other vertical surfaces. Reassure the pupils that there is no right or wrong version of a monster’s face – it can have one eye or ten, it can be big or small. Explain the process for making the monsters: • Take a large handful of the clay/mud mixture and slap it onto a vertical surface, then squish and sculpt it into whatever shape they want their monster’s face to be. • Select any of the natural materials and use them to add features to the faces, making sure the pupils are fair to each other about the quantities used. Whilst they are making their faces, ask the pupils to think about a name and a habitat for their monster, as well as the characteristics it might have (e.g. what it likes to eat, whether it is friendly or scary). Allow the pupils 10–15 minutes to create their monster. Visit each group and discuss their creation and any thoughts they have about their monster’s name, habitat and characteristics. Ask the pupils, in their pairs or threes, to write a descriptive sentence about their monster. As a group, sit down in a circle near to the monster collection and compose a class story about a monster. Explain that the story should have a beginning, a middle and an end, and that you will start the story, then the pupil to your left will continue by offering one sentence. Begin the story and go around the circle, asking the pupils to take turns to progress the story as you write down their sentences. Give each pupil three small pieces of blank paper. Read out loud the class story and choose three short sentences at random. Ask pupils to write down each sentence on a different piece of paper, and then to place the sentences in the right order. Discuss with the pupils what the right order should be.
Extension activity: Ask the pupils to write a short story of three or four sentences about their clay monster. Observe how well they sequence their stories. Recording/evidencing: Take photos of the clay monster faces to display in class or on the school website. Display the class story alongside photos of the clay faces. Include photos of the pupils engaged in the activity along with the sequenced sentences in their English book. Assessment methods: Listen to and observe the pupils as they make their monster faces and discuss ideas for their monster’s name, habitat and characteristics. Look at the written sentences and assess the pupils’ ability to write a descriptive sentence. Observe each pupil’s ability to sequence the sentences correctly and their level of engagement in the discussions.
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English for QBS Outdoor Learning KS1.indd 13
23/08/17 6:45 pm