The Purposes of Bible Classes

  • In a formative meeting of all those interested, discuss and define the purposes of Bible classes in a local church. Determine the specific wording by consensus and put these purposes in writing.
  • Discuss and define how curriculum serves these purposes.


  • Designate who will provide leadership for the Bible class work in the local church – a deacon, for example, may be assigned to manage the Bible classes.
  • The leader may investigate curriculum possibilities and show samples to parents and teachers.
  • With the input and ideas of a group, decide a curriculum to be used in the Bible classes and the time of its implementation.
  • Determine how the new Bible class work will be promoted and encouraged.


  • Become familiar with the curriculum and how it serves the purposes of Bible classes.
  • Review the curriculum’s scope and sequence. For example, it may be a three year curriculum covering the entire Bible with the material divided into quarters.
  • Learn the curriculum components and how they work together.


  • Make a roster of students who will be in the Bible classes, including their ages and grades in school.
  • Determine the best way to group the students into classes. A typical and workable arrangement is 6 to 24 months, 2s & 3s, PreK, K & 1st grade, 2nd & 3rd grades, and 4th & 5th grades.
  • Designate a classroom for each group.


  • Find teachers who are willing to try the new curriculum and will be dedicated to using it to the fullest extent.
  • Designate teachers for the classes. A workable arrangement is two teachers per class forming a teaching team.
  • Establish a teacher rotation, designating teachers per class for one year. For example, two teachers for quarter 1 and two teachers for quarter 2, etc. or two teachers for quarters 1 and 2 and two teachers for quarters 3 and 4.


  • Recognize the potential of involving others who may not stand before students to teach.
  • Involve as many people as possible, making Bible classes a work of the entire church.
  • Men may be involved in preparing classrooms and equipping a resource room; women may be involved in preparing and storing materials.

Teachers’ Meetings

  • Review the curriculum together, sharing ideas about its components and implementation.
  • Decide what will be standardized in the classrooms, such as bulletin boards, time lines, maps, and marker boards. For example, each classroom will have a bulletin board and a time line. 
  • Discuss how various components of the curriculum will be used or not used. For example, students will learn memory verses or Bible facts in all classes.
  • Discuss what will be purchased, who will do it, and how items will be made available to teachers. Discuss a procedure for requesting and acquiring additional items as needed.
  • Have a workshop to motivate people and stimulate ideas, making the work of preparing and teaching a collaborative effort.

Resource Room

  • Designate a room for supplies and for preparing and storing materials.
  • Devise a method of organizing supplies and materials.
  • Furnish the room with needed equipment and storage facilities.
  • Designate people to organize, file, and straighten the resource room.
  • Devise a method for acquiring and replenishing supplies and materials.
  • The Classrooms or Learning Environments
  • Install items determined to be standard in all classrooms.
  • Designate places in the room or on walls for components of the class, such as attendance charts, memory verse work, and Bible facts.
  • Choose a theme for the first quarter of study. Create at least one bulletin board or display that relates to the theme. Pursue the theme throughout the classroom as much as possible, such as at the entrance, on the desks, and with the attendance charts.
  • Set up in each classroom a filing system for lesson plans or notes to be filed as they are completed.

Beginning the Curriculum

  • Send letters to parents briefly describing the new study and stating the expectations of students and parents.
  • Discuss with the preacher the possibility of beginning the quarter of study with a sermon on the quarter’s topic.
  • While teaching the present quarter of material, teachers are preparing for the next quarter.


  • After the first quarter effort, assemble the teachers to evaluate.
  • Did the students learn? Did parents participate? What is the general “feeling” about the curriculum? What needs to be modified or changed for future quarters?
  • Share ideas about what did and didn’t work, referring to lesson notes from each teacher.

To download a printable brochure as a PDF file, click here.