Instructions

1 General
Confirmation instruction serves to prepare the confirmands for the day of
their confirmation. On this day they are to be in a position to consciously and
joyfully assume the responsibility for their spiritual life, profess their faith to the
Lord, and vow to remain faithful to Him. They are to also know the effect of the
blessing at confirmation for them.

The lessons in this textbook are designed in such a way as to encourage the
confirmands to participate in the lesson. They are prompted to follow the train
of thought and actively participate in class discussions so that they have to
deal closely with the subject matter. For this type of instruction it is not the
teaching material that is of primary importance, but rather the deepening of
spiritual understanding and development of the confirmands’ firm personal
conviction of faith. The confirmands’ awareness of their personal responsibility
is also developed. Their vow on the day of confirmation will then be a joyful
confession born out of a deep spiritual understanding.

At the beginning of each lesson the students will find a message. It provides
clues about the relevance and importance of the content for our life of faith.
This awareness is to motivate them to participate joyfully in the lessons.

2 Procedure
Each lesson lasts one hour.

The teaching materials are designed for class sizes of three or more students.
For smaller groups the activities will have to be modified. Before the school
year begins, the district rector will decide whether the confirmands of several
neighbouring congregations should be brought together to ensure an
appropriate class size.

In addition to the actual subject matter, the teacher’s manual provides many
hints. These address how the topics are to be dealt with so that the classes
can be conducted in a lively and vivid manner.

In the left margin there are short instructions in grey print concerning
methodology. Their significance will be explained in detail below.

Following the instructions in the left margin some of the main concepts of
a longer passage or a story are likewise summarised very briefly in italics.
These brief notes are intended to help the teacher to note all important points
pertaining to the subject matter without constantly having to look into the
book.

The central terms, chapter headings, questions, and hints guide the teacher
through the lesson.

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 3 Lesson structure
Message Each lesson begins with a short message, defining the objective of the lesson.
Contents A table of contents provides an overview of the topics that will be treated
Catechism during the lesson. Also included are references to the Catechism of the New
Apostolic Church in Questions and Answers (CNAC-QA).

The student’s workbook contains the same information. Each lesson in the
student’s workbook is illustrated with a picture that aims to underline the
thematic content of the lesson. It is to stimulate thought and add depth to the
content of the lesson even if this is not expressly mentioned in the workbook
exercise.

The teaching material is divided into further sections by numbers and

underscored subtitles.

Hint Special hints for structuring the lesson are found in sections with grey shading.

Workbook exercise For each lesson there are one or more exercises in the student’s workbook,
which can either be done individually or in groups. The results of this work are
discussed and/or developed in the course of the lesson.
If only one confirmand is present and group work or individual work requiring
a comparison of the answers is called for, the teacher should participate.
For example, in lesson 14, section 2 the teacher would also record his or her
thoughts on sticky notes and put them on the board.
When the answer to an exercise is definite, it is always provided at the point in
the teacher’s manual at which it is to be discussed. No answers are provided
for those exercises for which no clear response can be determined. Then the
topic is to be discussed.
All reasonable answers are generally considered acceptable, although they
may not be expressed in the intended manner.

Tell The teacher is to tell rather than read the stories which have been
incorporated into the lessons. Storytelling is usually more vivid and leaves
Tell rather than read. more of an impact. Please note: When we relate something to others in
Visualise rather everyday life it is not based on some written presentation, but on vivid and
than memorise lively recollection.

Here the brief notes in the left margin can be of great help. They can be
grasped at a glance and used as a memory aid.

A student tells A confirmand is asked to tell a story or describe an event.

Explain The teacher explains a fact. He or she ensures that everyone is able to follow
the explanations. From time to time the teacher interjects brief questions. The
brief notes in the left margin are to help in recalling the important points of such
a section.

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Elaborate This is closely related to “Explain”. If time permits, questions should not
only include inquiries concerning what has been retained, but also thought-
provoking questions. This will encourage the confirmands to actively
participate in the thought process and assimilate the material.

