Painting & Personalising

Overview

This is the fourth lesson in a five-lesson unit called "Creating a School Garden," designed for Year 8 students. The focus today is on completing painting tasks and preparing pots and planters for planting. This lesson combines practical outdoor learning in a forest or garden environment with opportunities for sensory engagement, fine motor skills development, and collaboration. The approach is therapeutic and inclusive, supporting pupils with SEND and SEMH needs through structured, sensory, and multi-modal activities.

National Curriculum Links

• Design and Technology (DT): Develop practical skills in using a range of materials, components, and tools safely.
• Science (Biology): Understand the requirements of plants for life and growth (air, light, water, nutrients from soil).
• Personal, Social, Health and Economic Education (PSHE): Develop self-confidence and self-awareness through hands-on activities and teamwork, supporting mental well-being.
• English: Use clear communication to describe process and reflect on choices, supporting speaking, listening, and reading skills.

Learning Objectives (WALT)

• WALT complete our painting tasks and prepare pots and planters ready for planting.
• WALT fill pots and planters with compost correctly.
• WALT check and confirm planting choices using the planting plan.

Success Criteria

Students will:

• Complete at least one painting or preparation task fully.
• Fill pots or planters with compost using the correct method and measurement tools.
• Confirm where each seed or plant will be located in the garden by referring to the planting plan.

Resources Needed

• Pots and planters
• Pre-measured scoops of compost
• Paint supplies: brushes, paints, aprons, water pots
• Garden centre plant and seed catalogue or printed photos
• Laminated planting plan sheets
• Visual aids: picture-based instructions for pot filling
• Drying racks or designated drying area
• Markers or labels for pots
• Extension materials: planting depth charts, measuring sticks

Lesson Structure (60 minutes)

1. Introduction and Recap (10 minutes)

• Gather students in a circle outside near the garden area.
• Briefly recap previous lesson outcomes: planning and initial painting.
• Clearly state the WALT and success criteria.
• Demonstrate the painting completion process: how to finish designs neatly and safely clean brushes.
• Show visual step-by-step guide for filling pots with compost.
• Discuss the importance of checking the planting plan before starting preparation.

2. Painting Completion (15 minutes)

• Students complete any remaining painting on pots, planters or garden signage.
• Teacher supports those needing help with fine motor skills or ideas, using the therapeutic approach.
• Remind students to clean and place brushes correctly for drying.
• Monitor progress with positive feedback focused on effort and achievement.

3. Preparing Pots and Planters (20 minutes)

• Demonstrate how to fill pots and planters using pre-measured scoops of compost with clear visual instructions.
• Allow students to fill their pots or planters independently, using the scoops and guides.
• Circulate and scaffold support—especially for pupils with SEND needs—adjusting pace when needed.
• Students label their pots with the plant/seed name and optionally mark planting depth as an extension.
• Encourage referencing the planting plan to confirm the correct plant goes to the right location on the garden map.

4. Verification and Discussion (10 minutes)

• Pair students to discuss their choices and explain aloud where and why their plants will be placed, reinforcing speaking and listening skills.
• Teacher prompts questions focusing on plant needs and placement logic (light exposure, spacing).
• Address any misunderstandings by revisiting the planting plan visually.

5. Plenary and Reflection (5 minutes)

• Circle time sharing: each student states one thing they enjoyed or found challenging.
• Reflect on how the tasks contribute to the school's garden and the wider environment.
• Remind about the final lesson focus (planting and maintenance).
• Praise effort, resilience, and teamwork.

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Differentiation Strategies

• Pre-measured scoops and visual step-by-step instructions for filling pots to support those with processing difficulties or fine motor challenges.
• One-to-one adult support as needed for students with SEMH or SEND.
• Simplified verbal instructions supplemented with pictorial cues for dyslexic learners.
• Use of sensory materials and calm, forest-based setting to engage learners needing a therapeutic environment.

Extension Activity

• Research ideal planting depths for chosen seeds/plants using books or brief guided online research with adult support.
• Mark pots with visual depth indicators (e.g., tape or stickers) to guide planting in the next lesson.

Assessment

• Formative assessment through observation of practical skills (painting finishing, compost filling).
• Peer discussion to assess understanding of planting plans and rationale.
• Success criteria checklist used by teacher to confirm task completion.

SEND & Dyslexia-Friendly Practice

• Use multi-sensory teaching methods (touch compost, smell plants, paint textures).
• Provide picture-based instructions and labelled visuals.
• Establish a calm outdoor learning environment with clear routines and predictable structure.
• Frequent positive reinforcement and clear, concise language.

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This lesson plan maximises hands-on learning and therapeutic approaches tailored for diverse learners, aligning with the National Curriculum and the school's focus on forest education and SEND/SEMH needs. It ensures active participation, skill development, and meaningful engagement with environmental science and design technology concepts.