Unit title

STAGE 1: DP UNIT PLANNER – Art> Year 9> Unit 1> Shrines Vanitas Year: 9 SUBJECT: Art TEACHER(S): SS, CR and CC UNIT TITLE: Shrines Vanitas DURATION OF UNIT: 6 weeks UNIT OVERVIEW: (reference objective and object number in your subject guide) ASSESSMENT OBJECTIVE(S): Revised- This project provides an ideal starting point for year 9 in terms of both the theme and assessment. The theme is very personal and allows students the opportunity to explore themselves through the structure of symbolism. The outcomes are recording based and therefore are very useful for us to give students a baseline level. Syllabus References: Range and Content: 3a, b, c, d. Curriculum opportunities: 4a, b, d, e, f, g Key Concepts: 1.1 a, b, c. 1.2 a, b. 1.3 a, b. 1.4 a, b, c, d. Key Processes: 2.1 a, b, c, d, e. 2.2 a, b, c, d, e, f. UNIT INQUIRY QUESTION(S): ATL SKILLS: (Subject skills that are the focus within this unit) How is accuracy created when drawing from observation? Communication Skills- visual, written, spoken. Social Skills- Group critiques, collaborative tasks, 1:1 reflections. Self-Management Skills- independent homework projects, responsibility for equipment and materials, awareness of pace. Research Skills- Artist research and analysis, collect and select images, experimentation. Thinking Skills- Analytical investigation, evaluation, idea generation, reasoning. TOK CONNECTION: CAS CONNECTION: Ways of Knowledge- Emotion, Reason, Sense Perception, Language Accuracy is a reflection of skill. Is this true? How do we make that judgement? Creative- Drawing skills. Action. Service.

Year 9 Unit 1 Fine Art

9AR Vanitas What the unit covers


About this unit

In this unit, students will produce their own Vanitas. In order to achieve this they will be exposed to various Vanitas artists (historical and contemporary) to understand the elements that make a meaningful Vanitas. They will build on their existing knowledge of line, tone and texture to create observational studies of skulls. They will also build on their experience and skill set of mono-printing. The objects that they select should be selected carefully considering research into their meanings within Vanitas.

Homework - You are to complete a mini sketchbook challenge. The sketchbooks will be provided by your teachers, along with a list of items that you must collect, photograph or draw.

Do your best to complete the whole list and be imaginative in your responses!

Art, Craft, Design, Individual work, Collaborative Work, Form, Space, Digital Media, Sculpture, 2-D, 3-D, Line, Tone, Colour, Pattern, Texture, Shape, Painting, Collage, Print making, Digital media, Textiles

Week	Learning Objectives Students will:	Teaching Activities	Assessment	Resources	Connections
1	Develop understating of Vanitas. Develop research and analytical skills.	Introduction to ‘Vanitas’ Suggestion – This research could be done in groups, looking at the staff shared pinterest board each group could be given a different research question to answer, e.g. how have objects been used to create meaning? What materials and techniques have been used? Why is colour important? Etc..Class discussion on findings. Create a mind map about Vanitas, the meanings of objects and their own views of life and death. Research with analysis about selected Vanitas artists.	Formative assessment Peer assessment	https://uk.pinterest.com/shelleywood83/9-vanitas/ Paper Drawing materials	PSHCE- self awareness, identity, views on life and desth. ICT / Social Media- Pinterest History- Vanitas.
2-3	Develop drawing/ mark making techniques Develop recording and observation skills.	Create a pencil tonal study of a skull. Either use given resources or if students select their own, they must be high quality. Can be completed in their sketchbooks. Students should be aiming for accuracy- proportion, shape and tonal values.	Formative assessment Self -assessment	Drawing materials Cameras	Biology- structure of the human skull.
4	Develop composition skills Extend understanding of Vanitas.	Students are to photocopy their drawing and stick it in the middle of an A3 page. They will then research and collect images associated with either an optimistic or pessimistic Vanitas. The objects can be modern or historical and should be printed in greyscale. Using these objects, students will then create a composition around their skull drawing photocopy.	Self Formative Peer	Assessment booklet
5-6	Develop realization and consolidation skills. Develop monorpinting skills. Develop watercolour skills.	Complete outcome- monoprint using a photocopy of the final assembled design. Create multiple prints, experimenting with marks, colour and technique. As an extension, students can use watercolour to experiment further with colour.	Summative Assessment	Assessment booklet
6	Evaluation of project and outcome.	Students to organize, collaborate and document their work in their sketchbooks. Written evaluation of project.	Self Formative Summative Assessment	Assessment Booklets- teacher, self, peer, evaluation and target setting.	Literacy- written evaluation. Frameworks and critical vocab.

