Who Made The Wonderful World?
Christianity
Name of Unit:
Faith:
Who Made The Wonderful World? (Creation)
Christianity
Phase in which this unit should be taught: EYFS
Recommended Year Group (if specified:) Reception
Previous Learning:
Pupils’ own experiences.
Possibly: ‘Who Cares For This Special World and Why?’ (Creation) - Depending on where this unit is placed in the school’s RE Curriculum Map.
Areas of Learning & Development:
Understanding The World; Personal, Social and Emotional Development; Communication and Language.
What This Unit Teaches:
This unit includes learning about Harvest and so it would be most suited to
 Concepts of valuable and precious;
being taught in the Autumn Term when schools are celebrating Harvest
 What Christians believe about creation;
Festival.
 The Bible;
 The natural world;
 Each individual is unique and precious;
 Thankfulness;
 The Church;
 Harvest Festival;
 Sharing the gifts of creation.
Key RE Vocabulary:
Valuable, special, precious, treasured, unique, Christian, God, Creator, Bible, beginning, Creation, natural, nature, World, wonderful, beauty, detail,
look after, human beings, care, love, thankfulness, celebration, church, Harvest, Harvest Festival, share.
Spiritual, Moral, Social and Cultural Development:
Sensitivities:
 Reflection;
Be aware and mindful of pupils’ religious and cultural backgrounds - please
 Developing a sense of ‘awe and wonder;’
be aware that Muslims are not permitted to draw / act out any parts of
 Appreciation, thankfulness, generosity and sharing;
Allah’s (God’s) creation and so Muslim pupils need to be given the chance to
 Listening to one another;
respond to the creation story in ways that do not compromise their faith.
 Developing an awareness of others and their viewpoints;
Please be sensitive towards:
 Coping with worries and supporting others;
 Family units and their differences;
 Attitudes and behaviour towards the natural world, care towards
 Looked After Children;
creation.
 Any bereavements in family units;
 Pupils and families who live in poverty themselves.
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Possible Further Thinking and Extension Activities:
Opportunities for pupils to further explore and respond to the natural
world through a variety of media, e.g. art and design, music, dance, poetry,
etc.
Links to festivals with the theme of thankfulness / creation in other faiths
and cultures that members of the class may be celebrating.
Christianity
This unit has been written with reference to the Prime and Specific Areas of
Learning and Development in ‘Developmental Matters.’
It may be beneficial for practitioners to consider how this prepares pupils as
a foundation for future working within Learning About Religion, (Attainment
Target 1) and Learning From Religion, (Attainment Target 2) in Religious
Education.
Future Learning:
Possibly: ‘Who Cares For This Special World and Why?’ (Creation) - Depending on where this unit is placed in the school’s RE Curriculum Map.
Key Stage 1: ‘What Responsibility Has God Given people For Taking Care of Creation?’
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
Learning Objectives
Session 1
Pupils should:
 talk about what is precious to them;
 begin to explain why something is precious
to them;
 understand that Christians believe we are
precious to God.
Areas of Learning and Development.
Personal, Social and Emotional Development:
All aspects;
(30 - 50 months, 40 - 60+ months.)
Communication and Language:
Listening & Attention, Understanding,
Speaking;
(30 - 50 months, 40 - 60+ months.)
Suggested Teaching Activities
What Is Precious To You?
Points To Note
Direct Teaching:
Teacher to bring in and share one or two objects with the
pupils that are precious to them.
Explain why, (e.g. a photograph of a family member and the
love that they have for them, etc.)
Encourage pupils to share their precious object(s) with the
rest of the class. Ask them to explain why it is precious, what
makes it precious, etc.
Activities:
 Make a display of ‘precious’ objects, pupils to write
captions alongside each object explaining why;
 Think of other words which help us to understand the
word ‘precious,’ e.g. special, valuable, meaningful and
treasured, etc.
Prior home learning:
Pupils to bring in something that is
precious to them.
Resources:
Special objects, e.g. teddy, photograph,
etc.
The Bible.
Sensitivities:
Please be aware of sensitivities around
family, religious and cultural backgrounds.
Plenary:
Explain that Christians believe that each one of us is precious
and treasured by God.
Why do the pupils think that Christians believe this?
