What Curriculum in 2011?

We are always in search of excellent curriculum material and the end of a year is the opportunity to review what we have been using.
You will never find curriculum that 'has it all' (whatever 'all' is) yet there are a few important guidelines to remember as we dive into the sea of options. (Hint; don't stop reading till you hit the final point of this article; it contains perhaps the most important consideration.)

1. God centered themes.
Too much of the curricula I have seen treats the Bible like a set of fairy stories ending with the words, "and the moral to the story is ....;" at which point they give a little child centred application such as, "be good, don't lie, trust God." Yet the Bible is essentially a story about God. A curriculum must make God and his wonderful plan in Christ its main theme. For example, through the story of David and Goliath children need to get a sense that God was raising up his anointed king to save his people, not, "... you don't have to be afraid when you face giant obstacles in your life" (Of course, in God's king, Jesus, we overcome in all things, but that is only true when we realise who God's king is!) A curriculum must be true to the purpose and intent of 'His-story' as it unfolds in Christ.

2. Depth of application
How deep can you go with a five year old? Answer: as deep as you can. Much of the material we use is like an express train that rockets through story after story without pausing in any depth to explore how it applies to a child's life. Consequently, we end up with children who raise their hands to tell you, "I know that story" and then switch off. We must find creative ways to apply the word to life.
There should be depth in a number of different areas.
Firstly, a multi faceted deepening relationship with God. Paul's prayer must be our goal, "...that you may know him (God) better" (Eph. 1:17.) Not just factual knowledge, but a personal, practical knowledge that is demonstrated by trust and obedience. How do our lessons engage children to explore and respond to God at a personal deepening level. Does the story lead to prayer (what kind of prayer?) worship (in what way?) thoughtful meditation, reflective writing (a poem, a story?) creating, a particular response of obedience, and so on. Do not finish with a story or theme (even if it means stretching it over a few lessons) unless you've applied it to their relationship with God.
Secondly, application should be age appropriate. For example, ask yourself, for what does a five year old need to trust God; what about a ten year old? The curriculum should apply the same story or theme to children in different ways according to their age and context. In this way children are taught that they never 'know it all' but rather discover that in ever relevant ways, the Bible applies to them.
Thirdly, the curriculum should guide and explore different ways children can respond. Always having a list of questions to answer, or a sheet to colour in, or a craft to complete is not sufficient. The story or theme should lead us in this, and as it does so we can apply it through different means such as, creative play, skits, drawing, making, journaling, writing, serving,.... and so on.

3. Parental involvement.
Take home questions, information, prayer and discussion suggestions are invaluable to enhance the impact of what you are teaching and to endear your ministry to parents.

4. Actually reading the Bible.
Reading from a Bible may not explicitly be mentioned in the material, yet it's worth mentioning as vital to any teaching we do. By getting children to bring their Bibles, read them and work with them ensures they are hearing God's word in the form in which it comes to us as well as learning to use their Bibles for themselves.

5. It is taught by teachers who have a rich and real walk with God.
A teacher impresses young children with who they are. Our passion for Christ, his word and the way we live it is the key to ANY curriculum. In some ways, a fully prepared curriculum removes a powerful and necessary process in teaching; the teachers personal investment and connection with the material which often only comes through the hard work of study and preparation. The material we use must never be allowed to become a substitute for reliance on the Holy Spirit and personal conviction about the truths we teach. One set of material I have investigated calls this dimension 'teaching from the overflow.' I think they've got it in one. Throughout the year, regardless of the material, leaders need to maintain and build their spiritual life and work hard to teach out of a personal rich and real walk with God.

Do you think there are other important considerations?
What do you think about 'pre-packaged' vs 'do it yourself' curriculum?

Children's Ministry to the down and out.

Metro ministries is the world's largest children's ministry. But it is not in the leafy suburbs of middle class America. It is in Brooklyn New York. Watch this video, it's an inspirational introduction to the work of God in children's ministry. It reminds me of Paul's words,

... God chose the weak things of the world to shame the strong. He chose the lowly things of this world and the despised things—and the things that are not—to nullify the things that are, so that no one may boast before him.

It's probably more important that you watch the following video than the previous one for in it founding Pastor Bill Wilson shares his heart for the work. You will get a sense of the Christ like attitude, the cost and some of the practices that makes the ministry a powerful instrument in God's hands.

Question: What attitudes stand out for you as the ones we need as we pursue children's ministry in our context?

Calling Volunteers: Sink or Swim

Finding volunteers for children's ministry can be difficult. Here's a story from the Uniting Church of how one leader approached the task.*
What can you learn from her experience? How might you use the principles in your context?

"Due to a number of reasons, the volunteers on the children’s roster at my church had declined from about 8 people to 3 in the space of a month at the end of last term. This left us wondering if Kids Church would continue in Term 4. For a couple of weeks, the need was announced in the notices with no response. Listening to these requests for help, I was reminded of an article I’d read earlier this year in the Children’s Ministry Magazine (May/June 2010, Vol 20, No. 2) titled Titanic... or Carnival Cruise Ship.

The article says that “people won’t board a sinking ship” but will “line up to board a Carnival Cruise ship...to join something that’s a fun adventure, feels like family, and knows where it’s headed.” It lists a number of “signs to know whether you’re sending distress signals - or going full speed ahead” (p48).

Taking this on board and feeling strong promptings from God about a way forward for our Kids Church, I shared in the church service about what our Kids Church was about: relationships, discipleship (God and me, me and others), and keeping things simple and fun. I also shared about what happens in a session and about the kids (we have a great bunch of kids!).

I shared about the opportunity for people to join in who had key teaching skills and outlined their role (including the need for a police check and Child Safe Environments training), the roster and how they would be supported.

I then shared a possible new way forward for Kids Church that I’d felt God had given. I commented that many people in church have skills and hobbies, such as craft, cooking, sports, music, drama and that they could share these in kids church to help children either engage with or respond to the story. I explained that they would not be responsible for planning the session, they would not be left in charge of the children or have to worry about behaviour management. I outlined how they would be supported, that their role was for one week only, they needed a police check and they could just plan for their part of the session to share their interests with the kids.

I also expressed that I hoped they would be blessed by meeting with the kids and that through this the kids would also get to know their wider church family!

I emphasized that I knew support was important because our kids are too valuable to send people out who are ill-equipped and that the adults (potential volunteers) are too valuable to just send out with the kids to sink or swim.

After sharing once, 2 key teachers (who actually happen to be school teachers!) and 6 helpers signed up and the next week another 3 helpers signed up. This gave us a full roster for the whole term! And a few interested in helping next year.

Most of these people are not involved in other ministries. A few had been thinking about Kids Church but weren’t sure what was involved, others just hadn’t thought they could do it. A few others I’d never met before, so I’ve talked with my church leaders to ensure they are appropriate people for Kids Church.

I admit that this has given me more work to do in the short-term answering all of their questions and reassuring them of how we’ll make things work. But last Sunday, I stayed in church, while for the first time a new teacher and helper ministered with the kids. I caught up with them afterwards, and the new helper who had shared her scrapbooking crafts asked me when she could join in again! Next week, we’re looking forward to one of our “grandmothers” helping the kids to bake morning tea for the church and the week after we’re telling the story using musical instruments with a mum and her teenage son. I’m not sure how it’s all going to work but it’s definitely a fun, church-family adventure!"

*Used with permission. Taken from: "What's Up?" a newsletter of the Resource Centre for Children's and Family Ministry, Uniting Church of SA -
http://mrn.sa.uca.org.au/mrn-centres/resource-centre-for-children-and-family-ministry.html