1. Ask children to look at a collection of natural objects including shells/ rocks/ wood/ flowers/ leaves etc. Ask the children where they came from/how do they exist? Show part 2 of Dottie & Buzz video (Creation). Ask children 'What is living?' 'What has lived before?' 'What was never alive?' (8a)
   
   
2. Ask children to look at pictures of animals/landscapes/mountains/planets, etc. Children paint picture of something that they feel is wonderful. (8a)
   
   
3. Take children on an exploration of the school grounds to find out what other wonderful things can be found. Take pictures with a digital camera of things that the children would like a picture of. Ask children 'How did this get here?' 'What is living?' 'What has lived before?'' 'What was never alive?' (8a)
   Back in the classroom, ask children to tell you what they noticed and begin a list of different sorts of living things, objects and aspects of nature (eg sky, wind).
   
   
4. Set up a Nature Table in the classroom, including printed pictures of items taken with the digital camera on the exploration of the school grounds, and invite children to bring in things from outside school. Circle Time to show these things. Ask children to choose one item and say what they notice about it. How long has is been there? 1 week, 1 year, 5 years, 100 years? (8a).

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5. Add to the Nature Table and ask children in circle time to talk about their item and its past. Ask children the key questions and record their ideas in the floor book.
   
   
6. Read the Christian Creation Story - use Nick Butterworth's "Wonderful World" in support. Ask children what is good about each part of creation. In groups, children sequence and illustrate the Creation story. (8b)
   
   
7. Begin to look at the qualities Christians and others attribute to God. Learn the songs "He's got the whole world in his hands" (a caring God), "If I were a butterfly" (a creating God). Make class display to illustrate one of these songs. (8b)
   
   
8. Choose a parable to read and discuss to illustrate a characteristic of God, e.g. the parable of the Lost Sheep and God's forgiving nature.

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9. Paint a picture of a meaning of God for believers (e.g. Strong, Gentle, Forgiving, Spirit) and describe what he might be like. (8c)
   
   
10. Introduce the Hindu "30,000" Gods, that God is created in different images and names, e.g. Rama, Krishna, Shiva, Ganesha. Show children some pictures and/or murtis of Hindu gods, particularly Krishna.Introduce video, 'Water' ( 'Water, Moon, Candle, Tree and Sword'), by telling children that, for Hindus, one way that God appeared to people was in the form of Rama. So, if we can learn about Rama, Hindus believe we can know more about God.
    
    
11. Remind children of the story of Rama and Sita so far, then show the second part of the video. Use the activities in the Teachers' Book to help children think about how Rama makes things better. From a list of 'targets', (eg war, evil, love, good, sadness, fear, bravery, peace, joy, hate) ask children to colour in ones which Rama will destroy with his 'arrows'.
    
    
12. Remind children of this term's work. Circle Time activity: (a) "I think the most beautiful thing in the world is …" (b) "People who believe in God (like Christians and Hindus) say God is …"Adult scribes responses in Class Big Book of Thoughts.

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