Art and DesignKey Stage 3 Non Statutory Guidance

for Art and Design

A CCEA Publication © 2007

1 Section01 PurposeofthisGuidance

3 Section02 ArtandDesignintheNorthernIrelandCurriculum

5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage25 3.2 KeyStage4

7 Section04 UnderstandingtheStatutoryRequirements forArtandDesign7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements16 4.4 LearningOutcomes19 4.5 ThinkingSkillsandPersonalCapabilities

21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning27 5.4 ActiveLearning

29 Section06 AuditingandPlanning29 6.1 ConductingaDepartmentalAudit30 6.2 Long,MediumandShortTermPlanning

33 Appendices:33 Appendix1 Cross-CurricularSkills37 Appendix2 ThinkingSkillsandPersonalCapabilities39 Appendix3 WhatMightAssessmentforLearningLookLikeinArtandDesign?

Contents

GuidanceforArtandDesignatKeyStage3

1

GuidanceforArtandDesignatKeyStage3

ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:

TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.

Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.

ArtandDesignispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforArtandDesigninamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforArtandDesign.

Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.

ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.

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Section01PurposeofthisGuidance

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3

GuidanceforArtandDesignatKeyStage3

TheNorthernIrelandCurriculumseekstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives.Itisabouthelpingpupilsprepareforlifeandwork:

asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.

ArtandDesignhasasignificantroletoplayinthis.ThestudyandpracticesofArtandDesignhelpusinmakingsenseoftheworld,bothintermsofthepracticalissuesofdesignandtheircloserelationshipwiththevaluesofsociety;andintheconsiderationofhowtheproductsofcultureenrichexperience.

Manypupilsatthisagehaveakeeninterestintryingtounderstandmajorissuesthattheyencounterwithintheirownculture,andthroughthemedia.Comingtoamoreinformedunderstandingofthepersonal,socialandenvironmentalissueswhichwillhaveanimpactonthemduringtheirlives,pupilsneedtoexplore:

theirsenseofidentityandbelonging;theircuriosityabouttheworldaroundthem;theirvaluesystemandhowweinteractwithourworldandwitheachother.

MeetingCurriculumObjectivesArtandDesigndevelops pupils as individualsby:

examiningthemeaningsofimagesandartefactstofosterpersonalandsocialinsights.Forexample,throughtreatmentsofidentityandbelongingfromportraituretoarchitecturaldesign;helpingtounderstandtheworkingsofthoseareasoftheirownculturewhicharenon-verbal;usingmaterialsandtechniquestoextendtheirexperienceofphysicalandmanipulativeskills,andsoprovidinganoutletforindividualimaginationandcreativity.

ArtandDesigndevelops pupils as contributors to societyby:

offeringpupilstheopportunitytoengagewithusingartefactsandcontextsfromotherculturestointerrogatetheirrelationshipstolocalandglobalsocieties;examiningthewaysinwhichtheworldsoflifeandworkaredominatedbyvisualexperienceandtheuseofimages.Understandingimageshelpscopewiththevarietyofmeaningswithwhichwearedailybombarded.ArtandDesignistheonesubjectwherevisualskillscomefirst;workingdirectlywithmaterials,techniquesandequipmentaswellasengagingwiththeproductsofculture.

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Section02ArtandDesignintheNorthernIrelandCurriculum

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GuidanceforArtandDesignatKeyStage3

ArtandDesigndevelops pupils as contributors to the economyby:

examiningreal-worlddesignpractice;appreciatingthesignificanceofthecreativeindustriestotheUKeconomy;understandingthatcosteffectivenessandsustainabilityareincreasinglypartofdesignpractice,andapplyingtheseconceptscanmodelcontributingtotheeconomyandtheenvironment,forexampleinrelationtoautomotiveandproductdesign;exploringtheworkofartists,designersandcraftworkers.Throughthissortofstudypupilscandevelopskillswhichhelpwhenmakingchoiceswherethereisno‘right’answer,andsolutionsaredependentoncontext;developingskillsvaluedbyemployerssuchas:improvingownlearningandperformance,problemfindingandsolving,workingwithothers,andusingnewandemergingtechnologies.

QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinArtandDesignto:

know(knowledgeandunderstanding);

beabletodo(skills);

belike(attitudesanddispositions)?

Action

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5

GuidanceforArtandDesignatKeyStage3

3.1 KeyStage2TheminimumcontentforTheArtsissetoutbelow.

Teachersshouldenablepupilstodevelopknowledge,understandingandskillsinArtandDesign.

Pupilsshouldbeenabledto:

engagewithobserving,investigating,andrespondingtofirsthandexperiences,memoryandimagination;collect,examineandselectresourcematerialtouseinthedevelopmentofideas;lookatandtalkabouttheworkofartists,designersandcraftworkersfromtheirownandothercultures;appreciatemethodsusedintheresourcematerialsandusetheirappreciationtostimulatepersonalideasandengagewithinformedartmaking;developtheirunderstandingofthevisualelementsofcolour,tone,line,shape,form,space,textureandpatterntocommunicatetheirideas;evaluatetheirownandothers’workandhowitwasmade,explainandsharetheirideas,discussdifficultiesandreviewandmodifyworktofindsolutions;usearangeofmedia,materials,toolsandprocessessuchas:drawing,painting,printmaking,malleablematerials,textilesandthree-dimensionalconstruction,selectingwhichisappropriateinordertorealisepersonalideasandintentions.

Inpractice,thepreciserangeanddepthofexperiencespupilswillhavebeenexposedtoatKeyStage2willvary.TeachersatKeyStage3shouldestablishhowArtandDesignhasbeencoveredinfeederprimaryschools,andtheleveloffamiliaritywithmedia,techniques,processesandspecialistvocabularythattheirpupilsbringtoKeyStage3.

3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:

teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.

KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementsforKeyStage3ArtandDesignprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsofpupils.

AtKeyStage4,thosepupilswhochoosetocontinuewithfurtherstudyinArtandDesigncanselectfromarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.

ForthosepupilswhochoosenottocontinuewithfurtherstudyofArtandDesignbeyondKeyStage3,theirexperiencesduringthekeystageshouldhaveprovidedthemwithsuchknowledge,understandingandskillsassociatedwithArtandDesignaswillhelpthemengagemeaningfullywithrealandrelevantissuesintheirworld.

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Section03LinkstoKeyStage2andKeyStage4

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GuidanceforArtandDesignatKeyStage3

QuestionsforDepartments

Whatdoweknowaboutourpupils’previousexperiencesofArtandDesign?

Howcanwefindoutmore?

IsourKeyStage3provisionpreparingpupilsforGCSEinthewaywewouldlike?

Forpupilswhodon’tcontinuewithGCSEArtandDesign,doesourKeyStage3provisionensureworthwhileexperienceswhichwillsupporttheirwiderlearning?

Action

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GuidanceforArtandDesignatKeyStage3

Developingpupils’Knowledge,UnderstandingandSkills

(Objective1)DevelopingpupilsasIndividuals

(Objective2)DevelopingpupilsasContributorstoSociety

(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment

Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;

• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;

• listeningactivelyandreportingback;

• readingandviewingforkeyideas,enjoyment,engagementandempathy;

• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;

• participatinginarangeofdramaactivities;

• interpretingvisualstimuliincludingthemovingimage;

• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;

• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;

• analysingcriticallytheirownandothertexts;

• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand

appropriately.

Pupilsshouldhaveopportunitiesto:

Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)

Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)

ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)

ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)

Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)

Pupilsshouldhaveopportunitiesto:

Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)

Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforpupils;createandlaunchaninnovativelifestylearticleorfeatureforpupilsetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)

ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)

Pupilsshouldhaveopportunitiesto:

Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)

ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)

Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)

LearningOutcomes

ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.

Pupilsshouldbeableto:

researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.

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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.

TheobjectivesaremadeupofKeyElements.Theseprovide

opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother

subjects.