Read Matthew 10:29-31 to see what the Bible says about how
precious we all are and unpack this with the pupils.
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Learning Objectives
Session 2
Pupils should:
 be familiar with the Christian story of
creation as found in The Bible;
 know that Christians believe God made
the world.
Areas of Learning and Development.
Understanding The World:
The World;
(30 - 50 months, 40 - 60+ months.)
Personal, Social and Emotional Development:
Making Relationships;
Self-confidence and self–awareness;
(40 - 60+ months.)
Communication and Language:
All aspects;
(30 - 50 months, 40 - 60+ months.)
Christianity
Suggested Teaching Activities
How Do Christians Believe The World Began?
Direct Teaching:
Talk with the pupils about how they begin their day, (check
their understanding of ‘beginning’.)
Discuss other ‘beginnings’ e.g. the beginning of a story,
starting school, etc.
Encourage pupils to think about the world.
How do they think it began?
Share with the pupils the Christian story of creation using
‘The Beginners Bible’ or another appropriate translation or
other version of this story.
Discuss the story with the pupils. What do they think of the
story? What was their favourite part of the story and why?
Activities:
 Encourage pupils to retell the creation story using
pictures or props;
 Draw, paint or create in other media their favourite part
of the creation story;
 Look at ‘wow’ pictures of creation and respond using
words, music and art, etc;
 Create their own piece of creation that they would like
God to have created.
London Diocesan Board for Schools Syllabus for Religious Education
Points To Note
Ensure pupils understand that the
creation story is from The Bible.
(Christians and Jews believe in the same
creation story. This story is found in The
Bible and The Torah.)
Resources:
‘The Beginners Bible’ by Lion Hudson
/ Other appropriate translations of The
Bible;
Other versions of the Christian creation
Story;
Pictures / props of the creation story;
Materials and media for drawing, painting
or creating in other media;
‘Wow’ pictures of creation;
YouTube Clip ‘The Creation – The
Beginners Bible.’
Sensitivities:
Please be aware that Muslims are not
permitted to draw any parts of Allah’s
(God’s) creation and so Muslim pupils
need to be given the chance to respond
to the creation story in ways that do not
compromise their faith.
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
Plenary:
Revisit the creation story using ‘The Creation – The
Beginners Bible’ YouTube clip.
Why do the pupils think that this is such an important story
for Christians?
What question would they like to ask God about His
creation?
What do they think that the creation story teaches us?
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
Learning Objectives
Suggested Teaching Activities
Session 3
What Is Special About The Natural World?
Pupils should:
 talk about the Christian story of creation
as found in The Bible;
 know that Christians believe God made
the world;
 talk about and respond to the natural
world;
 think about how we should look after and
treat the natural world.
Direct Teaching:
Briefly recap the Christian story of creation using pictures or
props.
Areas of Learning and Development.
Understanding The World:
The World;
(30 - 50 months, 40 - 60+ months.)
Personal, Social and Emotional Development:
Self-confidence;
(40 - 60 months.)
Communication and Language:
Understanding, Speaking;
(40 - 60+ months.)
Points To Note
Share some of the pupils’ responses from the last lesson e.g.
pictures, paintings, ‘wow’ pictures, etc.
Activities:
Take the pupils for a walk in the school grounds or local area:
 Encourage them to look and listen really carefully and
closely;
 Ask the pupils to identify aspects of nature as in the
creation story;
 Look at seasonal changes, e.g. blossom, colour of leaves
etc.
 Listen to the sounds of the natural world around them,
e.g. water, birds, animals, human beings, etc;
 Take photographs or sketch elements of the natural
world;
Draw out with the pupils:
* How wonderful the natural world is;
* The ‘uniqueness’ of creation, e.g. each leaf and flower is
different;
* The beauty in nature;
* The attention to detail in nature;
London Diocesan Board for Schools Syllabus for Religious Education
Risk assessment for local walk;
Extra adults to accompany pupils on walk
if off-school premises.
Resources:
Pupils’ responses from the last lesson e.g.
pictures, paintings, ‘wow’ pictures, etc.
magnifying glasses, cameras, iPads, sketch
books, pencils, pens, range of art media,
etc.
