Entry points for Christian reflection within education Pamela MacKenzie with Alison Farnell, Ann Holt and David Smith FOR EDUCATION ©1997. CARE for Education. All rights reserved. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission from the publisher. CARE for Education at CARE, Christian Action Research and Education (CARE) Trust CARE is a registered charity No 288485 CARE, 53 Romney Street, LONDON SW1P 3RF Tel: 0171 233 0455 Fax: 0171 233 0983 http:/www.care.org.uk/ Executive Chairman: Rev Lyndon Bowring Executive Director: Charlie Colchester Director, CARE for Education: Ann Holt Project Manager, CARE for Education: Alison Farnell First published September 1997 ISBN 0 905195 04 3 Designed by: Alex Marsden, Splash! Creative Design, Nottingham NG5 4FG. Tel: (0115) 926 6809 Cover photograph: Copyright © 1996 Photodisc, Inc. Printed by: Graphic Direct, Basingstoke RG24 9RA. Tel: (01256) 464440 Scripture quotations are from the New International Version. ©International Bible Society (UK), used with permission. Christian Schools’ Trust material, used with permission. Every effort has been made to trace the owners of copyright material, where this applies, and we hope that no copyright has been infringed. Apology is made if the contrary is shown to be the case and correction will be made at the first opportunity. Entry points for Christian reflection within education ENTRY POINTS CARE for Education is very grateful to the couple who shared this vision and whose personal donation made the research and writing of Entry points possible. Thank you! Christian Action Research and Education CARE for Education 53 Romney Street, LONDON, SW1P 3RF Entry points - for Christian reflection within Education Researched and written by Dr Pamela MacKenzie with Alison Farnell, Ann Holt and David Smith. Pamela MacKenzie taught in the UK and overseas for 12 years, in both primary and secondary settings, before studying for a PhD at the University of Reading, gained in 1994. Since 1993 she has been working in educational research and training with both UK based and international organisations. Her current focus is curriculum development in multi-lingual, and non-formal educational settings for children and adults. Alison Farnell, Departmental Manager for CARE for Education was formerly a secondary school teacher and has wide experience as a school governor. While working for CfE she has managed projects including ‘Make Love Last’, ‘Parents First - sex education within the home’ and ‘The effective Christian governor’. During the past three years she has also been working with the Association of Christian Teachers on ‘The Charis Project’ producing resources from a Christian perspective promoting spiritual and moral develop- ment of pupils across the curriculum. Ann Holt began her teaching career in Jamaica and then was head of History in secondary schools in England for eight years. As head of the Cambridge Education Development Centre she organised and facili- tated INSET in all subjects and across all phases of education. From her position as Director of Action for Governors Information and Training, she developed an expertise in school governance and management which is nationally recognised. She has co-authored The School Governor (Kogan Page). Currently she is Director of CARE for Education and has recently been a member of the SCAA Forum on Values in the School and Community. David Smith has taught modern languages in various British schools and has recently been pursuing post- graduate study at the Institute for Christian Studies, Toronto. He is curriculum team leader for Modern Languages for the Christian Schools Trust (UK) and co-editor of Language in God’s World. His publica- tions include curriculum resources for French and German as well as journal articles on the relevance of Christian faith to modern language teaching. ENTRY POINTS The examples cited in this document are taken from a survey of current practice. They are examples of what exists and the authors are not necessarily committed to what is stated here as the ideal for Christian education and curriculum. We have endeavoured to be as accurate as possible in our reproduction of the models and examples used in this volume. In the end, the perceptions of the contributions are those of the authors. The authors are sensitive to the gender issue, but since there is no gender neutral term in English it has been difficult to use inclu- sive language in every case. The authors would like to apologise for any offence which may be caused where it was not possible (for example, in direct quotes or examples) to change the language. Entry points – for Christian reflection within education ©CARE