STAGE 3: UNIT REFLECTION – Art> Year 9> Unit 1> Shrines Vanitas UNIT TITLE: Shrines WHAT WORKED WELL List the portions of the unit (content, assessment, planning, connections) that were successful. WHAT DID NOT WORK WELL List the portions of the unit (content, assessment, planning, connections) that were not as successful as hoped. NOTES/CHANGES/SUGGESTIONS List any notes, suggestions, or considerations for future teaching of this unit. Last minute change by SS… Excellent homework task- still life drawing- great for seeing and developing pure drawing skills, however… Excellent start project to assess pure drawing skills at the beginning of the year to get somewhat of a baseline level. …the shrines didn’t really meet the requirements for the drawing outcome… …now that we’ve moved the units around, the homework for this unit must be the mini-sketchbook that is used for the following unit. So… …Therefore, the project was changed to Vanitas- which provided a lot of scope for drawing and recording. …we have still included this homework but later in the year.

STAGE 1: DP UNIT PLANNER – Art> Year 9> Unit 2> 2D Assemblage Year: 9 SUBJECT: Art TEACHER(S): SS, CR and CC UNIT TITLE: 2D Assemblage DURATION OF UNIT: 6 weeks UNIT OVERVIEW: (reference objective and object number in your subject guide) ASSESSMENT OBJECTIVE(S): Students will produce a 2D assemblage or collage continuing with the theme of their identity. The homework task from the previous project feeds into the outcome for this one. Whereas the last project was very reliant on fine art skills, this project is more accessible to all. Syllabus References: Range and Content: 3a, b, c, d. Curriculum opportunities: 4a, b, d, e, f, g Key Concepts: 1.1 a, b, c. 1.2 a, b. 1.3 a, b. 1.4 a, b, c, d. Key Processes: 2.1 a, b, c, d, e. 2.2 a, b, c, d, e, f. UNIT INQUIRY QUESTION(S): ATL SKILLS: (Subject skills that are the focus within this unit) What images and artefacts represent us? Why? Communication Skills- visual, written, spoken. Social Skills- Group critiques, collaborative tasks, 1:1 reflections. Self-Management Skills- independent homework projects, responsibility for equipment and materials, awareness of pace. Research Skills- Artist research and analysis, collect and select images, experimentation. Thinking Skills- Analytical investigation, evaluation, idea generation, reasoning. TOK CONNECTION: CAS CONNECTION: Ways of Knowledge- Emotion, Reason, Sense Perception, Language What makes a good explanation of legacy? How do we form opinions and memories of people? Creative- Assemblage skills. Collage skills. Action. Service.

Year 9 Unit 2 Graphics

9GR 2D Assemblage what the unit covers


About this unit

In this unit, students will build on their understanding of Assemblage and digital skills. They will investigate identity and explore photomontage through traditional and digital methods. Students will use their prior homework project “ sketchbook” in order to digitally assemble a photomontage based on themselves. They will apply their new skills to realise their intentions in a final outcome. Students will develop plans through research, and visualize through Adobe Photoshop. This unit will present kinesthetic, auditory and visual stimulus to students, working on multiple intelligence.

Homework- You are to create a “Shrine” all about you! You will assemble objects and images within a box (No bigger than an A5 piece of paper) that all represent you in some way. You should consider the overall theme of the shrine in terms of colours, shapes and textures. Your teacher will show you examples of assemblages and you should also have a look for examples yourself.

