About the Bahà'ì Classes The Peace Pack Student Outcomes Curriculum Sample Lesson Plans Home

Bahà'ì education classes are being conducted in state schools throughout Australia. These classes are open to all children. Bahà'ì Education Classes in Schools often appeal to those parents who want their children to learn the virtues taught in religion, but are themselves not closely affiliated with any particular religious group. Indeed, the numbers of children attending who are from Bahà'ì families are in the minority in many of these classes.

In the Shellharbour district, classes are conducted at Albion Park Rail Public School and Mt Terry Public School. Classes are also conducted at the Kiama Primary School. To find out more information about enrolling you son or daughter, click here

• The classes are a sacred activity.
• A teacher and assistant attend each class.
• A high standard of teaching maintained.
• Children must have written permission from parents to attend classes.
• Classes last 30 minutes.
• Classes are held during the day.
• The Peace Pack is the main resource used in all classes.

The main resource used in Bahà'ì Classes is the Peace Pack.

The Peace Pack explores the theme that religious truth is one and is a vehicle for peace.

Beginning with the world's indigenous people, it explores the world's major religions, as chapters in one Holy Book.

In addition spiritual values or virtues, which are common to all religions, are explored in depth.

Its main outcome is that the students will experience love and reverence for the Founders of all the world religions recognising their divine essence and connectedness. They will explore and practice virtues in a meaningful context with other students.

The establishment of world peace is considered analogous to building a Peace House with the foundation of love, and the walls of unity. The roof of the Peace House is built tile by tile. Each tile is a Bahà'ì principle and a fundamental element of lasting peace. As wire fastens the tiles onto a roof so virtues such as justice and compassion underpin each Bahà'ì principle. These virtues can be seen as a golden thread that links each "principle tile" together to create a "peace roof" under which to shelter.

The Peace Pack program is be enjoyed by students and teachers alike and will awaken a consciousness in the students, that all people, regardless of race, religion, gender and colour, are members of one human family, thus contributing to a united and peaceful world.

The inspiration and theoretical base of the Peace Pack is the "Promise of World Peace', a statement released by the Universal House of Justice (the supreme administrative body of the Bahà'ì Faith) in 1985 on the occasion of the United Nations International Year of Peace...This document explores issues relating to the peace process while providing the vision and steps necessary for it's achievement...

The Peace Pack explores these issues with the conviction that a lasting peace is not only possible but inevitable.

As the students move through the program they will see themselves as 'peacemakers', developing spiritual qualities or virtues, which are the foundation of peacemaking. In addition they will see themselves as world citizens as they embrace the concept of the oneness of humankind in all its diversity. They will understand that peace happens gradually and each one will feel empowered to play a part in its establishment.

• clearly stated student outcomes
• session outlines
• suggested learning experiences to achieve the outcomes
• support materials, eg stories and reproducible artwork
• a CD or tape of suggested songs and prayers with words

The suggested learning experiences are derived from the following notions...

• student-centred and cooperative learning
• joy in learning, creativity and consultation
• honouring the spirit
• recognition of different learning styles
• using multiple intelligences
• meditation and the creative word of God

Time for prayer and deep meditation is an essential and integral part of preparation time. Prayer and meditation provides guidance during the class, making each class a sacred activity and helping to foster in the teacher and children the virtue of reverence.

1. Introduction: Getting to know each other
2. Introduction: Getting to know this course/Introduce the concept of Virtues
3. God: Oneness of God and the Mysteries of Creation/Virtue of Love
4. Kingdoms: Mineral, Vegetable, Animal and Human
5. The Divine (Spiritual) Kingdom: Why we need religions/Virtue of Obedience
6. Prayer/Spiritual growth/Meditation: Virtue of Prayerfulness
7. Meditation and Action: Virtue of Purposefulness
8. Revision

1. Progressive Revelation: Virtue of Flexibility(change)/ Trust
2. The worlds Indigenous people and their Spiritual belief
3. Krishna and Hinduism: Virtue of Faithfulness
4. Moses and Judaism: Virtue of Justice/Peacefulness
5. Zoroaster and Zoroastrianism: Virtue of Honesty/Cleanliness
6. Buddha and Buddhism: Virtue of Kindness/Peacefulness
7. Christ and Christianity: Virtue of Mercy/Forgiveness
8. Muhammad and Islam: Virtue of Detachment/Reliability
9. The Bab and the Bahà'ì Faith: Virtue of Courage
10. Bahà'u'llàh and The Bahà'ì Faith (Overall)

1. Bahà'ì Principles: An overview of this term
2. Bahà'u'llàh : Life story (Prison, Ridvan, Holy land)
3. Bahà'u'llàh : Teachings of Bah6'ulljh (RE/peace & Unity)
4. The Greater Covenant/ 'Abdu'l-Bahà: Virtue of Service
5. Bahà'u'llàh's Message: The Peace House
6. Bahà'ì Principle: Elimination of prejudice
7. Bahà'ì Principle: Equality of men and women
8. Bahà'ì Principle: Independent Investigation of Truth
9. Bahà'ì Principles: A final review/ A quiz

1. Love: The Foundation of the Peace House
2. Love: The Foundation of the Peace House
3. Love: The Foundation of the Peace House
4. Bahà'ì Consultation
5. Unity and Diversity
6. Unity and Diversity
7. Unity at School
8. Peacefulness
9. Peacefulness

Blessed is the spot, and the house and the place and the city and the heart and the mountain, and the refuge and the cave and the valley and the land and the sea, and the island, and the meadow where mention of God hath been made and His praise glorified.

Bahà'u'llàh

• Students gain a deeper understanding of and practise the meaning of courtesy.
• Students to establish a code of courteous behaviour for the class.

• words and tape of "Courtesy"
• a large sheet of newsprint
• pencil and paper for each group
• virtues poster
• 1 question written out per group of 'What would courtesy look like if…? "(Ref Virtues Guide on Courtesy) Use Black Line Master 1 format
• name tags

1. Sing the "courtesy" song. Let the students sing it several times so that they know it.
2. Arrange students into small groups (3-.5 depending of course on class size). If 4 groups are needed give each student a number 1- 4, then all the l's go in a group, all the 2's in a group and so on.

1. Give each group a different question, (What would courtesy look like if…) Each group should have a scribe with paper and pencil.
2. Suggestions are noted down. (4-Smins)
3. Each group reports back to the whole class.

1. Say: That is what courtesy would look like in those situations. 'What would courtesy look like when we have a class of 30 students?' (3 - 5 mins)
2. Students brainstorm suggestions of behaviours e.g. listening when someone is talking. Only one person talking at a time. Put your hand up when you wish to speak etc. - write on butchers paper. With the students, or group, select suggestions until only four remain.
3. This is now the code of expected behaviour in the class, always showing the virtue of courtesy. The points need to be written up on a poster and displayed at each lesson until the behaviours are well established Frequently honour students when someone is showing courtesy. Students who need to practise courtesy need to be called to this virtue.