0067 Art Design Stage 3 Scheme of Work - tcm142-555732

Scheme of Work
Cambridge Primary
Art & Design 0067
Stage 3
For use with the curriculum framework published in 2019
Version 1
Copyright © UCLES September 2019
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 4
Unit 3.1 Colours of the world................................................................................................................................................................................................................. 7
Unit 3.2 Shapes and spaces................................................................................................................................................................................................................. 15
Unit 3.3 Abstract and imaginary forms............................................................................................................................................................................................... 23
Sample lesson 1.................................................................................................................................................................................................................................... 31
Sample lesson 2.................................................................................................................................................................................................................................... 34
Cambridge Primary Art & Design (0067) Stage 3 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Art & Design Stage 3.
It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific vocabulary and language that will be useful for your learners
 sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Primary Art & Design Stage 3. It is designed to indicate the types of activities you might use,
and the intended depth and breadth of each learning objective. These activities may not fill all of the teaching time for this stage. You may choose to use other activities
with a similar level of difficulty.
The accompanying teacher guide for Cambridge Primary Art & Design will support you to plan and deliver lessons using effective teaching and learning approaches. You
can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 30 hours
of teaching for Art & Design Stage 3. You can adapt the time, units and order of the units based on the requirements of your school and the needs of your learners.
Unit and suggested order Suggested teaching time
Unit 3.1 Colours of the world 10 hours
Unit 3.2 Shapes and spaces 10 hours
Unit 3.3 Abstract and imaginary forms 10 hours
Total 30 hours
Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned into
lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Art & Design Teacher Guide has information on creating
lesson plans.
Other support for teaching Cambridge Primary Art & Design Stage 3
Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at
https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the programme.
Ask the Cambridge coordinator or exams officer in your school if you do not already have a log-in for this support site.
Included on this support site are:

 the Cambridge Primary Art & Design Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
 the Cambridge Primary Art & Design Teacher Guide, which will help you to implement Cambridge Primary Art & Design in your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessment guidance (to support classroom assessment)
 links to online communities of Cambridge Primary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 visual journals (sketchbooks)
 a range of paints, brushes and palettes
 a range of paper or other available surfaces
 card, or similar, for mounting work for display
 painting and drawing surfaces
 erasers
 scissors
 glue.
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available in
your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Primary Art & Design. Since these are updated frequently, and many are only available in
some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Approaches to teaching Cambridge Primary Art & Design Stage 3

The Cambridge Primary Art & Design curriculum framework supports an open, flexible and non-linear approach to teaching and learning. In Art & Design, teaching and
learning should provide repeated – and limitless – freedom, choice and opportunity to use and experiment with media, materials and techniques. The fundamental stages
of the artistic process can and should take place in any order. You should not feel constrained by the content of the unit. Instead, you are encouraged to use the
suggested activities as a starting point and to explore and make the best use of available media, materials and resources.
Experience is a fundamental aspect of the artist process. In Art & Design, learners should always be encouraged to focus on the ongoing experience of tools, equipment,
media, materials and processes and encouraged to ask themselves questions about their use of resources in order that they can make informed choices about their
future work.
5
6
Visual journals
Visual journals, or sketchbooks, are a central part of the artistic journey. Learners should use the visual journal to experiment and record thoughts, ideas and reflections
as they develop. The visual journal can be in the form of a book, file or folder.
Warm-up activities
Quick warm-up activities are recommended at the start of the lesson to loosen up the hands and to encourage creative flow. See the Cambridge Primary Art & Design
Teacher Guide for examples of warm-up activities.
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Unit 3.1 Colours of the world

Outline of unit:
In this unit, learners experience colour and textiles. We all have our own colour palette; we have certain colours that we like and an individual sense of how colours
work together. We demonstrate our individual colour palettes through the clothes we choose to wear, the objects we choose to buy, the items we have around us
and the environments we like to be in. In the past, working with textiles has been considered a craft or a domestic skill but in contemporary art and design it has
been used to create 3D installations and as a means of expressing political views or the promotion of social justice.
By combining knowledge and skills with textile media and colour theory, learners explore cultural traditions and the significance of colour. In this unit, they are
introduced to surface design (print, stitch, fabric manipulation) and constructed textiles (knitting, weaving, crochet). Depending on the resources available, they can
experience weaving, hand embroidery, silk-screen printing, batik, handmade paper, trapunto, applique, knitting, crochet and/or machine embroidery.
Learners explore what the term textiles means and its various forms. They have the opportunity to experience a range of textile surfaces and found objects with
textured surfaces to build on their mark-making skills and their use of descriptive language. They create a small number of drawn responses to the various items
they experience, and this will help them to form a sense of textural contrast and to become aware of different types of fabric. Learners will consider colour in
relation to their own identity, heritage and culture. They will work with different coloured papers to explore close colour relationships and will be introduced to a
number of textiles media and processes throughout their work. At the end of the unit, learners select an idea to work with and produce a final outcome exploring
the textiles skills learnt in a focused way.
Learners will be encouraged to think and work artistically by working with growing independence in generating ideas and in refining their work. In making their
artwork, they will be supported in making appropriate decisions about content and medium. Learners will be encouraged to celebrate their work and that of other
learners by giving and receiving feedback.
Knowledge, understanding and skills progression:

