School of Education DRAFT 23-24 Students Name: Robin O’Shaughnessy

Year in NCAD: BA4

Unit of Learning (inc LPs)
Class Name: 5th Year Visual Studies Aim of Unit of Learning process product and theme. what you hope to achieve including AEDP
Year group: 5th Year
Through discussion and critical thinking, the students will understand the importance of Romanesque and Gothic Sculpture
Programme: LC and Architecture, they will discover the different architectural features and sculptors during this time that are inspired by the
Total No of lessons in UoL: 10 (All use of Art Elements and Design Principles they use in their work such as Shape, Form, Emphasis and Balance .
singles)
Theme Development:
(10X40min)
“Romanesque and Gothic Sculpture and Architecture”
(I ONLY have these students for Visual Studies, I
DO NOT have them for practical. If I did, I would
have incorporated aspects like Architecture or Cross Curriculum: 1. Geography- Looking at the locations of where these architecture developments took
Sculpture into my practical classes). place.

Key Skills:

1. Information Process – Learning and understanding the Context, Artist + Artworks, Analysis, AEDP’s,
Media + Areas of Practice and Innovation + Invention.
2. Critical and Creative Thinking – Forming their own personal opinions on art and their own
perceptions, learning new knowledge.
Entering characteristics

Six Students (Dyslexia) and One student (Dyslexia and ADHD)

1. All students find reading large volumes difficult and time consuming (short powerpoint presentations, not large volumes of text).
2. Clear, broken down instructions would help this a lot.
3. All students can find spelling and grammar difficult so the students will give their best attempt when writing.
4. All students have been given permission by their year head that they can take photos of notes on the board using their iPad
instead of writing them as they will become overwhelmed and lose focus.
5. Check in on students regularly, one or two tend to lose focus very easily so continue to go over and if the student is confused ,
explain what is being asked of them one on one.
6. All students don’t like to read out loud as they get very anxious about it and it stops them from listening to what is being said in
class (only ask questions one on one and do not put the student on the spot).
7. One student in particular only can study from notes that are printed on BLUE paper - make sure all notes are printed on blue
paper for this student.

Overall student support:

1. Check in on the students regularly to make sure they understand what is being asked of them.
2. Encourage with verbal affirmation quite frequently.
Managing behaviours

Classroom Strategies 25/09/23

1. Encourage students with good affirmation when work and behaviour is of good standard.
2. Communicate clearly with students to confirm they know what is asked of them and that they all understand.
3. Make it clear to the class that if they are unsure in any way they can ask for advice and guidance, there are no stupid questions.
4. Make sure the students know the Art Room Rules, that they are visible for the students to learn from and that you can reference them when you need
to.
5. Show the students that you have respect for their work so they will learn to respect it too.
School Policy: Code of Behaviour

Sanctions

Sanctions can be issued by any member of staff on our school management platform, ‘Compass’. Sanctions are divided into minor offences and major
offences. If a student is given a sanction for a minor offence, minus one point will be administered on their Compass profile and for a major offence minus
three points. The Year Head will set detention on each occasion when a student receives minus three points. If a student receives three detentions, a meeting
may be called between student, parent/guardian(s), and Year Head. The merit and sanction system are operated separately.

Some Examples of minor offences:

- Disregarding a teacher’s instructions
- Disruptive in class
- Lack of respect for a member of staff
- Inappropriate behaviour
- Not prepared for class
- Late to class
- Incomplete/incorrect uniform
- Eating during class without permission
- Inappropriate use of mobile

Other Some Examples of major offences:

- A grave misdemeanour
- Absenting oneself from a class without permission
- Bullying or aggressive behaviour
- Continuous breaches of school rules
- Copying during tests
- Forging signatures
- Smoking or drinking (or being in possession of alcohol or drugs) in school uniform or on occasion when the student is on school business (this includes
day trips and tours)
- Stealing Failure to complete detention

Good Behaviour: Rewards

1. Praising students for good behaviour

2. Awarding an affirmation on the school’s management platform, Compass.
3. Recognition at assemblies, on the intercom and in school publications (Yearbook, School Website, Twitter, etc.)
4. Awarding Merit Awards at Assemblies and letters sent home to parents.
5. Classes and Year groups collective achievements are awarded through House points
6. Awarding achievements at annual Prize-Giving Ceremony

My Art Room Rules: SAR RULES

These rules will be on a large poster on the door of the classroom so students will always know the expected behaviour in
the art classroom.

Safe:
1. NO RUNNING in the classroom.
2. Never throw anything.
3. Use art room supplies CORRECTLY.
4. KEEP SCISSORS DOWN BY YOUR SIDE when walking with them.

Accepting:
1. ONLY use POSITIVE language when talking about other people's artwork.
2. NEVER say anything mean about each other's artwork - always be nice.