Elaborate The procedure is the same as for “Elaborate”. The textbook provides some
through questions examples of relevant questions.

What does the The answer to the question is to be looked up in the Catechism in Questions
Catechism say? and Answers and read aloud by a student. The answer is then discussed.

Ask Questions in bold are to be answered by the students.

If necessary the teacher can ask the question a second time in a slightly
modified form. He or she can also clarify the question using an example so that
all confirmands understand it.

Listen to answers After asking a question the teacher should first of all listen to all of the
and summarise answers. For many of the questions several answers are possible, which often
complement one another. Often the confirmands’ personal opinions are also
sought.

Listen to all answers The teacher should not immediately comment on or even assess the first
and then summarise answer. Instead he or she should urge the students to contribute. This can be
done with questions such as: “Does anyone have any additional thoughts?” or
“another (not ‘better’) idea?” After an opinion has been expressed, the teacher
might ask: “What do you think about this?” or “Do you agree with this?”
The teacher can make notes while the confirmands are expressing their ideas
and summarise them afterwards.

Write answers The same procedure applies as for “Listen to answers and summarise”. The
on the board teacher writes the answer on the board or flip chart for all to see. This can also
be done in point form.

Listen to answers If the students’ answers require clarification (see “Explain”), this should only
and supplement be done after the confirmands have all had the opportunity to express their
opinions.

Elaborate on Here the teacher should ask additional questions to prompt the confirmands to
answers through expand on and complete their answers. Occasionally additional questions are
further questions provided in the manual.

A student A confirmand is asked to read a particular passage out loud. In exceptional

reads aloud cases, the confirmation teacher can also do this him- or herself.

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 There is a border around commandments and Articles of Faith, which are also
read aloud.

Summarise The teacher summarises the important points of a section.

The main At the end of each lesson, the important points are to be briefly summarised.
points The teacher will ask: “What did we cover during this class? Which points were
important?” If necessary, the teacher will supplement the answers in order
to develop sound concepts. The students should write the most important of
these concepts in their workbook.

I also This phrase also appears in the student’s workbook. It should encourage the
want to … students to think about and consolidate the material which was covered.

At the end of each lesson homework is formulated. If applicable the students

Homework ought to indicate in their workbook what they are to work on. It will help them
to be more aware of their homework.

There are two types of homework. If the homework

– is in preparation for the next lesson this will be appropriately indicated. If the
homework entails reading something aloud or relating something during the
next lesson, only one confirmand is to be given this task.
– is intended to reinforce and consolidate the material which was covered, the
teacher will discuss such homework at the beginning of the next lesson. If
one of the Ten Commandments or Articles of Faith is to be learned by heart,
the teacher will give the students the opportunity to present what they have
learned.

4 Teaching material
The teaching material consists of a teacher’s manual and a student’s
workbook entitled I Also Want To … . Each lesson includes a photo, a
message, a table of contents, and the references to the Catechism in
Questions and Answers.

Each lesson includes one or more exercises to be completed. At the end of

each lesson, you will find the following headings: “I also want to …”, “The main
points” to be formulated collectively by the confirmands, and “Homework”.

At the end of the student’s workbook there are blank pages for personal
notes. You will also find the Articles of Faith, the Ten Commandments, and the
confirmation vow.

The confirmands will also require a Bible and a copy of the Catechism of the
New Apostolic Church in Questions and Answers.

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5 Schedule/Timetable
The teaching material is presented in 35 lessons.

The lessons begin with lesson 1, “Confirmation instruction” and end with
lesson 33, “Confirmation”.

Lesson I, “Divine service for the departed” should be done before such a
divine service.

Lesson II, “Introduction to the New Apostolic Church” can be done at any time
during the year. For this lesson, the confirmands can invite friends if they like.

At the beginning of the year, the confirmation teacher ought to set up a

timetable.

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