OBJECTIVE:

The major objective of a Christadelphian Sunday School is to assist in providing children from the age of three and upwards with an understanding of the Bible's teachings.

Whereas a reflection on the elements of creation testify to an all-wise, powerful and self existent God, it does not reveal His purpose. For this, Divine revelation is necessary.

Sunday School activities can assist in imparting a knowledge of God's revelation - the Bible - to children. These activities are not meant to replace or usurp the work of the parents in the home, but rather to compliment such effort.

CONTROL:

It is an important activity conducted by an ecclesia and should therefore be subject to the control of the arranging brethren. The operation and functioning of the school can then be undertaken and organised within guidelines, by the Superintendent and teachers.

ADMINISTRATION:

The administration of a school should be organised so as to obtain the most effective use of the Sunday School hour and from associated activities. The formation of clear objectives, overall policy and good communications, will help to maximise the benefits of a Sunday School in fulfilling its role of directing children toward the way of life.

Full use should be made of aids to maintaining communications between parents and teachers and for inter-relating the hour at Sunday School with the time spent around the Word of God in the home. Class registers, scholars diaries, the Instructor, homework - these all play their part in ensuring that parent, child and teacher are working to the same end and at co-ordinated levels.

In our walk before God, we become mindful that we have both responsibilities and privileges. These factors apply also in the Sunday School work. These areas can be identified and steps taken to ensure that there is an awareness of the respective responsibilities of teachers, parents and scholars. Implicit in acknowledgement of our responsibilities is also an acknowledgement that there are levels of expectations from teachers, parents and scholars. An awareness of this principle does much to maintain the effectiveness of the Sunday School and consequently, the harmony in the ecclesia.

Administrative attention is also given to the allocation of scholars into classes, the segments of the Sunday School hour, test and final examinations, prize giving, teachers meetings, review of lesson notes, teaching aids, projects, activities outside of the Sunday School hour such as outings and special activities. The discipline of the school and provision of adequate finance are matters that should be carefully considered and not allowed to fall into the category of 'happening'.

Solomon wrote "Train up a child in the way he should go and when he is old he will not depart from it". In an age of declining standards, the Sunday School plays an important role in assisting parents to provide the nurture and admonition that is necessary for a child's eternal well being.

AFFILIATION:
The School is affiliated with the C.S.S.A. The C.S.S.A. is under the control of an Executive Committee, which is responsible to the Adelaide Ecclesias affiliated with the Association.

ROLE OF C.S.S.A:
A booklet entitled "An Introduction to the Christadelphian Sunday School Association" is available on this web page (see home page) or can be requested as a CD or a print version. This outlines the objectives and work of the Association. Basically the C.S.S.A. co-ordinates the production and distribution of lesson notes, projects, activity material and sets and marks an examination paper for each of the 5 stages of the syllabus.
The C.S.S.A. promotes a planned approach to the teaching syllabus both in Australia and overseas, with 125 lessons covering the major historical, doctrinal and prophetical teachings of the scriptures over the 5 stages, each of 12 months duration.

DIVISIONS:
Lesson notes and project activity are compiled for each Division as follows:
KINDERGARTEN 3 and 4 years
PRIMARY 5 to 8 years
JUNIOR 9 to 12 years
INTERMEDIATE 13 to 14 years
SENIOR 15 years and over

RE-CLASSIFICATION
Scholars are allocated into classes at the beginning of the Sunday School year, which is the second Sunday in September.
A degree of flexibility is necessary, balancing what is good for the individual scholar with the overall functioning of the School.
Guidelines used include:
1. Give teachers a change of classes each year and give scholars a change of teachers.
2. Endeavour to balance classes in regard to:
(i) Numbers per class.
(ii) Age grouping.
(iii) Particular association with peer group.
(iv) Abilities of children.
(v) Length of attendance at Sunday School.
(vi) How many scholars there are in each division and what particular stage is being considered.

Some variation to the standard instruction and homework format is applied to the oldest senior class. Factors considered include the stage being considered, whether the scholars are baptised, how many and what the adults class is studying.
The variations may include:-
* Less rigid adherence to the years syllabus, although the lesson notes will be used as a basis.
* Homework may be more in the form of Bible marking rather than question/ answer activity.
* Encourage scholars in personal study and research, and as appropriate to present the results to the class - this also prepares scholars for participation and contribution when transferred to the adult class and helps build up confidence in the expression of scriptural teachings.