TheKnowledgeUnderstandingand

SkillstobedevelopedinArtandDesignduring

KeyStage3

ObjectivesThecurriculumobjectivesprovidetherealandrelevantcontextsin

whichArtandDesignknowledge,understandingandskillsare

developed.Theobjectivesshouldbedevelopedthroughoutthe

keystage

LearningOutcomesThesestatetheskillsand

capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof

ArtandDesign.

4.1 TheLayoutoftheStatutoryRequirements

Thissectionincludesexplanationof:

TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;TheLearningOutcomes;ThinkingSkillsandPersonalCapabilities.

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Section04UnderstandingtheStatutoryRequirementsforArtandDesign

04

ExemplarSeebackcoverforanA3versionof

theStatutoryRequirementsforArtandDesignwithadditionalguidanceandexamples

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GuidanceforArtandDesignatKeyStage3

4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforArtandDesignisheaded‘Developingpupils’KnowledgeUnderstandingandSkills.’

Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofArtandDesignmeansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.

Thetableoverleafseekstoexplain,illustrateandexpandonthebulletpointsunder‘Knowledge,UnderstandingandSkills’

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Developingpupils’Knowledge,UnderstandingandSkills

Supportingnotes

Researching,gatheringandinterpretinginformationfromdirectexperiences,observations,memoryandarangeoftraditionalanddigitalsources;

Developinganappreciationoftheworkofartists,designersandcraftworkersfromtheirownandothercultures,pastandpresent;

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DrawingfromobservationisoneofthecentralcomponentsofArtandDesignpractice.Pupilsshouldhaveopportunitiestodrawfromobservation,memoryandimaginationusingarangeofmediaandapproaches.Collectingandinterpretingmaterialtosupportideasisnotlimitedtodrawing,however,andpupilsneedtobesupportedinextendingtheirskillstoincludetheuseofdigitalmedia.

Understandingwhatartists,designersandcraftworkersdo,andhavedone,ispartofacquiringabasicculturalliteracy.Itcanbeespeciallyusefultocompareandcontrastthefamiliarproductsofculturefromimmediateexperience,withunfamiliarexamplesfromothertimesandplaces.AllArtandDesignactivitiesshouldhavesomecontexttomaketherelevanceoftheplannedexperiencesclear:pupilsneedtoknowwhytheyarestudyingparticularexamplesofArtandDesignpractice.Thiscanbesupportedbyconsideringpotentialcareersinthecreativeindustries.

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GuidanceforArtandDesignatKeyStage3

Developingpupils’Knowledge,UnderstandingandSkills

Supportingnotes

Developingcreativethinkingskillsandpersonalcreativeoutcomesthroughinvestigating,realising,designingandmaking:

drawingandgraphicmedia;printmaking;textiles;ceramics;3-dimensionalconstructionorprototyping;lens-basedanddigitalmedia;

UsingthevisualelementswithunderstandingwhenengaginginArtandDesign;

Evaluatingandappreciatingtheirownandothers’workthroughdiscussionandreflection;

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AmajorpartofanyArtandDesignprogrammeatKeyStage3willnaturallyincludeplannedexperiencesinusingarangeofmediaandapproaches.Pupilsshouldhaveopportunitiestoexpandtheirrangeofpracticalskillsbyprogressiveexperienceofmedia,techniquesandprocessesoverthekeystage.Learningbydoinginthiswaycanbeespeciallyfruitfulintermsofcontributingtothedevelopmentofthinkingskillsandpersonalcapabilities.

Acquiringafamiliaritywiththebasicconceptsofvisuallanguage,andbecomingconfidentinmanipulatingthemtoachieveadesiredoutcome,ispartofallactivitiesinArtandDesign.Thisreferstotheuseofline,tone,colour,texture,shape,pattern,etc.

Systematicallytakingaccountofindividualprogressinthecourseofworkispartoflearningtotakeresponsibilityforpersonallearning.Lookingatindividualworkinisolation,however,isnotsufficient,andevaluatingworkincomparisontorelevantexamplescansupportmeaningfulprogress.

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GuidanceforArtandDesignatKeyStage3

QuestionsforDepartmentsWhatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartment’sprovision?

WhataretheimplicationsforfuturelearningandteachingatKeyStage3?

Action

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GuidanceforArtandDesignatKeyStage3

4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatArtandDesigndirectlyconnectstothecurriculumobjectives.ThekeyelementsalsoprovideameansforconnectinglearninginArtandDesigntoothersubjectsandtoLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherinsection5.3ConnectingtheLearning.

Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.

TheNorthernIrelandCurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:

Objective1

Anindividual

Objective2

Acontributortosociety

Objective3

Acontributortotheeconomyandtheenvironment

KeyElements

PersonalUnderstandingMutualUnderstanding

PersonalHealthMoralCharacter

SpiritualAwareness

KeyElements

CitizenshipCulturalUnderstanding

MediaAwarenessEthicalAwareness

KeyElements

EmployabilityEconomicAwareness

EducationforSustainableDevelopment

Forexample,developingthepupilasanindividual(curriculumobjective1)willrequireafocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.

Eachsubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.ThekeyelementsthatArtandDesigncontributestomorefullyare:

PersonalUnderstanding;MutualUnderstanding;SpiritualAwareness;Citizenship;CulturalUnderstanding;MediaAwareness;Employability.

Forexample,itisdifficulttoimagineanactivitywithinArtandDesignwhichwon’tinvolvesomeaspectsofPersonalUnderstandingandCulturalUnderstanding;becausemakingandlookingatexamplesofArtandDesignwillfeatureheavilyatallpointswithinthekeystage.

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GuidanceforArtandDesignatKeyStage3

Carefulconsiderationofthecontextuallinkswhichcanbedrawnoutbyusingclassroomactivitieswhichcloselymodelrealworldpracticeinthearts,willleadtoprofitableconnectionswiththekeyelementsofCulturalUnderstanding,MediaAwareness,andEthicalAwareness,andthevariousaspectsofLearningforLifeandWork.

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GuidanceforArtandDesignatKeyStage3

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14

GuidanceforArtandDesignatKeyStage3

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GuidanceforArtandDesignatKeyStage3

QuestionsforDepartmentsWhichkeyelementsdowe:

addresswell?

needtofocusmoreon?

notaddressatall?

Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?

Howcouldweusethecurriculumobjectivesorkeyelementstodriveplanninginourdepartment?

Whataretheimplicationsforourresources?

Action

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GuidanceforArtandDesignatKeyStage3

4.4 LearningOutcomesLearningOutcomesstatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubject.Thesearesimilaracrosseachareaoflearningandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).

Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinArtandDesign.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofArtandDesigntomeetthelearningoutcomes.

EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.

UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.

Evidenceoflearningoutcomescanbe:

recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.

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GuidanceforArtandDesignatKeyStage3

SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.

LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities

Researchandmanageinformationeffectivelytoinvestigateandinformideasinart,design,craft,digitalmediaandmovingimage,includingUsingMathematicsandUsingICTwhereappropriate

ManagingInformationCommunicationUsingMathematicsUsingICT

Showdeeperartisticunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate

Thinking,Problem-Solving,Decision-MakingCommunicationUsingMathematicsUsingICT

Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough

BeingCreative

Workeffectivelywithothers WorkingwithOthers

Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance

Self-Management

Communicateeffectivelyinoral,visual,writtenanddigitalmedia(ICT)formats,showingclearawarenessofaudienceandpurpose

CommunicationUsingICTUsingMathematics

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GuidanceforArtandDesignatKeyStage3

QuestionsforDepartmentsHowcanweplanforlearningoutcomes?

Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?

Whichlearningoutcomeswillbethemostchallengingforourdepartment?

Action

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GuidanceforArtandDesignatKeyStage3

4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesframeworkconsistsoffiveoverlappingstrands:

ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.

Eachstrandisbrokendownintofurtherdetail(seematerialavailableintheCurriculumSupportandImplementationBoxandatwww.nicurriculum.org.uk).Thebreakdownofthestrandscanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported;forexample,linkingcauseandeffect(adesignactivity),examiningevidence(lookingatcontextualexamples),planningatask,etc.

Manyofthesearenotnew,andarealreadybeingdevelopedacrossarangeofsubjects.Thissingleframeworkaimstomaketheirdevelopmentmorestructuredandexplicittoencourageapplicationacrossarangeofcontextsandprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.

ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofThinkingSkills&PersonalCapabilitiesgenerally,forexample:settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearningetc.

ManyoftheseactivitiesalsosupporttheprinciplesofAssessmentforLearning.

Thebigshift,however,istofocusonopportunitiesinArtandDesignwhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofaparticularartisticordesignconceptorcontext.

Inturn,thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.

Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.

Thisapproachisknownasinfusion;addingonethingtoanothertogivenewsignificance.

Planningforinfusioninvolves,forexample:

(a) lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchas:evaluatingmostappropriateinformation,justifyingopinions,reachingagreementwithinagroupetc.

(b) identifyingthespecificskillsandcapabilitiesbestdevelopedthroughArtandDesignandsettingupcontextstointroduceandpractisethem,suchas:comparingandcontrasting(artefacts),examiningoptionsandweighingupprosandcons(designissue),takingturns,sharingandco-operating(groupwork)etc.

ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinthinkingskillsandpersonalcapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonal/interpersonalskillstoothercontexts.

ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughpracticeandapplicationthrougharangeofcontextsandatincreasinglevelsofchallengeanddemand.

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GuidanceforArtandDesignatKeyStage3

QuestionsforDepartmentsHowcanArtandDesignmeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?

WherearethekeyopportunitiesinArtandDesignforinfusion?

Action

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ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionoftheThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.

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GuidanceforArtandDesignatKeyStage3

5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinArtandDesignthatfollowtheneedsandinterestsofpupils.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.

RelevanceTeachershaveopportunitiestolookforthemesandissuesthatarerealandrelevanttothelivesofpupilstoday.ArtandDesignskillsandtheconceptsinthefirstcolumnoftheArtandDesignstrandcanbedevelopedthroughmanycurrentArtandDesignissues,bothlocalandinthemedia,inwhichpupilsexpressaninterest.

IntegratedThestatutoryrequirementsforArtandDesignarewrittentohelpteachersseealternativestotheteachingofdiscretetechniquessuchasprintmakingorceramics,andtoformunitsofworkthatintegratetheknowledgeandunderstandingsoastomoveawayfromtechnicalcompetenceconsideredinisolation,tocontextualisedworkingactivitieswhichhelppupilsgainabetterunderstandingofhowtheworldaroundusworks.

ValuesBasedThekeyelementsprovideopportunitiesforpupilstoreflectonmoral,ethical,spiritual,socialandculturaldimensionsofArtandDesign,whichrelatetorealpeopleandrealplaces,andtoconsidertheirownviewsandopinionsaboutthem.

FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.TheycanexplorehowtheskillsdevelopedthroughArtandDesignmighthelpthemandothersinthefuture.

ProcessnotProductProgressinlearningismadebyusingtheprocessesthatleadtofacilityinasubject’sknowledgeandskills.InArtandDesignpupilsworktobuildconfidencewithusingmaterials,mediaandtechniques,andunderstandingthecontextsinwhichtheyareused.Becausethisemphasisonskillsisalreadyfamiliar,itshouldposenomajordifficultiestoteachersofArtandDesign.

Section05ApproachestoLearningandTeaching

05

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GuidanceforArtandDesignatKeyStage3

5.2 AssessmentforLearning‘AssessmentforLearning’isanapproachwhichcansupporteffectivelearningandteaching.Itfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawayforustotakestockoflearningduringtheprocessanditcanhelpinformusofhowthelearningisprogressing.

In‘AssessmentforLearning’:thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparent processbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareabletotake responsibilityfortheirownlearning,andforaspectsofassessment.

‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:

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ContinuingProfessionalDevelopmentmaterialshavebeenprovidedtopromoteAssessmentforLearning.

Sharinglearningintentions

Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)

Sharingandnegotiatingsuccesscriteria

Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.

Givingfeedbacktopupils

Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe

used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.

Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:

Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3to5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.

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Selfandpeerassessment

Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.

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GuidanceforArtandDesignatKeyStage3

QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningpracticeinourclassrooms?

WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?

Whichdoweneedtogivemoreattentionto?

Howdowedothis?

Action

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GuidanceforArtandDesignatKeyStage3

5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectlearningrangefromsmallandinformaltowholeschoolandformallyplanned.

Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:

Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeWork;Othersuitableapproaches.

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QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?

Action

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ArtandDesignisparticularlyproductiveinthisrespect.ItisrecognisedthatArtandDesignteachersareadeptatmakingcross-curricularlinksintheirprojectplanning,andarepro-activeinmakingconnectionswithothersubjects.Emphasisonskillssuchasbeingcreativeandproblemsolving—whichareinherentinalmostallArtandDesignactivities—willmeanthatinnovativedepartmentsshouldbewellplacedtotaketheleadinmakinglinksacrossthecurriculum.

ExamplesofconnectinglearningacrosssubjectsareavailableintheThematicUnitsandCollaborativeUnit.SeetheCurriculumSupportandImplementationBoxorwww.nicurriculum.org.ukformoreinformation.

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GuidanceforArtandDesignatKeyStage3

ConnectingwithLearningforLifeandWork(LLW)OnewayofbeginningtomakeconnectionsistouseLearningforLifeandWork.ThefoursubjectstrandswithinLearningforLifeandWork(PersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability)contributedirectlytothethreecurriculumobjectives.

TheotherareasoflearningalsocontributetothecurriculumobjectivesandtoLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakesadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelpstostrengthenandenrichitsprovisionasawhole.RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability.

Itisimportantthatopportunitiesforthedevelopmentofskills,knowledge,attitudesandvaluesinLearningforLifeandWorkareembeddedintopicalissues.Pupilsneedtobeprovidedwithstructuredopportunitiestoactivelyexploreissues,problemsandeventsthroughschoolandcommunityinvolvement,andtotakepartincriticaldiscussionsthatarechallengingandrelevanttotheirlives.

Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:

raiseawarenessabouttheLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingabouttheLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anareaoflearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatementofrequirement.

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GuidanceforArtandDesignatKeyStage3

QuestionsforDepartmentsHowcanwemakeconnectionswithotherareasoflearninginrelationto:

knowledge,understandingandskills?

ThinkingSkillsandPersonalCapabilities?

cross-curricularskills?

LearningforLifeandWork?

Whichaspectsofourcurrentpracticepromoteconnectedlearning?

Whataretheissuesaroundthemanagementofconnectedlearning?

Howwillweknowpupilsarelearningtomakeconnections?

Action

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GuidanceforArtandDesignatKeyStage3

5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.

AglossaryActive Learning and Teaching Methods for Key Stage 3isavailableintheCurriculumSupportandImplementationBoxandatwww.nicurriculum.org.uk.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.ArtandDesignteachersalreadyteachinaveryactiveandpracticalway,andthesubjectprovidesrichcontextstousearangeofactivelearningstrategies.

QuestionsforDepartmentsWhichactivelearningstrategieswouldworkforus?

Howdoestheclimateinourclassroomssupporttheuseofactivelearning?

Whataretheimplicationsforclassroommanagement?

Action

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GuidanceforArtandDesignatKeyStage3

ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementsforArtandDesign.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbyanevaluationprocess,andmayresultinacompletelyfreshapproach.

6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum for Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.

Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow:

Section06AuditingandPlanning

06

StartingPointforAudit DescriptionofProcess

CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.

KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.Checkforcoverageacrossthekeystage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.

ThinkingSkillsandPersonalCapabilities

StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrossthekeystage.

LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?

‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.

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GuidanceforArtandDesignatKeyStage3

6.2 Long,MediumandShortTermPlanning

LongTermPlanningInproducinglongtermplansorschemesofwork,youneedtothinkabout:

howArtandDesignlinkswiththewidercurriculumobjectives;howArtandDesignknowledge,understandingandskills(thelefthandcolumn)willbeaddressed;howandwhentodevelopspecificskillsandcapabilities;whereandwhencanwecontributetoassessmentofthecross-curricularskills;whatrangeofmaterialstechniquesandprocesseswillbestudied;howArtandDesigncanactivelylinkwithothercurricularareas;howtheschemeofworkwillreflectwholeschoolcircumstancesanddevelopmentplanning.