Respect:
1. Listen to the teacher when she's talking or giving directions.
2. NEVER draw on someone else's artwork or damage someone else's artwork.
3. Take care of the art supplies.
4. Stop working and clean up when it's clean up time.
Learning outcomes for unit of learning

Analysis Discuss examples from Visual Studies

1.1 Look Analyse an artwork

3.1 Analysis Recognise the artistic thinking and elements in their own work and that of others.

2.2 Contextual enquiries Apply the art elements and design principles in creating and evaluating their work.
Lesson No/total in UoL: 1/10
Date: 5th of October
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Romanesque Architecture
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Romanesque Architecture and Sculpture.”
1. Context: The 11th century (The Feudal System)- Church influence, Increased trade and improved farming
methods= growth in population and a better economy, education was more established= development in
art and architecture.
2. Artist + Artworks: Romanesque artist, sculptors and architects, Romanesque Churches, (Romanesque
builders were not architects as we know them today but were skilled masons).
3. Analysis: Romanesque Architecture characteristics (how the elements of architecture have been used) For
example: Vaulting and its problems and solutions, Crosswise Transepts (symbolism), Cross-shaped church
(THE SCHOOLS LOCAL CHURCH AS REFERENCE).
4. AEDP: Shape, Form, Emphasis, Harmony and Balance.
5. Media + Areas of Practice: Architecture and Sculpture
6. Innovation + Invention: Romanesque means (Roman-like) - ruins of Roman buildings and bridges were
scattered around Europe, architects around this time used these as inspiration (especially rounded arches).
Literacy: PowerPoint presentation on Romanesque Architecture and Sculpture which will include all the 6 visual
studies headings.
Oracy:
Group Discussions on Romanesque churches and their characteristics, what type of sculpture is this? How do you
know that this is a relief sculpture? What images can you see in this sculpture? -THROUGHOUT THE LESSON AND
GOING THROUGH PRESENTATION.
Process:
Drawing- The students will complete an A5 drawing of the Context of time we are learning about (the 11th
century) - church, trade and farming (fruits and vegetables, growth in population (many people)
- stick into their notes so the students know the time period the artist is living in (TIMELINE) - handout to help.
Homework:
Drawing – using pencil the student should complete drawings of the Barrel Vault and Groin Vault in their textbook
on Page 8. These drawings must each be A5 size and must be annotated.

Hand Outs:

Notes for students under the 6 Visual Studies headings eg. Context - 2 versions for the higher achieves and the
students who work a little slower - on teams.

Version 1
Version 2

Visual Aid:
1. A completed A5 drawing of the Context of time we are learning about (the 11th century) - church, trade
and farming (fruits and vegetables, growth in population (many people) to stick into their notes so the
students know the time period the artist is living in.

2. Finished examples of drawings of the Barrel Vault and Groin Vault that are in their textbook on Page 8.
These drawings must each be A5 size and must be annotated.

Learning Intentions
1. To know the context of the time (after the Roman Empire) in which Romanesque Architecture was created,
the Churches influence, increased trade and improved farming methods.

To know the Romanesque Architecture characteristics and how to identify them for example : Vaulting and
Crosswise Transepts.

2. To understand how increased trade and improved farming methods benefited society as it encouraged the
growth in population and a better economy, education was then more established and there was
development in art and architecture.

To understand the symbolism behind Crosswise Transepts and how it is purposely shaped like a cross.

To understand the difference between the Barrel Vault and Groin Vault.
 3. To be able to take part in a Group Discussion and be able to express their own opinion and viewpoint.

To be able to complete an A5 drawing of the Context of time we are learning about (the 11th century).

To be able to understand what is being asked of them for homework and be able to complete it by the
deadline, 12th of October.

Success criteria
1. The students should know the context of the time (after the Roman Empire) in which Romanesque
Architecture was created, the Churches influence, increased trade and improved farming methods.

The students should know the Romanesque Architecture characteristics and how to identify them for
example: Vaulting and Crosswise Transepts.

2. The students should have a good understanding on how increased trade and improved farming methods
benefited society as it encouraged the growth in population and a better economy, education was then
more established and there was development in art and architecture.

The student should understand what symbolism is and its meaning behind Crosswise Transepts and how it
is purposely shaped like a cross.

The students should understand the difference between the Barrel Vault and Groin Vault.

3. All students should be able to take part in a Group Discussion and be able to express their own opinion and
viewpoint.

A completed an A5 drawing of the Context of time we are learning about (the 11th century).

The students should be able to understand what is being asked of them for homework and be able to
complete it by the deadline, 12th of October.
LESSON PLAN
Post class reflection
Lesson No/total in UoL: 2/10
Date: 12th of October
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Romanesque Architecture
and Sculpture
5th Year VS Lesson 1
Today's lesson went well as I found that most students were engaged. The only trouble I did have was time. I
found that my presentation was too long and we went over time because of this. The students also seem to
really enjoy completing their A5 drawing in the context. Some of them really wanted to add more detail and I
wish I could have given them that extra time. Because of this I wish I had focused only on context so we could
have had more time to discuss it in more detail. I felt that I had to rush the barrel and groin vault discussion.
Next time I would have created a shorter PowerPoint and I would have given a little more extra time for the
task. Next time I would have also set the task at the end of the lesson as I found the students found it difficult
to transition from a drawing task back into a presentation.
Context Drawings
HOMEWORK: HANDED UP THE 12TH OF OCTOBER
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Romanesque Architecture and Sculpture.”
Support Studies: Master Godescalc
1. Context: The 11th century (The Feudal System)- Church influence, Increased trade and improved farming
methods= growth in population and a better economy, education was more established= development in
art and architecture.
2. Artist + Artworks: Romanesque artist, sculptors and architects (St. Foy de Conques Church = Master
Godescalc - He created the tympanum).
3. Analysis: Romanesque Architecture characteristics (how the elements of architecture have been used),
Tympanum, Naves, Apse, Pillars, Portals.
4. AEDP: “The tympanum at St. Foy de Conques” - (Master Godescalc) Shape, Form, Emphasis and Balance .
5. Media + Areas of Practice: Architecture and Sculpture (materials and techniques)
 6. Innovation + Invention: Romanesque means (Roman-like) - ruins of Roman buildings and bridges were
scattered around Europe, architects around this time used these as inspiration (especially rounded arches).

