- Is the lesson plan laid out clearly?
- Do lesson components build on each other logically?
- Is there a balance of cognitive, affective and psychomotor domains represented in the teaching-learning aims? For a precis on the three domains visit this external website.
- Are teachers challenged to learn on their level through the introductory matter?
- Are student pages reflected in the teacher guides?
- Is it visually appealing to the students?
- Do expectations match specific age-level characteristics?
- Are expectations specific, measureable and realistic?
- Do illustrations communicate appropriately and creatively with students?
- Are students encouraged to accept Christ and grow into spiritual maturity?
- Does it include music?
- Is the music effective in connecting with specific age levels?
- Do visuals enhance or distract?
- Are resources labor intensive or easy to use?
Scope and Sequence:
- Is there editorial consistency throughout the scope and sequence of the material?
- How many times does the material lead a child through the Bible during specified age spans? eg, pre-k and k or 1st – 6th grade.
- What is the balance of Old Testament to New Testament coverage?
- How often and to what extent is the story of redemption covered from the Fall of Adam and Eve to Christ’s expected coming, his birth, life, suffering, death, burial, resurrection, ascension and return?
- Does required Scripture memory provide opportunity for comprehension of the redemptive narrative?
Bible Factual Knowledge:
- Does curriculum stress learning of important Bible facts such as key characters and stories and the redemptive thread that connects them through the biblical narrative?
- Is there an expectation to learn key places such as cities, tribal territories, countries, bodies of water and geographical regions?
- Does curriculum offer chances for frequent experiences that drive home the learning aim?
- Are the various learning styles and personality types taken into account by crafting unique and diverse activities to support the learning aims?
- Do the activities stress relational learning as well as individual accomplishment of student achievement benchmarks?
- Are meaningful materials provided which educate parents regarding weekly lessons?
- Does the material foster parent participation in the ongoing learning process at home?
- Are there take-home papers?
Cost of Materials:
- Evaluate the cost per student for the specific curriculums you are considering. Be sure to take into account teacher and resource materials. Don’t forget to factor in additional costs such as photocopying or additional supplies called for but not supplied by the curriculum. Cost should not be the sole consideration in approving or denying a curriculum. However, if the material in question is beyond the allotted budget, then obviously you will need to continue the review process with other curriculum.