MediumTermPlanningInplanningunitsofwork,youneedtothinkabout:

identifyingbigquestionsandissuestoengagepupilsandpromoteacreativeapproach;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;whatopportunitiescouldbedevelopedtocontributetoassessmentofthecross-curricularskills;howtobuildintimefortimeforreview,reflectionandremediation;resourceimplications:equipment,consumables,exemplarmaterials.

ShortTermPlanningInplanningalessonorseriesoflessons,youneedtothinkabout:

makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistask/activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactives/challenges;supportingandpromptingpupilperformance;planningplenariestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).

Long,Medium,ShortTermPlanningQuitenaturally,teacherswanttheirlessonstoberelevantandstimulating,andbysodoingtoembodythevariouslearningexperienceshighlightedwithinthediagramoftheBig PictureoftheKeyStage3curriculum.Inplanningworkandactivitieswhichachievethisintention,ArtandDesignoffersreadyopportunitiestoreflecttheworkingpractices,contextsandconcernsofreal-worldexampleswithinthebroadspectrumofthecreativeindustries.

Theschemeofworkisthelongtermplanforthewholekeystage.Itwilltakeintoaccounttheprogressionofpupils’learningoverthethreeyears.ItalsocontainsthemediumtermplanningforeachyeargroupincludingthebroaderdimensionsoftheNorthernIrelandCurriculum:LearningforLifeandWork,keyelements,cross-curricularskillsandthinkingskillsandpersonalcapabilities.

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GuidanceforArtandDesignatKeyStage3

Theunitsofworkoutlinedintheschemeofworkarethemediumtermplans.Thesewillusuallycoveronetermorpartofaterm.Theywillgivedetailsofspecificlearningobjectives,teachingandlearningactivitiesandlearningoutcomes.

Shorttermplanswillgivedetailsofthesequenceandcontentoflessonsforaunitofwork.Longandmediumtermplanningwillinvolveallstaffwithinadepartment.Thisisnecessarytoachievecoherenceandcontinuityinplanningtheschemeofwork.

Shorttermplanningwillbecarriedoutbyindividualteachers,astheyrespondtotheneedsofpupils.

QuestionsforDepartments:Whenplanningaschemeofwork:

whatisthevisionoftheschool?whattimeisavailableforArtandDesignineachyear?whatisthesubject’scontributiontothebroadercurriculumincludingCommunication,UsingMathsandUsingICT?howcanthesubjectmeetthecurriculumobjectives?howcanexperienceofarangeofmedia,materialsandprocessesbestbecoveredineachyear?howwillpupils’progressbemeasured?howwillresourcesandmaterialsbeacquiredandused?whatlinkswithothercurriculumareaswillbeappropriate?

Whenplanningforprogression:

whatinformationisavailableaboutpupils’experiencesofArtandDesignatKeyStage2?areunitsofworkadaptedtosuitpupils’earlierexperiences?whichaspectsofArtandDesignworkneedabackgroundofhands-onpractice?aretheunitsarrangedsothatlaterworktakesearlierexperiencesfurther?whichaspectsarelikelytobemostdifficultandthereforerequiremoretime?whenmedia,materialsorprocessesarere-visited,isanewcontextused?howwillablepupilsbechallengedbyplannedexperiences?

Curriculumdevelopmentisaprocessandrequiresongoingevaluation.Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.

Foranyschemeofworkitmightbeusefultoask:

Howwelldidthepupilsrespondtothat?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?

Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeplearning?howdidIcollectit?

WhatmodificationscouldImake?inthecontent?inthelearningmaterials?inthelearningactivities?

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GuidanceforArtandDesignatKeyStage3

Whendidyoulastexperiencea“buzz”intheclassroom?Whatplace/theme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivityweretheydoing?Whatwasthepurposeoftheirlearning?Whyhadyouchosentheseparticularresourcestouseinthissessionwiththosepupils?

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GuidanceforArtandDesignatKeyStage3

CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-life,meaningfulcontextsacrossthecurriculum.

Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.

TherequirementsforCommunicationaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:

TalkingandListeningPupilsshouldbeenabledto:

listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.

ReadingPupilsshouldbeenabledto:

readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.

*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.

WritingPupilsshouldbeenabledto:

talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.

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Appendix1Cross-CurricularSkills

Appendices

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GuidanceforArtandDesignatKeyStage3

UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.

Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.

TherequirementsforUsingMathematicsaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.

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GuidanceforArtandDesignatKeyStage3

UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.

Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.

TherequirementsforUsingICTaresetoutbelow.

Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:

ExplorePupilsshouldbeenabledto:

accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.

ExpressPupilsshouldbeenabledto:

create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.

ExchangePupilsshouldbeenabledto:

communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.

EvaluatePupilsshouldbeenabledto:

talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused.

ExhibitPupilsshouldbeenabledto:

manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.

••••

•

•

••

•

•

••

36

GuidanceforArtandDesignatKeyStage3

Cros

s-cu

rric

ular

ski

llCo

mm

unic

atio

nU

sing

Mat

hem

atic

sU

sing

ICT

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ose

Top

rovi

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ppor

tuni

ties

for

pupi

lsto

ac

quir

e,d

evel

opa

ndd

emon

stra

teth

ecr

oss-

curr

icul

ars

kill

ofC

omm

unic

atio

n

Top

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ppor

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ties

for

pupi

lsto

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ars

kill

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s

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kill

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ples

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esse

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iscu

ssio

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onst

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info

rmat

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usi

nge

vide

nce

from

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ain

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mun

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,pre

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sin

a

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ety

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ffere

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nces

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mat

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alk

now

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ean

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mat

hem

atic

sto

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and

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ede

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ons,

men

talm

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mat

ics,

mak

ean

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ata

hand

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usi

ng

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gfin

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alc

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ility

,etc

.

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ore

info

rmat

ion

usin

gel

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onic

to

ols,

cre

ate,

dev

elop

,pre

sent

and

pub

lish

idea

sus

ing

ara

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ofd

igita

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ia,

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mun

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eel

ectr

onic

ally

,etc

.

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ples

ofc

onte

xts

inA

rta

ndD

esig

nTa

lka

bout

thei

row

nan

dot

hers

’wor

kin

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grou

por

cla

sss

ituat

ion

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ntee

rpe

rson

alv

iew

sw

hen

cons

ider

ing

imag

esa

nde

valu

atin

gre

spon

ses

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rpor

ate

ar

ange

ofs

peci

alis

tvo

cabu

lary

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has

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amic

,slip

,gla

ze,

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pri

nt,g

estu

re,i

mpr

ess,

tran

sfer

;int

ove

rbal

and

wri

tten

resp

onse

sSe

lect

and

use

vis

ualm

eans

toa

ttra

cta

nd

hold

the

atte

ntio

nof

an

audi

ence

whe

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nor

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play

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kCo

llect

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es,a

nnot

ate

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dim

ages

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llage

sam

ples

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col

ours

,tex

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inc

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esto

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upo

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ass

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pond

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ions

abo

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nten

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ique

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edia

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im

ages

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ain

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ntio

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ork,

dra

ft

prel

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ary

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ions

and

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rrec

tions

as

wor

kpr

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sses

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ar

ange

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edia

and

app

roac

hes

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sto

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rre

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ses

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geo

fpur

pose

san

dfu

nctio

nsSt

ruct

ure

info

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ion

tob

ein

clud

edin

a

piec

eof

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phic

des

ign

aim

eda

tas

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fic

audi

ence

• • • • • • • • •

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isio

nis

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hen

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per

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tes

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ore

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ple,

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ng

outh

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rd

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and

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pes

will

be

used

whe

ndr

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gge

omet

ric

shap

esa

nd

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tion

lines

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uide

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ng.

