The Bible is outdated

Jesus Christ is the fullness of God’s revelation to human beings in the world and what He teaches, is meant for all people to use at all times in their lives. The Roman Catholic follow the teachings of the Bible to the later, something that has resulted in a lot of controversies with other non-Catholic believers and non-believers in general. For instance, the issue of Jesus death and resurrection is one thing that is contradicting between Catholic Church and other non-Catholic believers among many other Biblical teachings (Wright, 1989). For example, evangelicals assume that if a person has a firm belief in Jesus Christ, then he/she is made entirely acceptable before God because of the death of Jesus Christ (Romans 3:23-26).

According to Romans 4:6, it occurs “apart from works” meaning that it does not depend on the kind of good life we live, but it is based on how we trust in Jesus Christ. The primary school religious education curriculum is meant to contribute to the maturation of children about their spiritual, ethical and moral lives, in the process of their encounter with, celebration on the exploration of Catholic beliefs (Kieran and Hession, 2005). The curriculum has four strands that are closely linked such as prayer, liturgy, Christian morality, and the word of God. Notably, these four strands communicate out the processes, skills, knowledge, and understanding that contribute to the learning that is supposed to be reached at each level in the curriculum (Mahon, 2006).

This curriculum lists skills in religious literacy that the students from the preschool to grade six need to develop. It has five sections such as communicating, understanding, and development of Christian literacy, participating, and the development of inter-religious literacy (McGrady, 2014). Through religious education, children get to reflect on themselves, their general development as young people, improves their respect for each other, respect for beliefs of others, and it aids in the building of a cohesive society (Berryman, 2009). Therefore, issues on how the bible is outdated might make the children neglect religious education and in the process, they will be ruining their spiritual wellbeing. In addition to sciences, IT, numeracy, and literacy, religious education is vital as it leads to the development of a whole person both in their home life, personal life, work life and their general living in the community and for leisure activities.

Bibliography Berryman, J.  Teaching Godly play. Available at: https://rcspirituality. org/ask_a_priest/ask-a-priest-arent-some-catholic-doctrines-outdated/ [Accessed 25 Apr. Field, D. and Torrance, E. Education and the Creative Potential.  Children, Catholicism, and religious education. Dublin: Veritas. Kieran, P. and Hession, A.  Exploring religious education. ul. ie/bitstream/handle/10395/1210/Kieran%2C%20P. %2027Foundations%20of%20Catholic%20Religious%20Education%20in%20an%20Intercu%20ural%20Europe%3A%20Introduction. %20%28Pre%20Published%20Version%29%28Book%20Chapter%29. pdf?sequence=2&isAllowed=y. "Children, Catholicism and Religious Education. McGrady, A.  "Teaching Religion at Schools in Ireland. " Religious Education at Schools in Europe, part 2. [Online] V-r. org. uk. Available at: https://biblicalstudies. org. uk/pdf/eq/1989-4_291. During play, the children make use of their imaginative memory and imitate others, and in the process, they use complex intellectual processes.

The development of cognitive skills includes language, literacy skills, memory and thinking skills (Call, 2010). Through play, the children develop creative skills through imagination, thoughts and the different strategies they put in problem solving and development of varying abilities of thinking. Children develop in different dimensions such as socially, emotionally and in understanding. Through play, the children build social skills that support positive relationships. Ithe n standard assessment, the child, must independently perform the events without any assistance while in play-based evaluations, the adults are supposed to interact to raise the child’s level of independent achievement (Duignan et al. Lastly, in standard assessment, the adult needs to look into the baseline skills for the specific child, while in play-based assessment, the adult has to find out any possible skills for a particular child (Sarah, 2014).

Through the play-based assessment, the teacher will benefit in that they will get to assess the development levels of the child wholly by looking at different domains of development. They will look at the emotional, social, cognitive, general well-being and the physical development of the child, unlike in the general assessment that has a predetermined goal and only considered the baseline skills of the specific child (Macintyre, 2016). Play-based learning and assessment For the assessment of young children to be meaningful, authentic and therefore useful, it needs to be linked closely to how children learn best that is through play-based active learning. When an assessment method that assumes all children are at the same standard at the same time undermines the ability of the teacher to offer these varying opportunities and experiences.

