Creative Expression

Overview

This is Lesson 8 of 9 in the unit "Fun First Days!" designed to engage Year 1 students in expressing their hopes and dreams for the school year through art. It supports emotional development and vocabulary growth by encouraging personal reflection and creative communication. The lesson adheres closely to the National Curriculum for England objectives for Art and Design and Personal, Social, Health and Economic (PSHE) education.

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Learning Objectives (WALT)

• WALT express our hopes and dreams for the school year through art.
• WALT use new vocabulary related to feelings, hopes, and creativity.
• WALT talk about our artwork and explain what it means.
• WALT listen respectfully to others and share ideas in a friendly way.

National Curriculum Links:

• Art and Design (Year 1):
  • Use a range of materials creatively to design and make products.
  • Use drawing, painting, and sculpture to develop and share their ideas, experiences and imagination.
• PSHE:
  • Recognise and talk about their own feelings and those of others.
  • Develop confidence to try new activities and say what they like or dislike.

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Success Criteria

I can:

• Use colours, shapes, or materials to show my hopes and dreams.
• Use new words (e.g., dream, hope, excited, proud) when talking about my art.
• Explain my picture clearly to the class or a partner.
• Listen and respond kindly to others’ explanations.

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Resources Needed

• Large sheets of paper (A3 size)
• Variety of art materials: crayons, coloured pencils, felt tips, watercolours, stickers
• Vocabulary word bank cards with images (e.g., hope, dream, happy, school, friends) – dyslexia-friendly font (Arial, size 14) and clear spacing
• Story prompt cards (optional) for students who may find it hard to think of ideas
• Comfortable seating arrangement for circle sharing

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Lesson Structure (60 minutes)

1. Introduction and Recap (10 minutes)

• Gather the class in a circle.
• Recap previously learned vocabulary about feelings and school experiences from earlier lessons in the unit (e.g., happy, curious, nervous).
• Introduce new vocabulary words on visual cards related to ‘hopes’ and ‘dreams’ (show and say).
• Use a short, simple shared speaking sentence: "I hope I will..." and invite a few students to share.

Differentiation:

• For EAL or additional support students, use picture cues and sentence starters to scaffold responses.
• For advanced learners, encourage use of simple conjunctions: "I hope I will make friends and learn to read."

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2. Main Activity – Creative Art Expression (30 minutes)

• Explain that students will create a picture or collage that shows their hopes or dreams for the year in school. They can draw or paint anything they like – a person, place, object, or feeling.
• Model a quick example: a bright sun with the word ‘happy’ above it because you hope to have lots of happy days.
• Encourage students to use vocabulary cards if needed.
• Play calm, inspiring music to create a positive atmosphere.
• Circulate and support students with vocabulary prompts and encouragement.

Differentiation:

• Provide some pre-cut shapes / stencils for fine motor support students.
• Offer a variety of materials to suit different preferences and abilities.
• Encourage more expressive drawing or use of more detailed techniques for those who are ready.

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3. Sharing and Reflecting (15 minutes)

• Bring the class back into a circle.
• Invite volunteers to share their artwork and explain their hopes or dreams using the new vocabulary. Model positive feedback and listening behaviours.
• Use a ‘Feelings and Hopes’ display board to pin up the artwork for ongoing class reflection.

Differentiation:

• Students who find speaking challenging can explain with a partner or use simple single words.
• For more confident speakers, ask them questions that extend their ideas: "Why is this important to you?" or "How will you make your hope come true?"

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4. Plenary – Vocabulary Game (5 minutes)

• Play a quick “Pass the Smile” game to consolidate new vocabulary: passing a soft ball, when a child catches it they say a hope-related word or phrase before passing it on.
• Reinforce WALT by summarising: “Today we used art to tell others what we hope and dream about school. Well done!”

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Assessment:

• Ongoing formative assessment via observation of participation and use of vocabulary during art creation and sharing.
• Use simple checklist: Does the child…
  • Use at least one hope/dream vocabulary word?
  • Attempt to explain their artwork?
  • Show engagement with the materials?

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Extension Activity for Advanced Learners

• Invite students to write a short sentence about their picture using a sentence frame (e.g., “I hope to ___ because ___.”) with support.
• Create a small ‘book’ of hopes and dreams by combining drawings and sentences to share with parents at home.

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Dyslexia-Friendly Strategies

• Display vocabulary cards with dyslexia-friendly font and spacing.
• Use colourful images alongside words to aid understanding.
• Provide verbal repetition and multiple modalities (visual, oral, tactile) to reinforce vocabulary.
• Ensure instructions are clear, short, and repeated as appropriate.

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Reflection for Teachers

• Were all children able to express something about their hopes using vocabulary?
• Did the creative process support emotional confidence and class community?
• How can vocabulary support be further scaffolded for learners who struggled?
• What artworks and shared ideas could inform the closing lesson of this unit?

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This lesson plan encourages creativity while embedding curriculum standards, promoting vocabulary development, and fostering emotional expression through a hands-on and accessible approach.