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ple

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ing

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and

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ting

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olid

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atin

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apes

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Sim

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ulat

ions

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ctan

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exam

ple

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ine

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ure

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ific

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tort

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ings

.Spe

cific

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orm

atio

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and

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pys

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sin

dra

win

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ms

also

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athe

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cept

s

• • • • • • • •

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erm

ine

own

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rite

ria

tolo

cate

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urce

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eim

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and

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amed

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lder

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ject

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asc

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ork

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dev

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inde

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ence

us

ing

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ecto

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ess

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ence

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pose

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evel

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uate

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iece

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upIC

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ork;

and

giv

efe

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ckto

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oup

Dis

cuss

the

visu

alq

ualit

ies

ofm

ater

ials

su

cha

sill

ustr

atio

nsa

ndim

ages

use

dD

eter

min

epe

rson

alp

rior

ities

for

deve

lopi

ngs

kills

inU

sing

ICT

inA

rta

nd

Des

ign

Colle

ctto

geth

erfi

les

prod

uced

inA

rta

nd

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ign,

ina

fold

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sing

an

esta

blis

hed

file

hier

arch

y

• • • • • • • • •

Cros

s-Cu

rric

ular

ski

llsin

Art

and

Des

ign

37

GuidanceforArtandDesignatKeyStage3

Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.

Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupils’self-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.

TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.

Appendix2ThinkingSkillsandPersonalCapabilities

38

GuidanceforArtandDesignatKeyStage3

Thin

king

ski

lls

and

Pers

onal

Ca

pabi

litie

sst

rand

s

Man

agin

gIn

form

atio

nTh

inki

ng,P

robl

em-S

olvi

ng

and

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isio

n-M

akin

gB

eing

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ativ

eW

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ngw

ithO

ther

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lf-M

anag

emen

t

Purp

ose

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evel

ople

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rs’

abili

ties

ina

nin

form

atio

nin

tens

ive

envi

ronm

ent

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epu

pils

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ctiv

ele

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ngs

oth

atth

eyc

an

gob

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ere

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llof

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linf

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atio

nan

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fthe

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ositi

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osity

,exp

lora

tion,

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men

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Toe

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age

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tive

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osto

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itho

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ore

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cted

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eth

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ning

inn

ews

ituat

ions

an

din

the

long

erte

rm

Exam

ples

of

proc

esse

sin

whi

ch

pupi

lsa

rein

volv

ed

Aski

ng,a

cces

sing

,se

lect

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rdin

g,

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grat

ing,

co

mm

unic

atin

g

Sear

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ng,

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ping

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atin

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ntin

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lear

ning

Bei

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tive,

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ng

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itive

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ther

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e

Eval

uatin

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reng

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ting

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dta

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ing

and

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latin

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lf

Exam

ples

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cont

exts

inA

rta

nd

Des

ign

Rec

ord

inst

ruct

ions

an

dre

tain

han

d-ou

ts.A

ska

ppro

pria

te

ques

tions

toc

lari

fy

deta

ilso

ftas

ks

Mai

ntai

nsk

etch

book

/vi

sual

dia

rya

nds

tore

pe

rson

alc

lass

wor

k

Stor

e,p

rint

and

re

trie

ved

igita

lfile

s

Use

as

earc

hen

gine

to

loca

tere

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nt

sour

ces

for

rese

arch

Pres

ento

wn

wor

kin

way

sw

hich

m

axim

ise

legi

bilit

y,vi

sual

impa

ct,c

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ty

and

indi

vidu

ality

of

resp

onse

Whe

nm

akin

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ks

cons

ider

alte

rnat

ive

mat

eria

lsm

edia

and

te

chni

ques

tou

sein

ap

iece

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wor

k

Colle

cta

nda

sses

sin

form

atio

nre

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gto

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eco

ntex

tfor

wor

k,u

se

this

as

ast

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gpo

intf

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onal

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s

Esta

blis

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scr

iteri

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rin

divi

dual

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kan

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ss,a

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ew

ork

Eval

uate

an

indi

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iece

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kw

ithre

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nce

to

pred

eter

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eds

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ss

crite

ria

Prop

ose

ara

nge

of

poss

ible

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a

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gnp

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ema

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fy

rele

vant

pos

sibi

litie

s

Use

mat

eria

ls,m

edia

an

dpr

oces

ses

inw

ays

whi

cha

rep

erso

nally

ch

osen

and

indi

vidu

ally

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rect

edto

ach

ieve

in

nova

tive

outc

omes

Exte

ndre

pert

oire

of

skill

sth

roug

hac

quir

ing

incr

ease

dfa

cilit

yin

m

anip

ulat

ing

tool

san

deq

uipm

ents

uch

as

prin

tmak

ing

equi

pmen

t

Inco

rpor

ate

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men

sion

of

per

sona

lexp

ress

ion

into

idea

san

dac

tiviti

es

Exte

rior

ise

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onal

ae

sthe

ticp

refe

renc

es

thro

ugh

the

prod

uctio

nof

vis

ualr

espo

nses

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ange

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s,

insi

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,res

pons

esa

nd

pref

eren

ces

with

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er

mem

bers

ofg

roup

Take

par

tin

pair

and

gro

up

wor

kas

an

activ

em

embe

rof

a

team

.For

exa

mpl

ew

hen

taki

ng

resp

onsi

bilit

yto

pro

duce

one

co

mpo

nent

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labo

rativ

eco

nstr

uctio

n,s

uch

asm

akin

gth

efr

ontp

age

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ine

Iden

tify

how

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ean

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rson

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rman

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ithin

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tive

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ovid

ing

feed

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and

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ice

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don

ow

nex

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ence

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ing

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rtak

en

Shar

eid

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ther

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tions

,acc

eptc

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ing

role

sw

ithin

ag

roup

Take

on

the

role

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eade

rw

ithin

gr

oup

wor

k

Chal

leng

ege

nder

ste

reot

ypes

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dqu

estio

nas

sum

ptio

ns

Use

insi

ghti

nto

own

qual

ities

,apt

itude

san

dsk

ills

tod

ecid

eho

wto

tack

lew

ork

Refi

nere

pert

oire

ofs

kills

by

pra

ctic

e,c

onsi

deri

ng

time

man

agem

enta

nd

taki

ngre

spon

sibi

lity

for

own

lear

ning

Adap

tto

diffi

culti

esa

nds

et-

back

sw

ithin

the

prod

uctio

nof

wor

kby

per

seve

ring

and

ta

cklin

gsh

ortc

omin

gs

Prac

tice

soci

als

kills

thro

ugh

shar

ing

mat

eria

ls,e

quip

men

tan

did

eas,

und

erst

and

resp

onsi

bilit

ies

for

colla

ting

and

pres

entin

gow

nw

ork

and

tidyi

ngu

p

Be

awar

eof

per

sona

lle

arni

ngp

refe

renc

esa

nd

styl

e,a

ndu

seth

isk

now

ledg

eto

opt

imis

epe

rson

al

perf

orm

ance

Thin

king

Ski

llsa

ndP

erso

nalC

apab

ilitie

sin

Art

and

Des

ign

39

GuidanceforArtandDesignatKeyStage3

Thisappendixoutlinesasampleproject.Thematerialbeginsbyexploringarangeofwaystoselectpotentiallearningoutcomes.ItdoessobyfirstconsideringhowtheprojectcouldtakeafocusfromamongtheNorthernIrelandCurriculumpriorities.ThematerialgoesontogiveexamplesofhowtheKeyActionsofAssessmentforLearningcouldbeusedwithintheproject.

SampleProjectAyear83Dfineartproject,usingceramicstomakemodelcreaturesinthestyleofMexicanDia del MuertedecorationscrossedwithNikideSaintPhalle’s‘Nana’forms.

RationaleFromWhichLearningIntentionscanbeDerived:Whydothis?Ineachyeartherewillbesome2D,some3D,somepredominantlyfineart,andsomedesignapproaches.Thisistoensurebreadthofcoverageandtoexposepupilstoasamplerangeofactivitiesfromthevisualarts.Theexampleprojectcovers3Dandfineart,andservesasanappropriatestartingpointformodellingtechniquesinclayandceramicdecorationusingcolourandpatterneitheringlazeorpossiblyacrylicpaint.