Literacy: PowerPoint presentation on Romanesque Architecture and Sculpture and support study artist, Master
Godescalc, which will include all the 6 visual studies headings.

Oracy:
Asking questions about “St. Foy de Conques Church = Master Godescalc '' (The Tympanum) ,the AEDP’s, what can
be seen, symbolism, meaning materials and techniques - group discussions.

Process:
Drawing – using a pen the student should complete an outline drawing of “St. Foy de Conques Church = Master
Godescalc '' (The Tympanum) - just the simple shapes, lines and annotations.

Homework:

The students must take a section from the “St. Foy de Conques Church = Master Godescalc '' (The Tympanum)
and create a more detailed drawing, then annotating the drawing (This will help the students remember this
piece, so they know how to draw it in an exam - DRAWING IN PEN TO GET THEM USED THIS FOR THE EXAM.

Hand Outs:

Notes for students under the 6 Visual Studies headings eg. Context - 2 versions for the higher achieves and the
students who work a little slower - on teams.

Version 1
Version 2

Visual Aid:

1. Finished examples of a line drawing of “St. Foy de Conques Church = Master Godescalc '' (The
Tympanum)- just the simple shapes, lines and annotations.
 2. Finished example of a section from the piece.

Learning Intentions
1. To know the Romanesque Architecture characteristics and how to identify them for example :
Tympanum, Naves, Apse, Pillars, Portals.

To know what art elements and design principles can be seen in The Tympanum at “St. Foy de
Conques Church” created by Master Godescalc.

2. To understand the symbolism and meaning behind The Tympanum at “St. Foy de Conques
Church” created by Master Godescalc.

To understand the importance in getting used to drawing pieces of work including sculptures as
the students will have to do this in their exam, understanding how they must use pen as they wont
be seen when scanned.

3. To be able to take part in a Group Discussion and be able to express their own opinion and
viewpoint.

To be able to complete an outline drawing of The Tympanum at “St. Foy de Conques Church”
created by Master Godescalc using just the simple shapes, lines and annotations.

To be able to understand what is being asked of them for homework and be able to complete it
by the deadline, 19th of October.

Success criteria
1. The students should know the Romanesque Architecture characteristics and how to identify them
for example : Tympanum, Naves, Apse, Pillars, Portals.

The students should know how to identify what art elements and design principles can be seen in
The Tympanum at “St. Foy de Conques Church” created by Master Godescalc.
 2. The students should understand the symbolism and meaning behind The Tympanum at “St. Foy
de Conques Church” created by Master Godescalc.

The students should understand the importance in getting used to drawing pieces of work
including sculptures as the students will have to do this in their exam, understanding how they
must use pen as they wont be seen when scanned.

3. The students should be able to take part in a Group Discussion and be able to express their own
opinion and viewpoint.

A completed an outline drawing of The Tympanum at “St. Foy de Conques Church” created by
Master Godescalc using just the simple shapes, lines and annotations.

The students should be able to understand what is being asked of them for homework and be
able to complete it by the deadline, 19th of October.

LESSON PLAN
5th Year VS Lesson 2

Post class reflection

In this lesson I made sure that the presentation I created wasn’t too long. This presentation went much better
as I was able to have a proper discussion with the students about the piece we were looking at. Many
students shared their opinions and were very engaged. They have very good knowledge on their art elements
and design principles so in future I won’t explain them in detail as much as I did. I also found that one of the
students who is a bit outspoken in class had much better input in this lesson and seemed to enjoy herself as
she was getting many questions correct. She also mentioned that my way of teaching was helpful to her so I
felt that I had really broken down that barrier as she was very giddy in the last lesson. I also left the drawing
task until the end because the students were way too distracted in the last lesson. This worked really well
and the students were able to complete their drawings. Overall, this lesson went much smoother than the last
lesson and I feel that it was very successful.
Lesson No/total in UoL: 3/10
Date: 19th of October
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Romanesque Architecture
and Sculpture
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Romanesque Architecture and Sculpture.”
Support Studies: Gislebertus.
1. Context: The 11th century (The Feudal System)- Church influence, Increased trade and improved farming
methods= growth in population and a better economy, education was more established= development in
art and architecture.
2. Artist + Artworks: Romanesque artist, sculptors and architects (Romanesque builders were not architects
as we know them today but were skilled masons) = Gislebertus.
3. Analysis: Romanesque Architecture characteristics (how the elements of architecture have been used), the
Architectural Features eg the tympana and archivolts.
4. AEDP: “The Last Judgement, the tympanum at St. Lazare, Autun” - (Gislebertus) Shape, Form, Emphasis
and Balance.
5. Media + Areas of Practice: Architecture and Sculpture (materials and techniques: white limestone).
6. Innovation + Invention: Romanesque means (Roman-like) - ruins of Roman buildings and bridges were
scattered around Europe, architects around this time used these as inspiration (especially rounded arches).
Literacy: PowerPoint presentation on Romanesque Architecture and Sculpture and support study artist,
Gislebertus,which will include all the 6 visual studies headings.
Oracy:
Asking questions about “The Last Judgement, the tympanum at St. Lazare, Autun” - (Gislebertus) , the AEDP’s,
symbolism, subject matter,, materials and techniques (white limestone ) group discussions, how did he use the art
element and why?
Process:
Drawing – using pen the student should complete an outline drawing of “The Last Judgement, the tympanum at
St. Lazare, Autun” - (Gislebertus) - just the simple shapes, lines and annotations - DRAWING IN PEN TO GET THEM
USED THIS FOR THE EXAM.
Homework:

Essay style question - “Identify an example of a Romanesque style sculpture and discuss its context, subject
matter, symbolism and Art Elements and Design Principle”

1. They can choose either the “The Last Judgement, the tympanum at St. Lazare, Autun” - (Gislebertus) OR
the Tympanum at St. Foy de Conques Church created by Master Godescalc.

