1. Children’s meetings Planning for the meeting

2. Planning Careful planning helps to focus you to analyse your own and children’s understandings. It is pivotal in helping you bring to mind, refine and develop the pedagogy you need to effectively interact with children. Research shows the best learning comes from well thought out and well planned lessons. Plans help to scaffold (build) ideas Best planning is done collaboratively (in co-ordination)

3. Forming the plan Begin with the big picture – what do you want to get across to the children? (This is your main burden) Ask yourself how will I ‘teach’ that? Unpick the main idea: break it down into sections or areas you want covered. Break those sections down again into small tasks – thinking carefully about what your children will be able to do.

4. Creation reveals God's characteristic of beauty. God made all things and designed them to express His beauty. Watch terminology – you wouldn’t use characteristic or designed with small children – or you would make sure they understood the term first. Break down of this might be: To identify the characteristic of beauty in God’s creation To show that creation shows (expresses) God’s beauty

5. To identify the characteristic of beauty in God’s creation Children will: Examine a lily and the parts of the lily to appreciate its beauty Identify beauty in creation using picture cards by comparing God-made items to man-made items Discuss and list the differences between God-made items and man-made items

6. To show that creation shows (expresses) God’s beauty Children will View some paintings and discuss who may have painted them – what kind of people they might be. View some scenery or the creation cards to realise something about the creator of those items – what they tell us about the creator.

7. Template planner

8. What’s in the plan? Know what you want to get across – the focus or burden Know what you want the children to be able to do/say after your lesson

9. What’s in the plan?

13. We have our plan – now what? Pray and practise Practise telling the story (if you use one) – using expression Practise going through the lesson Practise on each other Practise on the cat (dog?) Practise in the garden Pray some more