Unit 2: Creative Project in Art and Design - Scheme …



Scheme of work

Guided learning hours (GLH): 30

Number of lessons: 10 (plus 10 hours controlled conditions)

Duration of lessons: 2 hours

Please note: this unit is taken at the end of the programme and draws together learning in all other units. Therefore all units will link to this scheme of work. Particularly relevant links are indicated in the table below.

This scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.

|Lesson |Unit content |Activities |Resource checklist |Links to other units |

|1 |Introduction to the unit |Tutor presentation: introduction to Unit 2. Explain: |Final assessment times | |

| | |it’s the last stage of the course | | |

| | |they need to be on time so they don’t miss anything | | |

| | |they need to bring in their sketchbooks. | | |

|Learning aim A: develop creative ideas, skills and intentions in response to a project brief |

|1 |Learning aim A: |Teacher presentation: introduction to externally set |Sketchbooks |Any unit with a Learning aim that |

|cont. |be able to generate ideas through single or combined |brief. |Drawing/writing materials |includes ‘produce an outcome . . . to a |

| |methods. |Individual or group activity: learners to start work on |External assessment paper |brief’ will link to these activities |

| |Learning aim B: |externally set brief, coming up with ideas and creating | | |

| |know how to plan own use of time to ensure sufficient time|draft sketches. | | |

| |allowed for production of outcomes. | | | |

|2 |Learning aim A: |Teacher presentation: preparation for visits to two |Paper |Any Learning aim that includes |

| |know how to define key contextual areas for research. |local, primary resources (a small local gallery and an |Pens/Pencils |‘investigate [a discipline/pathway]’ will|

| | |urban site). |Primary and secondary sources |link to these activities |

| | |Individual or small group activity: learners to decide | | |

| | |what questions to ask when at each of the sites. | | |

| | |Learners to draw up a checklist. | | |

|3-4 |Learning aim A: |Visit: to gallery and urban site. |Checklist from previous lesson |Any unit that includes ‘explore |

| |know how to develop materials from both primary and |Learners to refer to the checklists and use their |Recording materials |materials, techniques and processes…to a |

| |secondary research sources, applying information from more|recording materials to fullest extent. | |brief’ will link to these activities. |

| |than one source. | | | |

|5 |Learning aim A: |Tutor presentation: follow-up to the first two visits. | | |

| |generating and developing creative ideas and being able to|Individual activity: learners to follow up any sources | | |

| |progress these towards a creative conclusion that meets |(books, websites or other) they have found. | | |

| |the requirements of the brief. | | | |

|6 |Learning aim A: |Visit: to local, rural site. | | |

| |know how to develop materials from both primary and | | | |

| |secondary research sources, applying information from more| | | |

| |than one source. | | | |

|7-9 |Learning aim A: |Teacher presentation: follow-up to rural site visit. | | |

| |generating and developing creative ideas and being able to|Individual activity: learners to follow up any sources | | |

| |progress these towards a creative conclusion that meets |(books, websites or other) they have found. | | |

| |the requirements of the brief. |Individual activity: learners to explore ideas, | | |

| | |feelings, materials, techniques and processes. | | |

| | |Mini tutorials: | | |

| | |How is the work progressing? | | |

| | |How are they solving problems that occur? | | |

| | |How can they refine their plans? | | |

| | |What resources are they going to need during the ten | | |

| | |hours? | | |

|10 | |Teacher presentation: preparation for final assessment. |Seating plan | |

| | |Discuss: | | |

| | |final checks | | |

| | |reminders of exam timings | | |

| | |bringing supporting studies to the exam | | |

| | |technical support | | |

| | |using the time effectively. | | |

| | |Then answer any learner queries. | | |

|Learning aim B: produce final outcomes that meet the requirements of the brief |

|Prep |Preparation for the assessment day |Clear room and set out tables with seating plan. | | |

| | |Allocate materials and lay them out accordingly. | | |

| | |If you have any students who are unreliable, make | | |

| | |arrangements in case they do not turn up. | | |

|Assess |Assessment day 1 |Tutor to allow 10 minutes to get settled, and to tell | |The activities during the 10 hours will |

|(day 1) | |learners when the assessment will officially start, as | |link strongly to any Learning Aim that |

| | |well as what they are allowed/not allowed to do before | |includes wording to the effect ‘produce |

| | |then. | |and present an outcome in response to a |

| | |Assessment starts. | |[discipline/pathway specific] brief.’ |

| | |During break times leave work on tables. | | |

| | |At the end of the day 1 – learners to leave final work | | |

| | |(allow for time to take prep work with them). | | |

| | |Tutor to lock room. | | |

|Assess |Assessment day 2 |Tutor to allow for 5 minutes to get organised before | | |

|(day 2) | |official start. | | |

| | |Tutor to check seating plan is being followed. | | |

| | |Tutor to give a brief reminder about conduct: keeping | | |

| | |water away from edges of tables, keeping work safe, not | | |

| | |to disturb others (highlighting any issues that arose on| | |

| | |first day). | | |

| | |Tutor to give a reminder that learners should only pack | | |

| | |up when instructed to by invigilator. | | |

|Next lesson |NB. Only for pathways that require it |The end of the exam period will normally be the end of | | |

| | |the programme. It may be that the 10 hours is taken over| | |

| | |a more extended period, for example to accommodate | | |

| | |limited darkroom facilities, or to allow drying and | | |

| | |biscuit firing of clay before glazing. | | |

| | |Learners may spend time displaying work for exhibition | | |

| | |but no more time should be spent on producing work after| | |

| | |the end of the 10 hours. | | |

|TOTAL: 30 hours |

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC First Art and Design

Unit 2: Creative Project in Art and Design

BookTitle

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