Sensitivities:
Please be aware that Muslims are not
permitted to draw any parts of Allah’s
(God’s) creation and so Muslim pupils
need to be given the chance to respond
to the natural world in ways that do not
compromise their faith.
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
* The usefulness and purpose of the natural materials in the
world, e.g. water, plants, trees, drink, food, etc.
Plenary:
Explain that Christians believe all these things show God as
the designer / maker / creator of the world.
What do the pupils think creation tells Christians about God,
what He is like and the kind of God that He is?
From what we have seen, heard, felt and learnt, what does
this teach us about how we should look after and treat the
natural world?
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
Learning Objectives
Session 4
Pupils should:
 know about similarities and differences
between them and their friends;
 be aware of some of the things that make
them precious and unique;
 know that Christians believe that God
created and loves all human beings.
Areas of Learning and Development.
Understanding the World:
People and Communities,
The World;
(30 - 50 months, 40 - 60+ months.)
Communication & Language:
All aspects;
(40 - 60+ months.)
Suggested Teaching Activities
What Makes Us Unique?
Points To Note
Direct Teaching:
Create a display of baby photographs from the class and ask
the pupils if they can identify who is which baby?
Discuss the similarities and differences between the babies
and also the similarities and differences between the pupils
now.
Home Learning:
Ask pupils to bring in a photograph of
themselves as a baby and also one of their
families.
Resources:
Baby photographs from the class;
Family photographs from the class;
Help pupils to recognise that each one of them is special, they Mirrors;
are the only person exactly like them and there is no-one else Art and writing materials;
anywhere in the world who is exactly the same as them, they The Bible,
are unique.
Psalm 139: 13-14 from The International
Children’s Bible or another appropriate
Look at family photographs.
translation.
Talk about how family units may be different, but they are all
special.
Sensitivities:
Please be sensitive towards:
Discuss the importance of belonging, each one of them
 Family units and their differences;
belongs and is loved by their own family unit. They are
 Looked After Children;
‘precious’ and ‘unique.’
 Any bereavements in family units;
 The cultural and religious
Activities:
backgrounds of pupils
Activities to demonstrate ‘uniqueness’ could include:
Please be aware that Muslims are not
 Self portraits;
permitted to draw any parts of Allah’s
 Drawing portraits of each other;
(God’s) creation and so Muslim pupils
 Thumb prints;
need to be given the chance to respond
 Handprints;
to uniqueness in people in ways that do
 Sharing their skills and talents with others;
not compromise their faith.
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
 Writing what they notice is a special quality about
someone else in the class / members of their family.
Plenary:
Read Psalm 139:13-14.
Unpack these Bible verses with the pupils.
What do they think that these Bible verses mean?
Explain that Christians believe that God has made them and
that they are unique, special and really loved and always loved
by God.
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
Learning Objectives
Session 5
Pupils should:
 know that Christians believe God designed
and created all living things;
 know that Christians believe each living
thing is precious and is loved and cared for
by God.
Areas of Learning and Development.
Understanding The World:
The World;
(40 - 60+ months.)
Communication and Language:
Listening and attention,
Understanding,
Speaking;
(40 - 60+ months.)
Suggested Teaching Activities
What and Who Do Christians Believe Is
Precious To God?
Points To Note
Direct Teaching:
Look at sparrows in the school grounds or show some
pictures / video of them.
Talk about sparrows, e.g. what sparrows look like? Where
they live? What they eat? What sound the make when they
sing? etc.
Who do Christians believe created sparrows?
Tell the story of “The Very Worried Sparrow” by Meryl
Doney;
Discuss what the sparrow worried about? (Food to eat,
building his nest, finding a friend, safety of his family, etc.)
Resources:
Photographs and video clips of sparrows,
their nests and of them in action;
“The Very Worried Sparrow” by Meryl
Doney;
Selection of art and design, craft and
writing materials;
Worry box and worry slips;
The Bible
Matthew 10:29-31 from The International
Children’s Bible or another appropriate
translation.
What made his worries go away?
Ask pupils if they ever have similar worries?
How do they deal with their worries?
