Celebrating Our Learning

Overview

This is the final lesson in the "Teddy Bear Picnic Adventures" unit for Year 1 (age 5-6), designed to consolidate learning, encourage reflection, and celebrate achievements. The lesson uses engaging, hands-on activities to promote vocabulary recall and embed understanding in line with the National Curriculum for England (English - Spoken Language and Reading Writing domains).

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Curriculum Links

National Curriculum for England - English (Year 1)

• Spoken Language

  • Participate in discussions, presentations, performances, role play, improvisations and debates (NC p.36)
  • Express ideas clearly using well-chosen vocabulary (NC p.36)

• Reading – Word Reading

  • Apply phonic knowledge to decode words (NC p.37)

• Writing – Composition

  • Write sentences by saying out loud what they are going to write about (NC p.38)
  • Sequence sentences to form short narratives (NC p.38)

Cross-curricular Links

• Art & Design: Create displays to present work
• PSHE: Express emotions about learning and achievements

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Learning Objectives (WALT)

• WALT reflect on our learning journey in the unit
• WALT use vocabulary we’ve learnt to talk about our work
• WALT work cooperatively to create a display that shows what we’ve achieved
• WALT celebrate our progress and achievements

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Success Criteria

• I can talk about what I learnt in this unit using new words confidently.
• I can sequence my ideas clearly when sharing with the class.
• I can contribute to a group display by adding my own work.
• I can listen and support my classmates when they share.
• I can enjoy celebrating our learning with my friends.

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Resources

• Students’ prior work/artifacts from earlier lessons (pictures of teddy bear drawings, picnic stories, vocabulary lists)
• Display board and materials (double-sided tape, borders, labels)
• Large paper for group mind-maps or story sequencing
• Markers, crayons, colouring pencils
• Soft teddy bears or puppets for speaking activities
• Dyslexia-friendly printed word cards and vocabulary sheets (sans serif fonts, coloured overlays available)
• Celebration party items: healthy snacks, napkins, music player
• Camera/tablet to photograph displays (optional)

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Lesson Structure (45 minutes)

1. Welcome and Warm-up (5 minutes)

• Gather class on the carpet with their teddy bears or puppets.
• Recap the unit: “Remember our teddy bear adventures? Today we’re going to talk about everything we have learnt!”
• Quick interactive vocab game: Teacher says a word from the unit and children show a thumbs-up if they remember it or a thumbs-down if unsure.

2. Group Reflection and Discussion (10 minutes)

• In small groups (5-6 children), children take turns to share their favourite activity or new word from the unit.
• Each child uses sentence stems:
  • “My favourite part was...”
  • “I learnt the word...”
  • “I liked when we...”
• Teacher uses teddy bear puppets to model answers and encourage shy children. Use dyslexia-friendly vocabulary cards if needed.

3. Creating the ‘Teddy Bear Picnic Adventures’ Display (15 minutes)

• Groups collaborate to organise collected work (drawings, sentences, photos of previous activities).
• Children help create descriptive labels using simple sentences – focus on vocabulary learned. Teacher supports writing or transcribes where necessary.
• Use visual sequencing: arrange stories or pictures in the order learnt.
• Encourage creativity: add borders, decorate with picnic- or bear-themed stickers or drawings.

4. Show and Tell Celebration (10 minutes)

• Each group briefly presents their part of the display to the class with simple sentences.
• Use speaking prompts and encourage use of new vocabulary.
• Celebrate effort: applause, positive feedback from teacher and peers.

5. Mini Teddy Bear Picnic Party (5 minutes)

• To celebrate their achievements, have a small party with healthy snacks and music.
• Encourage speaking about what they enjoyed most during the unit.
• Teacher takes photos of the display for parents and school newsletter.

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Differentiation Strategies

Group/Need	Strategies
EAL learners	Use visual aids and vocabulary cards with pictures; peer support; sentence stems.
Dyslexic learners	Provide dyslexia-friendly word cards; read instructions aloud; allow oral responses.
SEND (Speech & Language delay)	Use puppets to support expression; pair with a buddy; simple sentence frames.
Advanced learners	Extend labels with adjective use (e.g. “The fluffy teddy bear enjoyed the sunny picnic.”); encourage them to write a short story or poem for the display.

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Assessment for Learning

• Formative:

  • Observe children’s participation in sharing and group work.
  • Assess use of vocabulary during sharing and label-writing.
  • Note confidence and clarity in spoken presentations.

• Summative:

  • Review the completed display for vocabulary use and sequencing accuracy.
  • Teacher notes on contribution, understanding, and engagement recorded in unit portfolio.

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Extension Activities

• Create a storybook at home or in school using teddy bear vocabulary and pictures from the display.
• Encourage children to draw or write about another imaginary adventure for their teddy bears.
• Use simple ICT tools (e.g., voice recording apps) for children to record their stories or reflections.

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Reflection and Next Steps for the Teacher

• Gather feedback from children about their favourite activities and vocabulary to inform future planning.
• Share photographic evidence and learning outcomes with parents to showcase progress.
• Consider follow-up units with similar integrated speaking, reading, and writing focus.

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This lesson is designed to consolidate and celebrate the children's achievements using active reflection, verbal expression, and creative collaboration, precisely addressing Year 1 expectations from the National Curriculum for England while fostering enthusiasm for language learning through thematic engagement.