Year 6 Media Arts · Term 1 Weeks 5–6 · Days 21–30 · ten flexible starts.
Start here
Make a tiny picture strip for a playful reveal, an imagined reader or yourself. Use a familiar page and drawing tool, available original shapes, or direct an adult's marks. Make or choose one actual frame first: “What would you like the reader to see? What will you leave outside?” Notice how one crop, order or word changes the available clue. A rough mark with a chosen meaning can start real work; no camera, voice, public audience, complete strip or purchase needed.
No drawing/print wanted? Describe an own image and direct a willing adult, use familiar communication supports, or keep a spoken/signed plan. Name the learner's choices, adult's actual marks and any unmade part separately. A no-material plan is complete for its planning/response evidence; it is not a fabricated made image. The supplied work The Folded Fan can start a source response without personal pictures.
Choose a useful next step
| Days | Practical progression |
|---|---|
| 21–24 | Choose a reveal; encounter an original supplied work; try close/wide framing and a different order. |
| 25 | Held C: a completely new strip, first own reading/edit/reason before optional more. |
| 26–29 | Choose purpose/intended reader; produce a picture strip as the work itself; edit image/words; optional responsible private presentation and genuine response. |
| 30 | Held D: a new open seed bank/own outside-bank idea, first meaningful component then optional more or later sitting. |
Teacher scripts · small setup · short invitations · 30 participation choices · 20 worked contexts · home10 + extras10 · eight print aids and exact alternatives.
The suggested 25-minute starts can be split, repeated, shortened or stopped. Select useful work, not a four-frame/word/all-bank/speed quota. The final still picture strip can be an actual media artwork when made: it need not be a storyboard for an unmade film. If it is a storyboard, label that intended future work honestly. No real people/names/routines/photos, camera, upload, account or required recording.
Educator evidence and source limits
New learner briefs C/D are separate from the open teacher key/rubric/next moves and exact source recipe. Capture one meaningful first component and help before examples or more prompts. Unfinished = not yet observed; offer another short sitting; no completion-speed score.
Actual learner choices, adult tool use, made work, an unmade plan, encountered source, intended audience and actual audience response each retain their attribution. A maker's documented purpose is not an achieved reader effect. A teacher operating a device is not learner operation. Paper can support image/text construction and explanation; it does not demonstrate camera/software use. The original computer-created strip is an actual saved teaching work, not a human/cultural account or evidence of broad E01/E02 coverage.
Exact Years 5–6 band crosswalk · sources/rights/local scope · author QA and portable checks · bound files. This is age-specific Year 6 authoring against partial band opportunities, not a whole subject/year, complete achievement standard, all-state programme or school-day allocation. Author/computer/desk review is not a classroom pilot or evidence of benefit.
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