Collecting Images

Overview

This is Lesson 3 of 8 in the unit "Collage of Integrity" for preschool students in New Zealand.
In this 30-minute art session, students will collect images from magazines that represent integrity—introducing them to the value through visual exploration and hands-on activities suitable for diverse learning needs, including autistic and sensory learners.

Learning Objectives (Aligned to NZ Curriculum Refresh)

Arts Learning Area: Visual Arts (Ages 3-5 years approximated)

Develop curiosity and engagement with images and materials to explore visual ideas (Visual Arts curriculum).
Express ideas and feelings through exploration of materials and images, linking to personal and social values such as integrity.
Observe and respond to images, learning to identify concepts like integrity in simple terms and visuals.

Key Competencies addressed:

Managing Self: Students actively participate by choosing and cutting images.
Relating to Others: Sharing ideas about images that represent integrity.
Thinking: Making connections between images and the concept of integrity.

WALT (We Are Learning To)

Collect images that show integrity.

Success Criteria

Find and cut out at least two images representing integrity.
Use picture prompts to identify integrity-related images.
Share collected images with peers.

Lesson Structure (30 Minutes)

Time	Activity	Details	Notes for Diverse Learners
0-5 min	Introduction & Discussion	Briefly explain “integrity” in simple terms (e.g., doing the right thing) and show picture prompts with examples of integrity (sharing, helping, fairness). Use clear, simple sentences and visual aids.	Use picture cards showing actions representing integrity to scaffold understanding, making it dyslexia-friendly. Allow students to respond with gestures or simple words.
5-15 min	Image Selection and Cutting	Provide magazines and safe scissors. Students look through magazines to find images that relate to integrity (helping, sharing, fairness, kindness). Guide students to cut out at least two images.	For students who find cutting difficult, provide pre-cut images to choose from. Offer hand-over-hand assistance where needed. Maintain calm sensory environment (e.g., minimize loud noises).
15-25 min	Sharing and Gallery Setup	Each student shares their images and explains (with teacher or support if needed) why they chose them. Tape images onto a “mini-gallery” on a board or wall space.	Encourage use of picture prompts to help describe images. Allow students to use alternative communication if verbal sharing is challenging.
25-30 min	Reflection & Clean-Up	Recap WALT and success criteria, praising efforts. Prompt simple reflection questions like “What did you find?” and “How do these pictures show integrity?”	Use simple yes/no or choice questions for reflection. Give sensory breaks if needed during clean up.

Differentiation Strategies

For students needing extra support: Provide pre-cut images and picture prompts; use hand-over-hand assistance for cutting; use visual schedules to provide structure and predictability.
For advanced learners: Challenge them to sort images into different categories of integrity (e.g., honesty, kindness) and add captions or draw an additional related image.
Dyslexia-friendly: Use clear, uncluttered visual aids and simple language. Employ picture prompts illustrating integrity values to support comprehension.

Materials Needed

Child-safe scissors
A variety of magazines with diverse and age-appropriate images
Picture prompts on integrity actions (laminated cards)
Tape or blu-tack to display collected images on board/wall
Visual schedule/picture sequence of activities to support transitions

Assessment Opportunities

Observation: Teacher notes students’ ability to select images aligned with concept of integrity and engage with task.
Success criteria check: Confirm each student finds and cuts out at least two relevant images.
Sharing: Assess ability to communicate reasons for image choices through speech, picture pointing, or other communication methods.

Alignment with New Zealand Curriculum Refresh

Learning Area – The Arts (Visual Arts): Encourages exploration, refinement, and communication of ideas through images and materials, connecting thinking, imagination, senses, and feelings to create and respond to art (NZC, The Arts Learning Area).
Values: Emphasises integrity as a key value in the curriculum, encouraging its understanding through art and social/emotional learning.
Key Competencies: Managing self (engagement in task), relating to others (sharing ideas), and thinking (reflecting on the meaning of images).
Inclusive Practice: The use of pre-cut images, picture prompts, and flexible communication aligns with universal design for learning principles promoted in the curriculum.

Teacher Reflection Tips

Monitor student engagement and adjust support as needed, particularly in cutting or image selection.
Use student responses to gauge understanding of integrity and adapt future lessons to reinforce or expand this concept.
Document images chosen and students’ explanations to track their conceptual learning and communication skills.

This lesson plan is designed to be engaging, developmental, and inclusive, honouring the principles and standards set by the New Zealand Curriculum Refresh for preschool learners, especially supporting diverse needs and sensory learning preferences.

If you need further unit plans or lesson ideas for the "Collage of Integrity" series, feel free to ask!

Teaching Instructions