Ho

pe

/Tūm

ana

ko …

Pra

ctic

e 7

Ela

bo

ratio

n o

f thi

s Pr

ac

tice

Exa

mp

les

of t

his

Pra

ctic

eO

utc

om

eEv

ide

nce

for t

his

Pra

ctic

e

Mis

sio

n, V

oc

atio

n, a

nd

Serv

ice

Mo

tiva

ted

by

go

spe

l ho

pe

, ou

r te

ac

he

rs c

ulti

vate

an

inte

ntio

na

l o

utw

ard

foc

us

exp

ress

ed

th

rou

gh

miss

ion

, vo

ca

tion

, an

d

serv

ice

.

Scrip

ture

pro

vid

es

us

with

a

ho

pe

-fille

d v

isio

n o

f th

e fu

ture

. W

e lo

ok

forw

ard

to

a c

rea

tion

re

sto

red

to

wh

ole

ne

ss. T

he

refo

re,

we

se

ek

to o

rien

t o

ur l

ive

s n

ow

a

cc

ord

ing

to

th

at

futu

re re

alit

y.

We

are

ca

lled

to

live

no

w a

s p

eo

ple

of t

he

ne

w c

ove

na

nt

an

d n

ew

cre

atio

n, e

mp

ow

ere

d

by

the

pre

sen

ce

of t

he

Ho

ly

Spiri

t. S

o, w

e p

ray,

“Yo

ur k

ing

do

m

co

me

” a

nd

we

se

ek

to b

e

resp

on

sive

to

th

e le

ad

ing

of t

he

H

oly

Sp

irit

as

we

pa

rtic

ipa

te in

C

hris

t’s

wo

rk o

f re

co

nc

ilia

tion

, re

sto

ratio

n, a

nd

ren

ew

al.

This

ca

n b

e e

xpre

sse

d t

hro

ug

h

miss

ion

, vo

ca

tion

, an

d s

erv

ice

.

Miss

ion

: “O

ur m

issio

n m

ea

ns

ou

r c

om

mitt

ed

pa

rtic

ipa

tion

as

Go

d’s

p

eo

ple

, at

Go

d’s

invi

tatio

n a

nd

c

om

ma

nd

, in

Go

d’s

ow

n m

issio

n

with

in t

he

hist

ory

of G

od

’s w

orld

for

the

red

em

ptio

n o

f Go

d’s

cre

atio

n.”

W

he

the

r we

are

at

ho

me

, at

sch

oo

l, o

r at

wo

rk, w

e a

re c

alle

d, a

s d

iscip

les

of J

esu

s C

hris

t, t

o p

art

icip

ate

in G

od

’s

miss

ion

to

th

e w

orld

.

Vo

ca

tion

: Ou

r vo

ca

tion

ca

n b

e

de

scrib

ed

as

“th

at

to w

hic

h I

am

c

alle

d a

s a

hu

ma

n b

ein

g, l

ivin

g m

y lif

e b

efo

re t

he

fac

e o

f Go

d.”

It’s

a

bo

ut

pa

yin

g a

tte

ntio

n t

o w

ha

t G

od

h

as

ca

lled

us

to d

o, t

o w

ha

t is

go

ing

o

n a

rou

nd

us,

to

th

e t

ime

in w

hic

h w

e

live

, to

wh

at

we

ha

ve t

o o

ffer,

an

d

to t

he

imp

lica

tion

s o

f ou

r ac

tion

s.

It in

clu

de

s th

e c

all

to lo

ve G

od

w

ith a

ll o

ur h

ea

rt, s

ou

l, m

ind

, an

d

stre

ng

th a

nd

to

love

ou

r ne

igh

bo

urs

a

s o

urs

elv

es.

An

d it

inc

lud

es

the

ca

ll to

be

roya

l ste

wa

rds

of t

he

ea

rth

, its

re

sou

rce

s, a

nd

cre

atu

res.

Serv

ice

: Ju

st a

s th

e S

on

of M

an

did

n

ot

co

me

to

be

se

rve

d b

ut

to s

erv

e,

as

disc

iple

s o

f Je

sus

Ch

rist

we

are

c

alle

d t

o s

erv

e o

the

rs. T

his

is p

art

of

ou

r vo

ca

tion

an

d a

pa

rtic

ipa

tion

with

C

hris

t in

Go

d’s

miss

ion

to

th

e w

orld

.

Ou

r te

ac

he

rs p

rovi

de

stu

de

nts

with

op

po

rtu

niti

es

to:

• le

arn

ab

ou

t th

e m

issio

n o

f Go

d (

miss

io D

ei);

•

be

insp

ired

by

sto

ries

of t

ho

se w

ho

ha

ve e

ng

ag

ed

in m

issio

n;

• t

o p

ray

for,

sup

po

rt, a

nd

/or p

art

icip

ate

in m

issio

n in

A

ote

aro

a/N

ew

Ze

ala

nd

or o

vers

ea

s.