CLASSROOMS
Collection of tables, chairs and blackboard easels, etc., before commencement of classes conserves time and assists in a punctual and orderly commencement.
Please remember that the hall and side rooms are to be left tidy in preparation for the evening lecture:
* Rooms are to be left tidy, with tables against the wall and chairs stacked.
* Equipment returned to the store.
* All windows are to be shut and locked.
Scholars can be detailed to assist in these duties and develop a sense of co-operation and responsibility in these matters.
Senior scholars are encouraged to assist in ensuring that the seating in the main hall is correctly spaced.
Generally the older classes will be allocated to the individual rooms, then those with larger numbers.

SUNDAY AFTERNOON PROCEDURE
To ensure the best usage of the period we have on Sunday afternoon, the owing is to be observed:
* 2.55 p.m. Teachers and scholars to be seated; organist is to play the voluntary.
* 3.00 p.m. The singing of the opening hymn.
* Prayer by the Superintendent.
* Special announcements (welcome visitors, mention of absence through illness - please bring to the notice of the Superintendent any information you possess in this regard).
* Disperse to classes.
* 3.52 p.m. 1st bell - close off lesson.
* 3.58 p.m. 2nd bell - pack up and return to main hall.
* 4.00 p.m. Announcements (forthcoming activities, items of interest).
* Closing hymn.
* Prayer by the Secretary.
* Organ voluntary.

It is preferable for a teacher to finalise unfinished matter after the closing of Sunday School rather than delay the whole school. It is inappropriate to keep the majority waiting for the minority.

SCHOLAR'S DIARY
The recording of the homework, reading and Instructor set for the forthcoming week in the diary, ensures that parents, as well as scholars, are aware of what is required.
Teachers are to peruse the diary to ascertain if the parents are signing in the space allocated. If not this should be followed up.

THE CHRISTADELPHIAN INSTRUCTOR
All scholars are required to learn an Instructor question and answer each week.
It may often be possible to hear a scholar's answer before the commencement of Sunday School, thus allowing more time for the main lesson.
There are occasions when the learning of a particular quote can compliment the lesson being considered, although care should be exercised that the Instructor is not substituted on too many occasions.
If a scholar has difficulty with specific words or phrases, substitution is acceptable as long as the sense is maintained.
Long Instructors can be divided into sections and learnt over two or more weeks, appropriate to the scholars age and ability. The benefit of retention and applied effort should not be overlooked for "exact recitation proficiency".

HOMEWORK
Experience has testified to the advantage of setting homework in conjunction with each lesson.
Two exercise books are issued to each scholar, thus enabling rotation of same for marking purposes.
1. Objective of the homework includes:
(i) Opportunity for feed-back on lessons to assess level of retention and comprehension.
(ii) Re-enforce principles contained in the lessons.
(iii) Prepares a scholar for the study of God's word and is a good discipline for developing a planned and consistent approach study.
2. Volume of work set::
Should provide sufficient activity to be worthwhile, however, should not be too dampening to the child's spirit by being too complex or excessive in quantity.
Remember to co-ordinate project activity with the setting of homework particularly in June/July, but don't ignore February to May. The project is an important part of the programme.
3. Marking:
(i) It is desirable to establish some form of quantifying the assessment of a scholars work, e.g. mark out of 10, A, B, C, D, U level, etc.
(ii) Make comments where possible - particularly with the object of rewarding where appropriate or encouraging if necessary, e.g. "good answers", "you have shown a good understanding of the incident/principle", or "you have overlooked the important point in regard to ..." or "you can provide better answers by including more detail, such as ..." etc.
(iii) Indicate reasons for loss of marks - state what is wrong, what has been omitted, work is too untidy to fully understand, etc.
(iv) At all times try and be positive - but don't shy away from telling a scholar that improved work is required if it is obvious that he/ she can do better.
(v) If unsatisfactory work continues after encouraging the child then approach the parent to ascertain if there is any difficulty or if further help is required.

1. LESSON NOTES
The following is extracted from the C.S.S.A. Newsletter of 24th October, 1980:'The lesson notes are prepared for use by Sunday School teachers, parents and scholars. Each set of notes, caters for a wide age range and therefore it is essential that teachers and parents adapt and interpret the material so that children can gain the utmost benefit from the lessons. The editors endeavour to couch their language and selection of material in terms that suit the middle bracket in each age group.
In many lessons, there will appear interesting detail and points that cannot be covered in the course of one hour on Sunday. However, such matter is invaluable for promoting discussion at home where, it is expected, the lesson will be expounded by the parents.
Some incidents will need explanation; some words will need interpreting and some research and other reading will be necessary
However, the aim of the editors is to produce a set of material, readable by scholars but requiring participation and guidance from adults.
Parents and teachers can provide an invaluable service to themselves and other families by marking up difficult passages and suggesting changes for simplification of lessons and forwarding these to the C.S.S.A., for inclusion in subsequent reviews.
It is of little value to offer criticism such as the following examples:-
The lessons are too difficult.
There are too many big words.
The notes aren't suitable for some of the ages in the group. There could be other stories more suitable for the children in this group.
The editors are out of touch with the needs of the children.
Being firmly convinced that we all fall short of perfection and being at the same time, aware that our editorial team have reared large families through most (and in some instances), all stages of development, it is difficult to make constructive progress in improving material based on such generalisations.
However, when parents or teachers submit specific examples and offer positive alternatives then such is very welcome and can provide extremely useful guides for editors when reviewing and amending material.

