Planning grid – Narrative writing
Curriculum Areas and
Week 1
main aims:
Literacy/Drama
Explore settings from texts
Develop interesting
using a variety of activities
atmospheric writing for
including sketching and
settings by:
soundscaping.
Exploring texts to
introduce the use of
imagery and simile;
Using visual images,
sounds and movement
as stimuli.
Develop a narrative that
is used to create a class
film.
Art:
Using drawing as a skill
to develop ideas in other
arts areas.
Develop drawing skills in
forming shape, pattern
and texture.
Creating group art.
Music:
Develop understanding
of compositional
structure.
Working in small groups
to develop musical
layers to pattern as class
compositions.
Dance:
Explore movement ideas
from visual stimulus.
Compose as individuals
and pairs.
Setting one – Escher picture
(see dance) – using the dance
vocabulary and pictures create
class description of setting.
Escher picture: create
characters from the image
using discussion and drama
activities.
Week 2
Week 3
Week 4
Introduce the Blake image. Create a new
character from this image through
discussion and drama activities – collect
vocabulary
Before visit create scene at setting two the sea
photograph. The second character is taking the
first to a different place. What is the reason?
Discussion and drama activities.
.
Children write the dialogue for the scene.
Using texts recap the use of
imagery and simile to develop
interesting and atmospheric
settings.
Children write their own
descriptions of the place they
created at the gallery from the
Paolozzi sculpture. This could be
done from the point of view of one
of the characters associated with
the place.
Explore the meeting of first and second
characters - through drama activities
Further explore examples of settings in
texts that use imagery and simile.
Setting two – the sea photograph – use
vocabulary and drawing in sketchbooks and
the work done in music to discuss the
setting as a way of developing imagery and
the use of similes.
Write class then individual descriptions that
incorporate imagery and simile.
Develop sketchbook work in
dance session – creating
movement in
shapes/patterns/texture etc.
Sketchbook work in music/dance - creating
movement in shapes/patterns/texture etc.
Look at all the images so far. Children
become aware of the artists. Create images
of the story so far in sketch books to be
used as a way of remembering the narrative
Listen to compositional piece
that portrays a setting.
Discuss patterns in music and
rhythms/pitch/speed etc what
mood is created.
Think of words to use to copy
some of the rhythms.
Creating composition from poem created in
dance.
Working in small groups.
Layering sounds.
Explore the buildings in the
Escher picture; create
vocabulary and movement
Draw the movements and add
the words in sketchbooks.
Develop simple notation.
Sea setting – photograph
Explore movement ideas – simple
sequencing
Write vocabulary and draw movements in
sketchbooks.
Create a simple poem to move to.
Using images in sketchbooks, group pictures
and vocabulary sheets – children story tell then
write the story beginning in sketchbooks using a
basic structure
1.
Describe the Escher setting
2.
Scene between the initial characters.
3.
First meeting of the main characters
4.
Describe the sea setting
5.
Second scene between the main
characters.
Gallery session
Visit real Blake image (used to create the second
main character) and recap story so far.
Look at five pictures in ‘Blake’s Shadow’ created
by artists that reflect Blake’s approaches/ideas

Group pictures – Four groups create new
characters - One group develops setting 3
a new land.

Children share ideas. Other children
suggest more vocabulary for this image this vocabulary is developed into a
soundscaping activity.

Children are introduced to the Paolozzi
‘Twin Towers’ sculpture and start to link
their characters to this ‘building’. They add
this to their group pictures.

Children share ideas and start to develop
the story through drama activities.
Develop both building and sea ideas to create
paired compositions.
Focus on creating paired shapes and
movements where bodies are joined in some
way but not doing the same shape/movement.
Develop story to its conclusion
through drama and discussion
activities, using the group pictures,
vocabulary sheets dance and
sound as stimuli.
Children individually write part of
the narrative taking one or two
scenes to focus one. Rather than
trying to write the whole story.
Develop group pictures – layering
using any mediums etc.
Week 5
Class work together to
develop some outcome
that portrays the story they
have created and
incorporates the artwork,
drama, dance, poems and
soundscapes.
(Children decided to
create a film of their story
using their artwork, dance
drama and music. They
devised, acted, filmed,
added sound, voice overs
and edited the film. The
film was shared with other
year groups later in an
open week)
Watch short films that use art
works to tell stories.
Develop soundscape with instruments as well as words. Changing
words to sounds. Mixing instrumental patterns and vocal patterns.
Using the soundscape for setting
explore movement ideas as
individuals and in pairs.
Develop ideas for setting
three as a paired
composition.