2. (½ A4 pages long, must have a question written at the top of their page).

3. The students must take a section from the “The Last Judgement, the tympanum at St. Lazare, Autun” - and
create a more detailed drawing, then annotating the drawing (This will help the students remember this
piece, so they know how to draw it in an exam) - DRAWING IN PEN TO GET THEM USED THIS FOR THE
EXAM.

Hand Outs:

Notes for students under the 6 Visual Studies headings eg. Context - 2 versions for the higher achieves and the
students who work a little slower - on teams.

Version 1
Version 2

Visual Aid:

1. Finished examples of a line drawing of “The Last Judgement, the tympanum at St. Lazare, Autun” -
(Gislebertus) - just the simple shapes, lines and annotations (POSTER).

Learning Intentions
 1. To know the Romanesque Architecture characteristics and how to identify them for example the
tympana (recap) and archivolts.

To know what art elements and design principles can be seen in “The Last Judgement, the
tympanum at St. Lazare, Autun” that was created by Gislebertus.

2. To understand the symbolism and meaning behind “The Last Judgement, the tympanum at St.
Lazare, Autun” that was created by Gislebertus.

To understand why materials such as limestone were used to create sculptures like “The Last
Judgement.”

3. To be able to take part in a Group Discussion and be able to express their own opinion and
viewpoint.

To be able to complete an outline drawing of “The Last Judgement, the tympanum at St. Lazare,
Autun” that was created by Gislebertus using just the simple shapes, lines and annotations.

To be able to understand what is being asked of them for homework and be able to complete it
by the deadline, 26th of October.

Success criteria
1. The students should know the Romanesque Architecture characteristics and how to identify them,
for example the tympana (recap) and archivolts.

The students should know what art elements and design principles can be seen in “The Last
Judgement, the tympanum at St. Lazare, Autun” that was created by Gislebertus.

2. The students should understand the symbolism and meaning behind “The Last Judgement, the
tympanum at St. Lazare, Autun” that was created by Gislebertus.

The students should understand why materials such as limestone were used to create sculptures
like “The Last Judgement.”
 3. The students should be able to take part in a Group Discussion and be able to express their own
opinion and viewpoint.

A completed an outline drawing of “The Last Judgement, the tympanum at St. Lazare, Autun” that
was created by Gislebertus using just the simple shapes, lines and annotations.

The students should be able to understand what is being asked of them for homework and be
able to complete it by the deadline, 26th of October.

LESSON PLAN 5th Years Visual Studies Lesson 3

Post class reflection

Today’s lesson went quite smoothly as most of the students were quite engaged. As I went on a school tour
with the 5th years on Tuesday, I feel that I know the students better and that I am able to get their attention
more in the classroom. However because of this, the students were quite giddy. I had to try and settle them
down but it was a little struggle in the beginning. The students seem to know the context of the 11th century
very well and I feel confident that they would be able to write about it in their exams. The students seemed a
little confused on the layout of the exam as they were wondering if a question ever came up on a specific
sculpture or piece of architecture. Because of this, I might take some time in the next lesson to go over the
layout of the exam as I want the students to know WHY we are looking into these pieces in detail.

“The Last Judgement, the tympanum at St. Lazare, Autun” A5 Drawings - must finish for homework.

(These are all not finished)

- Above expectations
- In Line with expectations
- In Line with expectations
- In Line with expectations
Lesson No/total in UoL: 4/10
Date: 26th of October
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Romanesque Architecture
and Sculpture
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Romanesque Architecture and Sculpture.”
.
1. Context: The 11th century (The Feudal System)- Church influence, Increased trade and improved farming
methods= growth in population and a better economy, education was more established= development in
art and architecture.
2. Artist + Artworks: Romanesque artist, sculptors and architects
(The Romanesque sculptures found on the capitals at St. Lanzare, Autun= the artist’s exact identities of
these artists are not always known.
1. Analysis: Romanesque Architecture characteristics (how the elements of architecture have been used,
what is a capital?), relief sculptures and figures combined with ornamental foliage to fit into awkward
capital spaces.
2. AEDP: “The Dream of the Magi Capital” at St. Lazare, Autun - Shape, Form, Proportion and Texture.
3. Media + Areas of Practice: Architecture and Sculpture (materials and techniques).
4. Innovation + Invention: Romanesque means (Roman-like) - ruins of Roman buildings and bridges were
scattered around Europe, architects around this time used these as inspiration (especially rounded arches).
Literacy: PowerPoint presentation on Romanesque Architecture and Sculpture which will include all the 6 visual
studies headings.
Oracy:
Asking questions about the “The Dream of the Magi Capital” at St. Lazare Autun, AEDP’s, symbolism, meaning,
form and style, materials and techniques, group discussions, what art elements and design principles do you see
and why?
Process:
Drawing – using pen the student should complete an outline drawing of “The Dream of the Magi Capital” - just
the simple shapes, lines and annotations - DRAWING IN PEN TO GET THEM USED THIS FOR THE EXAM.
Homework:
The students must take a section from the “The Dream of the Magi Capital” at St. Lazare, Autun - and create a
more detailed drawing, then annotating the drawing (This will help the students remember this piece, so they
know how to draw it in an exam - DRAWING IN PEN TO GET THEM USED THIS FOR THE EXAM.

