If you treat the bible as one would any other ancient text, it's fairly profitable. There's a lovely breakdown of logic in the view that "the bible is accurate because parts of it have been supported by archaeology". Well, yes. It's the parts which aren't supported which tend to be the big ones though - creation myths, flood sagas and dead men coming back to life. It's of little surprise that around the time a scribal tradition arose in the community of exiled Jews that things get into synch with the histories of other nations. One is also tempted to see the mythologies of at least one nation entering into the Jewish origin myths (eg creation cycle, flood saga, Moses' birth etc.). It's fairly amusing to see the same story, when on a Babylonian tablet, identified as myth but when found in Jewish tales claimed as literal truth.
I think it's difficult to put this into schools in countries where there are strong faith traditions which will push against anything which is directly highlighting problems within the beliefs of a particular religion. There shouldn't be room, however, for children to leave school without at least being shown the scientific evidence for the origins of life. History has a hard enough time getting adequate time on the curriculum here (and is subject to all kinds of political interventions and directives in any case), so I can't see how one could shoehorn that into a packed schedule. Overall, isn't the best thing to do to ensure that children are equipped to use their brains and be critical in the information they believe? A general approach seems best suited - whether to understand how marketing works or how to research the beliefs of a religion or even how to look past the headlines. One could almost link it in with the similar subset of skills used to critique a text.