However, through play, the teacher can observe the varying behaviors of the children and know different ways of exposing such children. When the children are involved in play-based, active learning, they gain meaningful skills in different areas and in addition they improve their mathematics and literacy (Whitehurst and Christopher, 1999). Additionally, the children gain important cognitive skills such as problem solving and language, they develop social-emotional skills such as empathy, negotiation, curiosity, and self-regulation and lastly they gain course motor skills. If the assessment method that is used is only defined on the academic skills of the children, it can lead to didactic teaching skills which are mainly drill and kill (Pivec, 2007).  The Confident Child: A Guide to Fostering Personal Effectiveness in Children.

Gill & Macmillan. Lennie, B. Why play-based learning? EVERY CHILD MAGAZINE, [online] 16(3). Available at: http://www. Macintyre, C.  Enhancing learning through play: A developmental perspective for early years settings. Routledge. Maresa, D. et al.  The excellence of play. UK: McGraw-Hill Education. Pivec, M. Editorial: Play and learn: potentials of game-based learning.  British Journal of Educational Technology, 38(3), pp. "Child development and emergent literacy. ” Child development, 69(3), pp. Essay 3 Part 1- Potential of the SPHE curriculum to Foster Respect for Human and Cultural Diversity Social, personal, and health education (SPHE) offers chances to nurture personal growth, wealth and the wellness of specific children, to support them in the creation and maintenance of relationships that are supportive, and ensure they grow into responsible and active citizens in the community.

School SPHE programs that are prearranged and constant, the pupils can come up with frameworks of attitudes, values, skills, and understanding that will guide them as they make choices and involve the present and future activities (NCCA, 2018). SPHE uses several initiatives and programmes such as Relationship and Sexuality Education, Stay Safe, Walk Tall, and also Active Schools Week. Moreover, it aids in the development of processes that are democratic and promote equity, builds the self-esteem of the children, and fosters respect for diversity (Webster-Stratton and Reid, 2004). Lastly, it helps create a language full of respect, and that is inclusive, comes up with communication that is appropriate for the various situations and develops a learning approach assessment. SPHE promotes the personal development and general well-being of the children.

It fosters sense and reverence for oneself and others and on gratitude for the self-worth of all human beings. Additionally, it helps improve the well-being of the pupils and offers a basis for them to live a healthy life. Additionally, they will need to appreciate the diversity that exists among other pupils, students and groups in the society and the need for shared reverence, compassion and consideration for living with others in accord and with no conflicts ("Debating the Issues" 2018). Additionally, the pupils will get to explore the thoughts, opinions and prospects shared by others and how they can impact how they communicate with each other either negatively or positively. In the walking debate, there can be an integration of several subjects such as math’s, drama, history, and language development.

The activities will involve children forming opinions on statements introduced to them and then they will get to defend their opinions. In the classroom, there will be several marked corners depending on their opinions. The knowledge of the content to be covered is reviewed before the start of the session, to ensure that pupils are ready to embody and express ideas, which may be varying from their own. A statement is introduced and the key arguments in the statement reviewed. Next, the group is introduced, and they form two standing lines, looking at each other. Two sides of the conflict are explored, one side in support and the other against (Ashton-Hay, 2005). Each row represents an opinion, and the pupils are invited to stand on the side they would like to argue, working to keep an equal number of students on each side roughly.

Non-typical character or personified objects can take the hot-seat. Through the hot seat, it helps explore the characters and viewpoints of the pupils and builds their confidence in asking questions, and confidence in answering. Circle time It is also referred to as group time. It is a period when the pupils get to share fingerplays, songs, rhymes, read stories, involve in movement games and activities, or even play musical instrument (Mosley, 2005). Circle times gives the pupils time to listen, develop attention span, promotes oral communication, and learning new ideas and skills. Ashton-Hay, S.  Drama: Engaging All Learning Styles. [Online] Available at: https://eprints. qut. edu.  Journal of Computer Assisted Learning, 24(2), pp. Mosley, J.  Circle time for young children. Routledge. NCCA (2018). org.