SOW

1. S c h o o l o f R e s e a r c h S c i e n c e
Year 7 Ceramics Scheme of work
About the Unit
What will pupils do? Students will build on the skills learnt in KS2, whilst at the same time, develop a more detailed, in-depth knowledge
of art. They will work with a variety of media – paints, pencils, sculpture.
What skills/knowledge will they develop? Students will understand the elements of art and begin to try out a range of modern and
traditional techniques and skills
Why will they do this? The art work will be modern and relevant to today’s design world. Students will learn the basics and groundwork to
build on in future years
How will this be delivered? – project learning – group work – independent study.
Basic drawing, tones, hatching as a form of mark-making, study of a range of differing artists, basic C.A.D. work, 3D work creating
sculptures, decision making and experimentation
Every Child Matters (ECM) Issues
Stay Safe – A clearly-defined set of rules & procedures in place and adhered to for working in the studio. Students are encouraged to
participate but have a healthy respect for materials and tools.
Enjoy and Achieve – Each student will produce a range of artwork that will hopefully be enjoyable and relevant. They are encouraged to
take work home also once complete and work at home, showing their parents and family.
Make a Positive Contribution – Much of the work is envisaged to be displayed around the school
Economic Well Being – Use of ‘trash’ for the Chris Goodwin sculpture proves that art is not for the ‘elite’ and does not have to be
expensive
Personal Learning & Thinking Skills (PLTS)
Assessment
Independent enquirers: For pupils to learn and develop their skills base in this SoW. They will question when and where it is appropriate to use the
skills they have newly acquired and to develop them accordingly. They will research home works set and analyse information collected.
Creative Thinkers: Pupils will be given encouragement and opportunities to develop and stylise their new skills in set home works and class work.
They will learn to take ownership over their work. Appropriate questions will be asked to further develop their understanding.
Reflective Learners: Pupils will be encouraged to review and refine their work as it progresses. Opportunities will be given for peer assessment to
enhance their inquisitive persona.
Team Workers: Constructive support and feedback opportunities will be allocated during lesson times. This will allow pupils to question their own
skills and review them for possible development. Pupils will work in teams for an investigative homework project lasting a number of weeks.

2. Self-Managers: Pupil will be working in their own sketchbooks and will be responsible of the outcomes they produce. Here, they will take risks to
further extend their knowledge of skills being taught.
Effective Participators: Pupils will be encouraged to guide and help those around them. Identifying problems and improvements will benefit the each
This will take a variety of forms, including self-assessment. Students will be asked to level their work, to choose tasks of varying degrees of
difficulty. Work will be marked using the DT Dept. level sheets, these show the level descriptors for each level and category.
L
60
min
Objectives
At the end of the lesson the pupils will
be able to:
Activities (Inc H&S) H/W
Extension
Differentiation Teaching
Style
s
V,K,A
(exa
mple
s)
D&T
Po
S
1 • Understand expectations of the Art
dept.
Understand how they are awarded
their pathway & gain knowledge of
National Curriculum Art & Design
marking criteria.
• Health and safety in the ceramics
room
• Introduce ‘Art’. Run through your expectations
and rules. Organise a seating plan and
mention how work will be marked/levelled.
Students to write down equipment they are
required to bring with them – pen, pencil,
coloured pencils etc. Level sheets will be
given to the students & stuck into their books
Complete
front cover for
homework
V=
Studying
art
K= Group
work
A=
Speaking &
Listening,
discussion
2 • Artist introduction and Project
introduction
Features of
Artist and
what is
distinctive
about his/her
work
V=
3 • Artist breakdown
• Formal Elements
Draw an
object at
home using a
Striped balls for
more capable
students. Label
V=
Following
numbered

