Showcasing Our Work

Overview

In this final lesson of the unit "Celebrating UK Sports Stars," Year 5 pupils will share their completed posters, explain the design and content choices, and engage with peers via a gallery walk to provide constructive feedback. This lesson consolidates learning in communication, creativity, and critical thinking while celebrating achievements in a collaborative environment.

Curriculum for Wales Links

New Curriculum Areas:

Expressive Arts: Explore, create, and present in visual arts, focusing on communication through media and visual language.
Languages, Literacy and Communication: Develop speaking and listening skills through presentations and feedback.
Health & Well-being: Foster positive relationships and respect through peer feedback activities.

Relevant Statements of What Matters:

EAC 2: Expressing and communicating ideas through a range of media helps develop understanding of oneself and the world.
LC 3: Listening and responding builds effective communication and social skills.
HWB 4: Building strong, respectful relationships supports well-being.

Progression Steps Targeted:

Expressive Arts - Progression Step 4: Present ideas and artistic intentions clearly through chosen media, showing understanding of audience and purpose.
Languages, Literacy and Communication - Progression Step 4: Use varied vocabulary and structures to sequence and articulate ideas when speaking; listen actively to respond appropriately.
Health and Well-being - Progression Step 4: Demonstrate empathy and provide meaningful feedback, fostering positive social interactions.

Learning Objectives

By the end of the lesson, pupils will be able to:

Confidently present their UK sports star posters, explaining their artistic and factual choices.
Actively listen and provide constructive, respectful feedback to peers during a gallery walk.
Reflect on their own learning and improvements based on peer feedback and self-assessment.

Success Criteria

I can explain why I made specific design and content choices in my poster.
I listen carefully to my classmates’ presentations and ask or answer questions politely.
I write or verbalise positive, helpful feedback during the gallery walk.
I identify one thing I did well and one area to improve for future projects.

Resources Needed

Completed student posters (from previous lessons)
Feedback forms or sticky notes for peer comments
Display space (tables, walls) for gallery walk
Presentation checklist (highlighting key points pupils should mention)
Timer or stopwatch
Reflection sheets for self-assessment

Lesson Structure

Starter (5 mins)

Circle Discussion: Recap the journey of the unit—what they have learned about UK sports stars and poster creation.
Teacher briefly explains today’s purpose: showcasing, explaining, and reflecting. Emphasise respect and encouragement.

Main Activity Part 1 – Presentations (20 mins)

Pupils take turns presenting their posters to small groups (5 groups of 6 pupils).
Encourage clarity: explain name of the sports star, key facts, and design choices (images, colours, fonts).
Teacher and peers listen carefully, prompting with questions such as: "Why did you choose this colour?" or "What did you find most interesting about your sports star?"
Use presentation checklist for self-monitoring (pupils tick off as they go).

Differentiation:

Provide sentence starters or prompt cards to support pupils who struggle with verbal explanations.
Advanced learners encouraged to include connections to the wider impact of their sports star on society or sport history during their presentation.

Main Activity Part 2 – Gallery Walk & Feedback (15 mins)

Pupils display posters around the room.
In pairs or small groups, walk around, observe all posters, and write positive, specific feedback on sticky notes or feedback forms (e.g., "I like how you used bright colours that make your poster stand out").
Emphasise use of 'Two Stars and a Wish' model: two compliments and one suggestion for improvement.

Differentiation:

Provide sentence stems on visual aides (e.g., “I really like…”, “One thing I wondered about is…”) for pupils who need support.
Gifted learners can identify more nuanced feedback such as choices in layout or typography and suggest alternative design ideas.

Plenary (5 mins)

Pupils complete a reflection sheet answering:
- What part of your poster or presentation are you proud of?
- What will you do differently next time?
Teacher leads a brief whole-class sharing of reflections to reinforce growth mindset.

Assessment Opportunities

Observation of presentations assessing communication skills and confidence.
Analysis of written/verbal peer feedback for engagement and constructive criticism.
Reflection sheets used to assess self-awareness and ability to critically evaluate own learning.

Extension Activities

Pupils create a short digital slideshow or video version of their poster to share with a wider audience (e.g., school newsletter or website).
Invite pupils to prepare a quiz or trivia game based on the facts about the UK sports stars researched to engage classmates further.

Additional Notes on Differentiation and Inclusion

For pupils with speech difficulties, allow recording presentations using tablets or providing additional think-time and alternative forms of expression (e.g., using gestures or pictures).
Ensure seating and display areas are accessible to pupils with physical needs.
Foster a supportive environment by explicitly teaching respectful listening and positive feedback language in the days leading up to this lesson.

This lesson is designed to celebrate pupils' achievements and consolidate the skills developed throughout the unit with a strong focus on communication, creativity, and collaboration, fully aligned with Curriculum for Wales expectations at Progression Step 4.

Teaching Instructions