Middle Phase Planning.
Medium Term Planner: Spring 1st half
Teacher(s):
Date:
Session
No:
1
Learning objective Differentiated activities
(what do I want the ° to meet learning objective
children to learn?)
° Key Questions
° SEN, EAL, G&T
Record from imagination
and explore ideas.
Look at illustrations and images of the
fire of London/people etc- some on the
IAW. Discuss why there are no photos of
this time. Discuss what children know
from the images seen. What has the
artist/illustrator tried to show in the
composition? What colours have been
used? What is happening in the
fore/background? How did the artist
know what the fire looked like? Are the
images seen pretend or real?
Year: 2
Class: Purple/Yellow
ICT
Resources /
opportunities: Presentation:
Homework
links:
ICT opportunities:
Use of camera
Resources:
Illustrations and
images of the fire
of London/people
etc
Subject / Unit: Art & Design: Picture this!
Time Allocated: 5 hours
Cross Curricular
Assessment / Evaluation:
Links
Learning Outcome:
Key Vocabulary:
Success Criteria:
Cross curricular links:
Literacy
Key vocabulary:
Composition, imagination,
photograph, painting,
illustration.
Play ‘Jump into the Picture’. How would it
have felt, smelt? Show children a section
of an image. Role play what is happening
outside the image seen (fire fighters,
people running, shouting etc.).
In mixed ability groups:
Give each group a section of an image to
extend from imagination.
Whilst children are working take photos
of individual children acting out aspects of
the image (running etc.) to use in week 4,
5, 6.
Inclusive teaching checklist:
° culturally relevant and accessible material
° visual support
° drama: role play, etc;
TA Role:
TA to aid children with role play.
Notes/Next steps:
Can children visualise the whole of
an image from a given part and
make drawings from the visual
clues given?
° talk partners (whole class and independent work)
° collaborative and mixed attainment group work/pairs
° developing vocabulary
° home language
° scaffolding and modelling
Date:
Session
No:
2
Teacher(s):
Year: 2
Class: Purple/Yellow
Learning objective Differentiated activities
(what do I want the ° to meet learning objective
children to learn?)
° Key Questions
° SEN, EAL, G&T
ICT
Resources /
Cross Curricular
Presentation:
opportunities:
Links
Homework
Key Vocabulary:
links:
Ask and answer questions
about the starting points
for their work.
Record from imagination.
Play ‘Guessing Game’- show a small part of
an image (use the reveal button on the
IAW) - What is it? Is it a photo or a
painting? How do you know? Do you think
it is an old or new picture? Why? Do you
think it is an image from the Fire of
London? Why? Discuss brushstrokes seen,
colours etc. how can we tell the
difference between a painting and a
photo? Discuss compositions e.g. to focus
attention on a particular idea or person.
Introduce the idea of being an eye
witness at the scene of the Fire of
London. Discuss the Fire of London story.
ICT opportunities:
IAW
Resources:
Pencils,
sketchbooks,
mixture of images
of paintings,
photographs etc.
Subject / Unit: Art & Design: Picture this!
Time Allocated: 6 hours
Cross curricular links:
Literacy
Key vocabulary:
Eye witness, composition,
imagination, photograph,
painting, illustration.
Teacher describes a scene that children
can see of the fire of London and children
create quick sketches of scene in
sketchbook.
Inclusive teaching checklist:
° culturally relevant and accessible material
° visual support
° drama: role play, etc;
° talk partners (whole class and independent work)
° collaborative and mixed attainment group work/pairs
° developing vocabulary
° home language
° scaffolding and modelling
TA Role:
Notes/Next steps:
Assessment / Evaluation:
Learning Outcome:
Success Criteria:
Can children comment on what they
can find out by looking at a small
part of an image?
Teacher(s):
Date:
Session
No:
3
Learning objective Differentiated activities
(what do I want the ° to meet learning objective
children to learn?)
° Key Questions
° SEN, EAL, G&T
Try out tools and
techniques and apply
these to materials and
processes.
Look at different ways colour is used in
paintings, on the IAW, to create
different moods. Has the colour been
used in a realistic way or unrealistic?
What catches your eye in the painting and
why? Introduce the idea of children
creating paintings inspired by the fire of
London. What colours would an artist use
to represent that time? Ask questions
about mood in 1666. Focus on colours of
fire, building (tall, dark etc).
Year: 2
Class: Purple/Yellow
ICT
Resources /
opportunities: Presentation:
Homework
links:
ICT opportunities:
IAW
Resources:
Paints, sugar
paper, brushes,
sketchbooks,
water, paintings
i.e. Turner,
Matisse.
Subject / Unit: Art & Design: Picture this!