In this unit, learners will have the opportunity to experiment with and explore use of colour and texture. They will build on their knowledge of colour theory and will
apply this to explore a number of textile processes. Learners will be introduced to the work of a number of textile artists to stimulate and generate ideas, and to
understand textiles in the context of art, design and craft.
Learners will build on art and design skills developed in earlier stages:
 working with textiles
 developing ideas and understanding through observational drawing
 manual dexterity in holding tools, such as in needlework
 using descriptive language for texture and colour
 being able to respond to others’ work and provide feedback to their peers.
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Resources:
These resources are suggested for the example activities described in this unit. You and your learners may choose to use different media depending on
preference, confidence and availability:
 paint
 collage paper and coloured paper
 fabrics/wools/threads
 sewing needles
 batik pots and wax
 cold water reactive dyes, commonly used in tie dye and other textile crafts
 heat transfer dyes
 heat press
 silk screens
 block prints/wood blocks
 fabric inks for screen printing onto fabric
 embroidery hoops
 learners’ visual journals.
Language:
 Vocabulary related to colour (tint, tone, complementary, primary and secondary)
 Vocabulary related to media and processes relevant to textiles (silk-screen printing, batik, weaving, warp, weft, crochet, embroidery, quilt,
patchwork, sample)
 Vocabulary related to textures and surfaces (soft, rough, smooth, fluffy, spiky, woven, matted, felted, stiff, flowing, silky)
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Learning objectives Suggested teaching activities Comments
Experiencing Experiencing: textiles It would be beneficial to bring in items that
E.01 Encounter, sense, To stimulate thought about what is meant by textiles, show learners a range of learners can handle to help their
experiment with and respond examples of textile work from around the world. These can include: understanding. This can be supported by using
to a wide range of sources,  weaving books, printouts or an electronic presentation.
including a range of art from  quilting
different times and cultures.  embroidery Questions to ask about the textiles:
E.03 Gather and record  sashiko stitching  What do you think the work is made of?
experiences and visual  batik  How is the work constructed?
information.  applique  What shapes and forms can you see?
 local examples of textile art and craftwork.  Have you seen anything similar
Making elsewhere?
M.02 Select appropriate
You may want to initially hide the textiles so that learners can only feel the item
media, materials, tools,
and cannot see it. This can be achieved by using a blindfold, bag or box or
technologies and processes
learners can handle the fabric under the table so that they cannot see it.
for a purpose.
Making and thinking and working artistically: describing and representing the
Thinking and Working
feeling of texture
Artistically
Ask learners to work in small groups. Provide each group with two or three
TWA.01 Generate, develop,
items of texture or different types of fabric.
create, innovate and
communicate ideas by using Provide learners with a range of drawing
In their groups, learners describe the feel, texture and surface of the items they
and connecting the artistic materials (pen and ink, charcoal or pastels) to
have been provided with. They should then draw what they feel, by considering
processes of experiencing, describe the objects or surfaces. You could use
the materials they are using and how the marks they are making convey the
making and reflecting. items such as tree bark, leaves, shells, knitted
texture of the surface. This can be carried out in learners’ visual journals.
items, silky fabric and hessian.
Ask learners to feed back to the whole group. Collate key words somewhere
visible in the classroom so learners can refer to them throughout the unit.
Ask learners to record the key words in their visual journals and add related
drawings, images or photographs.
Experiencing Experiencing and reflecting: colour and collage This activity will give learners an opportunity to
E.01 Encounter, sense, Ask learners whether they associate certain colours with particular countries consider their own opinions.
experiment with and respond (including their own country). Record learners’ responses, which could be used
to a wide range of sources, in a follow-up session. You could also show learners Sean Scully A
including a range of art from Happy Land (1987) or Gabriel (1993), Kaffe
different times and cultures. Show learners Paul Klee’s Magic Square series, for example May Picture Fassett Seed Packet Quilt or works from Mark
E.03 Gather and record (1925), Architecture (1923) or Fire in the Evening (1929). Use this as a starting Rothko’s colour field period (1949–1970), for
experiences and visual point to think about colour relationships. example Untitled (Yellow, Orange, Yellow,
information. Light Orange) (1955). This activity would be
well supported by using examples of artworks
10
Making You may wish to ask questions like: that are culturally relevant to your learners.
M.01 Learn to use a range of  What do these colours make you think of?
media, materials, tools,  How do these colours make you feel?
technologies and processes  Why do you think the artist has chosen these colours?
with increasing skill,
independence and confidence. Making, reflecting and thinking and working artistically: how do colours work
together? The paper can be plain, or it could be recycled
Reflecting Ask learners to mix five colours. The aim is for these to be different to each newspapers or corrugated cardboard or
R.02 Analyse, critique and other to generate a collection of colours to be shared in the class. Learners another material which adds another surface
connect own and others’ work make enough of each colour to paint a medium-sized piece of paper or surface and texture to work with.
as part of the artistic process. area of another material. Learners paint five sheets of paper, one for each
colour.
Thinking and Working This discussion can be supported by asking
Artistically While the papers dry, ask learners to make notes in their visual journals on the learners to think of the colour of foods and
TWA.01 Generate, develop, personal colour associations they make when considering colours. Their notes spices, flora or fauna, the colour of the earth or
create, innovate and can be informed by their responses to the following questions: sand, whether the country is hot or cold,
communicate ideas by using  What are your favourite colours? traditional costume and colours associated with
and connecting the artistic  What colours remind you of your home? cultural customs and celebrations, such as the
processes of experiencing,  What colours do you associate with different countries? Day of the Dead in Mexico.
making and reflecting.
TWA.02 Embrace challenges Learners may want to consider relationships between countries, looking at flag
and opportunities, working with designs (for example, the flags of Bangladesh, the Netherlands and Brazil,
growing independence. Belgium and Germany, China and North Macedonia, Bolivia and Portugal,
TWA.03 Review and refine etc.).
own work. As an extension activity, learners can reflect on
Once the coloured papers are dry, learners share them to make a grid of three their grids and consider different colour
by three squares (cut from the original sheets), which are stuck onto a larger combinations or create a grid that represents
piece of paper. This will help learners explore how colours work in relation to their home, their town or their country.
each other. They can cut slightly smaller squares of different colours and stick
them in the centre of the original squares to create more complex colour
relationships. Remind learners to consider complementary colours, tonal
values and gradation of colour.
Learners display their work and discuss the colours they have used and how
they feel they work together or how they produce contrast.
Experiencing Experiencing: weaving from around the world

