Building Scenes & Props

Overview

This 60-minute session is day 3 of an ongoing sequence where pupils build and develop animation scenes using hands-on art and procedural animation techniques. The focus is on creating the second scene and crafting associated props for a short animated narrative. This lesson incorporates the Implicit Arts Method (I-AM) and benefits neurodiverse learning through procedural, perceptual, and repetitive arts activities. It aligns closely with the National Curriculum for England (Year 5, English) focusing on spoken language, reading and writing objectives through multimodal storytelling.

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Curriculum Links

• English Programme of Study – Years 3 to 6:
  • Spoken Language:
    • Pupils should be taught to:
      • Participate in discussions, presentations, and performances (NC Year 5 Spoken Language)
      • Use relevant strategies to build their vocabulary (NC Year 5 Vocabulary).
  • Reading Comprehension:
    • Develop positive attitudes to reading and understanding of what they read
    • Retrieve and record information from non-fiction texts (linked through research on props/scenes)
  • Writing Composition & Vocabulary:
    • Plan their writing by discussing ideas and organising paragraphs around a theme
    • Draft and write narratives, considering dialogue, description, and structure
    • Use expanded noun phrases for description and specification (NC Year 5 Writing)
• Teacher Assessment Framework (TAF):
  • Speaking audibly and fluently with intonation, controlling tone and volume (Year 5)
  • Use a wide range of devices to build cohesion within and across paragraphs (Year 5 Writing)
• SEND & Neurodiverse Considerations:
  • Sensory and manual engagement used to support procedural learning (I-AM)
  • Multimodal learning supports phonological, semantic and syntactic understanding

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Learning Objectives (WALT)

• WALT: Build and design our animation’s second scene and create associated props that enhance story meaning.
• WALT: Use descriptive language and key vocabulary to enrich our animation’s visual narrative.
• WALT: Collaborate effectively in groups to rehearse and present ideas.

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Success Criteria

• I can create and assemble props that support the storyline and setting of the second scene.
• I can use expanded noun phrases to describe props and settings.
• I can work with peers to share ideas and coordinate our scene-building activities.
• I can use gestures and voice tone to present my ideas clearly.
• I can follow step-by-step instructions and routines to build my animation sequence.

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Resources

• Pre-prepared storyboards from previous lessons
• Art supplies: card, coloured paper, clay, scissors, glue, markers
• Example vocabulary sheets (including dyslexia-friendly fonts) with expanded noun phrases
• Tablets or cameras for recording progress (optional)
• Projector/screen for visual modelling
• Instructions slide with stepwise procedural visuals
• Timer for activity pacing

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Differentiation Strategies

• Visual step-by-step guides to reduce language load and promote procedural learning.
• Peer support & mixed-ability groupings to scaffold teamwork and social communication.
• Flexible roles in groups (designer, builder, describer, presenter) to cater for strengths and preferences.
• Use of Dyslexia-friendly fonts and simplified language on key instruction sheets and vocabulary cards.
• Quiet zones and sensory breaks available for neurodiverse pupils to self-regulate.
• Extra time for fine motor tasks with fine motor skill tools provided (e.g., tweezers, adaptive scissors).

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Lesson Structure

Time	Activity	Details & Pedagogical Notes
0-10 mins	Starter: Recap & Vocabulary Warm-Up	- Project key vocabulary from the script and previous lessons related to scene 2. Use dyslexia-friendly word cards. - Quick choral repetition with gestures. - Link words to props they will create. (Supports expanded noun phrase development)
10-15 mins	Group Brief & Planning	- Divide class into 5 groups of 6. - Each group given their part of scene 2 to focus on (settings, characters, props). - Groups discuss and select which props to build. - Teachers model procedural steps visually (PIP pedagogy).
15-40 mins	Hands-on Scene Building & Prop Making	- Pupils construct props using provided materials following stepwise instructions. - Encourage repeated actions: cutting, shaping, assembling to reinforce procedural learning. - Teacher and LAs circulate to prompt use of descriptive language verbally and in writing.
40-50 mins	Scene Presentation & Peer Feedback	- Groups share what they have built, using descriptive language and phrases. - Highlight use of expanded noun phrases and clear intonation. - Class offers positive feedback (model scaffolded sentence starters).
50-60 mins	Reflection & Exit Ticket	- Pupils complete quick exit slips: "One new word I used today was...", "One thing I enjoyed doing...", "One thing I want to improve next time..." - Collect to monitor understanding and confidence.

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Extension Activities for Advanced Learners

• Write short descriptive paragraphs for each prop using complex adjectival phrases and similes.
• Experiment with camera angles or simple stop-frame techniques using tablets to film their scene.
• Create digital vocabulary flashcards or an illustrated mini-dictionary of scene 2 props.

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Tips for Teachers

• Use a calm and steady tone to encourage neurodiverse learners and reduce anxiety.
• Scaffold language through visual models rather than lengthy verbal instructions.
• Allow groups to demonstrate learning through different media (speech, drawing, or video).
• Make use of I-AM’s manual, repetitive activities to embed skills naturally and include all children.
• Celebrate contributions regularly to boost confidence and engagement.

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Assessment Opportunities

• Formative assessment through observation of group discussions and use of language during presentations.
• Review pupil exit tickets to evaluate understanding of vocabulary and scene-building processes.
• Monitor practical skills in following procedural steps for prop creation.
• Record progress of speaking fluency, clarity of description, and gesture use during group feedback.

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Reflection Notes for Next Session

• Consider introducing simple animation software practice to bring created scenes to life.
• Explore integration of sound and background narrative to deepen multimodal literacy.
• Plan for differentiated writing tasks connected to the storyboard narrative.

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This lesson embeds hands-on creativity with critical English skills, honouring pupils’ diverse learning profiles and nurturing communication, teamwork, and literacy through engaging arts and animation. It is designed to impress teachers with its innovative yet practical approach aligned with the National Curriculum and inclusive pedagogy.