Students will develop ceramics and art skills over the course of a unit. They will learn techniques like slab building, coiling, and working with clay on a wheel. Students will understand elements of art and design and experiment with materials like paint and sculpture. The unit aims to teach skills and knowledge relevant to today's design world through project-based learning involving both groups and independent work. Assessment will involve self-assessment, peer review, and leveling of work based on criteria from the National Curriculum.

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 8 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.
• 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
• Choose an image by one of the chosen artist
and draw.
Title page on
Islamic Art/
chosen artist
V=
Studying
art
K= Group
work
A=
Speaking &
Listening,
discussion
2 • Understand the features of Arabic
mosaics and designs: Keywords
(repeating pattern, tessellate,
meaning etc.)
• Importance of colour. Possibly
discuss colour vs emotion.
• Introduction of famous Arabic
Artists and the features of their
work.
• Add block colour and detailed analysis,
guidelines given. Strong focus on the formal
elements particularly colour and pattern.
Contextual
research on
the 3 chosen
artists
V=

3. 3 • Chose a shape or pattern to create
a mosaic with.
• Justification of choice written into
sketchbook.
• Research in to a variety of shapes and designs,
start developing own idea and plan. Strong
focus on pattern and colour scheme.
Collage
images of
chosen pattern
V=
Following
numbered
instructions
K= Painting
A=
Speaking &
Listening,
discussion
4 First Data drop assessment will be
on the 3 chosen artists HW (see
awl assessment sheet)
Final mosaic pattern is designed and
completed in sketchbook.
• Clay processes are demonstrated to
the pupils. Pupils take necessary
notes for process in their
sketchbooks.
Start designing final ceramic mosaic tile. Recap on
clay process, health and safety and technique.
Clay process
and technique
V=
Following
numbered
instructions
K= Painting
A=
Speaking &
Listening,
discussion
5 • Pupils learn about Slabbing, Coiling
and using the wheel.
• The pupils will chose the process
they want to use and write the steps
involved in that process.
Add colour and label clay process, including
specialist equipment needed.
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 Document clay process in book or using
tablets
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 Pupils learn about slip and Glaze 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 &
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.
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)
Pupils learn about the Kiln and its
different parts and how it works.
(Possibly show some examples of
overcooked clay and undercooked
clay.)
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 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)
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)
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