Art, Craft, Design, Individual work, Collaborative Work, Form, Space, Digital Media, Sculpture, 2-D, 3-D, Line, Tone, Colour, Pattern, Texture, Shape, Painting, Collage, Print making, Textiles

Week	Learning Objectives Students will:	Teaching Activities	Assessment	Resources	Connections
1	Develop understanding of assemblages and collages. Develop understanding of the work of Michele Caplan Develop analytical skills.	Introduction to Assemblage project Suggestion- In groups of 5 research assemblages and collages Analyse the following: What elements make up the assemblage / collage? What materials have they used? Is it digital or handmade? What techniques have they used? Is part of it a print, drawing or photograph? Tone/opacity Structure and layout Text and typography Meaning/ Emotion/ Content Reflect as a group Look specifically at Michele Caplan- complete artist analysis. Using the outcomes from the previous homework task, students reflect on their booklets and discuss ways in which their collected images and drawings could be used to create an assemblage that represents who they are.	Formative assessment Peer assessment	Internet https://www.pinterest.com/charlotteruiz/identity-collage/ https://uk.pinterest.com/shelleywood83/9-assemblage/ Sketchbook Previous homework task	ICT- research, information gathering and digital presentation. Literacy- written analysis. Frameworks and critical vocab. PSHCE- how can I represent who I am visually?
2	Develop assemblage / collage skills. Develop experimentation skills.	In their books students should experiment with photocopies of their homework task. Consider texture of paper, edges, layers and adding colour with watercolour.	Formative assessment Self -assessment	Sketchbook Photocopier	ICT- repetition of copied images- digital printing.
3-5	Develop realization and consolidation skills. Extend skills in assemblage and collage.	Create a final collage on a canvas. Consider layers and the order of layers very carefully. Add tea staining and watercolour in the style of Caplan. Print a “selfie” onto acetate as the final layer, again in the style of Caplan. Submit HW project Shrine End of unit assessment	Self Formative Peer Summative Assessment	Assessment booklet
6	Evaluation of project and outcome.	Students to organize, collaborate and document their work in their sketchbooks. Written evaluation of project.	Self Formative Summative Assessment	Assessment Booklets- teacher, self, peer, evaluation and target setting.	Literacy- written evaluation. Frameworks and critical vocab.

STAGE 3: UNIT REFLECTION – Art> Year 9> Unit 2> 2D Assemblage UNIT TITLE: 2D Assemblage WHAT WORKED WELL List the portions of the unit (content, assessment, planning, connections) that were successful. WHAT DID NOT WORK WELL List the portions of the unit (content, assessment, planning, connections) that were not as successful as hoped. NOTES/CHANGES/SUGGESTIONS List any notes, suggestions, or considerations for future teaching of this unit. The handmade alternative that we deiivered in the style of Caplan worked brilliantly. The 3D shrines that students created for homework, worked well in most cases. However… Doing the collages onto canvases allowed us to display them in the style of Caplan too- looked great! The original unit called for a digital outcome. Due to the current issue regarding Mac time and lack of Adobe Creative Suite on laptops, we found ourselves short of time. So… …scale was an issue for some. Some students chose boxes that were far too big and that resulted in poor quality and a definite lack of storage space. So… ...we will re-write the Unit so that the outcome will be primarily hand made but digital is an option for G+T and / or an extension. …we will write it into the unit that there is an A5 size limit to the boxes!

STAGE 1: DP UNIT PLANNER – Art> Year 9> Unit 3> Imaginary Landscape Year: 9 SUBJECT: Art TEACHER(S): SS, CR and CC UNIT TITLE: Imaginary Landscape DURATION OF UNIT: 6 weeks UNIT OVERVIEW: (reference objective and object number in your subject guide) ASSESSMENT OBJECTIVE(S): Students are to create an imaginary landscape using zentangling techniques. Narrative themes might be used or photographic starting points. Syllabus References: Range and Content: 3a, b, c, d. Curriculum opportunities: 4a, b, d, e, f, g Key Concepts: 1.1 a, b, c. 1.2 a, b. 1.3 a, b. 1.4 a, b, c, d. Key Processes: 2.1 a, b, c, d, e. 2.2 a, b, c, d, e, f. UNIT INQUIRY QUESTION(S): ATL SKILLS: (Subject skills that are the focus within this unit) What is a zentangle? How can it be used to create landscapes? Communication Skills- visual, written, spoken. Social Skills- Group critiques, collaborative tasks, 1:1 reflections. Self-Management Skills- independent homework projects, responsibility for equipment and materials, awareness of pace. Research Skills- Artist research and analysis, collect and select images, experimentation. Thinking Skills- Analytical investigation, evaluation, idea generation, reasoning. TOK CONNECTION: CAS CONNECTION: Ways of Knowledge- Emotion, Reason, Sense Perception, Language Where does our imagination come from? Can anything be entirely fictional / fantastical? Creative- zentangle (pattern, line, shape) skills Service.- Students are to reflect on Shanghai as a city and community considering the positives and negatives. These reflections will then form the narrative behind their zentangled landscapes- using pattern and symbolism to represent their ideas. UN Sustainable Development Goal 11- Sustainable Cities and Communities