E.01 Encounter, sense, Show learners examples of weaving from different countries. Examples include This can be carried out by using books,
experiment with and respond work such as: printouts or an electronic presentation.
to a wide range of sources,  Anni Albers, Haiku (1961) or Black-White-Red (1965),
including a range of art from  Gunta Stozl, Slit Tapestry Red-Green (1927–1928) or Design for a Runner
different times and cultures. (1923)
11
E.02 Explore media, materials,  Ann Roth, Shadow of The Silk Road (2011).
tools, technologies and
processes. Highlight the use of materials, colour and forms. There may also be elements
of representation and abstraction that can be discussed. This will give learners
Making the opportunity to consider their own opinion and also reflect on their initial
M.01 Learn to use a range of ideas about how to represent a country through design. The discussion can be
media, materials, tools, supported by questions such as:
technologies and processes  How have the colours been used?
with increasing skill,  Do you notice a pattern in the use of colour?
independence and confidence.  What shapes and forms can you see?
M.02 Select appropriate  Are there any repeating shapes, motifs or elements within the work?
media, materials, tools, Using old fabrics/clothes or plastic bags can
technologies and processes Experiencing and making: colour weaving introduce the idea of recycling which is
for a purpose. Learners explore colour through paper weaving. Demonstrate how to create a common in creating textile artworks.
paper weave, using technical terms such as warp and weft.
Thinking and Working Weaving can be used to create three-
Artistically Provide strips of coloured paper of various thickness. Ask learners to consider dimensional structures with twigs or canes.
TWA.02 Embrace challenges the colour relationships and to explore different combinations of thickness in Weaving can also be circular, using embroidery
and opportunities, working with their lines. hoops.
growing independence.
TWA.03 Review and refine Learners produce an initial sample using the coloured papers. Once this has A sample is a small example of work. It allows
own work. been completed ask them to produce a further sample using a more limited the learner to explore a new technique or idea
colour palette. This will help them think about their colour selection and about in a brief but efficient manner.
how the colours work together.
This activity could progress to creating a weave using strips of fabric, wool,
ribbons and threads if small hand looms or frames are available. This activity can also be carried out in knitting
and crochet if preferred.
Temporary looms can be created by threading the material between the backs
of two chairs. This would be a good activity for learners to do in pairs or in
small groups. Larger or thicker strips of fabric will enable the piece to be
created more quickly.
Experiencing Experiencing and making: use of the circle and batik

E.01 Encounter, sense, Look at the use of circles and dots in textile works. Support learners’ In addition to this activity you can ask learners
experiment with and respond understanding by displaying photos of textile work, such as: to use their papers or fabrics to create a 3 by 3
to a wide range of sources,  Michael Brennand-Wood, Skeleton Key (1997) square grid or a small weave.
including a range of art from  Aboriginal textile artwork
different times and cultures.  Sonia Delaunay, Petite Automne (1938).
E.02 Explore media, materials,
tools, technologies and Demonstrate how to use batik safely. Show learners how to build up layers of
processes. pattern and colour. Provide learners with a small section of one of the works
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E.03 Gather and record mentioned above or an image from a magazine or photograph. Ask them to There are online tutorials on how to use batik
experiences and visual translate the image, in batik, using circles and dots to build up colour and which you can use to prepare and/or to share
information. pattern. with your learners.
Making Learners can work on either fabric or paper. This material could be recycled, so This activity can also be carried out using block
M.01 Learn to use a range of that another pattern and texture is provided for learners to work with. printing if batik is not available. Learners can
media, materials, tools, print using circular items such as corks, an
technologies and processes eraser at the end of a pencil, fingertips, a round
with increasing skill, Reflecting and thinking and working artistically: batik critique sponge.
independence and confidence. Ask learners to present their works and identify strengths and weaknesses.
M.02 Select appropriate Encourage learners to give feedback to their peers.
media, materials, tools, This can be carried out by learners leaving
technologies and processes written comments on a sheet of paper beside
for a purpose. the work. This can then be used by the learner
to reflect on their work in their visual journal.
Reflecting
R.01 Celebrate artistic
experiences and learning.
R.02 Analyse, critique and
connect own and others’ work
as part of the artistic process.

Artistically
TWA.02 Embrace challenges
and opportunities, working with
TWA.03 Review and refine
own work.
Experiencing Experiencing, making and thinking and working artistically: applique, collage
E.01 Encounter, sense, and quilts
experiment with and respond Display examples of work that employs applique or collaging with fabrics, such
to a wide range of sources, as: Local examples should also be used.
including a range of art from  Valerie S Goodwin, Tale of Two Campuses, (2010)
different times and cultures.  Harriet Powers, Pictorial Quilt (1895–1898)
E.02 Explore media, materials,  Cas Holmes, Field Margins (2011)
tools, technologies and  Gee’s Bend Quiltmakers, founded in 2003.
processes.
Using embroidery hoops to maintain control, demonstrate different ways to This activity can be carried out using sewing
Making stitch two pieces of fabric together. Learners can refer to their colour grid or machines, if available, but it would be good for
M.01 Learn to use a range of their weave from previous activities. Imagery can be built up of geometric forms learners to begin by sewing by hand to build on
media, materials, tools, or silhouettes and letter forms can be cut out from fabric of a contrasting the foundational skills. This will also help to
13
technologies and processes texture or colour. develop hand embroidery skills.
with increasing skill,
independence and confidence. Pieces of fabric can be stitched together with a simple running stitch, a blanket Respond to individual learners and encourage
M.02 Select appropriate stitch or any other similar stitch that you are familiar with. There are a number those who show dexterity with sewing to try a
media, materials, tools, of online resources which illustrate the various stitches and show how to make wider range of stitches and overlapping shapes
technologies and processes them. and forms.
for a purpose.
Ask learners to create a sample in response to their colour associations from
Thinking and Working their visual journals. This might be different squares of colour related to spices,
Artistically different shapes and forms that reflect the local flora or learners can make an
TWA.01 Generate, develop, applique in response to the grid they made in the previous activity. You may
create, innovate and need to provide imagery as a stimulus if they choose to work from their own
communicate ideas by using ideas.
and connecting the artistic
processes of experiencing, You can allow learners to choose how they will approach the activity, or you
making and reflecting. can decide that all learners will use applique in response to the same stimulus
TWA.02 Embrace challenges such as the colour grid activity.
growing independence. Ask learners to consider the shapes and forms they are combining and use
their colour knowledge to create an effective design.
Experiencing Reflecting, making and thinking and working artistically: colour and textiles
E.02 Explore media, materials, Review the various textile materials and processes that have been explored
tools, technologies and during this unit, for example: batik, weave and applique. Ask learners which
processes. materials and processes they enjoyed the most and why.
Making Support learners to create a final outcome. Allow sufficient planning and
M.02 Select appropriate preparation time for learners to develop their skill and explore their use of
media, materials, tools, colour before they work on the final output.
for a purpose. Ask learners to refer back to their visual journals and to identify an idea or
colour association from earlier in the unit. They can use this as the starting
Reflecting point for creating a personal and creative response using colour and textiles.
experiences and learning. You can approach this activity in different ways:
R.02 Analyse, critique and  ask learners to carry out their idea in three different ways,
connect own and others’ work first through weave, second through batik and thirdly
as part of the artistic process. through applique
 ask learners to choose their preferred medium and
Thinking and Working process and allow them to choose which one to work in
Artistically and select one of the elements from their brainstorm to
TWA.01 Generate, develop, respond to.
14
communicate ideas by using Ensure all materials and equipment are available before learners begin to
and connecting the artistic make their choices.
processes of experiencing,
making and reflecting. Reflecting on refined output and celebrating achievement.
TWA.02 Embrace challenges At the end of the session ask learners to display their outcome, while verbally
and opportunities, working with explaining their intention and what they have achieved. Encourage the class to
growing independence. give their feedback and ask questions.
own work. Ask learners to reflect on their refined output and consider their achievement
and how this could be improved. Learners can record their responses in their
visual journals.
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Unit 3.2 Shapes and spaces