Hand Outs:

Notes for students under the 6 Visual Studies headings eg. Context - 2 versions for the higher achieves and the
students who work a little slower - on teams.

Version 1
Version 2

Visual Aid:

1. Finished examples of a line drawing of “The Dream of the Magi Capital” at St. Lazare, Autun - just the
simple shapes, lines and annotations.

2. Finished example of a section from the piece but drawn in detail using pen.

Learning Intentions
1. To know the Romanesque Architecture characteristics and how to identify them for example
capitals, relief sculptures and figures combined with ornamental foliage to fit into awkward capital
spaces.

To know what art elements and design principles can be seen in “The Dream of the Magi Capital”
at St. Lazare Autun.

2. To understand the symbolism and meaning behind "The Dream of the Magi Capital” at St. Lazare
Autun.
 3. To be able to take part in a Group Discussion and be able to express their own opinion and
viewpoint.

To be able to complete an outline drawing of “The Dream of the Magi Capital” at St. Lazare Autun
using just the simple shapes, lines and annotations.

To be able to understand what is being asked of them for homework and be able to complete it
by the deadline, 2nd of November (After Midterm).

Success criteria
1. The students should know the Romanesque Architecture characteristics and how to identify them
for example capitals, relief sculptures and figures combined with ornamental foliage to fit into
awkward capital spaces.

The students should know what art elements and design principles can be seen in “The Dream of
the Magi Capital” at St. Lazare Autun.

2. The students should understand the symbolism and meaning behind "The Dream of the Magi
Capital” at St. Lazare Autun.

3. The students should be able to take part in a Group Discussion and be able to express their own
opinion and viewpoint.

A completed outline drawing of “The Dream of the Magi Capital” at St. Lazare Autun using just the
simple shapes, lines and annotations.

The students should be able to understand what is being asked of them for homework and be
able to complete it by the deadline, 2nd of November (After Midterm).
LESSON PLAN
5th Years VS Lesson 4

Post class reflection

The students were very giddy in this class. I find that there is one student who gets the students in a giddy
mood and disrupts the class. A lot of the students also came in with unfinished homework. Next time, I will
post the homework on teams instead of it only being written in their homework journals as it seems to not
be working. I have assigned that homework as extra homework over the mid term as it will be a good
revision task anyways for their Christmas exams in November. The students seem to be understanding
Romanesque Architecture well however they are so chatty and giddy I find that sometimes my voice isn’t
heard. After class, I spoke to the students who keep disrupting my class as this classroom environment is not
as good as it could be. She seemed to understand however if I have any more issues I will have to write a note
home to parents.

“The Dream of the Magi Capital” - A5 DRAWINGS

I HAVE ASSIGNED THE HOMEWORK FROM LAST WEEK FOR NEXT WEEK AS STUDENTS DID NOT
COMPLETE IT (ESSAY QUESTION ½ PAGE).

After the SP Review, my main feedback was the length of my UoL’s and lesson plans. I have
simplified my UoL’s and lesson plans from lesson 5 onwards because of this.
Lesson No/total in UoL: 5/10
Date: 9th of November
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Romanesque Architecture
and Sculpture
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Romanesque Architecture and Sculpture.”
.
1. Context: The 11th century.
2. Analysis: Romanesque Architecture characteristics and The Dream of the Magi Capital,” “The Last Judgement”
and “St. Foy de Conques Church.”
3. AEDP: Shape, Form, Colour, Proportion, Harmony, Emphasis and Balance.
4. Media + Areas of Practice: Architecture and Sculpture (materials and techniques).
5. Innovation + Invention: Romanesque means (Roman-like).
Literacy: PowerPoint presentation on Romanesque Architecture and Sculpture which will include all the 6 visual studies
headings - GOING OVER EVERYTHING THAT THEY HAVE LEARNED IN THE PAST 5 LESSONS.
Process: Mind Map Template - “Romanesque Architecture and Sculpture” that will be handed out that will include notes and
blanks in which the students must fill out using the extra notes from the previous lessons.
Hand Outs: Mind Map template on Romanesque Architecture and Sculpture
Visual Aid: Section of Mind map template completed on Romanesque Architecture and Sculpture.
Learning Intentions
1. Consider and look over all the notes that were given out in the previous lesson and determine what
information to fill in on the mind map template.
2. Understand the use of a mind map template and how it can be a very good study tool.
3. Annotate and complete a mind map template based on our topic “Romanesque Architecture and
Sculpture.”
Success criteria
1. Look through all of the notes that were given out in the previous lesson and determine what information to
fill in on the mind map template.
2. Begin to fill out a prepared mind map template and complete the fill in the blanks.
 3. Create an annotated drawing of a section of the Romanesque sculptural piece, “The Last Judgement.”