3. • Features of Artist work pencil – add
tone/tints.
parts for weaker
students and
give them the
order
instructions
K= Painting
A=
Speaking &
Listening,
discussion
4 First Data drop assessment will be
on the colour wheel (see awl
assessment sheet)
Chose 3 bugs, sketch them and chose
the final bug to create an artefact of.
V=
Following
numbered
instructions
K= Painting
A=
Speaking &
Listening,
discussion
5 • What is clay?
• Basic Equipment?
• What is a kiln?
Teacher demonstrates use of clay tools.
Pupils work with clay and get used to its
properties.
Pupils can view the kiln and artefacts that
have been fired correctly and incorrectly in it.
The treasures
of UAE
competition
will need to
be done as a
Homework,
the week it is
set will
depend on the
date of the
competition
V= Looking
at
powerpoint
K=
Drawing
A=
Speaking &
Listening,
discussion

4. 6 Start making using specialist techniques
demonstrated. Record process using a
camera. Students can then stick this in
and label.
V= PC
images
K=
Drawing,
cutting
shapes
A=
Speaking &
Listening,
discussion
7 Making process including paint and
glaze. Option to extend learning by
throwing and creating a pot/vessel with
mosaic tile design.
Use of basic tools to shape and refine bug body
and extremities.
V= Own
artwork
K=
Drawing &
writing
A=
Speaking
to peers
8 Making process including paint and
glaze. Option to extend learning by
throwing and creating a pot/vessel with
mosaic tile design.
Use of multiple colours for glazing V= Own
artwork
K=
Drawing &
writing
A=
Speaking
to peers

5. 9 Second Data drop assessment
will be on the this for Boys most
likely (see awl assessment
sheet)
Making process including paint and glaze. Option
to extend learning by throwing and creating a
pot/vessel with mosaic tile design.
V= Own
artwork
K=
Drawing &
adding
colour
A=
Discussion
10 Making process including paint and glaze.
Option to extend learning by throwing and
creating a pot/vessel with mosaic tile design.
V=
Studying
object, own
drawn work
K=
Drawing
A=
Speaking &
Listening
11 • Paint Slip and Glaze final bug
• Focus on smoothness of clay and
accuracy of glazing
• Realism of bug finishing
Making process including paint and glaze.
Option to extend learning by throwing and
creating a pot/vessel with mosaic tile design.
V=
Studying
object, own
drawn work
K=
Handling
objects
A=
Speaking &
Listening

6. 12 Second Data drop assessment
will be on the this for Girls most
likely (see awl assessment
sheet)
• Peer and Self Assess final Bug
Product
• Teacher assess and gives a
pathway that best suits the project.
• Stick photograph of initial idea,
sketch and finished product into
sketchbook.
Evaluation with photograph. . V=
Analysis
K=
Sketching,
measuring
A=
Speaking &
Listening
Cross Curricular
Dimensions:
Identity & Cultural Diversity
Healthy Lifestyles
Community Participation
Enterprise
Global Dimension &
Sustainable Development
Technology & the Media
Creative & Critical Thinking
• There are a range of cross-curricular opportunities. Aside from ICT, Maths and English, Science is
explored through the study of insects, their body parts, feeding habits etc.
Functional Skills:
Maths, Eng, ICT
• ICT skills through research.
• English through persuasive writing for the back ‘blurb’ of the packaging
• Maths through measuring, symmetry, geometry and triangulation

7. 12 Second Data drop assessment
will be on the this for Girls most
likely (see awl assessment
sheet)
• Peer and Self Assess final Bug
Product
• Teacher assess and gives a
pathway that best suits the project.
• Stick photograph of initial idea,
sketch and finished product into
sketchbook.
Evaluation with photograph. . V=
Analysis
K=
Sketching,
measuring
A=
Speaking &
Listening
Cross Curricular
Dimensions:
Identity & Cultural Diversity
Healthy Lifestyles
Community Participation
Enterprise
Global Dimension &
Sustainable Development
Technology & the Media
Creative & Critical Thinking
• There are a range of cross-curricular opportunities. Aside from ICT, Maths and English, Science is
explored through the study of insects, their body parts, feeding habits etc.
Functional Skills:
Maths, Eng, ICT
• ICT skills through research.
• English through persuasive writing for the back ‘blurb’ of the packaging
• Maths through measuring, symmetry, geometry and triangulation