Outline of unit:
In this unit, learners use the shapes and spaces, pattern and texture that they see within their surroundings to stimulate ideas and experimentation. The focus can
include architecture, garden design, buildings, built environments, spaces where artwork is shown, looking through shapes and looking into spaces. The theme is
explored through a variety of print-making media with learners creating initial drawings from observation to support their designs. The outcomes focus on creating
pattern. This can be repeat patterns, but it can also explore the idea of the multiple or repeat images overlapping to create a sense of time passing or using the
same image printed in different colours to denote a different feeling or atmosphere. The focus is on the creative process from beginning to end and learners should
be encouraged to record their ideas, workshops, experiments and evaluations in their visual journals.
Learners will explore the work of other relevant artists and learn how to record visual information from observation and how to develop observational studies
through print media.
They will then consider positive and negative shapes and how these can be used to make the image abstracted and create a design as opposed to making a
representational image. Throughout the unit learners will be introduced to different print methods and different ways to respond to their surroundings.
At the end of the unit, learners select two different print forms to combine and explore their ideas.

Learners can build on previous skills and experience, by developing further skills with colour and composition and by developing ideas through observational
drawing and a range of processes. The specific knowledge and skills that will be further developed in this unit are:
 drawing from observation
 pattern
 colour
 texture
 understanding the stages in the creative process.
Resources:
 drawing materials
 paper
 etching tools
 cardboard
16
 textured papers, low relief fabrics
 craft foam
 waterbased printing ink for monoprint, collograph and drypoint
 large shirts or aprons to protect learners’ clothes while working with inks
 rollers
 monoprint plates
Language:
 Vocabulary related to print (intaglio, relief, monoprint, collograph, drypoint, inking up, printing plate, block printing, overprinting, roller or brayer,
off-setting)
 Vocabulary related to visual elements (line, form, composition, colour, shape, texture, positive and negative space)
17
Experiencing Experiencing: architecture and the environment
E.01 Encounter, sense, In this activity, you will introduce learners to the theme of shapes and spaces
experiment with and respond using architecture and the environment.
to a wide range of sources,
including a range of art from Show learners works that explore the theme and various examples of print This activity would be well supported by also
different times and cultures. forms that will be covered in the unit. For example: using examples of artwork that are culturally
E.02 Explore media, materials,  Alexander Rodchenko, Balconies (1925) relevant to your learners.
tools, technologies and  Eduardo Chillida, Gravitación (1998) or Three Irons (1966)
processes.  Eduardo Paolozzi Cooling Tower or Calcium Light Night
E.03 Gather and record (1974–1976)
experiences and visual  M C Escher, Cycle (1938) or Convex and Concave (1955)
information.  Albrecht Durer, Rhinoceros (1515).
There are online tutorials on different print
Making Explain the different print forms and what is meant by intaglio and relief, forms which you can use to prepare and/or
M.01 Learn to use a range of providing examples. share with your learners.
technologies and processes Making: capturing a view
with increasing skill, Using a view from a window, ask learners to make some initial observation
independence and confidence. sketches which they can work from later. If working from direct observation is
M.02 Select appropriate not possible (e.g. if there is a lack of available window space), use found
media, materials, tools, images of architecture from books, reliable websites or prepared photographs.
technologies and processes You can demonstrate the initial way of working
for a purpose. Alternatively, learners can create monoprints from direct observation. Start by and then as learners progress show them more
demonstrating the method of inking up, drawing into the plate, making paper complicated ways of working.
Reflecting stencils and combining mark-making with structural lines.
R.01 Celebrate artistic Ask learners to focus on line, texture and tone.
experiences and learning. Learners explore print method, experimenting with the different ways to create Ensure that they are capturing dynamic
R.02 Analyse, critique and an image. With monoprint, they can draw into the ink and place the paper over compositions through the use of vertical,
connect own and others’ work the top to take an impression or they can ink up the plate, place the paper over horizontal and diagonal lines.
as part of the artistic process. the ink and draw on the back of the paper to pick up the ink on the other side.
Thinking and Working It is best to have thin sticky ink rather than thick wet ink as they will get a
Artistically clearer image. They can use different drawing tools to make marks in the ink,
TWA.03 Review and refine such as feathers, broken sticks, wheels from toy cars, cotton reels.
own work.
If using a printing press, you can show learners how to add low-relief texture
through thin mesh and other surfaces such as rough paper, wool or tape, etc.
They should use paper stencils and/or torn paper to block out shapes and low-
relief textures such as fabric and mesh to reflect the surfaces and contrast
between structure and form. This is to be taken from first-hand observation
from the window of from the images provided.
18
Ask learners to complete a written review of the
work achieved and how they would like to
Reflecting: print review improve in their visual journals. They can use
Ask learners to select their weakest and strongest print from this activity. They the peer feedback from the session to support
present their work on the table or on the walls and explain why they chose the this.
images while their peers ask questions and provide feedback.
Experiencing Experiencing and thinking artistically: positive and negative space

E.01 Encounter, sense, Give learners an image of an architectural space (this should be a different This can also be carried out using the learner’s
experiment with and respond image for each learner). You can use your own photographs or a piece by own photographs and examples of local
to a wide range of sources, another artist. Good examples include: architecture.
including a range of art from  Alexander Rodchenko, Mosselprom Building (1926)
different times and cultures.  Lucia Moholy, Bauhaus Building, Dessau (1925–1926)
E.02 Explore media, materials,  Margaret Bourke-White, Fort Peck Dam, Montana (1936).
processes. Ask learners to consider the positive and negative spaces in the image they Positive space refers to the main focus of an
E.03 Gather and record have been given. Ask learners to fill in the negative shapes either in colour or image while the negative space refers to the
experiences and visual they can work in monochrome. This will provide strong shapes to work with. background.
information.
Experiencing and making: block printing
Making Demonstrate how to create a block print using cardboard and craft foam. There are some good online tutorials on how to
M.01 Learn to use a range of Demonstrate how to ink up the plate and how to print. create a block print which you can use to
media, materials, tools, prepare and/or share with your learners.
technologies and processes Ask learners to use the image they were given at the start of the activity, and
with increasing skill, the positive and negative spaces they have identified and marked, as a basis
independence and confidence. for creating a block print design.
M.02 Select appropriate
media, materials, tools, Ask learners to experiment with overprinting their plate, overlapping and off- Off-setting is when the image has slightly
technologies and processes setting the image. They can also explore this through colour combinations. overlapped with the original print. It is often
for a purpose. carried out in a contrasting colour.
Reflecting Learners can record their experiments and

R.02 Analyse, critique and review their work in their visual journals.