4. Understand that this template can be a good study tool for their upcoming Christmas Exams.

LESSON PLAN
5th Year VS Lesson 5

Post class reflection This class was mostly a revision class. When recapping the presentation, the students seemed to have a lot of
knowledge on the context of Romanesque Architecture and Sculpture and showed a great understanding of
all its different characteristics. The class was still quite giddy throughout the presentation so I decided to
move one of the students to a different seat. This seemed to calm the atmosphere a bit and once I assigned
the Mind Map template, the students worked away quietly. These mind map templates seemed to keep the
students very occupied. The students then glued the mind map template into their copies as a study tool.
Overall, I am confident that the students will be prepared for the Christmas exam question that I am writing
as I feel the students have a great understanding of the topic.

Essay style question - 1/2 page

CHRISTMAS EXAM : Exam Question that I created below


Lesson No/total in UoL: 6/10
Date: 7th of December
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Gothic Architecture
Marking Scheme: OUT OF 40
● 2 Examples of Sculpture (3 marks for each)
● Sculptor name (2 marks for each)
● Context (5 marks for each)
● Art Elements & Design Principles (5 marks overall - 5 must be discussed all together)
● Subject Matter (5 marks overall)
● Style - Symbolism (5 marks overall)
● Drawings - Annotate (5 marks for each)
IN LINE/ABOVE EXPECTATIONS
IN LINE WITH EXPECTATIONS
YET TO MEET EXPECTATIONS
YET TOO MEET EXPECTATIONS
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Gothic Architecture.”
1. Context: Medieval Europe in the 13th century
2. Artist + Artworks: The Benedictine Abbey of St. Denis’ new abbot named Suger.
3. Analysis: Gothic Cathedrals and Sculptures, Architecture characteristics (comparing Romanesque Architecture to
Gothic Architecture eg. round arches - pointed arches).
4. AEDP: Shape, Form and Balance.
5. Media + Areas of Practice: Architecture and Sculpture
6. Innovation + Invention: The inventor of the Gothic Style, Sugar, combined elements of Romanesque architecture with
the highly innovative ribbed vaulting.
Literacy: PowerPoint presentation on Gothic Architecture which will include all the 6 visual studies headings.
Oracy: Group Discussions on Gothic Cathedrals and their characteristics.
Process: Drawing- The students will complete an A5 drawing of the Context of time we are learning about (the 13th Century).

Homework: Drawing – using pencil the student should complete a drawing of a Pointed Arch in their copies using their
textbook on Page 27.

Handouts: Notes for students under the 6 Visual Studies headings eg. Context - 2 versions for the higher achievers and the
students who work a little slower - on teams.

Version 1 - higher achievers

Version 2 - students who work a little slower (Differentiation)

Visual Aid:
1. A completed A5 drawing of the Context of time we are learning about (the 13th century).
2. Finished example of drawing of Pointed Arches These drawings must each be A5 size and must be annotated.

Learning Intentions
1. Explore and discuss the context of the time (Medieval Europe) in which Gothic Architecture was created,
Scholarism, and the churches influence.

2. Identify the Gothic Architecture characteristics for example: pointed arches and tall thin walls.
3. Recognise how Gothic Architecture was created and how the creation of its characteristics were
symbolised.

4. Participate in the reflection of Romanesque Architecture during a presentation..

5. Create an A5 drawing of the Context of time we are learning about (the 13-14th century).

Success criteria
1. Discuss the context of the time (Medieval Europe) in which Gothic Architecture was created, Scholarism,
the churches influence and people living more independently.

2. Know the Gothic Architecture characteristics for example: pointed arches and tall thin walls.
 3. Recognise how Gothic Architecture was created and how the creation of its characteristics were
symbolised.

4. Take part in the reflection of Romanesque Architecture during a presentation.

5. Complete an A5 drawing of the Context of time we are learning about (the 13-14th century) that is also
annotated.

LESSON PLAN 5th Year Visual Studies Lesson Plan 6.docx

Post class reflection TEAMS POST

CLASS REFLECTION

There were many complications in this lesson. Firstly the wifi in the school had been down all day so because
of this I was having problems connecting to the presentation to the projector. Luckily, before every lesson I
post all content for the lesson on teams so the students have access to the presentation and notes. As a class,
we went through the presentation together instead of on the board. As this was not the usual set up, the
students were quite unsettled and continued to talk and chat. I have spoken to my host teacher and she has
explained that if the students continue to talk, I will write down their name and give them sanctions as they
have continued to disrupt my lessons and my host teachers lessons.