2. LESSON PRESENTATION
The use of visual aids can materially assist in the presentation of a lesson, but as with other aids requires preparation before the event.
When preparing lessons due consideration is to be given to:
* Aids and activity work.
* Use of maps and charts.
* Use of overhead projector.
* The lesson aim, major theme, content matter, conclusion and summary.
* Questions to obtain feedback and participation.

CLASS REGISTERS
Class registers will be distributed during classes, together with the diaries.
Marks are allocated on the following basis:
Attendance 2
Answering the Instructor 2
Conduct (taking into account behaviour
apart from class period) 2
Attempting the homework 2
Class work (participation etc.) 2
A total of 10 marks can therefore be earned. (Marks to be deducted if any of these features not performed satisfactorily).

PROJECTS
Teachers can assist in the smooth compilation of projects in encouraging scholars to plan the work commitment over the six month period so that the "rush" in the last two weeks is avoided. Allocation of project as homework can also assist in the time available and compliment the lesson for the week.

TEACHER'S MEETINGS
1. Purpose:
Teacher's meetings provide the opportunity for staff to meet together to consider activities and arrangements that cannot be adequately covered by newsletters or platform announcements.
2. Objective:
Teacher's meetings, however, should have a clear objective and definite format to ensure that the best use of the time is achieved. A discussion on the lessons to be taught and matters affecting the general conduct of the school's activities can assist in achieving the maximum benefit from the efforts of the staff.
In the establishment and maintaining of such meetings, detailed attention needs to be given to the following points:
(i) Aim
(ii) Format
(iii) Administration
3. Guidelines: The following guidelines can be used to structure meetings to suit a particular school's needs:
(i) Aim The purpose of the meeting can embrace one or more of the following points:
a) Review the lessons which are to be taught.
b) Learn and share from one another's experiences, research and talents.
c) Forum to consider school activities or matters of mutual concern and interest.

(ii) Format - Lesson Review In reviewing the lessons, the following points can serve as a check list:
a) Identify the aim/theme of the lesson.
b) Note any difficult words/phrases for explanation.
c) If the lesson notes are too comprehensive for presentation in the teaching time available, identify the most significant point for presentation.
d) Check that the questions at the end of the lesson are covered in the notes.
e) Identify points that are appropriate for highlighting the "lesson for us". Detail the examples in the lesson to show what is expected of us.
f) Identify or show others, aids that would assist in the presentation of the lesson, (maps, illustrations, models)
g) Are there any Bible quotations or Instructor questions that scholars can learn in conjunction with the lesson being considered.
h) Examine if a section of the project can be allocated for homework to compliment the lesson being considered.

A particular teacher or teachers could be allocated a lesson or lessons for the purpose of acting as a discussion leader. Their analysis of the lesson could include discussion on the above points.

It is important in teacher's meetings to remember, that the discussion on the lesson should bear in mind, that the aim is to present the matter to children and not for teachers to provide a detailed exposition to one another, so that it becomes an adult study. Depending on the size of the school, it may be appropriate for teachers to break into sub groups covering Intermediate, Junior and Senior Divisions. The Primary group would most certainly want to consider their lessons separately.

(iii) Content - Business Section

In regard to general school activities, these could include a wide range of subjects depending upon the time of the year and other Ecclesial activities. The following list is perhaps typical of some subjects that are discussed at some stage during the course of the year:

- Sunday School Outings
- Items for Family Nights or Special Effort Fraternals
- Test Examination Arrangements
- Annual Examination Arrangements
- Re-classification Details
- Prize giving Activities Planned
- School Discipline Arrangements
- Review of Homework by Scholars
- Teacher/Parent Liaison
4. Administration:
The management or direction of affairs is important. To ensure that staff are prepared and ready to contribute to the discussion, the following should be considered:
(a) Frequency of meetings.
(b) Time - Date.
Time - Commencement time.
Concluding time.
(c) The location of meetings.
(d) Participants.
(e) Agenda - this should inform the participants of what is to be considered, provide a guide on the extent and type of discussions and act as a discipline to assist in meeting the aims of the meeting. The latter point relates to both content matter and timing for the total meeting and sub sections of the meeting.