Ou

r te

ac

he

rs p

rovi

de

stu

de

nts

with

op

po

rtu

niti

es

to:

• g

row

in u

nd

ers

tan

din

g o

f th

eir

inte

rest

s, s

tre

ng

ths,

gift

s, a

nd

a

bili

ties

an

d t

he

kin

ds

of w

ork

th

at

mig

ht

be

a g

oo

d fi

t fo

r th

em

• c

on

side

r wh

at

Go

d m

ay

be

ca

llin

g t

he

m t

o, a

nd

ho

w t

he

ir st

ud

ies,

rela

tion

ship

s, a

nd

futu

re w

ork

ca

n b

ec

om

e p

art

of

the

ir vo

ca

tion

in li

fe•

ga

in v

oc

atio

na

l exp

erie

nc

e•

co

nsid

er t

he

co

nn

ec

tion

s b

etw

ee

n p

oss

ible

futu

re w

ork

an

d

the

miss

ion

of G

od

•

co

nsid

er w

he

the

r th

ere

is a

n e

thic

al fi

t b

etw

ee

n t

he

ir fa

ith

an

d t

he

ir fu

ture

wo

rk

• c

on

side

r th

e im

po

rta

nc

e o

f be

ing

a w

itne

ss a

s m

uc

h b

y w

ha

t th

ey

do

as

by

wh

at

the

y sa

y•

de

mo

nst

rate

resp

ec

t fo

r th

e e

nvi

ron

me

nt

an

d c

are

for

Go

d’s

cre

atio

n.

Ou

r te

ac

he

rs e

nd

ea

vou

r to

mo

de

l se

rva

nt

lea

de

rsh

ip a

nd

p

rovi

de

stu

de

nts

with

op

po

rtu

niti

es

to:

• le

arn

ab

ou

t se

rva

nt

lea

de

rsh

ip a

nd

th

e b

iblic

al b

asis

for t

his

• e

ng

ag

e in

se

rvic

e le

arn

ing

in s

ch

oo

l an

d in

th

e w

ide

r c

om

mu

nity

• d

eve

lop

ski

lls in

lea

din

g o

the

rs w

ith a

se

rva

nt-

he

art

.

Ou

r sc

ho

ols

also

en

co

ura

ge

stu

de

nts

to

co

nn

ec

t w

ith a

loc

al

ch

urc

h, a

nd

to

fin

d o

pp

ort

un

itie

s to

se

rve

th

eir

ch

urc

h t

hro

ug

h

pra

yer a

nd

pa

rtic

ipa

tion

.

Ou

tco

me

:

• O

ver t

he

co

urs

e o

f th

eir

sch

oo

ling

, st

ud

en

ts w

ill h

ave

pa

rtic

ipa

ted

in

an

d/o

r su

pp

ort

ed

miss

ion

in s

om

e

form

or o

the

r, g

ain

ed

vo

ca

tion

al

exp

erie

nc

e, g

row

n in

aw

are

ne

ss

of w

ha

t G

od

ma

y b

e c

alli

ng

th

em

to

, de

mo

nst

rate

d lo

ve fo

r oth

ers

a

nd

ca

re fo

r Go

d’s

cre

atio

n, a

nd

e

ng

ag

ed

in s

erv

ice

lea

rnin

g a

nd

se

rva

nt

lea

de

rsh

ip.

Evid

en

ce

for t

his

pra

ctic

e c

an

be

p

rovi

de

d t

hro

ug

h s

uc

h t

hin

gs

as:

• w

ritte

n a

cc

ou

nts

of s

tud

en

t in

volv

em

en

t in

vo

ca

tion

al

exp

erie

nc

es,

se

rvic

e le

arn

ing

, c

arin

g fo

r th

e e

art

h, a

nd

miss

ion

•

te

stim

on

ies

fro

m s

tud

en

ts a

bo

ut

the

imp

ac

t su

ch

invo

lve

me

nt

ha

d

on

th

eir

live

s •

mu

sic, a

rt, a

nd

dra

ma

tic

pe

rfo

rma

nc

es

rela

ted

to

th

is p

rac

tice

•

ph

oto

s a

nd

vid

eo

evi

de

nc

e o

f st

ud

en

t in

volv

em

en

t •

fe

ed

ba

ck

fro

m p

are

nts

an

d o

the

rs•

pro

fess

ion

al d

eve

lop

me

nt

an

d/o

r a

te

ac

hin

g in

qu

iry re

late

d t

o t

his

pra

ctic

e.

Special Character Guidelines · 4. provide students with opportunities to read, explore, and study ... Prayer and other associated spiritual practices provide students with opportunities

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