Year 9 Unit 3 Fine Art


9AR Imaginary Landscape (Zentangle) What the unit covers


About this unit

In this unit, students will review the use of colour and its effect on mood and atmosphere and design their own fantasy landscape using Zentangles. In order to achieve this students will analyse, discuss and interpret artists who work in this way and will research various Zentangles to incorporate in their design. Students will use their creativity and imagination to adapt an existing landscape in a surreal and fantastical way. To create their Zentangle-scapes students will develop their painting and drawing skills by primarily using ink, marbling techniques, colour washes and pen. Throughout this unit students shall deepen their understanding of what makes an ‘expressive landscape’ observing the similarities and differences between modern and traditional representations.

Homework - You are to create a zentangled portrait! You might like to start by doodling over a photograph of someone. Once you have practiced you could then trace the outline of someone’s face and doodle over and around that? You could also create a free-hand, tonal study of someone and add doodles to that? The minimum requirement is one high quality zentangled portrait, but you should submit any practice work too!




Art, Craft, Design, Individual work, Collaborative Work, Form, Space, Digital Media, Sculpture, 2-D, 3-D, Line, Tone, Colour, Pattern, Texture, Shape, Painting, Collage, Print making, Digital media, Textiles

Week	Learning Objectives Students will:	Teaching Activities	Assessment	Resources	Connections
1	Develop understanding of various ‘Imaginary Landscapes’ and zentangle artists. Develop analytical skills. Develop understanding of colour theory. Develop markmaking, recording and zentangle skills.	Introduction to ‘Imaginary Landscape’ specifically zentangle scapes Show students examples of zentangle/fantasy/doodle scapes landscapes and analyse as a class Students to find their own examples of zentangle scapes they like and use the higher order thinking to analyse Using zentangles found on staff pinterest board and the internet students are to practice recreating tangles they like Colour theory review and demonstration of how to use pen, ink and colour washes (suggestion, could give students emotive words so they are choosing appropriate colour combinations) Teacher can set individual tasks over the course of six weeks, all outcomes should be submitted in the last week of the project.	Formative assessment Peer assessment	http://www.pinterest.com/charlotteruiz/zentangle-landscapes/ http://www.pinterest.com/marierose788/teach-expressive-landscape/ https://uk.pinterest.com/shelleywood83/9-imaginary-landscape/ Painting materials and assortment of pens Internet	ICT / Social Media- Pinterest Geography- selecting locations with purpose- why this location as a starting point?
2-3	Develop design and experimentation skills. Extend recording and colour skills.	Students create their background washes for final landscapes/ or Marble Demonstrate how to plot the main sections of their landscape onto their background or extend main shapes from the photograph. Using zentangle examples from their book students start filling in the shapes with pen UN Sustainable Development Goal 11- Sustainable Cities and Communities Students are to reflect on Shanghai as a city and community considering the positives and negatives. These reflections will then form the narrative behind their zentangled landscapes- using pattern and symbolism to represent their ideas.	Formative assessment Self -assessment	Painting materials and assortment of pens UN Sustainable Development Goals https://sustainabledevelopment.un.org/sdg11
5-6	Develop realization and consolidation skills.	Continue and complete their zentangle scape Extension tasks – scan in and animate their doodles End of unit, peer and self-assessment HW – Doodle Portrait project due this week	Self Formative Peer Summative Assessment	Assessment sheets	Oracy- discussion based task. Encourage art specific vocab and critique etiquette.
6	Evaluation of project and outcome.	Students to organize, collaborate and document their work in their sketchbooks. Written evaluation of project.	Self Formative Summative Assessment	Assessment Booklets- teacher, self, peer, evaluation and target setting.	Literacy- written evaluation. Frameworks and critical vocab.