Time Allocated: 6 hours
Cross Curricular
Assessment / Evaluation:
Links
Learning Outcome:
Key Vocabulary:
Success Criteria:
Cross curricular links:
Literacy
Key vocabulary:
Realistic, unrealistic, eye
catching, mood, colour,
colour mixing, inspiration.
Explain that children are going to practice
colour mixing ready to start their
paintings. Model mixing different oranges,
reds and browns. How many different
shades of each colour can children mix in
their sketchbooks?
In mixed ability groups:
Children to paint different shades of
colours in their sketchbooks.
Inclusive teaching checklist:
° culturally relevant and accessible material
° visual support
° drama: role play, etc;
° talk partners (whole class and independent work)
° collaborative and mixed attainment group work/pairs
° developing vocabulary
° home language
TA Role:
TA to assist SEN/BA children with mixing paints.
Notes/Next steps:
Can children explore different
colours that can be created with
the palette given?
Teacher(s):
Date:
Session
No:
4
Learning objective Differentiated activities
(what do I want the ° to meet learning objective
children to learn?)
° Key Questions
° SEN, EAL, G&T
Represent observations,
ideas and feelings, and
design and make an image.
Review what they and
others have done.
Discuss skills learnt so far. Remind
children that they are going to pretend to
be an eye-witness at the fire of London
and create a painting using the skills they
have been learning about. Discuss how
artists/illustrators use different
compositions and scales for effect. Look
at photographs, images from magazines
and storybooks. Model creating a quick
composition with charcoal using drawings
of buildings children have done in the
previous session. Whilst modelling discuss
scale of building compared to photo of
child to be collaged onto the painting.
Year: 2
Class: Purple/Yellow
ICT
Resources /
opportunities: Presentation:
Homework
links:
ICT opportunities:
Images from
camera.
Resources:
Photographs,
images from
magazines and
storybooks,
paper, charcoal.
Subject / Unit: Art & Design: Picture this!
Time Allocated: 6 hours
Cross Curricular
Assessment / Evaluation:
Links
Learning Outcome:
Key Vocabulary:
Success Criteria:
Cross curricular links:
Literacy
Key vocabulary:
Composition, eye-witness,
scale, success,
improvements,
inspiration.
Children to create their own compositions
with charcoal.
Children to review their work. What have
they done well? What could they improve?
How?
Inclusive teaching checklist:
° culturally relevant and accessible material
° visual support
° drama: role play, etc;
° talk partners (whole class and independent work)
° collaborative and mixed attainment group work/pairs
° developing vocabulary
° home language
° scaffolding and modelling
TA Role:
TA to assist SEN/BA children with composition.
Notes/Next steps:
Can children create their own
composition using a photo of
themselves for scale?
Can children suggest success and
improvement for their work?
Teacher(s):
Date:
Session
No:
5
Learning objective Differentiated activities
(what do I want the ° to meet learning objective
children to learn?)
° Key Questions
° SEN, EAL, G&T
To identify what they
might develop in their
work and what materials
and processes they might
need.
Review what they and
others have done and say
what they think and feel
about it.
Look as a whole class at the compositions
from the previous session. Remind
children about mixing paint and model
adding flat, bold colours. Discuss
brushstrokes needed and remind children
how to hold and use a paintbrush.
Reinforce adding colour to the background
before the foreground.
Year: 2
Class: Purple/Yellow
ICT
Resources /
opportunities: Presentation:
Homework
links:
ICT opportunities:
Images from
camera.
Resources:
Paint, mixing
palettes, brushes,
water, paper,
collage materials,
photos, glue.
Subject / Unit: Art & Design: Picture this!
Time Allocated: 6 hours
Cross Curricular
Assessment / Evaluation:
Links
Learning Outcome:
Key Vocabulary:
Success Criteria:
Cross curricular links:
Literacy
Key vocabulary:
Composition, colour
mixing, foreground,
background, flat, bold,
collage, inspiration, eye
catching.
Children to add flat bold colour to
painting.
Discuss adding detail and photos of
themselves. Model adding detail to
paintings and using collage ideas to add
effect. Remind children to leave part of
their composition for the photo of
themselves. Discuss what part of the
compositions will catch the eye of the
viewer/audience.
Children to add details to paintings.
Review decisions, what they wanted to
show, identify successful features and
inspiration. What would children add to
make their paintings/collage even more
successful and what would they do
different next time?
Inclusive teaching checklist:
° culturally relevant and accessible material
TA Role:
Notes/Next steps:
Can children identify what they
wanted to show in their work and
how they could create effects?
Can children identify what they
might change in their current work
or what they might develop in
future work?
° visual support
° drama: role play, etc;
° talk partners (whole class and independent work)
° collaborative and mixed attainment group work/pairs
° developing vocabulary
° home language
° scaffolding and modelling