Artistically
19
Experiencing Experiencing and making: adding detail to the block print and exploring pattern Make sure that learners understand how to use
E.01 Encounter, sense, Demonstrate how to draw into a block print plate. Draw into the craft foam any sharp tools correctly and safely. Learners
experiment with and respond using a sharp pencil or pen or use an etching tool. This will give the image fine should always be closely supervised.
to a wide range of sources, detail. Demonstrate how to ink up and print effectively.
including a range of art from
different times and cultures. Taking a section of one of their drawings from a previous activity, ask learners Help learners select a strong image to work
E.02 Explore media, materials, to recreate the linear aspects onto their block print plate. with.
processes. Learners print the plate, exploring both monochrome and colour and You can show examples of how to create a
experimenting with ways to print the plate to create a repeating pattern. repeat pattern with a tile, looking at half drop
Making and quarter drop. Half drop is when the image
M.01 Learn to use a range of Learners could also work in small groups to create a range of repeat patterns tile or motif is placed halfway down the original
media, materials, tools, putting all their tiles (print blocks) together in different formats. image and printed next to it. Quarter drop is the
technologies and processes same but is placed three-quarters of the way
with increasing skill, Reflecting and thinking and working artistically: reviewing print patterns as a down the side of the original print. You can
independence and confidence. class then use the spaces between to fill in, creating
M.02 Select appropriate Learners record the various formats or combinations explored in their visual a pattern.
media, materials, tools, journals. They discuss which of these work best and why. This could be based
technologies and processes on the use of contrasting or complementary colours, the way the pattern lines If there is time, learners could create another
for a purpose. up or the way the imagery creates a narrative. print plate but using a different shape. This will
vary their approach to making a repeat pattern.
Reflecting They can compare their two pieces in their
R.01 Celebrate artistic visual journals.
experiences and learning.
R.02 Analyse, critique and

Artistically
communicate ideas by using
own work.
20
Experiencing Experiencing and making: collograph printmaking A collagraph print is made by gluing materials
E.02 Explore media, materials, Show learners examples of the collograph print method from your own to a firm background to make a textured
tools, technologies and samples. collage (a collograph plate). This is inked and,
processes. with a printing press, the image is transferred
E.03 Gather and record Ask learners to draw a range of surfaces through the exploration of mark- to paper.
experiences and visual making. Provide learners with a range of dry media such as graphite pencils,
information. charcoal, wax crayon, fine liner pens and suggest different approaches. You If a printing press is not available, then the
can demonstrate cross-hatching, making dots, using long dashes, using a activity could be changed to making a lino print.
Making broken line, scribble, curled marks, etc. You could provide a grid so that they This can be printed by burnishing with a metal
M.01 Learn to use a range of keep their studies small, this could then be stuck into their visual journals for spoon or a metal tin.
media, materials, tools, future reference.
technologies and processes You might research online tutorials on how to
with increasing skill, Using their knowledge of texture, learners create a low-relief collograph plate to make a collograph plate and how to ink up and
independence and confidence. develop a range of prints. They can refer to images from previous activities, print from the collograph plate.
M.02 Select appropriate such as their observational drawings or the images used to create their block
media, materials, tools, prints.
for a purpose. Demonstrate the construction of the collograph plate, the inking up process
and the print method.
Artistically Learners refine the print method to achieve a good quality print from their plate
TWA.02 Embrace challenges and then explore how to print using two or three different colours within the
and opportunities, working with same image. They record this in their visual journals.
TWA.03 Review and refine Reflecting and thinking and working artistically: reviewing print outcomes as a
own work. class
Learners select their most successful print and share it with the group,
explaining reasons for their choice. Stimulus questions might include:
 What do you think makes a good print?
 Is it the image? The quality of the print (consistent
application of colour/clear image)? The way you have
placed the image on the paper? The way you have
experimented with layering the prints?
Experiencing Thinking and working artistically: generating ideas

E.02 Explore media, materials, Ask learners to work in small groups to mind map their ideas in relation to the
tools, technologies and theme of shapes and spaces. Stimulus questions might include:
processes.  What spaces make good compositions for exploring
E.03 Gather and record positive and negative spaces?
experiences and visual  What environments have a good range of patterns that
information. can be explored through print?
 Do you like close-up images to show texture?
21
Making  What surfaces do you like and where can these be found?
M.01 Learn to use a range of  How can you use different perspectives to give a specific
media, materials, tools, atmosphere?
with increasing skill, Collate the feedback and share the various ideas with the whole class. This will
independence and confidence. help ensure that all learners can consider and develop their own ideas
M.02 Select appropriate alongside those of their peers.
technologies and processes Making: generating imagery in response to initial ideas
for a purpose. Using a camera, ask learners to take photographs in and around the school
grounds in response to the stimulus questions. They may need to work in small
Reflecting groups if the number of cameras available is limited.
experiences and learning. Reflecting and thinking and working artistically: reviewing outcomes as a class
R.02 Analyse, critique and Ask learners to share their photographs and identify which ones they would like
connect own and others’ work to work with to take their ideas further. The images can be further edited
as part of the artistic process. through cropping, or using appropriate software, to create a strong
composition.
Artistically Learners give each other feedback and record peer feedback in their visual
TWA.01 Generate, develop, journals.
own work.
Experiencing Thinking and working artistically and experiencing: materials and processes
E.02 Explore media, materials, and making personal responses
tools, technologies and To consolidate this unit, learners select two forms of print to combine and carry
processes. out experiments in response to their chosen image. They may choose to:
 create a repeat pattern
Making  create a series of prints in different colours to create a
M.02 Select appropriate different atmosphere or feeling
media, materials, tools,  explore overlapping imagery to give a sense of passing
technologies and processes time.
for a purpose.
22
They may also wish to explore how different images and print methods work
Reflecting when placed randomly on a larger piece of paper to create an interesting Ensure that learners select appropriate
R.01 Celebrate artistic composition. methods to carry out their ideas. If learners are
experiences and learning. interested in line rather than texture, suggest
R.02 Analyse, critique and Learners can choose to work with: they explore block print with monoprint.
connect own and others’ work  collograph and block print Alternatively, if they are interested in texture,
as part of the artistic process.  block print and monoprint they may want to combine collograph and
 monoprint and collograph. block print.
Artistically Reflecting and thinking and working artistically: reviewing print outcomes as a
TWA.01 Generate, develop, class
create, innovate and Learners display their work. This may be a single refined final output or several
communicate ideas by using that show the different approaches that have been taken in the unit. Ask
and connecting the artistic learners to explain what they wanted to achieve and encourage their peers to
processes of experiencing, give feedback.
TWA.02 Embrace challenges Learners reflect on their achievements and the feedback provided to carry out
and opportunities, working with a final evaluation in their visual journals.
own work.
23
Unit 3.3 Abstract and imaginary forms