It is not intended to roster frequent combined teachers meetings according to a set timetable, but rather evaluate the needs and call meetings at least once a year and at other times as appropriate.

EXAMINATIONS
A test examination is held in early August as a precursor to the final Association Examination in September.
This exercise serves to assist in maintaining the standards of the Truth as well as being a discipline.
The following is extracted from the C.S.S.A. Introduction Booklet, page 9:
"PURPOSE
Annual examinations are prepared for the purpose of providing an assessment of the progress of scholars during the course of each year.

PRIZEGIVING
This event held in mid Novemebr to early December is one of the highlights of our activity work each year.
The aim of the night includes the acknowledgement of the work and effort of scholars during the year, to bring the work of the school before the Ecclesia and to present a message from the lessons in a varied manner to those attending.
Such presentation is to be dignified and attempted in a serious manner so as not to undermine the importance of the content. Recitations, songs, narration and enactment are utilised for this purpose.
The basis for the allocation of prizes is outlined below.

Guiding Principles
1. Generally it is our aim that each scholar of our Sunday School should receive an award at the Annual Prize giving, either as recognition of effort performed during the year, or as an encouragement to continue in Sunday School work and strive for improvement.

2. Ultimate responsibility for awarding of prizes is to be accepted by the Superintendent, however, teachers may make recommendations for consideration, should they be aware of special circumstances.

3. Examination Prizes:
(a) The Association awards five prizes in divisions 5 to 16 and baptised section for 1st to 5th placing's gained in the Annual Examination held each September. These awards are financed from Association funds.
(b) School awards prizes for the scholar attaining the highest marks in each division. Should two or more scholars in the same division earn the same marks, each scholar will qualify for the school examination award.
(c) A  scholar receiving an Association examination award will also, in some cases, qualify for the School award. The reason for this is that the Association awards are made covering results on an Australian wide basis, whereas School awards are allocated according to the results between scholars at School only.

4. Association Projects:
(a) The Association awards three prizes in division 5 to 16 and baptised section, for marks earned in the project work carried out in connection with each stage of the lessons.
(b) The school generally make awards to scholars who have submitted a project. Those who attain a Highly commended award should be recognised

5. Class Prize:
(a) Any scholar who receives an Association or School examination award is not eligible for the class prize.
(b) Marks allocated each week in the class register for attendance, class work, instruction questions, homework and conduct are totalled at the end of the Sunday School year. The scholar attaining the highest marks, (subject to 5a above) receives the class prize.

6. Incentive Awards:
Originally these awards were made for scholars in the Primary Division who did not receive any prize whatsoever, namely in accordance with points 3, 4 and 5. This has, however, been extended to older scholars in an endeavour to encourage scholars in their participation in Sunday School work and to avoid any awkwardness that could otherwise arise.

7. Special Awards:
(a) These are designed to cover two main occurrences.
(b) The first, where the allocation of an award specified as an "incentive prize" may appear inappropriate, e.g. a senior scholar.
(c) Secondly, when awards are made as a recognition for some special feature associated with Sunday School work.

8. Types of Awards:
(a) Normally, scholars up to and including division 13 will receive suitable children's books, such as novels, story books, children's illustrated Dictionary and Encyclopaedia, etc. Reasonable care is exercised that books containing undesirable features are excluded.
(b) Senior scholars will normally receive works of the Truth or recommended Bible study aids, such as Bible Dictionary, Bible Atlas, etc.
(c) Awards may also consist of Bible marking pens, good quality coloured pencils and similar items.
(d) Should a scholar receive an award which, for some reason he or she desires to exchange, arrangements will be made for this to be effected.

OUTINGS
OBJECTIVE:
The aim of Sunday School work is not only to assist children in coming to a knowledge of the Truth, but also to assist them in living the Truth. The Sunday School can provide the opportunity for scholars to associate together with those of like Godly disposition both inside and outside the formal Sunday School arrangements conducted on a Sunday.

1. Benefits:
One such opportunity is provided by organising a monthly Sunday outing on a Saturday afternoon. Some of the benefits achieved are:
(i) The opportunity to associate with children of Christadelphian parents.
(ii) The support of parents and other Brethren and Sisters at these outings enables young and old in the Truth to associate together. There is no place in the family of God for the so-called "generation gap".
(iii) Teachers and scholars can associate together in a less rigid structure than afforded in the time constraints of a Sunday School hour.