STAGE 3: UNIT REFLECTION – Art> Year 9> Unit 3> Imaginary Landscape UNIT TITLE: Imaginary Landscapes WHAT WORKED WELL List the portions of the unit (content, assessment, planning, connections) that were successful. WHAT DID NOT WORK WELL List the portions of the unit (content, assessment, planning, connections) that were not as successful as hoped. NOTES/CHANGES/SUGGESTIONS List any notes, suggestions, or considerations for future teaching of this unit. Photographs as starting points worked really well. Especially those that used Shanghai or their own photograph of a location that is special to them. The combination of marbled backgrounds and zentangling techniques worked very well- very effective outcomes. Students really enjoyed it! It’s a fun process and they were proud of their outcomes- its very accessible. CC had students trace sections of famous buildings / landscapes in layers to create a composition. These were then scanned in and Ai was used to “live trace” and add blocks of colour. For the teachers- this was our second time through with this project. We changed it up by adding the photographic element, but we need to ensure it doesn’t get boring / repetitive for us… ...this worked as CC had access to the MACs. ICT would be the issue again if we all wanted to do it... …do some research into other artists / methods / ideas around this theme. Keep unit though as it works really well. ...have Adobe CS as compulsory or bookable laptops.

STAGE 1: DP UNIT PLANNER – Art> Year 9> Unit 4> Digital Landscape Year: 9 SUBJECT: Art TEACHER(S): SS, CR and CC UNIT TITLE: Digital Landscape DURATION OF UNIT: 6 weeks UNIT OVERVIEW: (reference objective and object number in your subject guide) ASSESSMENT OBJECTIVE(S): Continuing with the Landscape theme, students will now recreate a landscape through digital painting techniques. Atmosphere and expression will be the focus and students will look to historical references such as Fauvism. Syllabus References: Range and Content: 3a, b, c, d. Curriculum opportunities: 4a, b, d, e, f, g Key Concepts: 1.1 a, b, c. 1.2 a, b. 1.3 a, b. 1.4 a, b, c, d. Key Processes: 2.1 a, b, c, d, e. 2.2 a, b, c, d, e, f. UNIT INQUIRY QUESTION(S): ATL SKILLS: (Subject skills that are the focus within this unit) How is atmosphere and expressive “brushstrokes” created digitally? Communication Skills- visual, written, spoken. Social Skills- Group critiques, collaborative tasks, 1:1 reflections. Self-Management Skills- independent homework projects, responsibility for equipment and materials, awareness of pace. Research Skills- Artist research and analysis, collect and select images, experimentation. Thinking Skills- Analytical investigation, evaluation, idea generation, reasoning. TOK CONNECTION: CAS CONNECTION: Ways of Knowledge- Emotion, Reason, Sense Perception, Language Why do we associate colours / textures with certain emotions? Where does that come from? Creative- Photoshop skills, digital “painting” skills Action. Service.

Year 9 Unit 4 Graphic Design

9GR Digital Landscape What the unit covers


About this unit

In this unit, students will produce a digitally enhanced Expressive Landscape. In order to achieve this they will view various examples of digitally enhanced landscapes and make use of the tutorial listed in this document to develop their own version. They will build on their existing knowledge of colour and emotion and develop this further by considering how the viewpoint and lighting of the image can create mood and atmosphere for the viewer. Students will be using a mixture of their own images and Internet stock images to develop their outcomes. Throughout this project students will use a variety of media and will develop their digital skills, in particular their use of Adobe Photoshop.

Homework - As we have been investigating objects, images and landscapes associated with yourselves, we would like you to create a traditional still-life drawing of objects found in your bag or your bedroom. As the drawing should be completed over several weeks, we recommend that you photograph your arrangement. You should demonstrate accurate shapes and lines and a keen use of tone to represent form. Take the background into account also.