Outline of unit:
From an early age we are introduced to heroes, protagonists and various other characters from fiction and real life through stories, books, film and animation. In
this unit learners explore ways to generate ideas and work through the creative process to create a character from their own imaginations. The unit is devised to
encourage learners to use their imagination and fuse this with observation and research to develop a final output. The end result will be put on display, and part of
the unit looks at presentation methods.
Learners are introduced to a range of characters and asked to create their own example based on what they have discussed and their own experiences. Initially
learners will work with ideas from their imagination but throughout the unit they will be shown how other artists and designers use research to develop and refine
ideas.
Learners will use different methods to gather visual imagery, such as observational studies, using photographs and found images. They will also be introduced to
the work of other artists and be asked to carry out research into their working methods. This will help learners consider the approach they will take in developing
their own character. They are also introduced to using proportion.
At the end of the unit, learners use their skills and knowledge to create their character as a 3D form and to present this in an appropriate environment.

Learners will build on previous units to work through the creative process. Using their skill in observation and research, learners will explore a wider range of media
including 3D materials to express their personal ideas. They will be supported in using a range of skills to create an environment for their imaginary character – this
may be 2D or 3D.
Resources:
 drawing materials
 clay, wire and recycled materials for 3D constructions
 modelling tools
 wooden board
Language:
 Vocabulary related to 3D (armature, construction, modelling, form, three-dimensional, object)
 Vocabulary related to tools and materials (clay, wire, modelling tools, sticks, forks, spatula)
 Vocabulary related to formal elements (line, form, shape, texture)
24

E.01 Encounter, sense, Hold a group discussion, with learners looking at popular characters from Display this information within the class to
experiment with and respond works of fiction. Invite learners to give the names of their favourite characters. demonstrate the beginning of the creative
to a wide range of sources, Collate information and show examples from a range of books and other process.
including a range of art from fiction.
different times and cultures.
E.02 Explore media, materials, Ask learners to write a description of their favourite character in their visual Get learners in the habit of using their visual
tools, technologies and journals. journal to record the artistic journey and to note
processes. changes in their ideas.
E.03 Gather and record
experiences and visual Ask learners to work in pairs to discuss, create and draw their own character By working in pairs, learners support each
information. from their imagination. This could be based on a combination of their favourite other to experiment and develop their ideas.
characters as discussed previously.
Learners reflect on this task and make notes in their visual journals.
Reflecting: reviewing outcomes as a class

Learners display their drawings and describe their character to the whole class.
Encourage other learners to ask questions and to give feedback on the Example questions to stimulate discussion:
drawings that they see. This could be carried out in written form by placing a  Where does the character come from?
piece of paper beside each drawing and asking learners to write down their  Does the character have a special power?
comments. These pieces of paper can be photocopied for each learner in the  Where does the character live?
pair so they can be used as part of their personal reflections on their design.  Do they have any brothers or sisters?
 Do they have any enemies?
This will help each pair to develop their

character further.

E.03 Gather and record Working in small groups, provide learners with an image or a figurine of a You may need to provide an example of what
experiences and visual character from fiction. Ask learners to write down the personality of the this means and carry it out as a whole class
information. character, their qualities and if they have any superpowers. Each group should first. The characters can be from fiction,
have a different character. folklore, animation or film.
Artistically Share the responses with the whole class.
create, innovate and Ask learners to work individually to develop the initial character ideas they
25
communicate ideas by using started in the previous activity. Learners should build on the particular
and connecting the artistic personality, characteristics and superpowers they would like to give the
processes of experiencing, character from their imagination. This can be written in their visual journals.
TWA.02 Embrace challenges Reflecting and thinking and working artistically
and opportunities, working with Ask learners to think about what their character looks like – whether they are
growing independence. human, animal or robot. They may even be a hybrid, e.g. a human and animal
mix like a character from mythology.
Ask learners to work in pairs. One learner describes what their character looks
like and the other draws what they hear. The pairs can swap roles so that they
each have a turn at describing and drawing.
Learners discuss what they think of the character that has been drawn and if it
relates to their original idea of what they were describing. Learners should note
down any differences and whether they would incorporate this into their original
idea.
You could also ask learners to design a
To develop their ideas further, learners could re-work the drawing to refine their character which is the opposite of the one they
idea and include some of the elements expressed in the drawing created by created originally.
their partner.
Experiencing Experiencing and thinking and working artistically

E.01 Encounter, sense, Learners carry out research into a range of illustrators, model-makers or Local examples can also be used in this
experiment with and respond animators to gain knowledge of character development. Some examples may research.
to a wide range of sources, include:
including a range of art from  Ray Harryhausen, The Kraken
different times and cultures.  Axel Scheffler, The Gruffalo
E.03 Gather and record  Nick Park, Wallace and Gromit.
experiences and visual
information. Give learners some examples of the different ways characters have been
developed into three-dimensional forms through models, animation, toys and
Making live action. Provide learners with a list of research
M.02 Select appropriate questions to help them gather information. This
media, materials, tools, Learners choose one character created by a designer/illustrator/animator to will help them to design their character more
technologies and processes research to support the development of their own character. Support learners effectively. For example:
for a purpose. to find relevant information sources. The research can be carried out through  What is the character based on?
age-appropriate and reliable websites, books or information sheets.  Where did the idea come from?
Thinking and Working  What did the designer refer to when
Artistically Learners present their research to the class. They can also record their creating the character?
TWA.01 Generate, develop, research in their visual journals.  Did the designer draw from animals, from
create, innovate and things seen in a museum or from real life?
26
communicate ideas by using  How did the character develop?
and connecting the artistic  What materials did the designer use to
processes of experiencing, make the character and why?
Experiencing Experiencing and thinking and working artistically