for Education 1997 Contents A personal note from the authors ii Acknowledgements iii Foreword by Professor Keith Watson v How to use this handbook vii Preface by Ann Holt 1 Introduction 7 SECTION I: WHOLE SCHOOL ISSUES Chapter 1. Management and leadership 13 Chapter 2. Mission statements, development plans and aims 39 Chapter 3. Policies 57 SECTION II: THEORIES, METHODS AND MODELS Chapter 4. Viewing the whole curriculum 71 CONTENTS Chapter 5. Models of curriculum development 87 SECTION III: CURRICULUM CONTENT Chapter 6. English literature 117 Chapter 7. Mathematics 133 Chapter 8. Science 149 Chapter 9. Design and technology 171 Chapter 10. Religious education 183 Chapter 11. Modern languages 205 Chapter 12. Geography 223 Chapter 13. History 245 Chapter 14. The arts 269 Chapter 15. Education for personal development 281 Appendices: i. Cyberschool 311 ii. Home education 315 iii. All-age learning 325 Postlude 337 Entry points – for Christian reflection within education ©CARE for Education 1997 i A personal note from the authors As we have prepared the contents of Entry points - for Christian reflection within education we have become increasingly aware of the wide spectrum of opinion about Christian education. This ranges from the Christian teacher who thinks they cannot do anything significant because they are teaching what is dictated by others, to those who are striving to make every aspect of their teaching stem directly from the Bible. And of course there are many others in between. We offer Entry points - for Christian reflection within education to all Christians in education, not as the definitive, exhaustive work on Christian education, but as something for you to consider. It is for you to agree or disagree with the examples and models cited; it might make you angry, sad or excited! We hope that you will think through your responses to the many questions raised, find helpful new ways to work, or confirm ideas that you have already worked out. It may help you to develop your own thinking from what- ever stage you are at, and in ways relevant to the teaching context within which you work. We hope it will also prompt you to share your own practice in Christian education with others. While working on this project, we have been very challenged by the example of Daniel. Despite having high office in Nebuchadnezzar’s kingdom, Daniel refused to compromise what he knew to be the truth of God about the way in which he should live and work. Daniel was renown for his wisdom and tact, but he was also bold. Because of Daniel’s example, Nebuchadnezzar recognised that God’s ways were better that his own. Our prayer for Entry points is that everyone who reads it will be challenged to consider before God ways in which, like Daniel, we can be faithful to God’s truth in our education practice in the schools and positions in which we work. FROM THE AUTHORS ii Entry points – for Christian reflection within education ©CARE for Education 1997 Acknowledgements We would like to extend our grateful thanks to all who have helped in the development of this handbook, whether that has been in providing the actual examples found in the handbook, in commenting on them, or in general discussion of the ideas presented herein. The individuals, and the headteachers and staff of those schools mentioned below have all contributed in various ways. If we have missed anyone who con- tributed to this handbook, we can only apologise, as without the hard work and inspiration of these teachers and educationalists we would not have been able to get this far. Sue Berridge Pamela Gregory Joyce Osborne Steve Bishop Robert Haigh Richard Parrish Joyce Brombley Geoff Hall Nick Pollard Adrian Brown Mary Hardy Dr Michael Poole Dr Nigel Cameron Colin Hart David Pott ACKNOWLEDGEMENTS Dr Barbara Carvill John Hathaway Kevin Quigley Robin Child Rev Michael Hepworth Kirsten Remer Dr Liz Clarke Paul Hocking Lyn Richards Ann Clifford Malcom Holmes Steven Richards Phil Clucas Daphne Honey Jan Russell Ben Cole Sue Hookway Rev Richard Russell Ruth Conway Chris Idle Pamela Sefton PREFACE Margaret Cooling Patricia Jackson Wendy Sharp Dr Trevor Cooling Philip Jinadu Brenda Sheil Arthur Cornell Dr Arthur Jones Dr John Shortt Reg Crawford Chris Leonard Ruth Slack Peter Crook Martin Light Dr Roger Slack Professor Mark Cross Glenis Lomax Julia Smith David Cundy Barbara Lord Jane Spackman Tom Dalton Simon Marsh Robert Tapp Dr Ruth Deakin-Crick Andrew Marfleet Carrie Taylor Shirley Dobson Ruth Martin Helen Thacker John Ellwood Iain McIllop Anthea Tullock Ross Evans Jill McKandawire Richard Turner Awena Finch John Murray Andy Yarrow Noel Fray Maureen Murray Brian Wakeman David Freeman Karl Newman Sonia