Lesson No/total in UoL: 7/10
Date: 14th of December
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Gothic Architecture
I had to ask a student to stay back after class today as she has continued to disrupt the class and in this class
especially, started getting very aggressive. This student is known for this behaviour however she is
continuing to be disruptive and say some inappropriate remarks to other students and myself. I explained to
this student after class that this is unacceptable behaviour as she is making it a very difficult work
environment for the other students. She was quite defensive however my host teacher has spoken to the
student and has explained the consequences of her actions (as she is in AEN, I wasn’t aware at the time what
consequences I should give her). She has been warned and if this behaviour continues, I have been advised
by my host teachers and AEN to give her a sanction.
Pointed Arch drawings and annotations homework
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Gothic Architecture.”
1. Context: Medieval Europe in the 13th century.
2. Artist + Artworks: The Benedictine Abbey of St. Denis’ new abbot named Suger.
3. Analysis: Gothic Cathedrals and Sculptures, Architecture characteristics (comparing Romanesque Architecture to
Gothic Architecture eg. barrel/groin vaults - ribbed vaults).
4. AEDP: Shape, Colour, Form, Emphasis and Balance.
5. Media + Areas of Practice: Architecture and Sculpture
6. Innovation + Invention: The inventor of the Gothic Style, Sugar, combined elements of Romanesque architecture with
the highly innovative ribbed vaulting.
Literacy: PowerPoint presentation on Gothic Architecture which will include all the 6 visual studies headings - SPECIFICALLY
GOING OVER THE GOTHIC ARCHITECTURAL FEATURES (eg. ribbed vaults, rose windows etc.)
Oracy: Group Discussions on Gothic Architecture and their characteristics.
Process: Drawing – the student should complete drawings of Ribbed Vaulting, Flying Buttresses and the Rose window
(stained glass) in their copies with the help of pages 27-28 of their textbook on Page 8 OR their iPads.
Handouts: Notes for students under the 6 Visual Studies headings eg. Context - 2 versions for the higher achieves and the
students who work a little slower - on teams.
Version 1 - higher achievers
Version 2 - students who work a little slower (Differentiation)

Visual Aid: Finished examples of drawings of Ribbed Vaulting, Flying Buttresses and the Rose window (stained glass). These
drawings must each be A5 size and must be annotated.

Learning Intentions
1. Identify the Gothic Architecture characteristics for example ribbed vaults, clustered columns, stained glass
windows and tracery.

2. Understand how the inventor of the Gothic Style,Sugar, combined elements of Romanesque architecture
with the highly innovative ribbed vaulting.

3. Participate in a Group Discussion and be able to express their own opinion and viewpoint.

4. Create drawings of Ribbed Vaulting, Flying Buttresses and the Rose window (stained glass) in their copies,
these drawings must each be A5 size and must be annotated.

Success criteria
1. Know the Gothic Architecture characteristics for example ribbed vaults, clustered columns, stained glass
windows and tracery.

2. Recognise how the inventor of the Gothic Style, Sugar, combined elements of Romanesque architecture
with the highly innovative ribbed vaulting.

3. Participate in a Group Discussion and be able to express their own opinion and viewpoint.

4. Complete drawings of Ribbed Vaulting, Flying Buttresses and the Rose window (stained glass) in their
copies, these drawings must each be A5 size and must be annotated.
LESSON PLAN 5th Year Visual Studies Lesson Plan 7.docx
Post class reflection TEAMS POST

STUDENT COMPLETED SOME OF THESE DRAWINGS AND ANNOTATIONS IN CLASS HOWEVER I ASKED
THE STUDENTS TO SEND ME PHOTOS VIA ZOOM OF THEIR FINISDHED DRAWINGS THAT THEY MUST
COMPLETE FOR HOMEWORK

ATTACHED ARE THE ONLY ONES I RECEIVED SO FAR:

Rose Window, Flying Butresses and Ribbed Vaulting drawings (finished in class or drawings that hav
CLASS REFLECTION

In this class I was observed by the tutor. I have had some issues with the students behaviour the past couple
of weeks however as an outside teacher came in the students were on their best behaviour. As there is
usually a lot of chatting in the class it can take some time to get through the presentation and get the student
task finished. However in this class we went through the presentation quite quickly as there was not as much
chatter. Because of this, a lot of time was left for the student task which was drawing a Rose Window, Flying
buttress and an example of Ribbed Vaulting, then annotating all three of them. Next time I would have
created a longer presentation in preparation of this lesson, even if there was a chance we couldn't get
through it all. I found that throughout this UoL, I edited and changed a lot of things because of the students'
behaviour, however next time I would have created a seating plan from the very beginning as I preferred my
original layout of my classes. For example, In lesson 1 I started the class with a presentation, then stopped
for the students to complete a student activity, then moved back into the presentation. I found that this was
an issue as the students continued to draw once we started the presentation again. Because of this I decided
to give the students their student tasks at the end of the lesson, however because of this I felt that I was only
teaching half of class. I found this very much the case in this lesson. Next time, I would go back to my original
layout of teaching the students a characteristic such as a Rose Window, then getting the students to draw a
quick annotated sketch and then move on to the next part of the presentation.

I was unable to teach the rest of the Unit of Learning due to the christmas exams that lasted 2 weeks and mid
term which cancelled one of my classes. I found that the students worked very well with the student
activities however the behaviour of the students really affected the content that we were trying to cover.
Lesson No/total in UoL: 8/10
Date: PLACEMENT FINISHED
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Gothic Architecture and
Sculpture
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Gothic Architecture and Sculpture.”
1. Context: Medieval Europe in the 13th century.
2. Artist + Artworks: The Benedictine Abbey of St. Denis’ new abbot named Suger took over.
3. Analysis :Gothic Cathedrals and Sculptures, Architecture characteristics (how the elements of architecture have been
used, architectural features eg. stained glass windows show examples on the stained glass windows that are in
the school).
4. AEDP: “Smiling Angel, Reims Cathedral” - Shape, Proportion, Form, Emphasis and Balance.
5. Media + Areas of Practice: Architecture and Sculpture
6. Innovation + Invention: The inventor of the Gothic Style, Sugar, combined elements of Romanesque architecture with
the highly innovative ribbed vaulting.
Literacy: PowerPoint presentation on Gothic Architecture which will include all the 6 visual studies headings.
Oracy: Group Discussions on “Smiling Angel, Reims Cathedral '' and its characteristics.
Process: Creating mini stain glass windows using materials such as acetate, pva glue and poster paint.
Homework:
Essay Style Question - “Identify an example of a Gothic Architecture and discuss its context, symbolism and Art Elements
and Design Principle”
MUST CHOOSE “Smiling Angel, Reims Cathedral''
● (½ A4 pages long, must have an essay title on at the top of their page).
● The students must take a section from the “Smiling Angel, Reims Cathedral '' - and create a more detailed drawing,
then annotating the drawing - DRAWING IN PEN TO GET THEM USED THIS FOR THE EXAM.
Hand Outs: Notes for students under the 6 Visual Studies headings eg. Context - 2 versions for the higher achieves and the
students who work a little slower - on teams.
Visual Aids:
1. Finished examples of a line drawing of “Smiling Angel, Reims Cathedral ''- just the simple shapes, lines and
annotations.
2. Finished example of a section from the piece but drawn in detail using pen.
Learning Intentions