Whythisapproach?Ceramicsskillsneedsuccessiverepetitiontodevelop,andasimplemodellingexerciseusingcrank(grogged)clay,meansthatproblemsofcopingwithnarrowlimbsareavoided.AneasilyrealisableaestheticreferencedfromslightlycrudebuteffectiveMexicanfiguresandSaintPhalle’s‘fat’Nanafiguresreinforcestheperceptionthatsuchformsarereadilyachievable.

MaketheWorkRelevantandEngagingTheprojectextendspupils’experienceofculturalartefacts,especiallythoseofothercultures.Theartefactschosenasafocusherecanbecolourful,amusing,attimesslightlysinister,yetlinkwithHallowe’eninourownculture.Theyarevisuallystimulatingwhichalsoprovideaready‘in’forpupilsofthisagerange,withoutbeingsosophisticatedastobedauntingorobviouslybeyondaspiration.Skillsarerelevantindevelopingdexterity,hand-eyeco-ordination,resilience(itnevergoesrightfirsttime),andvisualisation.Ceramicworkisusuallyexperiencedasengaging.

Whichskills?subjectspecific–manipulative,drawing,painting,usingceramicmaterials,modelling,visualising,imagining,investigating,documenting,realising,evaluating,comparing.theThinkingSkillsandPersonalCapabilities:

ManagingInformation–thisskillwillcomeintoplaywheninvestigatingmaterialrelatingtoDia del Muerte,collectingimagesandmakingnotesaboutthefestival.Thinking,ProblemSolving,Decision-Making–alloftheseskillswillbeengagedwhenpupilsstarttoworkouthowtheywanttointerpretthetask–thiscouldbeprofitablyusedasamainfocusforthework.BeingCreative–thisskillisusedallthetimeinArtandDesign,andcaneasilybeafocusforanyprojectworkundertakeninArtandDesignexperiences.Self-Management–self-managementskillswillbeusedwhendocumentingwork,recordingdetailsofinstructionsandtechniques,keepingpersonalworkuptodateandwhencarryingoutevaluationofwork.

i)

ii)•

•

•

•

Appendix3WhatMightAssessmentforLearningLookLikeinArtandDesign?

40

GuidanceforArtandDesignatKeyStage3

WorkingwithOthers–thisskillwillbeafeatureofsharingmaterialsandequipment,tidyingupandstoringwork,itcouldbecomeafocusforgrouporclassworkifceramicmodelsareplannedtobeassembledasafinalpiece,orseparaterolesallocated.Forexample,ifeachclassmembermakesonecomponenttobefittedtogetherasadisplayattheend.

ExplorePossibleLearningforLifeandWorkConnectionsLocal&GlobalCitizenship–considerthesignificanceofDia del MuerteinMexico,ausefulfocusforlookingatotherculturesandvaluesanddifferentattitudestofestivals,holidaysandmortality.Easylinkscanbemadeforcollaborativelearningapproacheswith:RE,Geography,History,Music,ModernLanguages(Spanish).HomeEconomics–connectionscanbemadeeasilywhenlookingatthefestivalfoodsandMexicancuisine,aswellasthefamilyelementsoffestivalandcelebration.EducationforEmployment–thiscouldperhapsbefeaturedwhenexaminingtheeconomicsignificanceoftourismtotheMexicaneconomy,andtheideaof‘greentourism’.Theprojectcouldbeastartingpointforlaterdevelopmentof2Dgraphicdesignwork.Forexample,usingICTtomakepublicitymaterialorothergraphicephemerafortraveltoMexico.Mexicancuisineandrestaurants,ora‘green’campaignwouldofferscopefordevelopmenthere.PersonalDevelopment–alessobviousfocus,thoughcouldbeapproachedthroughskillsacquisitionandimprovingpersonalperformance.ThiswouldlinkwiththekeyelementofPersonalUnderstanding.

ExploreLinkswithKeyElementsPersonalUnderstanding–mightbecomeafocuswhenconsideringindividualinterpretationsofthetheme.MutualUnderstanding–couldbelookedatintermsofsharingideaswithinagroup,andwhencollaboratingonapieceofjointlyproducedwork.PersonalHealth-couldbeacomponentifdietandfoodweretobeusedasafocus.MoralCharacter–maybeaconsiderationwhenconsideringthediverseinterpretationsofculturalsymbols.SomeofwhichmaychallengeEuropeansensibilities.SpiritualAwareness–willbeacomponentoflookingatreligiouselementsofthefestivalofDia del Muerte.Citizenship–couldbeincorporatedwheninvestigatingthecivicandcommunitybasedelementsofthefestivalindifferentcentresinMexico.CulturalUnderstanding–willbeasignificantcomponentofinvestigatingthepracticesandproductsofanotherculture.MediaAwareness–mayplayapartwhenlookingathowtheeventsofDia del Muertearerepresentedinbooks,magazinesetc.EthicalAwareness–couldbeusedasafocusifgivingattentiontotheeffectsoftourismontheeconomyofMexico,andhowassociatedgoodsandservicesaremarketed.Employability–couldperhapsbeconsideredintermsofthesortofArtandDesigncareerswhichwouldmakeuseofskillsrelatedtothoserehearsedincarryingouttheproject(suchascraftpotter).EconomicAwareness–couldbeincorporatedinlookingattherelativewealthofMexicoincomparisonwiththeUK,andhowthiscouldaffectthechoiceofmaterialsusedtomakedecorationsforthefestival.EducationforSustainableDevelopment,EconomicAwarenessandEthicalAwareness-couldfeatureiftourismandtravel,greentourism,orpersonalcarbonfootprintweretobeusedasafocus.

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41

GuidanceforArtandDesignatKeyStage3

EstablishandShareLearningIntentionsOncearationaleandfocusfortheworkhavebeendecided,learningintentionsfortheactivitiesoftheprojectcanbeestablished.

Whenmakingsuchdecisions,beclearaboutwhatyouaredoinganactivityorprojectfor:

whatisyourrationaleforundertakingthework?whyhasaparticularapproachbeenselected?whatskillsdoestheworkfocuson?Oneorseveral?whereandhowdoesitrelatetoLearningforLifeandWork:PersonalDevelopment,HomeEconomics,LocalandGlobalCitizenship,EducationforEmployability?Howwillitberelevantandengaging?

Inotherwords,carefullythinkthroughthereasonsforundertakingaparticularunitofworkinadvance.Fromthatthinking,formulatesomestatementswhichcanbeusedtointroducethefocustoaclassinawaywhichclarifieswhattheworkisfor,andwhatthebenefitsofengagingwiththeworkwillbeintermsofdevelopingpupils’knowledge,understandingandskills.

ShareLearningIntentionsTheworking-outoftherationalegivenaboveisdeliberatelyextensive.Mostteacherswouldbeabletogivedetailsofsimilarbackgroundandreasoningwhichunderpinstheirexistingworkingpracticesanddecisionsabouthowtheychoosetoapproachprojectwork.Itissimplythattheyarenotoftenrequiredtodoso,andcanforgettosharesuchinformationwithclasses.

Thinkingaboutthebackgroundtoaprojectinthiswaycanprovidesomestraightforwardreasonstosharewithpupils,sotheyknowwhytheteacherisaskingthemtodosomething:

wearedoingthistolearnaboutothercultures(Mexico);wearedoingthistolearnmoreaboutusingceramicmaterials;workingwiththeseskillshelpstodevelopmycoordination,observation,imagination,andmanipulativefacility;theseskillswouldbeusedinrealworldsituationswhendoingjobsthatinvolveresearching,presenting,makinganddrawing.

Havingestablishedthelearningintentionsandmadethemexplicitinpupil-friendlylanguagesuchas:

whatwearegoingtolearninthislessonis…thereasonwearelearningaboutthisis…wearelearninghowtomakeclaymodels…wewilldecidehowtocolourourclaymodels…

Itshouldbeashortsteptousingquestioningtoencouragepupilstoreflectonwhattheyarelearningandwhy.Forexample:

wheremightthesesortsofskills,likedrawing,beusedinrealjobs?whousesimaginationwhendecidingwhattodo?–whatsortofjobsneedimagination?ifyouwantedtoknowmoreaboutwhyMexicanscelebrateDia del Muerte,howwouldyoufindout?whenyouarepresentingyourwork,whatdoesittellthespectatoraboutyou?