Art, Craft, Design, Individual work, Collaborative Work, Form, Space, Digital Media, Sculpture, 2-D, 3-D, Line, Tone, Colour, Pattern, Texture, Shape, Painting, Collage, Print making, Digital media, Textiles

Week	Learning Objectives Students will:	Teaching Activities	Assessment	Resources	Connections
1-2	Develop an understanding of expressive and digital landscapes. Develop analytical skills.	Introduction to ‘Expressive Landscape’ Show students examples of expressive landscapes and analyse as a class Students to find their own examples of digital landscapes and apply given questions (e.g Writing Mat) to create a research page in their sketchbooks Start Digital Landscape tutorial	Formative assessment Peer assessment	Digital Landscape tutorial	ICT- research, information gathering and digital presentation. Literacy- written analysis. Frameworks and critical vocab.
3-4	Develop digital painting skills. Develop skills using Adobe Photoshop. Extend understanding of how to create expression using digital media.	Continue Digital Landscape tutorial Hw- Work on sketchbook	Formative assessment Self -assessment	Camera Internet Adobe Photoshop/Illustrator Memory stick	ICT- digital photography manipulation, digital painting.
5-6	Develop realization and consolidation skills. Refine digital skills.	Continue and complete their own version of a digital ‘Expressive Landscape’ Print a copy of their work and submit digitally End of unit, peer and self-assessment Submit Hw Sketch book project	Self Formative Peer Summative Assessment	Assessment sheets
6	Evaluation of project and outcome.	Students to organize, collaborate and document their work in their sketchbooks. Written evaluation of project.	Self Formative Summative Assessment	Assessment Booklets- teacher, self, peer, evaluation and target setting.	Literacy- written evaluation. Frameworks and critical vocab.

STAGE 3: UNIT REFLECTION – Art> Year 9> Unit 4> Digital Landscape UNIT TITLE: Digital Landscape WHAT WORKED WELL List the portions of the unit (content, assessment, planning, connections) that were successful. WHAT DID NOT WORK WELL List the portions of the unit (content, assessment, planning, connections) that were not as successful as hoped. NOTES/CHANGES/SUGGESTIONS List any notes, suggestions, or considerations for future teaching of this unit. Excellent outcomes -a lot of great feedback from the rest of school about this work on display. It teaches good, basic photoshop skills. The mini-sketchbook homework was good fun. (this is now in the new Unit 1) Issues of Macs and lack of Adobe Creative Suite on student laptops caused issues with timing… …maybe keep unit 3 and 4 loose in terms of order. Half the year 9 classes do 3 first and then 4 and then they switch. It would alleviate pressure on the Macs.

STAGE 1: DP UNIT PLANNER – Art> Year 9> Unit 5> Clay Heads Year: 9 SUBJECT: Art TEACHER(S): SS, CR and CC UNIT TITLE: Clay Heads / Faces DURATION OF UNIT: 6 weeks UNIT OVERVIEW: (reference objective and object number in your subject guide) ASSESSMENT OBJECTIVE(S): As the last “Art” project of Year 9, students will create an outcome using techniques and processes similar to those used in a GCSE project. Students will create a clay head, taking inspiration from different cultures around the world. Syllabus References: Range and Content: 3a, b, c, d. Curriculum opportunities: 4a, b, d, e, f, g Key Concepts: 1.1 a, b, c. 1.2 a, b. 1.3 a, b. 1.4 a, b, c, d. Key Processes: 2.1 a, b, c, d, e. 2.2 a, b, c, d, e, f. UNIT INQUIRY QUESTION(S): ATL SKILLS: (Subject skills that are the focus within this unit) How can a 3D head / face be created using clay? How do different cultures use pattern and adornment to decorate themselves? Communication Skills- visual, written, spoken. Social Skills- Group critiques, collaborative tasks, 1:1 reflections. Self-Management Skills- independent homework projects, responsibility for equipment and materials, awareness of pace. Research Skills- Artist research and analysis, collect and select images, experimentation. Thinking Skills- Analytical investigation, evaluation, idea generation, reasoning. TOK CONNECTION: CAS CONNECTION: Ways of Knowledge- Emotion, Reason, Sense Perception, Language How is our idea of beauty formed? What is beautiful? How do we know? Creative- Ceramic Skills. Service. Students will research and explore “other cultures” from around the world. Their findings will lead to the creation of a ceramic head, decorated in traditional pattern and colour as a celebration and appreciation of the culture. UN Sustainable Development Goal 10- Reduced Inequalities

Year 9 Unit 5 Fine Art

9AR Clay Heads / Faces What the unit covers:

