Wonderfully Made

Overview

Today students explore what it means to be “wonderfully made in God’s image”. Students will share ideas, listen to a short stimulus, and plan and write one informative paragraph using their notes.

Learning intentions

• WALT understand that being made in God’s image means we have inherent worth and unique gifts.
• WALT describe examples of how we show God’s love through actions (kindness, respect, caring).
• WALT express ideas creatively through art and hands-on activities.
• WALT speak and listen respectfully by building on others’ ideas.

Success criteria

• I can explain in simple words what “wonderfully made” means to me.
• I can give at least two examples of ways I can live as someone made in God’s image.
• I can create an artwork or hands-on project that shows what being wonderfully made means.
• I can share my ideas clearly with others through speaking and listening.

Curriculum links

• Writing (teaching considerations): Students use planning and drafting with enough topic knowledge to write.
• Writing (composition: writing to inform): Clear imperative/step-like instructions support writing.
• Writing (using notes): Students record key ideas during planning.
• Writing (single paragraph): Students write single-paragraph texts that follow from planning.
• Communication competencies (speaking, listening, presenting): Students contribute ideas and respond to others respectfully.

Lesson structure (60 minutes)

1. 0–5 min · Welcome & settle. Teacher greets students and sets the learning focus: “wonderfully made in God’s image”; students sit in a circle and track the key words on a class display.
2. 5–12 min · Hook (slide stimulus). Teacher shows/reads the main points from the slide “Wonderfully Made in God’s Image” and asks: “What does ‘wonderfully’ suggest about people?”

• Students turn-and-talk, then share one idea with the class.

3. 12–20 min · Guided discussion. Teacher prompts respectful responses:

• “What might ‘God’s image’ mean for how we treat others?”
• “How do we show our unique gifts in school or at home?”
• “Why is it important to include everyone and use kind words?”
• Students answer using sentence frames: “I think… because…” and “Another way is…”

4. 20–28 min · Build knowledge with examples. Teacher teaches a short, age-appropriate set of examples (1 minute each) and records them as a class word bank:

• caring for others, telling the truth, forgiving, helping, using talents, sharing fairly, welcoming someone left out.
• Students help sort examples under two headings: “Who we are” and “What we do”.

5. 28–40 min · Creative hands-on activity. Students create an artwork or craft that represents what it means to be wonderfully made in God’s image.

• Options include drawing self-portraits highlighting unique gifts, making a collage of kind actions, or crafting symbols of care and respect.
• Teacher circulates to support and encourage expression.

6. 40–50 min · Sharing and discussion. Students present their creations to a partner or small group, explaining their ideas verbally.

• Teacher facilitates respectful listening and positive feedback.

7. 50–60 min · Reflection and exit ticket. Students complete an exit slip by drawing or writing one way they will show they are wonderfully made in God’s image.

• Students share their reflections before leaving.

Resources

• “Wonderfully Made in God’s Image” slide (or printed key points)
• Class word bank headings: “Who we are” / “What we do”
• Art supplies: paper, crayons, markers, scissors, glue, magazines for collage
• Craft materials for hands-on projects
• Sentence frames for discussion and feedback
• Exit ticket slips (with option for drawing or writing)
• Visual aids to support vocabulary and ideas

Assessment

• Teacher checks during discussion for understanding of “wonderfully made” and “God’s image” (listen for meaning and actions).
• Teacher reviews notes organisers to see whether students included at least two examples.
• Exit ticket checks whether students can link identity (“made in God’s image”) to actions (“what I will do”).

Differentiation

• Support: Provide visual aids and sentence starters on the board for discussion and sharing.
• Support: Allow students to express ideas through drawing, collage, or simple crafts instead of writing.
• Support: Confer individually to capture ideas orally if needed.
• Extension: Encourage students to add more details or create a short oral presentation about their artwork.
• EAL/SEN: Use visual word banks, repeat key vocabulary, and allow oral rehearsal with a partner before sharing.
• Provide alternative materials and tools to accommodate different fine motor skills.