Inthisway,bydiscussingthereasonswhichunderpinyourselectionofthetopic,byexpandingonthebackgroundandlinkswhichexistwithinthework,andbymakingtheseexplicit,learningintentionsaresharedthewiththepupils.

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42

GuidanceforArtandDesignatKeyStage3

Thisneednotbealengthy,involvedorhighlyformalisedactivity,andindeedshouldgraduallycometobeafamiliarpartofsettingupandintroducingwork.Eventually,aspupilsbecomeusedtounpackingthereasonsforengagingwithparticularaspectsofArtandDesignpractice,theywillbeabletoanticipateandmakesuggestionsabouttopics,approaches,materialsandtechniquesthattheyfeeltheywanttoworkwith.

NegotiateSuccessCriteriaHavingsharedthelearningintentionssothatpupilsunderstandwhattheyaredoingandwhy,the‘how’ofmakingArtandDesignworkwillnaturallyformpartofthesequenceofeventswhichfollow.Typicallythiswillinvolvesometeacherdemonstrationofmedia,techniques,processesandequipment,alongwithinstructionsabouthowtousethem.

Atthispoint,establishingthesuccesscriteriafortheprojectcanbeuseful.Agoodtimetodothisisfollowingademonstration.Askpupilstoidentifywhatisexpectedofthem.Thiscanbeintermsof:

usingthetechniquesandmediatheyhavejustseen;howtheywillbeabletotelliftheyhavemetthoseexpectations;exceededthem;orwhattodoiftheirworkisfallingshort.

Herearetwostrategiesforderivingsuccesscriteriainnegotiationwithpupils:

Askforimmediatefeedbackonademonstrationtogetagreementaboutwhatistobedone:

youhaveseentheprocess–howareyougoingtodoityourself?whatarethestagesyouwillgothrough?Breaktheactivitydown.whatdifficultiescanyouseeahead?Howwillyougetroundthem?howwillyouknowwhenyou’refinished?whatwillyoulookforwhenevaluating?

Delayfeedback,insteadsendtheclassintogroups,askingeachgrouptoconsiderwhattheyareabouttodoandeachtoreportbackononeaspect,forexample:

summarisethestages(thenpinupasanaide memoire)whatdifficultiesmightarise?Howcouldatroubleshootinglistbecompiledalongwithasetof‘howtofix’solutions.finishing?Whenisitdone?evaluating:howwillyoudecide

howpleasedyouarewithyourmodelwhatyouhavelearned.

Fromtheseconsiderations,theclasswillhavegeneratedsetofsharedinsightsintowhatwillconstitutesuccess.It’saloteasier,atthecloseofaproject,toself-evaluatewhensharedunderstandingofsuccesshasbeenputinplaceattheoutset.Itmaybeworthwritingupthesuccesscriteriaarrivedatandusingthisinaselfassessmentsheettobecompletedatthecloseoftheproject.Alternatively,reactionsandobservationscouldbemoreinformallywrittenupasa‘learninglog’sectioninworkbook/sketchbook/projectdiary.

Self-assessmentcouldbedoneingroupswithindividualmembersofthegroupgivingfeedbacktotheothers.Thisapproachcouldbeespeciallyusefulifevaluationistotakeplaceatvariouspointsinthesequenceoflessons,soindividualsareregularlyconsideringtheirengagementwiththetask.Groupreportsonprogresscanaugmenttheteacher’sobservationofindividualresponses.

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43

GuidanceforArtandDesignatKeyStage3

Anotherwaytogeneratesharedsuccesscriteriamightbetoaskgroupswithintheclasstoconsidertheprocessoftheirwork.Therefollowsomesamplequestionswhichcouldbeusedtopromptpupilsinconsideringsuccesscriteria.Preciselywhatemergeswillbedependentonwhatyouchoosetodo,howyouchoosetolookatit,andwhatresponsespupilscomeupwithwhenconsideringtheworkandhowtojudgeit.

ResearchworkonMexicoandDia del Muertewillbeneededtogetideas.What sort of research will be useful, and how will you do it? Where will you collect together your research, and how much will be enough?

Youneedasketchdrawingofwhatyouaregoingtomakebeforeyoustartwithclaysoyou’vegotsomethingtolookatwhenmodelling.What sort of a drawing or drawings will be needed, and what is the best way to make them? How will it be possible to tell if your drawings have been successful in helping with ideas?

Youneedtoknowhowtheclaybehavessothatyourmodeldoesn’thavespindlylegsorbitsthatwilleasilysnapoff. How can you decide what will work and what won’t? What if work blows up in the kiln, can it still be credited?

It’sbettertogetafinishedresultwithwhichyou’renotcompletelyhappy,thantokeepstartingoverandrunoutoftime.How can you decide how good a piece of work is if it isn’t finished? How can you compare different types of work that individual members of the class have decided to do, but which looks different (for example if some people made a website instead of a model)?

Cleanupafteryourself.Is it fair to take account of how a class member has contributed to group work other than making models? Should effort be rewarded as well as finished product?

Writeuptheinstructionssoyoucanrememberaboutworkingwithclaywhenmodellingnexttime.Should there be as much credit for notes and research as for drawing and making?

Writeyourself-evaluationinyournotebookattheendofthepagesusedforthisproject.What counts as a good self-evaluation? How will you know if you have considered all aspects of your work?

Yetanothermethodistowriteoutquestionssuchasthoseaboveonseparatecards,distributethecardstotheclassarrangedingroups,getgroupstoputthecommentsunderheadingssuchas:Presentation,Techniques,Drawing,Research,Evaluation;andaddcomments,refinements,additions,deletionstothecardsinordertoderivesuccesscriteria.

ProvideFeedbackThepurposeofAssessmentforLearningistosupportlearning.AkeycomponentofAssessmentforLearningmethodsistodiagnosewhenanindividualishavingdifficultiesandwhattodoaboutovercoming,alleviatingorobviatingthosedifficulties.Todothisyouneedtoknowhowindividualsareprogressingoverthecourseofaproject.Herearesomesuggestionsabouthowthiscouldbeachieved:

Yourclassroomwillnaturallybeanenvironmentinwhichpupilsfeelsafe,supportedandabletoaskforassistancewhentheyneedit.Oncetheintroductioniscomplete,thedemonstrationdone,andworkisunderway;mostofthelearninginArtandDesignisverymuch‘learnbydoing’.Forthisreasonitisimportanttoleavetimeandspaceforpupilstogetonwithit,maketheirownmistakesanddiscovertheirownsolutions.

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44

GuidanceforArtandDesignatKeyStage3

However,carefuljudgementneedstobeexercisedtospotwheninterventionisappropriate,andsupplementaryassistanceisneeded.Especiallysensitiveistheneedtobuild-instructureswhichprovideforshyandunconfidentpupils(whomaycamouflagethisbybehavingquitedifferently)togetaccesstosupportwhentheydon’twanttobeseenaskingforit.Onewayofdoingthisistoalternatethe‘patrollingtheclassroom’mode,withbeingattheteacher’sdesk.Inadesksituation,workthroughtheregisteratrandom,askingtoseeworkbooksinprogress.Thisletsyouseeprogressandenablesone-to-onediscussionswhereneedforextrasupportcanbespottedanddrawnout.

Usea‘practicego’orpreliminaryversionoftheworktoidentifyandsolveproblemsbeforerepeatingtheworkwithextrasupportforthosehavingdifficulties,andsupplementarychallengesforthosewhohavegraspedthebasics.

Haveregular‘end-of-lesson’summariesofwork,usequestionsandfeedbacksessionstobuildonunderstandingandto‘book-end’lessons.Thishastheaddedbenefitofusefullyfillingthetimebetweencompletingtidy-upandreleasewhichcanmakeforanuntidyendingtoArtandDesignorotherpracticalactivitieswhenmaterials,equipmentandworkneedtobeputaway.