Art	Craft	Design	2-D	3-D	Individual work	Collaborative work
Line	Tone	Colour	Pattern	Texture	Shape	Form	Space
Drawing	Painting	Collage	Print making	Sculpture	Digital media	Textiles

About this unit

In this unit, students will develop the theme Identity in the form of Portraiture. They will work with ceramics and sketching techniques, with a focus on the formal elements. They will photograph themselves from all angles in preparation to create their bust. This will approximately be around 50% of lifesize proportion. In preparation to achieve this they will produce a number of sketches to demonstrate their idea development. Students will research different materials and techniques to analyse how cultures around the world have created representation of the human form.

Homework - During this project we will be creating three-dimensional ceramic heads, taking inspiration from a cultural reference. For homework, you are to produce a project informing us about the arts, crafts, calligraphy and fashion associated with a particular culture. Your teacher will advise you as to which culture to investigate and provide more guidelines.

Week	Learning Objectives Students will:	Teaching Activities	Assessment	Resources	Connections
1-2	Develop research skills. Develop understanding of ceramics. Develop understanding of other cultures. Develop analystical skills.	Suggestion – Bring up the teacher pinterest board “clay heads” show students various examples of ceramic busts. In small groups set each group a research question to feed back to the group What materials can you use to create a bust? What is armature and how is it used? When were the earliest 3D portraits / busts made? What is proportion and how do you use this when creating a bust? Students to pair up and take reference images, print and stick in book Research clay techniques and how to create human surface texture Analyse one artist restated to the topic using the writing mat Sketch design idea in three view points, make notes of techniques and processes Students will research and explore “other cultures” from around the world. Their findings will lead to the creation of a ceramic head, decorated in traditional pattern and colour as a celebration and appreciation of the culture. UN Sustainable Development Goal 10- Reduced Inequalities	Peer assessment	Internet https://www.pinterest.com/charlotteruiz/clay-heads/ https://uk.pinterest.com/shelleywood83/9-cultural-heads/ Books in the department UN Sustainable Development Goals https://sustainabledevelopment.un.org/sdg10	ICT / Social Media- Pinterest Oracy- discussion based task. Encourage art specific vocab and critique etiquette. Literacy- written analysis. Frameworks and critical vocab.
3-4	Develop ceramic skills Develop experimentation skills	Teacher demonstration how to create a simple face shape Students experiment with creating a simple pinch face Teacher demonstration how to prepare armature and begin to work on self ceramic portrait Students to begin process of final outcome	Formative assessment Self -assessment	Clay Armiture Clay tools	Design and Technology- Resistant Materials- use of armature and 3D construction.
5-6	Develop realization and consolidation skills.	Continue and complete final outcome (Ceramic bust) Extension - Sketch final outcome from life	Self Formative Peer Summative Assessment	Assessment booklet
6	Evaluation of project and outcome.	Students to organize, collaborate and document their work in their sketchbooks. Written evaluation of project.	Self Formative Summative Assessment	Assessment Booklets- teacher, self, peer, evaluation and target setting.	Literacy- written evaluation. Frameworks and critical vocab.

STAGE 3: UNIT REFLECTION – Art> Year 9> Unit 5> Clay Heads / Faces UNIT TITLE: Clay Heads / Faces WHAT WORKED WELL List the portions of the unit (content, assessment, planning, connections) that were successful. WHAT DID NOT WORK WELL List the portions of the unit (content, assessment, planning, connections) that were not as successful as hoped. NOTES/CHANGES/SUGGESTIONS List any notes, suggestions, or considerations for future teaching of this unit. Great for end of year- fun, keeps them interested after options. Students enjoy it. Good to have a ceramics recap before GCSE- we’re trying to ensure skills are continued throughout so that students don’t arrive into GCSE or IB without having done any ceramics work for a number of years. Cultural referencing- again another good preparation for GCSE and IB. SS created masks this year. Easy to use the plastic masks as a starting point... Timing- two units were planned for Term 3. However, realistically there is only enough time for one when we take into account the exams, sports day, events, holidays and next year- “celebration week”… ...maybe give limited options for culture choices. Some worked better than others. …therefore we will remove the last unit (Typographic Portrait) as we do a very similar project in Year 10 Graphics anyway.