2. Outline:
A typical outing could follow the following outline:
(i) Leave Ecclesial Hall or other designated location at 2.30 p.m.
(ii) Travel to desired spot. Suitable venues can include Museum, park, bush walk or hike, beach, train or bus ride, adventure playground, reservoirs, vintage and pioneer village displays, etc.
(iii) A basket tea or B.B.Q. held either at the afternoon location or back at the hall provides the opportunity for further fraternisation.
(iv) An evening meeting of approximately one and a half hours can embrace hymn singing, a reading, a short talk on one of the lessons or other appropriate Bible subject, a general item of interest, a thought or meditation presented by a Sunday School scholar and Bible quizzes.
(v) Young Brethren and Sisters can be rostered to assist with some of the arrangements for the tea and cleaning up as can young Brethren and younger scholars for such things as readings, presentation of musical and other items, together with the item of interest and thought or meditation.

3. Arrangements:
Wide involvement in the planning and conducting of the afternoon activities is sought from ecclesial members, but with overall control and responsibility for the suitability of the arrangements remaining with the Superintendent.

Guidelines to bear in mind when considering venues, include:
(a) The location & activity have a degree of appeal for a range of ages.
(b) Try to minimise the time spent travelling to & from the destination. Time over one hour would probably be too long.

SUPPLIES AND AIDS
1. Items Supplied to scholars:
Each scholar should obtain the following from the Secretary:
* 2 exercise books for homework
* 1 lesson book
* 1 class diary
* 1 Christadelphian Instructor

Hymn books are supplied to primary scholars each week by the Teacher. Scholars in division 9 will be presented with a Hymn book on the reclassification Sunday. It is reasonable that replacements will thereafter be the responsibility of the owner.

2. Teaching Aids:
Normal requirements such as blackboards, flannel graphs, maps, etc., are readily available. Equipment available, provided advance notice is given, includes overhead projectors, slides, slide projector, tape recordings, Photostat copies of required material, etc. Plan lessons in advance, and vary presentation of lessons to create interest.

Suggestions on additional equipment are welcomed and acquisition will be obtained where possible.

3. Reference Library:
Books to assist scholars with lesson work, or to provide suitable reading matter, are available from the Ecclesial Reference Library. Please encourage scholars to avail themselves of this service.

If a particular book is not currently obtainable from the library, efforts will be made to obtain this for the scholar's use.

SUNDAY SCHOOL COMMUNICATIONS
1. Good Company:
Participation by scholars, and also teachers, is sought for this Sunday School magazine. Marks awarded to scholars for entries and articles are allocated to team marks - an added incentive! A prize is awarded by the magazine upon the gaining of 100 marks or 200 marks.

2. Circulars/Letters:
Other written material will be circulated during the year giving details on the examinations, specific information on the outings and seeking support for activities and practices.

However, none of these forms should replace the benefit that exists in teachers discussing with parents any aspect of the scholars work or associated activities.

TEAM ACTIVITIES
1. Objective of the Teams:
(i) To stimulate keenness, participation and co-operation in young people in the activities associated with work of Sunday School.
(ii) To encourage young people to learn and recite scripture and scripture related subjects.
(iii) To build confidence in team members, to be able to express themselves in a Godly manner.

2. Means of Obtaining the Objective:
(i) Appoint a leader and helper to each team.
(ii) Leader to stimulate ideas and activities for group participation.
(iii) Record marks and display these by graphs, charts or other.
(iv) Team leaders to select a "standard" for their team.
(v) Allocate scholars and-teachers to a team so as to provide a balance of age and experience.

Whereas the competitive aspect of team activities should not be unduly emphasised, experience has shown that an enthusiasm can be nurtured if the publishing of the teams results are promoted in an encouraging manner. The aim is not to have an outright "winner" but to provide forms of measurement to reflect the effort of and act as an incentive to, team members.

CALENDAR OF ACTIVITIES
The following can be taken as a guide to the activities undertaken throughout the year.

January	February	March	April
school holdiays	ss commences	ss outing
May	June combined teachers meeting	July projects completed	August test examination
ss outing
September written & oral examn	October	November	December

February School commences first Sunday
Outing first Saturday
Quarterly report compiled
May outing first Saturday
Combined teachers meeting
Quarterly report compiled
July Outing
Practices for special effort family night
Test examination papers compiled
Writers for oral group selected
August Test examination first or second Sunday
Projects completed
No outing scheduled due to special effort
September Outing
Oral writers for examination
Association examination
Quarterly report
October Outing
Recess
Re-classification
Combined weekend activities
Combined teachers meeting (late Sept. / early Oct.)
Practices for prize giving commence
November Break up of outings
Prize giving practices
December Prize giving
Quarterly report