Reflect & Share

Overview

Unit: Birds in 3D: Creative Sculptures
Lesson Number: 6 of 6
Duration: 45 minutes
Class Size: 30 Year 1 students
Curriculum: National Curriculum for England – Art and Design (Key Stage 1)

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National Curriculum Links

Art & Design – Key Stage 1:

• Purpose of study: Pupils should be taught to use a range of materials creatively to design and make products.
• Aims:
  • To use a range of materials creatively to design and make artistic works.
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • To learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Specific Statements of Attainment for Year 1:

• To use drawings and sculptures to represent ideas, experiences and imagination.
• To talk about the ideas and processes which have led them to create their art and design.
• To explore the use of shape and form when making 3D sculptures.

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Learning Objectives

By the end of the lesson, pupils will:

1. Identify at least two thoughts or feelings about their completed bird sculpture and its connection to the theme “The Flock”.
2. Participate actively in a group or individual reflective discussion about their artwork.
3. Explain how their sculpture contributes to the collective display of the flock.
4. Listen and respond respectfully to others’ reflections and ideas.

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Success Criteria

• I can say two things I like or find interesting about my sculpture.
• I can explain how my bird fits with the other birds in our flock.
• I can listen and ask questions when my friends talk about their sculptures.
• (Extension) I can help lead a part of our group discussion using clear words and ideas.

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Resources

• Completed bird sculptures from previous lessons
• A designated “exhibition area” in the classroom/hall with space for the flock display
• Visual prompts (picture cards with question starters, emotions, descriptive words)
• Reflection worksheet (optional, for recording key points, simple words or drawings)
• Audio recorder or tablet (optional – for students who may find verbal expression easier when recorded)

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Lesson Structure

1. Introduction & Setup (5 minutes)

• Welcome students and explain the purpose: “Today we will show our birds together as a flock and talk about what we think and feel about our artwork.”
• Arrange sculptures collaboratively as a flock in the exhibition space. Encourage students to help place the birds carefully and think about how their work relates spatially to others (e.g., groupings, heights, directions).
• Briefly explain the success criteria for the lesson.

2. Guided Reflection Using Visual Prompts (10 minutes)

• Use picture cards with questions such as:
  • “What do you like about your bird?”
  • “How does your bird fit with the others?”
  • “What was fun or tricky when making your bird?”
• Model answers with your own (or a sample bird) to support understanding.
• Allow students to answer verbally or point to prompt cards if struggling.

Differentiation:

• For learners with speech difficulties or global delay, provide a choice board with simple emotion pictures (happy, proud, surprised) to point or gesture.
• Use a buddy system for students with ASD or ADHD to help maintain focus during discussion.
• For fine motor difficulties, allow verbal or pictorial responses rather than written.

3. Individual or Small Group Sharing (15 minutes)

• Break class into 6 groups of 5 pupils. Each group shares reflections in their small circle using the prompts.
• Encourage advanced learners to lead the discussion, using sentence starters they prepared or with gentle teacher support.
• Circulate, support, and scaffold discussions, encouraging quieter students to contribute.

Extension:

• Advanced learners create short “artist statements” about their bird to share with the class or visitors.
• Encourage use of expressive vocabulary related to texture, shape, colour, or feelings about the flock.

4. Whole Class Sharing & Celebration (10 minutes)

• Regroup to share highlights from small groups.
• Celebrate each student’s contribution by naming one thing learned or admired about their bird.
• Use a “question ball” or talk token to ensure turn-taking and attentiveness.

5. Final Reflection & Clean-Up (5 minutes)

• Ask pupils to say one word that describes how they feel about their flock exhibition.
• Tidy up together, reinforcing care with the sculptures.
• Praise effort, creativity, and cooperation.

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Assessment

• Ongoing formative assessment through observation of discussions, listening for ability to articulate thoughts linked to the art and theme.
• Use the success criteria as a checklist for individual pupil achievements.
• Take anecdotal notes for pupils needing targeted support or extension in communication skills.

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Differentiation and Inclusion Summary

Learner Needs	Strategy
Autism Spectrum	Visual prompts, clear routines, buddy support, calm environment
ADHD	Shorter turns, fidget tools, movement breaks, small groups
Fine Motor Difficulties	Oral or pictorial responses, partner support
Global Delay	Simplified language, emotion cards, non-verbal options
Advanced Learners	Discussion leader roles, artist statements, enriched vocabulary

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WOW Factor Ideas for Teachers

• Use a tablet to record student reflections during small groups – play back anonymously to highlight diverse perspectives and boost confidence.
• Create a mini “gallery guide” with simple maps showing each bird and its creator’s thoughts for parents or other classes.
• Link reflection to science learning about birds by encouraging children to use bird facts or behaviours in their descriptions.
• Invite parents or other classes for a virtual or in-person flock exhibition, with Year 1 pupils as guides or presenters.

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This final lesson brings together creativity, communication, and social skills development, fully embedding the artistic enquiry principles of the National Curriculum and responding sensitively to the diverse learning needs within your class.