Street art

Street Art: An excellent resource for Outdoor Learning, Art and Literacy.

Primary art and other stuff

Street art includes a variety of media and techniques, such as traditional spray-painted tags, stickers, stencils, posters, photocopies, murals, paper cut-outs, mosaics, street installations, performances, and video projections. At is heart it represents the desire of humans to leave traces of their existence in a public arena. Street art deals with many tough issues facing the world and allows artists such as Bansky to exhibit their work in a much wider arena than traditional art forms. Street art can engage pupils in critical dialogue about art and set a platform for them to explore the issues it raises.

Street art in the classroom

Take this picture: (or in fact any picture of street art from around the world or even your local town)

Use this picture to discuss street art and its legality, including issues of vandalism and political art.

  1. What do you see in this picture?
  2. What is the owl doing?
  3. What is the blue stuff?
  4. Is this work…

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Scotland, The Future and Reflective Practitioners: A personal report on the value of reflection and professional enquiry

Creative Industries invest heavily in individual talent, creativity and skill. According to a Creative & Cultural Skills report in 2011, the thirteen industries that define the sector currently account for £37,610 per head in annual economic contribution compared to £31,800 GVA per head for the rest of the United Kingdom’s combined economy (Creative & Cultural Skills 2011). Furthermore, considering the steady rise in the creative sector’s economic contribution per annum, in not only the UK but in terms of the global economy, competition for a creative workforce with an entrepreneurial mind is becoming increasingly topical. Government bodies and agencies are now beginning to plan strategically to safeguard employment and opportunity for the next generation. With a plan to pursue a career in the Scottish education system as a primary school teacher it is crucially important that I understand: Continue reading

Literacy Experiences and Outcomes

Listening and talking
Early First Second Third Fourth
 

Enjoyment and choice

 

– within a motivating and challenging environment, developing an awareness of the relevance of texts in my life

I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn.

LIT 0-01a / LIT 0-11a /

LIT 0-20a

I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes.

LIT 0-01b / LIT 0-11b

 

I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways.

LIT 0-01c

I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.

I regularly select subject, purpose, format and resources to create texts of my choice.

LIT 1-01a / LIT 2-01a

I regularly select and listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations, and I can give reasons, with evidence, for my personal response.

 

I can regularly select subject, purpose, format and resources to create texts of my choice, and am developing my own style.

LIT 3-01a / LIT 4-01a

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Health and Wellbeing Experiences and Outcomes


Mental, emotional, social and physical wellbeing 

Mental, emotional, social and physical wellbeing are essential for successful learning.

The mental, emotional, social and physical wellbeing of everyone within a learning community should be positively developed by fostering a safe, caring, supportive, purposeful environment that enables the development of relationships based on mutual respect. The four aspects of wellbeing are inextricably linked and are only separated here for practical purposes.

Early First Second Third Fourth
Mental and emotional wellbeing

 

 

I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a

I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

HWB 0-02a / HWB 1-02a / HWB 2-02a / HWB 3-02a / HWB 4-02a

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

HWB 0-03a / HWB 1-03a / HWB 2-03a / HWB 3-03a / HWB 4-03a

I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 0-04a / HWB 1-04a / HWB 2-04a / HWB 3-04a / HWB 4-04a

I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-05a / HWB 1-05a / HWB 2-05a / HWB 3-05a / HWB 4-05a

 

I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available.

HWB 0-06a / HWB 1-06a / HWB 2-06a / HWB 3-06a / HWB 4-06a

 

I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

HWB 0-07a / HWB 1-07a / HWB 2-07a / HWB 3-07a / HWB 4-07a

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a

 

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