The Arts · Foundation

Active learning ideas

Creating a Photo Story

Active learning helps Foundation students grasp sequencing and emotion in photo stories because they manipulate real images instead of only listening or watching. When children physically arrange photos, they immediately see how order changes meaning, which builds visual literacy faster than abstract explanations.

• ACARA Content Descriptions
• AC9AMAFE02

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 45 min · Small Groups

Small Groups: Sequence Snapshots

Supply tablets or simple cameras for groups to photograph a shared event, like building a block tower. Print or display photos, then arrange them in order on a storyboard with sticky notes for labels. Groups present their sequence to the class, explaining changes if reordered.

Design a photo story using three pictures to show a sequence of events.

Facilitation Tip

During Sequence Snapshots, provide only printed photos with no captions so students focus on visual order rather than words.

What to look for

Provide students with three printed photos of a simple event (e.g., planting a seed). Ask them to arrange the photos in the correct order to tell the story. Then, ask them to write one sentence explaining why this order makes sense.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Four Corners
• 30 min · Pairs

Pairs: Emotion Sequence

Pairs pose for and photograph three images showing a feeling build-up, such as surprise to joy during a game. Swap devices to capture each other's stories, then sequence and discuss the emotional arc. Add speech bubbles with simple words.

Explain how the order of photos changes the story being told.

Facilitation Tip

For Emotion Sequence, ask pairs to pose and capture quick expressions before arranging them, reinforcing that authentic moments convey emotion best.

What to look for

Show students two different arrangements of the same three photos depicting a simple action (e.g., a child building with blocks). Ask: 'How does the story change when we move the pictures around? Which order do you think tells the story best and why?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 50 min · Whole Class

Whole Class: Class Adventure Story

As a class, contribute one photo each to a collective story, like a trip to the playground. Project images for voting on best order, then compile into a shared display. Narrate the final sequence together.

Analyze how a single photograph can convey a strong emotion.

Facilitation Tip

In Class Adventure Story, photograph the same event from different angles to show how perspective affects storytelling.

What to look for

Ask students to hold up one finger if a photo makes them feel happy, two fingers if it makes them feel sad, and three fingers if it makes them feel surprised. This checks their ability to identify emotion in a single image.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 40 min · Individual

Individual: My Day Story

Each student takes three photos of their morning routine using a class camera passed around. Arrange on personal mats, draw arrows for sequence, and share one key emotion from a photo.

Design a photo story using three pictures to show a sequence of events.

Facilitation Tip

During My Day Story, have students narrate their sequence aloud while the class listens for logical flow.

What to look for

Provide students with three printed photos of a simple event (e.g., planting a seed). Ask them to arrange the photos in the correct order to tell the story. Then, ask them to write one sentence explaining why this order makes sense.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Teachers should model sequencing with think-alouds, showing how they decide the order of photos based on events or feelings. Avoid over-teaching theory; instead, let students experiment and learn from mistakes. Research suggests that young children develop sequencing skills through hands-on trial and error, so guided practice with immediate feedback is more effective than lengthy explanations.

Successful learning looks like students confidently arranging three photos to show a clear beginning, middle, and end, explaining why the order makes sense. They should also recognize emotions in images and discuss how rearranging alters the story’s mood.

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Watch Out for These Misconceptions

• During Sequence Snapshots, watch for students who randomly place photos without considering order.

  Prompt students to verbally explain their sequence, asking, ‘What happened first? What comes next?’ Use sentence starters like ‘The story starts with…’ to guide their thinking.

• During Emotion Sequence, watch for students who believe only posed or exaggerated facial expressions convey emotion.

  Have students identify emotions in simple, everyday photos (e.g., a child laughing while eating ice cream) and discuss how context strengthens the feeling without perfect poses.

• During Class Adventure Story, watch for students who assume any order of photos tells a complete story.

  Re-sequence the same photos as a class and discuss how different orders change the narrative, like turning a happy moment into a surprising one.

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Methods used in this brief

• Four Corners