Activities:
 Pupils draw / paint / write / represent in other art and
design / craft media scenes from ‘The Very Worried
Sparrow;’
 Pupils role play the story of The Very Worried Sparrow;’
 Pupils draw and write what they are worried about and
next to their worry, what they do to help them stop
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
being worried;
 Pupils act out their worry and the pupils act out helping
them deal with that worry;
 Write / draw worries in a worry box which can then be
shared with the rest of the class in the Plenary and the
other pupils / teacher can give advice to the pupil with
that worry;
Plenary:
If the Worry box activity has been done, the class together
shares the worries and the other pupils / teacher can give
advice to the pupil with that worry.
Read Matthew 10: 29-31
Unpack these Bible verses with the pupils.
What do the pupils think that these Bible verses mean?
Explain that Christians believe that God doesn’t want anyone
to worry about anything. They believe that because God
loves everyone, He will take care of people and provide for
them . . . just like he did for the worried sparrow!
London Diocesan Board for Schools Syllabus for Religious Education
Sensitivities:
Please be aware that Muslims are not
permitted to draw any parts of Allah’s
(God’s) creation and so Muslim pupils
need to be given the chance to respond
to the story of “The Very Worried
Sparrow” in ways that do not
compromise their faith.
Please be sensitive to the worries that
pupils may have, gauging whether each
pupil wants to share their worry/ies or
not with others.
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
Learning Objectives
Session 6
Pupils should:
 Know that Harvest is important to
Christians;
 Recognise that Harvest Festival is a time
for Christians to say ‘Thank You’ to God;
 Know that we should all be thankful for
what we have;
 Consider how we can share the gifts of
creation with others.
Areas of Learning and Development.
Understanding The World:
People and Communities,
The World;
(30 - 50 months, 40 - 60+ months.)
Communication and Language:
All aspects;
(40 - 60+ months.)
Suggested Teaching Activities
Why Is Harvest Important?
Points To Note
Direct Teaching:
Show some pictures of Harvest produce being displayed in a
Church for Harvest Festival.
Ask the pupils questions about the pictures, (e.g. What can
you see in this picture? Where do you think this is? Why is
the produce on display? What might the people be thinking
who have put this produce on display? etc.)
Encourage pupils to share any personal experiences that they
may have had of a Harvest Festival.
Introduce the concept and distinctively Christian value of
thankfulness, explaining that Harvest reminds Christians of all
the good ‘gifts’ God gives them and that they need to say
“Thank You” to Him.
Why is it important to say “Thank you?”
Why do the pupils think that Christians feel that they need to
say “Thank you” to God for Harvest?
Home Learning:
*Pupils can be invited to bring an item of
produce to contribute to a school or
church Harvest Festival;
*Pupils could also be encouraged to bring
in something they are thankful for.
Links can be made with the distinctively
Christian value of thankfulness;
Links can be made with thankfulness as a
value in other faiths and cultures, as
appropriate to the make-up of the class
community.
Discuss with the pupils what happens to the produce / other
items / money that is collected at Harvest Festival.
Do they think that this part of Harvest is important?
Why do they think that, as well as celebrating what we have,
it is important to give to others who do not have as much as
we do?
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education
Who Made The Wonderful World?
Christianity
Activities:
 Pupils contribute to a class collage of what they are
thankful for;
 Pupils individually record what they are thankful for and
why;
 Invite the school incumbent / other clergy to speak to the
pupils in class about Harvest and why it is celebrated by
Christians;
 Pupils could visit the parish church to look at the Harvest
produce on display;
 Decorate the school / church for Harvest Festival;
 Create something (a worship item,) that can be used in
the Harvest Festival.
Plenary:
Harvest reminds Christians of all the good things God gives
them. A time to say thank you to God in a practical way.
Also an opportunity to highlight the plight of others in the
world less fortunate than us and to do something to help
them.
Resources:
Photographs of Harvest displays,
art and design and craft materials,
writing materials,
the Incumbent / other clergy,
parish church,
Harvest produce,
Harvest decorations,
materials for worship – Harvest Festival
Sensitivities:
Please be aware that Muslims are not
permitted to draw any parts of Allah’s
(God’s) creation and so Muslim pupils
need to be given the chance to respond
to thankfulness in ways that do not
compromise their faith.
Pupils and families who live in poverty
themselves.
Share what members of the class are each thankful for and
also what we can each do to share the gifts of creation with
others.
London Diocesan Board for Schools Syllabus for Religious Education
London Diocesan Board of Education