Unit 3 Developing objective led lessons in art and design

1 1 Assessment for learning unit 3: Developing objective led lessons in A&D Crown copyright 2004 Developing objective led lessons inart and designFollowing the training in the generic unit objective led lessons , it is important to consider how the key messages of the training apply to art and design . As part of the whole-school focus on Assessment for learning, this subjectdevelopment material is intended to help you consider the key messages of thetraining unit and identify any areas requiring development in your following is a brief summary of the training To define what is meant by learning objectives and learning outcomes. To demonstrate the purpose and importance of sharing learning objectiveswith pupils. To provide strategies for sharing learning objectives with messages Effective learning takes place when learners understand what they are tryingto achieve. Sharing objectives with pupils ensures they are aware of whatthey are learning and why. Sharing the learning objectives gives a clearfocus for the teacher and the pupil to review progress in their learning withinthe lesson .

2 What the teacher intends the pupils to learn is called the learning objective ,and how achievement will be demonstrated by pupils is called the learningoutcome. In stating the learning objective in a lesson , it is common practice tosummarise the content of previous lessons and outline how it links to futurelessons. A learning objective should be set in a learning context and helpconnect current learning with longer-term purposes, objectives of a unitof work, end of unit assessments or pupil targets. Learning objectives and intended learning outcomes should be the principalfocus in planning, and appropriate activities should be chosen to supportthem. Using stems (to know, to be able to, etc.) helps to ensure that learningobjectives focus on learning rather than on the supporting following material builds on the tasks outlined in the Ready for more? section of the objective led lessonstraining unit and it is intended for all thosewho teach art and for learning unit 3: Developing objective led lessons in A&D Crown copyright 2004 Reviewing existing practice in objective led lessonsThe table below provides a tool for a department to self-review current practiceand to help identify an appropriate starting a department, agree and highlight the statements below that best reflect thepractice of the whole department.

3 At the bottom of each column is a referenceto the tasks that will support your current practice and provide the appropriatematerial to develop from this completed this review you should read Making effective use of thesubject development material on the next subject leader hasidentified where: planning is mainly taskrather than learningobjectives focused learning objectives andlearning outcomes arenot routinely sharedwith pupils beforebeginning tasks feedback does notrelate directly tolearning objectives andlearning is no agreed whole-school or departmentalapproach to sharingobjectives in subject leader hasidentified: the lessons in whichpupils are not able toexplain what they aretrying to learn and thepurpose of the with Task 3 ADevelopingSome departmentalplanning focuses onlearning objectives . Thereis limited exemplification ofthe learning there is a lackof distinction between thetask and are beginning toshare learning objectivesand learning outcomeswith pupils prior tocarrying out the teachers areexplaining the longer-termpurposes of the feedbacksometimes relates tolearning objectives ,though this is notconsistent across thedepartment or pupils, in mostlessons, understand whatthey are trying to learn andcan explain this withlimited use of subject-specific pupils understandhow they can showsuccess, but others areunclear about what isexpected of pupils understandthe longer-term purpose(big picture)

4 Of what theyare with Task 3 AEstablishingDepartmental planningusually focuses onlearning objectives andintended learningoutcomes linked tostandards in each approach isbecoming consistentacross the sharing of learningobjectives, intendedlearning outcomes andthe bigger picture withpupils is becoming routine practice withindepartments and acrossthe feedbacktypically relates directly tothe learning some prompting, allpupils are able to explainclearly what they are tryingto learn, how well they aredoing and what they needto do to are increasinglyconfident in discussing theprogress they are makingagainst the learningobjectives with each otherand with their , when supported,are able to recognise andimprove their achievementsagainst predeterminedcriteria and some arebeginning to contribute todetermining the with Task 3 BEnhancingLearning objectives andoutcomes are an integralfeature of all departmentalplanning across theschool. All teachersrespond to the impactthese are having onstandards in each and intendedoutcomes are routinelyshared, discussed andunderstood by pupils in all of learning inrelation to objectives is a routine part of lessonsand its outcomes informfuture regularly involvepupils in establishingsuccess criteria and actively involve them in determining theirprogress, through peerand self pupils understand whatthey are trying to achieveand why, and routinelyreview their progressagainst the learningobjectives for the are aware of a rangeof possible learningoutcomes and are able todetermine and improvetheir achievements inrelation to success are able to identifyindependently theirachievements againstcriteria they havecollaboratively with Task 3 CTeachersPupils3 Assessment for learning unit 3.

5 Developing objective led lessons in A&D Crown copyright 2004 Making effective use of the subject developmentmaterialThe tasks you have been referred to are intended to support the developmentor extension of objective led lessons in art and design and provide guidance onhow to embed this into regular practice in art and design results of the self-review will have suggested the appropriate task(s) that willsupport your department s development make best use of the supporting material the following sequence will the task and the supporting describes how a department has approached the task and workedthrough each of its stages. It is given as anexampleof how the task might beaddressed. It is not intended that you follow this approach, which is given as aguide to the process that will support improvements in your what the department did and the impact it had on as a team the example provided and establish the key areas thathelped to develop this practice and the impact it had on pupils.