E.01 Encounter, sense, Support learners to identify ways in which they can develop their own character
experiment with and respond from their initial idea. For example: Learners can use stuffed toys, figurines, plastic
to a wide range of sources,  they make sketches of particular animals – this may be figures to carry out their observations, if
including a range of art from carried out by drawing from a range of found images or applicable.
different times and cultures. from personal photographs of pets
E.03 Gather and record  they ask their peers to pose in a particular way to gain an Encourage learners to think about how the
experiences and visual understanding of the character’s stance or physical figure or character is shown and to gather
information. appearance. They can make observational drawings imagery from different angles and
and/or take photographs to inform their ideas. perspectives. Example questions include:
Making  How can you best display the personality
M.02 Select appropriate Demonstrate how to draw the human form and face in proportion using simple of your character?
media, materials, tools, guidelines. When learners create their characters, they may choose to  What environment would the character be
technologies and processes exaggerate some of these features, but it is useful for them to understand how seen in? Are they an urban character? Do
for a purpose. this works. Learners may wish to take photographs of facial expressions or they live underground? Are they
poses to support the development of their character. camouflaged in a rural landscape?
Thinking and Working  Do they have a costume? Would it be best
Artistically Ideally it would be valuable to take learners to a local museum to gather further to see their costume when they are in
TWA.01 Generate, develop, visual information. action?
communicate ideas by using Learners can carry out observational studies
and connecting the artistic and make notes in their visual journals.
Experiencing Making and experiencing: using clay
E.02 Explore media, materials, Demonstrate how to use clay to construct a figure through either coiling or You might research online tutorials on how to
tools, technologies and using armature. Show learners how to create a generic figure. All learners then create figure in clay either using a simple
processes. follow the instructions to get used to the materials and create one generic coiling method or by making an armature.
E.03 Gather and record figure. Learners can then use this experience to create their individual There are also tutorials on using recycled
experiences and visual character. materials and wire.
information.
Support learners to explore the medium and find ways to create their individual Ask learners to make notes on the process,
Making character using this material and process. Provide tools to create texture and materials used and terminology. This will help
M.01 Learn to use a range of show them how to build the shapes they will need to create their character. them to develop an understanding of the
27
media, materials, tools, process.
technologies and processes This can also be carried out using recycled materials and taping or gluing the
with increasing skill, elements together and painting over in a base colour before adding features. Learners can also explore creating their
independence and confidence. character out of wire.
M.02 Select appropriate Learners show their character and gather feedback from their peers. They also
media, materials, tools, reflect on the activity and the materials, asking themselves:
technologies and processes  Was this the appropriate medium for the character?
for a purpose.  Would it work better using different 3D materials or a
different approach?
Artistically Learners write the feedback and their own reflections in their visual journals.
own work.
Making Thinking and working artistically: celebrating artistic experiences through the
M.02 Select appropriate presentation of final piece
media, materials, tools, Ask learners to consider different ways to present their work. Will they create Once the character has been designed and
technologies and processes environments for their characters? They could create backdrops by using a made ask learners to think about how it will be
for a purpose. digital screen with a photograph projected onto it or by placing their character shown to an audience.
on a plinth in front of a background image. Ask learners to think of different
Reflecting options for displaying their character. Provide examples for them to compare and use
R.01 Celebrate artistic as starting points for their own ideas.
experiences and learning. Thinking and working artistically: exploring presentation ideas and planning
R.02 Analyse, critique and ways to display work
connect own and others’ work Ask learners to sketch out three different possibilities for the display of their
as part of the artistic process. character. This might be three different settings, landscapes, environments or
spaces. This can be created through small dioramas in scale with the figure, a
Thinking and Working backdrop image or 3D objects/built objects using their 3D and modelling skills.
Artistically
TWA.01 Generate, develop, Learners choose the appropriate method and create the final outcome with
create, innovate and your support.
and connecting the artistic The work is presented in the school. This can be a physical display, on the
processes of experiencing, school website or in a local museum or gallery.
28
own work.
29
Sample lesson 1
CLASS:
DATE:
Learning Experiencing
objectives E.01 Encounter, sense, experiment with and respond to a wide range of
sources, including a range of art from different times and cultures.
E.02 Explore media, materials, tools, technologies and processes.
Making
M.01 Learn to use a range of media, materials, tools, technologies and
processes with increasing skill, independence and confidence.
M.02 Select appropriate media, materials, tools, technologies and processes
for a purpose.
Reflecting
R.01 Celebrate artistic experiences and learning.
R.02 Analyse, critique and connect own and others’ work as part of the artistic
process.
Thinking and Working Artistically

TWA.01 Generate, develop, create, innovate and communicate ideas by using
and connecting the artistic processes of experiencing, making and reflecting.
Lesson focus / Learners follow the artistic process by:

success criteria  being introduced to artworks relevant to the theme
 watching a demonstration of materials and techniques
 exploring the new materials for themselves
 evaluating the work that they produce.
Prior Learners will also build upon previous experiences of responding to the
knowledge / environment that they live in and will continue to develop skills related to
Previous sharing ideas and giving and responding to feedback.
learning
Plan
Lesson Planned activities Notes

