About This Pack
Thank you for purchasing Imagine & Reflect (Series 1)
I hope you enjoy using the visualisations and prompt questions as much as I have.
They have been tried and tested with KS2 children in a range of different schools. Children really enjoy them, and find it easy to imaginatively interact with the scene and characters within the visualisation.
I'm always keen to receive feedback so I can continue to develop the resource. Please let me know how you get on.
A Teaching Tool
As a teaching tool, using these guided visualisations is a way of enabling pupils to have a virtual experience in order to question values, explore a new perspective, develop empathy and see things from someone else's point of view.
I have deliberately made the resource non-subject specific, however the possible learning outcomes outlined may hint at their use in PSHCE, Religious Education or Philosophy and Ethics. That said, they could equally feature in a themed Literacy, Humanities or Science lesson. Each unit begins with a guided visualisation, followed by reflection, questions to promote enquiry and a response activity to help with evidencing learning.
The lesson plan is formatted as a Word document so it can be easily customised for your cohort of students. The visualisation script is included within the lesson plan should you want to guide the children through the visualisation yourself. However a pre-recorded audio file is included in the unit if you prefer to use the time to observe and assess. Also included are follow up questions for reflection and suggested response activities.
Each lesson plan includes suggested learning outcomes which can be edited and modified for differentiation (see SEN section below). The final slide of the presentation is left blank so that you can add your own, or ask the students to self-assess.
The slideshow is a widescreen PDF that can be displayed on the classroom whiteboard. Alternatively you may choose to load it on your laptop to prompt you through the lesson.
An MP4 audio recording is included which guides students through the visualisation at a pace that seems to work well in my experience. You may decide not to use the audio if you to adjust the script to make the visualisation more tailored to your class, in which case you may want to listen to it beforehand just to get an idea of the pace and style that I have found to be effective. You can also use the Stilling audio before the visualisation if you choose, although you may prefer to settle the class yourself once the routine has been established.
The response activities can be recorded either in Thought Journals or in the usual book used for the topic lesson. A Class Assessment Sheet is is included for record keeping as students achieve outcomes (again in Word format so it can be easily modified.
Special Educational Needs & Inclusion
Guided visualisations aim to develop self-awareness and emotional intelligence and thereby merits a different approach to assessment. To make the content accessible to all you may decide to change the wording, but the guided visualisation should be an inclusive whole class activity with a range of response choices. This can then be self-differentiated by outcome. Children who generally struggle in class will often say profound things during reflection. The role of support will The role of support would then be to scribe words or phrases in quotations as evidence in the book or Thought Journal. Also more able students should be prompted with expand on ideas, eg 'It made me wonder about...' perhaps writing additional questions for further enquiry or reflection.
Jill Brennan 2019