LESSON PLAN
Post class reflection
Lesson No/total in UoL: 9/10
Date: PLACEMENT FINISHED
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Romanesque and Gothic
Architecture and Sculpture
1. Identify the Gothic Architecture characteristics and how to identify them for example sculptures on
doorways and stained glass windows decorative features for example, light.
2. Discuss what art elements and design principles can be seen in “Smiling Angel, Reims Cathedral.”
3. Understand the symbolism and meaning behind the “Smiling Angel, Reims Cathedral.”
4. Participate in a Group Discussion and be able to express their own opinion and viewpoint.
5. Create a mini stained glass window using materials such as acetate, pva glue and poster paint.
Success criteria
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Romanesque and Gothic Architecture and Sculpture.”
1. Context: Medieval Europe in the 13th century.
2. Artist + Artworks: The Benedictine Abbey of St. Denis’ new abbot named Suger took over.
3. Analysis:All Romanesque and Gothic Architecture and Sculpture, Architecture characteristics (how the
elements of architecture have been used.
4. AEDP: Shape, Proportion, Texture, Balance, Emphasis and Form.
5. Media + Areas of Practice: Architecture and Sculpture.
6. Innovation + Invention:
● Romanesque means (Roman-like) - ruins of Roman buildings and bridges were scattered around Europe,
architects around this time used these as inspiration (especially rounded arches).
 ● The inventor of the Gothic Style, Sugar, combined elements of Romanesque architecture with the highly
innovative ribbed vaulting.

Process & Oracy:

GAME SHOW - students will take part in a Romanesque and Gothic Architecture and Sculpture game show.

Wellbeing: Students will be taking part in a Romanesque and Gothic Architecture and Sculpture game show as
their Christmas exams are so close. I feel this would be a change and maybe take some stress off the students as
they won't be writing and drawing.

Homework: As their Christmas exams are so close, I will let the students do their own independent study on
Romanesque and Gothic Architecture and Sculpture.

Learning Intentions
1. Discuss the importance of taking part in a Romanesque and Gothic Architecture and Sculpture game
show and how activities like this can help as a study tool.

2. Understand the rules of taking part in a Romanesque and Gothic Architecture and Sculpture game show.

3. Engage and become a member of a team while participating in the Romanesque and Gothic Architecture
and Sculpture game show.

Success criteria
LESSON PLAN
Post class reflection
Lesson No/total in UoL: 10/10
Date: PLACEMENT FINISHED
Lesson type: (S)
Time: Thursday (12:20-1pm) 40
min
Stage: Gothic Architecture and
Sculpture.
Learning Content for Pupils and Learning Intentions
Theme: Visual Studies “Gothic Architecture and Sculpture.”
1. Context: Medieval Europe in the 13th century.
2. Artist + Artworks: The Benedictine Abbey of St. Denis’ new abbot named (Suger) took over.
3. Analysis: Gothic Cathedrals and Sculptures, Architecture characteristics (how the elements of architecture have been
used, architectural features etc.)
4. AEDP: Shape, Proportion, Texture, Emphasis and Balance And Form.
5. Media + Areas of Practice: Architecture and Sculpture
6. Innovation + Invention: The inventor of the Gothic Style, Sugar, combined elements of Romanesque architecture with
the highly innovative ribbed vaulting.
Literacy: PowerPoint presentation on Gothic Architecture which will include all the 6 visual studies headings -GOING OVER
EVERYTHING THAT THEY HAVE LEARNED IN THE PAST 5 LESSONS.
 Process: Mind Map Template - The students will fill out a Mind Map template on “Gothic Art and Architecture” that will be
handed out that will include notes and blanks in which the students must fill out using the extra notes from the previous lesson

Homework:
Essay Style Question - “Identify an example of a Gothic Architecture and discuss where is located, the subject matter,
meaning, symbolism and Art Elements and Design Principles.”
● (1 A4 pages long, must have a question written at the top of their page).
● Drawing- The students must then draw their chosen piece of Gothic Architecture to go alongside the question -
DRAWING IN PEN TO GET THEM USED THIS FOR THE EXAM.

Hand Outs: Mind Map template on Gothic Architecture.

Learning Intentions
1. Consider and look over all the notes that were given out in the previous lesson and determine what
information to fill in on the mind map template.

2. Understand the use of a mind map template and how it can be a very good study tool.

3. Annotate and complete a mind map template based on our topic “Gothic Architecture and Sculpture.”

Success criteria

LESSON PLAN

Post class reflection