AT 3: SKILLS APPROPRIATE TO THE LIFE OF A BAHÁ’Í

Having derived a framework for the curriculum - the Attainment Targets and Strands, the next stage is to set out the major elements that might be dealt with in the Programmes of Study for each Strand at each Key Stage.

The elements that appear below are not intended to be exhaustive, nor, indeed, are they cast in bronze for evermore. They are important, yes, but they are in the nature of guidance and description, rather than law and prescription. It is acknowledged that curriculum implementation is an evolving thing. No one person has all the answers, though individuals, by their efforts, can make a big difference in encouraging the development of curricula for the education of children in the Bahá’í community. However, we must start somewhere, lines have to be drawn, or we would never embark on any venture. No claim is made that this curriculum is the last word, nor the best, merely that this is the stage we have reached so far, and that this is what might serve us well enough into the early years of the next millennium. God willing, second generation Bahá’í curricula of greater sophistication, and of closer adherence to the spirit of the Writings, will grow from efforts such as this.

What follows is a systematic breakdown of what might appropriately be taught for each of the fourteen Strands that run through the whole curriculum, together with some suggestions as to what might be appropriate for each Key Stage.

============================================= 

THE ARTS IN THE CURRICULUM - a special note

It is very important that the arts, along with crafts, are not separated out from the curriculum as a distinct strand, for, thereby, they would be an add-on, an afterthought, an attachment - divorced from the delivery of the rest of the curriculum. Whereas, in reality, they are an integral part of the curriculum, moving across many strands, underpinning, illuminating, supporting and enhancing the manifold aspects of the Faith. Much of the curriculum can be delivered via the medium of one or more of the arts, especially so with the lowest key stages of 0 and 1.

For example, the arts appear in the following strands:

AT 1
a) Spirituality: KS 0, KS 1
b) Morality: KS 0, KS 1
c) Sacrifice: KS 2
d) Service: KS 2

AT 2
b) Teachings: KS 0 - KS 2
c) History and Key Figures: KS 0 - KS 3
e) Sacred scriptures: KS 0, KS 1
f) Other divinely revealed religions: KS 0 - KS 3

AT 3
a) Individual skills: KS 0 - KS 4
b) Family skills: KS 0 - KS 2
c) Social skills: KS 3

And, indeed, there is no reason why they cannot be used in all the remaining strands and key stages also. What is important is that they should be instruments of enhancement, vehicles to transmit the truths of the Faith but not something which becomes an end in itself. As with all other aspects of the curriculum, it is a question of balance and appropriateness.