TRIBUNAL DE CUENTAS

SoW should be detailed enough for individual art teachers to interpret them in ways that are most beneficial to their particular set of learners. QCA's recommended SoW are simply suggestions for teachers to follow and do not have to be adhered to. If you create your own SoW thoughtfully and carefully, you will save yourself a great deal of work over the following year. Learning objectives should be central to your SoW planning. Always consider what learning has occurred and what progression you wish your pupils to make. Include in each SoW the content, methods and resources as well as any pace and variety of learning styles that you will need. Be careful that your ideas are not repetitive or predictable and there is enough scope to make each lesson sufficiently different and interesting, yet still fulfil the needs of individual learners.

SoW should be updated regularly to make sure they carry on being appropriate and relevant. They can be produced in a range of formats. From KS4, lesson plans should be based on the syllabus for the relevant qualification (i.e. GCSE or A level). On the following two pages are some examples of SoW for KS3, some adhering to QCA suggestions and some moving in slightly different directions, but always emphasizing the important skills that children aged 11±14 should be developing.

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Effective planning

One of the challenges of effective lesson planning is preparing and delivering learning activities that closely match the needs and abilities of different students in every class you teach. All activities must promote aspects of knowledge, understanding and skills as well as maintaining the interest and motivation of pupils. Effective lesson plans are not too long and detailed, but they should include: clear objectives and structure; approximate timings; differentiation; homework; required resources; key vocabulary; skills and activities.

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Constraints

If one hour a week is allocated for art and design at KS3 and you add in days when pupils are ill or off-timetable for various other reasons, most only have about 30 hours of art lessons a year. At KS4, art lessons take up about 2.5 hours a week, but again with absences for illness, school trips and other school events, the

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The Art and Design Teacher's Handbook

Scheme of work

Year group: Project ± icons Aims ± understand elements of successful Objectives ± produce an image of a 9 composition and make connections with artists' contemporary icon, using mixed media

work and contemporary images, using compositional and compositional skills to create skills to enhance visual impact and meaning. something meaningful and enduring. Lesson Skill development Activity/resources Homework

number Recognition of elements Look at a variety of paintings and discuss composition Copy either the Mona Lisa by

1 of composition and what ± this could be PowerPoint, books or prints. Discuss da Vinci or Whaam! By Lichtenstein into makes a stable or dynamic visual focus, what draws the eye into and around a sketchbooks and change certain composition. picture, what makes a static or dynamic composition. elements to make either the Mona

Use of lines, tone and colour ± how this all adds to Lisa dynamic or Whaam! Stable. compositional impact; calm, agitated, balance and

imbalance. In sketchbooks, pupils are to draw small images that show a) a tranquil composition and b) an energetic composition, taking elements from the works they have been discussing. Resources include: prints, art books or PowerPoint; sketchbooks, pencils and oil pastels or paints. Create a small table in the back of sketchbooks,

classifying the elements of stable and dynamic compositions. 2±5

Comparing and analysing Look at images of icons ± both contemporary photos Choose an icon from today or the past. compositions and considering and paintings. Discuss what makes an icon? Are religious Find an image of this person and glue it their purposes and how this figures really icons? Are contemporary celebrities really in your sketchbook. Write an explanation is conveyed. Researching and icons? Is hero another word for icon? Discuss with a of why you think that person is iconic. selecting relevant materials partner whether the icon is the person, their actions or

and sources. Planning images their image? How does the image enhance a person's Draw a portrait of a family member, using for a final piece of a modern appeal? Who makes an icon? Plan a final piece based on tones and colours to enhance the icon. Production of final, a stable or dynamic composition and an icon of your importance of the image. mixed media pieces of modern choice. Using a variety of materials and resources, create

Planning

icon. Understanding of a contemporary image of your own icon using appropriate Find a picture of the Ambassadors by decorative elements, application decoration and responses to art you have looked at. Holbein. Note all the personal effects of knowledge of composition Suggested images: Elizabeth I; Krishna; Picasso's Weeping around them, drawing attention to and skills in the use of mixed Woman; Christ; St George and the dragon; Anubis; aspects of their lives. In your sketchbook,

media. Churchill; Buddha; Martin Luther King; Gandhi; Franklin; draw a selection of belongings you think Klimt's The Kiss; any contemporary celebrities. Also required: your icon would own, such as a phone; A3 cartridge paper, paints, glue, scissors, cuttings, prints, mug; favourite food; item of jewellery or collage materials, pencils and sketchbooks. pen. The grouping should be considered 6 ± no big gaps between objects and

Self-assessment/evaluation Complete work and mount, then fill in self-assessment where possible, real objects should be of work. sheet to evaluate what you have done so far. Paper used as reference.

needed for mounting and pre-prepared self-assessment sheets.

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average number of hours a 14±16 year old spends in art lessons is about 75 a year. At A Level students have just over 200 hours of directed time per year ± not enough to achieve top results. It has always been accepted that Year 12 and 13 art students need to spend a great deal more time working on their art coursework or exam preparation than is allocated in their timetables. Time restrictions are a constant concern for many art teachers, along with the usual problems of lack of facilities, equipment and storage space. It is therefore helpful, where possible, to provide extracurricular workshops or clubs. As far as lack of resources is concerned, make a list and pin it somewhere prominent or keep it on the department database, asking all members of staff in the department to jot down:

± how often each resource is used ± the year group using it

± how often the resource is used per term ± the project the resource is used for.

In this way, you can work out what materials and equipment are used to a greater or lesser degree.