1. THE COMPOSITE MODEL BY MARGARET CARSWELL AN EDUCATIONAL MODEL FOR THE TEACHING OF SCRIPTURE. PRESENTED BY CINDY PLATER STUDENT NUMBER S0017186

2. CONTENTS OF PRESENTATION What is it? – Theoretical background Why was it developed? – Educational principles What are the influences behind the Composite Model? Stages to the Composite Model. Links to the Religious Education curriculum. Example of learning and teaching. Evaluation. What’s on today?

3. WHAT IS IT? Theoretical background The Composite Model is an educational model for the teaching of scripture created by Dr Margaret Carswell. The Composite model began in 1995 through her Master’s thesis ‘Educating into discipleship’ that examined the problems presented with the teaching of discipleship. The Composite model was then publish in 2001 in Teaching Scripture: The Gospel of Mark. The thesis examined the Guidelines for Religious Education in the Archdioceses of Melbourne and drew influence from five established processes for the teaching of scripture as seen here. Influences of in the development of the Composite model. 1.Godly play – J. Berryman 2.Biblical Themes – Bastide 3.Engagement in and with the bible – R. and G. Gobble 4.Teaching biblically – D. Furnish 5.The KITE model- B. Stead

4. WHY WAS IT DEVELOPED? Educational Principles The Composite Model was developed to bridge the gaps evident between methods of teaching scripture and the curriculum requirements. Carswell explores the idea that scripture was not being taught very well as teachers were without correct knowledge or understanding. Through the model there is an emphasis on teacher knowledge, understanding and preparation before presenting the word of God through scripture. Students should be presented with scripture a learning process where they can engage and reflect to make meaning. Provides a pathway of learning and teaching for students and teachers. Links to the model of pedagogy: 1.Prepare to hear the word = Focus, Establish 2.Hear and encounter the word = Activate 3.Responding to the word = Respond and Evaluate

5. WHAT ARE THE INFLUENCES BEHIND THE COMPOSITE MODEL? Theoretical background 1. Godly play – Jermone Berryman Story telling process based on Montessori principles and influenced by education methods of Sofia Cavalletti. Children are asked to enter a sacred story or parable. This is then told never read through a set process using concrete materials. Children are then asked wonder questions 2. Biblical Themes – D. Bastide Thematic approach to biblical teaching drawn from the world of the bible and not from life (Carswell, 1995). Process using discussion, story, drama, music and art work. Through the biblical theme approach there is no process for the teacher to explore the deeper meaning of the text. 3. Engagement in and with the bible – R. and G. Gobble Children being able to play directly with the ideas and stories being presented. Uses creative activities of discussions, drama, art and poetry. Does not have a clear start of finish point for teaching progression.

6. WHARE THE INFLUENCES BEHIND THE COMPOSITE MODEL? Theoretical background 4. Teaching biblically – D. Furnish 3 steps: Ask students about times or experiences that are relevant to the scripture. Engage and experience the text. Gain meaning for the lives today and now. In order to assist students’ in discovering meaning in their lives teachers must first have a sound knowledge and understanding of the nature of the bible (Carswell, 1996). 5.The KITE model – B. Stead K = Know the text I = Inspire the imagination T = Translate to life E =Express the heart The how to teach becomes clear as you know what you are teaching as described by Carswell (1996)

7. YOUR TURN!! THINK PAIR SHARE What are the common themes in all 5 ? Scripture PlayEngagementStructure Teacher Preparation

8. STAGES OF THE COMPOSITE MODEL 1. PREPARE TO HEAR THE WORD The importance of teacher preparation and planning. Knowledge of the passage and research into terminology, literary forms and techniques. Understanding of historical, cultural and religious practices relevant to the time of the scripture (Goldburg, 2015) What the life experiences do you as the teacher bring to the teaching of the scripture and how does this influence your teaching? Clear expectations of students learning intentions and success criteria. Who are my learners and what do they bring to the learning experiences? What steps do I take ?

9. Focus on the Word of God through scripture. The biblical story is told, read or viewed. If possible the biblical story is told with the use of concrete materials (Carswell, 1996). Creating opportunity for students to critically engage in the text through the use of plot, characters and location of the text. Access to the written text to be read through the Bible is also important dependant of age and reading ability. Use of questioning, drama, art and personal refection. 2. HEAR AND ENCOUNTER THE WORD

10. Students to respond and reflect in their own way. What other stories of images remind us of this message? Teacher reflection of learning intentions and students success. What can I take into my own life or that of my class or school? Use of open ended statements (Carswell, 1996). Linking the words, images and messages to prayer. 3. RESPOND TO THE WORD Have the students achieved the learinng intentions?

11. Links to Religious Education Curriculum How does the Composite Model fit with my planning using the Religious education curriculum? The main overarching principles and theoretical influences are closely linked to the use of the three world of the text. 1.Prepare to hear the word = The world behind the text 2.Hear and encounter the word = The world of the text 3.Responding to the word = The world in front of the text How does it fit in with my planning?

12. EXAMPLE OF LEARNING AND TEACHING EXPERIENCE THE GOOD SAMARITAN, LUKE 10:29-37 (PREP YEAR) 1. Prepare to hear the word Read and become familiar with the texts literary forms and techniques used in the story. Research the location of Jerusalem and Jericho. Noting the landscape of arid, dessert and mountains. What are the characters and who they may have been in the historical context including the Priest, Levite and Samaritan traveller. What animal would have been common for the traveller to have by him, a donkey or horse? Plan the learning intentions and success criteria for outcomes for students. 2. Hear and encounter the word Tell the story using memory and use concrete materials of maps, puppets and props such as cloths and an empty jug to represent the bandages and oil for wounds. Role play and use mime to retell the story with the students. View and read the story as it is written form in the bible. 3. Respond to the word. What messages does the story tell us? Who is our neighbour? And what is kindness or compassion? What does it look like, feel like and sound like? Link to the modern world of people helping each other in a time of need, Salvation Army, Red Cross and the ideas of hospitals as places of healing. Using the notes in table complete a SWOT analysis on the use of the Composite Model. S – Strengths W- Weakness O- Opportunity T- Threat Your Turn!

13. EVALUATION What are my thoughts? SWOT!

14. References Carswell M.F (1996). Alternate methods for teaching scripture. Retrieved from http://www.teachscripture.com/documents/chapter3forwebsite.pdf Goldburg, P. (2015). Lecture notes, Module 3: Models of biblical education. Hattie, J. (2012). Visible learning for teachers maximizing impact on learning. Abingdon, Oxon: Routledge. Teachscripture (2015). Retrieved from http://www.teachscripture.com/The-Composite- Model.php