Snapshots

Short lesson and project starters

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Circle Time

A question series to help connect pupils to the artistic ideas and qualities behind the Tate Year 3 Project and develop important skills around questioning and critical thinking.

Learning outcomes

  • I can explore and respond to an artwork
  • I can talk about my own opinions with confidence
  • I can listen to and respect the views of others

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Anyone Who

A simple entry-point to class dialogue about identity, differences and respecting others’ opinions – great to kickstart the school week or as a quick daily prompt towards deeper exploration.

Learning outcomes

  • I can listen to and respect the views of others
  • I can express my own opinion with confidence
  • I can craft questions and feedback to participate in class discussion

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Citizens of the World

Using a passport as an entry point for discussion around home and global citizenship.

Learning outcomes

  • I have developed my communication skills
  • I can participate in discussion and debate
  • I have understood that home is different for everyone
  • I can listen to and show respect for others

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How do we belong?

A simple introduction to how a portrait, whether of a class or a family, can tell us about the relationships between people.

Learning outcomes

  • I can use descriptive language to express feelings and opinions
  • I can understand and talk about how pictures tell a story
  • I can listen to and show respect for the views of others

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How Do You Draw a story?

A short visual storytelling and writing warm-up activity to help deepen an understanding of the Tate Year 3 Project.

Learning outcomes

  • I can use my own life and experience as something to start writing about
  • I can begin to use art as a way to tell stories

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Rolling Connections

How well do your pupils know each other? An identity game to help build class cohesion and understanding while also embedding some key ideas behind the Tate Year 3 Project around belonging and inclusion.

Learning outcomes

  • I can ask questions and listen to others
  • I can understand and value what makes my classmates unique

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Crossing the River

An activity where the children use close observation skills and knowledge of each other to explore their class community and gain a clearer understanding of how they are connected to each other.

Learning outcomes

  • I can identity how people are connected
  • I understand how our class is a community
  • I can participate in group activities

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Emotional Muscles

We all have different ways of letting people know how we are feeling. This activity is a good way to support the ongoing wellbeing of your pupils and give them additional tools to share how they’re feeling, which supports a sense of belonging. You might also consider using this during lessons, pausing at points in subject teaching to gauge how pupils are feeling about a particular aspect of work.

Learning outcomes

  • I can understand and describe how I’m feeling
  • I can understand, value and support what others are feeling

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Good Questions

This short but lively warm-up is a useful prelude to any lesson requiring pupils to ask deep questions or pursue lines of enquiry.

Learning outcomes

  • I can understand the difference between open and closed questions
  • I can formulate meaningful and interesting questions
  • I can collaborate with others on a creative task

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I Am Excellent!

This short warm-up is a fun way to reinforce class cohesion and individual confidence.

Learning outcomes

  • I can understand, value and support what others are good at

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Making Connections

An activity where the children use physical activities to explore their class community and gain a clearer understanding of how they are connected to each other.

Learning outcomes

  • I can identity how people are connected
  • I understand how our class is a community
  • I can participate in group activities

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On the Line

A gentle yet lively way to draw out opinions, ideas and experiences from pupils that relate to key Tate Year 3 Project themes around identity, community and aspirations for the future.

Learning outcomes

  • I can confidently express my thoughts and opinions to others
  • I can understand and accept that people are both different and similar
  • I can listen to others and sometimes change my mind.

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Performing Values

Physicalising values, which this activity supports, can be a powerful way to help pupils understand their meaning while paving the way for deeper discussion about what pupils value as individuals and as a whole class.

Learning outcomes

  • I can describe and present values that are important to me
  • I can understand and support what others value

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Strike a Pose

Using drama and discussion, pupils consider both their own future aspirations and skills and those of their peers.

Learning outcomes

  • I can explore my future aspirations
  • I can consider and describe other people’s skills and qualities
  • I can listen to others

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