Introduction Introduce the focus for the unit: printmaking and the This activity would
creative process. be well supported
by using
Show learners a range of work from a variety of disciplines examples of
in response to the theme shapes and spaces: Alexander artwork that are
Rodchenko, The Staircase (1930), Lazlo Moholy-Nagy, culturally relevant
Bauhaus Balconies (1926). to your learners.
This can be
carried out by
using books,
printouts or an
electronic
presentation.
Main activities Learners explore line, form and texture. Ensure learners
have a good view
Working directly from observation, looking out of the class or have selected a
30
windows if possible or working from photographs, learners strong
develop a range of monoprints in relation to the theme. composition to
work with.
Demonstrate method of inking up, drawing into the plate,
making paper stencils and combining mark-making with Check that
structural lines. learners are using
a range of
Learners explore print methods, experimenting with the methods and
different ways to create an image. With monoprint, they provide support
can draw into the ink and place the paper over the top to where needed.
take an impression or they can ink up the plate, place the Cover health and
paper over the ink and draw on the back of the paper to safety when using
pick up the ink on the other side. the press.
It is best to have thin sticky ink rather than thick wet ink as Combine methods
they will get a clearer image. They can use different and consider the
drawing tools to make marks in the ink, such as feathers, layering of the
broken sticks, wheels from toy cars, cotton reels. image.
If using a printing press, you can show learners how to

add low-relief texture through thin mesh and other
surfaces such as rough paper, wool or tape, etc. They can
also use paper shapes to block out areas and create a
graphic feel to the image as this produces clean shapes
and lines.
Learners create further images by exploring found

textures and use the press to produce their prints.
End/Close/ Learners select their strongest print and share it with the
Reflection/ group. Facilitate a brief critique, allowing an opportunity for
Summary peers to provide feedback.
Encourage discussion with starter questions such as:

 Which method do you feel worked
best?
 If you were to do it again what would
you change or do differently?
In their visual journals, learners reflect on their prints and

identify how they could be improved or how they would
like to approach this another time.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your
lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
31
Next steps
What will I teach next based on learners’ understanding of this lesson?
32
Sample lesson 2
CLASS:
DATE:
Learning Experiencing
objectives E.01 Encounter, sense, experiment with and respond to a wide range of
sources, including a range of art from different times and cultures.
E.02 Explore media, materials, tools, technologies and processes.
Making
M.01 Learn to use a range of media, materials, tools, technologies and
processes with increasing skill, independence and confidence.
M.02 Select appropriate media, materials, tools, technologies and processes
for a purpose.
Reflecting
R.01 Celebrate artistic experiences and learning.
R.02 Analyse, critique and connect own and others’ work as part of the artistic
process.
Thinking and Working Artistically

TWA.01 Generate, develop, create, innovate and communicate ideas by using
and connecting the artistic processes of experiencing, making and reflecting.
TWA.02 Embrace challenges and opportunities, working with growing
independence.
TWA.03 Review and refine own work.
Lesson focus / Learners:

success criteria  consider ways to represent the figure
 develop observational skills
 apply the creative process
 explore new materials
 evaluate work produced.
Prior Learners will build upon their observational drawing skills, working with shape
knowledge / and line.
Previous
learning
Plan

Introduction Introduce the focus for the lesson by explaining that learners
will be developing character designs through observation
and by creating a dynamic figure or model in both 2D and
3D.
This activity would
Display examples which look at different ways to depict the be well supported
human figure either through sculpture, animation, drawing by using
and painting. Examples include: examples of
 Julian Opie, walking in Melbourne 1 artwork that are
(animated drawn figures) (2018) culturally relevant
 Umberto Boccioni, Unique Forms of to your learners.
Continuity and Space (sculpture)
(1913)
33
 Eadweard Muybridge, Pickaxe Man
(photography) (c.1887)
 Dryden Goodwin, Red studies
(drawings) (2004–6).
Discuss the examples by asking the following questions:

 What techniques have the artists
used to capture movement?
 How have they used the medium to
suggest movement?
 Which medium do you feel captures
the figure in motion most effectively?
Main activities Learners carry out observational drawings of the human This will help
form by drawing from each other using different learners to make
approaches, such as: connections
 Choose one learner to be drawn and between
ask them to walk around the central observation and
space very slowly so that their peers ideas generation.
can draw them.
 Ask another learner to stand as if they Swapping the
have just taken a step. Learners draw model each time
this figure to the left of their paper and will allow all
repeat the image across the page. learners
 Ask another learner to be the model. opportunities to
This time provide learners with long observe and
thin paper and ask them to stretch the draw.
drawing of the figure to fit the whole Alternatively,
page. This should result in an invite a visitor to
elongated figure. the class to be the
model.
Translate the drawings in wire by first demonstrating how
to bend the wire and create a three-dimensional figure in Provide each
response to one of their drawings. learner with a
small wooden
Learners choose a drawing to work from and manipulate base with two
the wire on a wooden base to show a figure in motion. pieces of wire
You can carry out the initial stages of forming the figure as attached – this will
a class step by step until learners have developed enough form the core of
confidence to work independently. the figure. This
will need to be
prepared in
advance of the
session. You will
need one board
per learner.
End/Close/ Learners present their work to the class. Ask: Ask learners to
Reflection/  How did you find the experience of consider other
Summary turning your drawings into a ways to represent
sculpture? their figure and to
 How did you find the experience of make two
using these materials? sketches in their
 What qualities do you think the visual journals,
materials lend to the figure? identifying the
materials
required.
34
35
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your
lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?
36
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Scheme of Work

Unit and suggested order Suggested teaching time

Unit 3.1 Colours of the world 10 hours

Unit 3.2 Shapes and spaces 10 hours

Unit 3.3 Abstract and imaginary forms 10 hours

Sample lesson plans

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Primary Art & Design Stage 3

Unit 3.1 Colours of the world

Knowledge, understanding and skills progression:

Experiencing Experiencing: weaving from around the world

Experiencing Experiencing and making: use of the circle and batik

Thinking and Working

Unit 3.2 Shapes and spaces

Knowledge, understanding and skills progression:

Experiencing Experiencing and thinking artistically: positive and negative space

Reflecting Learners can record their experiments and

Thinking and Working

Thinking and Working

Experiencing Thinking and working artistically: generating ideas

Unit 3.3 Abstract and imaginary forms

Knowledge, understanding and skills progression:

Learning objectives Suggested teaching activities Comments

Reflecting: reviewing outcomes as a class

This will help each pair to develop their

Experiencing Thinking and working artistically: generating ideas

Experiencing Experiencing and thinking and working artistically

Experiencing Experiencing and thinking and working artistically

Thinking and Working Artistically

Lesson focus / Learners follow the artistic process by:

Lesson Planned activities Notes

If using a printing press, you can show learners how to

Learners create further images by exploring found

Encourage discussion with starter questions such as:

In their visual journals, learners reflect on their prints and

Thinking and Working Artistically

Lesson focus / Learners:

Lesson Planned activities Notes

Discuss the examples by asking the following questions:

Copyright © UCLES September 2019

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