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PLAN ONE: A Wondering at the Creator of Imagination

Teaching Focus for the Lesson Key Understanding
The aim of this lesson is to assist children to develop their religious awareness by A1 Wondering at the ability to imagine.
exploring how using their imagination helps them to form pictures and ideas in their
minds, to create, to wonder and to have fun. Learning Point
A1.1 Uses their imagination in a variety of creative activities.
Prior Knowledge
In approaching this lesson, students will have participated in an introductory lesson to introduce the concept of imagination as a special gift bestowed upon all human
Timing Steps of the Lesson Curriculum Links Resources

15 minutes Introduction
1. The students gather on the mat.

2. The teacher discusses that each person has their own imagination which they
use to learn, create, wonder and have fun.

3. The teacher poses the following wonder questions to the students:
I wonder if you like to imagine?
I wonder what you like to imagine?
I wonder what you can use your imagination for?

4. The teacher will hand out one iPad between three students. Class set of iPads

5. The students will use the link (see resources column) to access the Padlet and Padlet
will work in their small groups to brainstorm ideas about what people can use
their imaginations for. le/imagination (see Appendix
One for example)

6. The teacher reads the story If by Sarah Perry without showing the If by Sarah Perry Perry, S.
illustrations. The teacher invites the students to close their eyes as they listen (1995). If. Santa Monica, CA:
to the story and to use their imagination to think about what the illustrations Getty Trust Publications
might look like.

7. The teacher asks the students to think about how they could use their
imagination to write another page of the book, beginning with the word If.
1 hour Strategies for Learning and Teaching
One group of students will be working with the teacher whilst the other children are
engaged in literacy rotational activities. This activity will run throughout the week
until all students have completed the task.

1. The students return to their desks, ready to begin their work.

2. The students are provided with an If book page template.

3. The students work to create their own page of Sarah Perrys book If. They are English: Literature Recreate If book page templates (see
to use their imagination and creativity to write their own If statement and texts imaginatively using drawing, Appendix Two)
draw an illustration to accompany it. Students should be encouraged to be as writing, performance and digital Writing and drawing materials
creative as they like and to think outside the box. forms of communication
4. Once all students from all groups have completed the task, the teacher will Binder and completed book
bind the book pages to create a class If book, which can be read in a future pages
5 minutes Conclusion
The conclusion will occur at the end of the lesson and will therefore involve only the
students who completed the RE activity in that lesson. The remaining students will
participate in the same conclusion on the day they complete the RE activity.

1. The students pack away their work/materials.

2. The students return to the mat and gather in a community circle.

3. The teacher moves around the circle, inviting each student to share their page Students completed book pages
of the book.

Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
High-level students can be extended by writing a short caption to The teacher will create a class If book by binding all the students pages together. A
accompany their page, which explains why they chose to write and draw copy of each students work will be made and anecdotal notes will be attached to each
what they did. work sample. These copies will be kept on record in the teachers assessment
Students who are limited in their fine motor skills may require the teacher documentation file. The anecdotal notes will record details about:
to assist students with their pencil grip. Students with extremely poor fine The students levels of creativity and ability to think outside the box.
motor skills may require the teacher to write their statement (after telling The students literacy/writing abilities.
the teacher what to write).
Students who do not come from a religious and/or spiritual background
may need to be reminded that wonder questions require quiet, personal
reflection and do not require an answer to be said out loud.
All students should be encouraged to express and accept the uniqueness of
each persons imagination.