6 It will be helpfulto identify the changes in teachers practice and how these impacted on pupils and plan the actions that will develop your a department, agree how you intend to approach this task. Clarify what you are focusing on and why. The example given will act as a guide, but bespecific about which classes, which lessons and which aspects of thecurriculum will be your points of when and how you will evaluate its impact on purpose of focusing on this is to improve pupils achievement andattainment in art and design . You will need to be clear on what has helpedpupils to learn more effectively in your subject. Part of this will be how yourpractice has adapted to allow this. You should jointly identify what has workedwell and which areas require further evaluated these strategies, consider what steps arerequired to embed this will need to undertake an honest evaluation of what you have tried and theimpact it has had on your teaching and on pupils learning. One outcome mightbe that you need to spend longer on improving this area or you may be in aposition to consider the next departments in the school will have been focusing on this area and youshould find out about the progress they have may find that some teachers in the department will require further time todevelop and consolidate new practice, while others will be ready to progressfurther through the tasks in this area (while continuing to support theircolleagues).

7 Practice across a department will need to be consolidated beforefocusing on a new area of Assessment for for learning unit 3: Developing objective led lessons in A&D Crown copyright 2004 The subject development tasksThe following pages provide exemplification of each 3 AEnsure there is a clear focus in your planning on what you intend pupils tolearn (the learning objectives ) and the evidence to demonstrate that pupilshave achieved this (the learning outcomes).Over the next four weeks introduce and focus lessons with learningobjectives, by displaying them, discussing them, asking questionsrelated to them and structuring plenaries around the strategies you have used in relation to learning objectives andassess their impact on pupils motivation and the outcomes of your evaluation to further improve your use of 3 BHaving established the practice of sharing objectives with pupils in lessons ,question pupils during the lessons to check that: they understand the learning objectives they can explain how they will know when they have achieved the use of questions and plenaries to focus on learning objectives andrecognising learning outcomes.

8 Involve pupils actively in 3 CHaving planned and shared the learning objectives with pupils, focus yourfeedback on these that your feedback focuses on what pupils have done successfully,where they could improve and how they could improve.(Further guidance is given in unit 4, Oral and written feedbackand in therelated subject development materials.)5 Assessment for learning unit 3: Developing objective led lessons in A&D Crown copyright 2004 Task 3 AEnsure there is a clear focus in your planning on what you intend pupilsto learn (the learning objectives ) and the evidence to demonstrate thatpupils have achieved this (the learning outcomes).Over the next four weeks, introduce and focus lessons with learningobjectives, by displaying them, discussing them, asking questionsrelated to them and structuring plenaries around the strategies you have used in relation to learning objectivesand assess their impact on pupils motivation and the outcomes of your evaluation to further improve your use oflearning art and design department at School A, while undertaking a supported self-review process, identified that their pupils were often unclear about theexpected outcomes of their work.

9 From this they identified a need to develop amore rigorous approach to the way the department planned for pupils main focus of this work was to produce much clearer objectives andoutcomes for all lessons . The art and design department were making use of the QCA scheme of workunits to inform their long-term planning. They had chosen and adapted unit 7A,Self-image, as the starting point for the autumn term and Key Stage 3 as awhole. They structured this unit as a half-term project. (Art and design receivedone lesson per week in Key Stage 3 and the unit ran for eight weeks.)ProcessThe following three objectives and outcomes are examples taken from threedifferent lessons spread over the duration of this 1: lesson 3, week 3In the first lesson , pupils made observational studies of themselves usingmirrors, beginning with sketching pencils and then using charcoal. All of thedrawings were in monochrome and at this stage colour information had notbeen gathered. They had been working in A3 sketchbooks investigating theproperties of line, mark and tone in particular, the way they expressivelyrecorded their own appearance, exploring light and dark through the renderingof the second lesson , the starter activity included a small-group gallery curatortask that focused on the pupils selecting a set of portrait postcards to createtheir own portrait gallery.

10 They sorted the postcards to select those that bestconveyed a sense of the mood of the portrait, as in the Rod Taylor model, Content, process, form and mood (see appendix ). The teacher alsoprovided guidance on the formal vocabulary of art and design within this criticaland contextual for learning unit 3: Developing objective led lessons in A&D Crown copyright 2004 Pupils then went on to use photocopies made from several photographscollected from home as part of their homework. These photographsrepresented images of themselves and objects/activities/icons that symbolisedtheir interests and culture. For their next homework, pupils made lists of wordsthat further described their interests. Also included was a written description ofwhat they believed were the main characteristics of their personality. Thisprocess was supported by a writing frame and used words that the class hadcollected lesson 3, the pupils tore, cut and reassembled parts of the photocopiedphotographs and drawings and constructed two A3-size collage self-imagesthat incorporated the composition elements of the studies, as well as wordsin a visual form.