Incorporatetroubleshooting‘whattodotogetunstuck’pointersintoclassroomdisplaysoflearningintentionsandsuccesscriteria.Thesecanbespecifictotheproject,suchas:iflegskeepbreaking,re-designaslimmercreaturewithfatterlegs.Orgeneric:ifstuckforideas,refertosampleimagestosparkinspiration.

Haveregulargroupevaluationsessionswheremembersofclassgroupshaveresponsibilitytoassisteachotherinovercomingproblems,makingprogress,refiningrepertoireofskills,achievingresults.

Atthestart,duringthecourseof,andattheendofeachlesson,haveapre-preparedsetofquestionstoprobeforlearning,understandingandinvolvement.Questioningskillsremainthecornerstoneofgoodpracticeindrawingpupilsintoengagementwithtasksandunderstandingofwork.

GiveFeedbackGivefeedbackintheformofencouragement.Inverbalfeedbackgiveprompts,reminders,examples.Praiseeffortandtechnique,notproduct.Usecomment-onlymarking,andretainmarksforendofunitreporting.Requirereactiontocommentsandlookforpupilfollow-up.Incorporatepeerandself-assessmentintocomments.Graduallyestablishtheseformsoffeedbackasroutineproceduresinyourclassroom.

EffectiveQuestioningBecominganeffectivequestionerisbynomeansstraightforward,andyetcanbeoneofthemostpowerfulandeffectivetoolsforadvancinglearning.Forthepurposesofthisproject,itwouldbeworthpreparinginadvanceastockofusefulquestions.ThesecouldincludequestionsaboutMexicoandtheDia del Muerte,usedtogetdebateaboutthefestivalandassociatedissuesunderway.Itcouldalsobeusefultopreparequestionstochecklearningaboutthetechniquestobeused.SeethematerialsintheCurriculumSupportandImplementationBoxoratwww.nicurriculum.org.ukonAssessmentforLearningforfurthersuggestionsonEffectiveQuestioning.

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45

GuidanceforArtandDesignatKeyStage3

PeerandSelf-AssessmentandSelf-EvaluationEvaluationandassessmentshouldbeon-goingduringthecourseoftheproject.Pupilsneedtimetoreflectontheirworkatregularstageswithinthelesson,betweenlessons,andatpointswheredecisionshavetobetaken.Ifthesedecisionsandthereasonsforthemarerecorded,thenthereisagreaterlikelihoodthatpupilswillretainlearningfromonesituation,andbeabletoapplyitinanother.

Ingroupworkofthisnature,aninterestingwaytorecordtheprocessesofdecisionmaking(whichmaybeopaquebothatthetime,andinretrospect)istorecordthestagesoftheworkasitdevelops.Perhapsonememberofthegroupcouldtakeresponsibilityfordocumentingthecourseofthework.Thiscouldbedoneasaseriesofdigitalphotographs,orifthefacilitiesareavailable,asavideoofthestagesoftheproject.

Whenthegroupreviewsthesequencewiththeaidofavisualrecord,itcanbeveryrevealingintermsofdrawingattentiontothepointswheredecisionsweremade,whomadethem,andwhytheymadeparticularchoices.Inconsideringtheirproductionsinthisway,usefulpeerassessmentsoftheworkcanbemade.

Similarly,ifpupilscompilearecordoftheprocessesoftheirworkoveraseriesoflessons,thentheywillhaveawrittenrecord(possiblywithdrawingsanddiagrams)touseasthestartingpointforself-assessmentoftheirengagementwiththework,andwhattheylearnedfromit.

Inmakingassessmentsofthissort,pupilsshouldbeencouragedtofocusonachievements,andtoregardfailedexperimentsasusefulandvaluablesourcesoflearning.

SeethematerialsintheCurriculumSupportandImplementationBoxoratwww.nicurriculum.org.ukonAssessmentforLearningforfurthersuggestionsaboutReflectingonLearning.

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ent:

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oyab

ility

)

Expl

ore

issu

es r

elat

ed to

Eco

nom

ic A

war

enes

sEx

plor

e th

e w

ork

of lo

cal a

rtis

ts, d

esig

ners

or

craf

t w

orke

rs a

nd th

eir

succ

ess

loca

lly a

nd g

loba

lly.

Expl

ore

a lo

cal p

rodu

ct th

at h

as g

aine

d a

glob

al m

arke

t an

d fin

d ou

t abo

ut th

e w

ork

invo

lved

in it

s de

sign

and

m

anuf

actu

re, f

or e

xam

ple,

cer

amic

s an

d gl

ass.

(K

ey E

lem

ent:

Econ

omic

Aw

aren

ess)

Expl

ore

issu

es r

elat

ed to

Edu

catio

n fo

r Su

stai

nabl

e D

evel

opm

ent

Expl

ore

way

s of

reu

sing

was

te m

ater

ials

in a

cre

ativ

e co

ntex

t, fo

r ex

ampl

e, d

esig

n a

fash

ion

acce

ssor

y us

ing

was

te m

ater

ials

.Ex

plor

e ho

w A

rt a

nd D

esig

n ca

n he

lp p

rese

rve

and

prom

ote

the

envi

ronm

ent,

for

exam

ple,

con

trib

ute

to a

n ec

o-fr

iend

ly to

uris

m c

ampa

ign

for

a na

tura

l/cul

tura

l her

itage

si

te; c

reat

e a

mov

ing

imag

e pr

esen

tatio

n ex

plor

ing

a lo

cal

envi

ronm

enta

l dile

mm

a; d

raw

up

a “r

educ

e, r

euse

and

re

cycl

e” p

olic

y fo

r us

e in

the

Art d

epar

tmen

t.(K

ey E

lem

ent:

Educ

atio

n fo

r Su

stai

nabl

e D

evel

opm

ent)

Lear

ning

Out

com

es

The

lear

ning

out

com

es r

equi

re th

e de

mon

stra

tion

of

skill

s an

d ap

plic

atio

n of

kno

wle

dge

and

unde

rsta

ndin

g of

Ar

t and

Des

ign.

Pupi

ls s

houl

d be

abl

e to

:

rese

arch

and

man

age

info

rmat

ion

effe

ctiv

ely

to in

vest

igat

e an

d in

form

idea

s in

art

, des

ign,

cra

ft, d

igita

l med

ia a

nd m

ovin

g im

age,

incl

udin

g U

sing

Mat

hem

atic

s an

d U

sing

ICT

whe

re a

ppro

pria

te;

show

dee

per

artis

tic u

nder

stan

ding

by

thin

king

cri

tical

ly a

nd fl

exib

ly, s

olvi

ng p

robl

ems

and

mak

ing

info

rmed

dec

isio

ns, d

emon

stra

ting

Usi

ng M

athe

mat

ics

and

Usi

ng IC

T w

here

appr

opri

ate;

dem

onst

rate

cre

ativ

ity a

nd in

itiat

ive

whe

n de

velo

ping

idea

s an

d fo

llow

ing

them

thro

ugh;

wor

k ef

fect

ivel

y w

ith o

ther

s;de

mon

stra

te s

elf m

anag

emen

t by

wor

king

inde

pend

ently

and

sys

tem

atic

ally

, per

sist

ing

with

task

s, e

valu

atin

g an

d im

prov

ing

own

perf

orm

ance

;co

mm

unic

ate

effe

ctiv

ely

in o

ral,

visu

al, w

ritt

en a

nd d

igita

l med

ia (I

CT) f

orm

ats,

sho

win

g cl

ear

awar

enes

s of

aud

ienc

e an

d pu

rpos

e.

• • • • • •

NB

:Te

ache

rs m

ay d

evel

op a

ctiv

ities

that

com

bine

man

y of

the

stat

utor

y re

quir

emen

ts, p

rovi

ded

that

, acr

oss

the

key

stag

e, a

ll of

the

stat

utor

y as

pect

s hi

ghlig

hted

in B

OLD

(inc

ludi

ng e

ach

of th

e K

ey E

lem

ents

) are

met

.

Art and DesignKey Stage 3 Non Statutory Guidance

for Art and Design

A CCEA Publication © 2007