Resource contains: Full PowerPoint for a 5 week project investigating the ecosystem, things we need/want to survive and the production of an individual and group terrariums, ELL/SEN support sheet for Things we need, Leaf example resource for Lesson 1, Year 3 Display board sheet, Jar examples for terrariums. In this project students will examine the varying ecosystems, things they, and other creatures and people, need to survive and the things they want in their lives. This project works best when accompanied by a cross curriculum investigation into nature and ecosystems. The project examines artists and the creation of terrariums, culminating in a group project to create a fantasy piece. After completing this project with Year 3's recently I found they enjoyed the freedom and creativity of the group work but have adjusted that section to be at the end of the project once individual work has been complete. This unit investigates drawing, colouring and collage.

This is a perfect way to start off a new year, term or class. Initially starting by introducing basic expectations within the art room, this PowerPoint shows an example of a rules contract I have all students complete at the start of the year. Following this are examples of a mixed media baseline assessment activity with exemplars and assessment for learning opportunities.

Students continue their examination of landscapes and build upon their previous work created in lesson 4 and 5, the collage skyline. In this lesson students examine Lizzy Hunter and create maps of their cities. In the ppt. you will find success criteria, a link to a teacher demonstration and an exemplar link to a student group demonstration as well as a starter task.

Students continue their examination of Dia de Los Muertos/Day of the Dead and continue to build an understanding of other cultures and nationalities, as well as different beliefs. In this lesson students continue to build an understanding of the patterns which are seen in the festival, as well as the way people chose to show themselves. The aim of this lesson is to examine the use of pattern both inside the festival and around the world in order to create a fashion or product outcome illustrated with patterns. This work includes a starter pattern sheet and resources necessary for the lesson.

Students continue their examination of Dia de Los Muertos/Day of the Dead and continue to build an understanding of other cultures and nationalities, as well as different beliefs. In this lesson students continue to build an understanding of the patterns which are seen in the festival, as well as the way people chose to show themselves. These lessons show the necessary skills for producing a calavera made from cardboard. Students should be influenced from their earlier creations. This work includes plenary, starter activities and resources to inspire students.

In this lesson, I provide resources for a short term project, ‘Movement.’ There are inspirational images set against the task of creating a mind-map, linked against a success criteria and big question. There are examples from the internet, as well as one created by myself set against the grading scale from Edexcel’s GCSE Art and Design (Photography).

In this lesson you can introduce your students to mark making and tone using ink and water. Based on an artist this lesson gives students the choice of selecting from an easy, medium or difficult image to work from, displays Learning intention, success criteria, starter activity, assessment opportunities and an additional plenary.

In this pack there are several created challenge sheets to be used to introduce Maker spaces/Innovation Labs, or Innovation and creativity into the classroom. These challenges can be used as solo or group work and are best used to inspire additional resource and lesson planning around set topics. In Pack one are 4 regular challenges and 1 timed challenge. Each challenge card features a matching theme, introduces a scenario and presents rules which can be applied to any level or ability students, across any key stage. Cover image taken from the 'Maker Space/Innovation Lab Challenge Cards Free Challenge' pack.

Within this resource I start a graphic design project asking students to consider the methods that artists use to sell products, advertise and design a brand. Within this lesson students will begin to engage with research and being aware of competitors.

In this single lesson ppt, introduce students to the differences between the traditional and subtractive colour wheel. Using a selected material, discuss the differences and use the prompted questions and activities to produce two wheels to question which is the more accurate or authentic colour wheel.

Within this resource I start a graphic design project asking students to consider the methods that artists use to sell products, advertise and design a brand. This introduction lesson showcases some considerations and a task set at physically manipulating titles.

In this pack there are several created challenge sheets to be used to introduce Maker spaces/Innovation Labs, or Innovation and creativity into the classroom. These challenges can be used as solo or group work and are best used to inspire additional resource and lesson planning around set topics. In Pack one are 2 timed challenges and 2 Grand challenges. Each challenge card features a matching theme, introduces a scenario and presents rules which can be applied to any level or ability students, across any key stage. The Grand challenges are linked together and should be introduced alongside additional work or a school wide initiative focusing on recycling and waste. Cover image taken from the 'Maker Space/Innovation Lab Challenge Cards Free Challenge' pack.

I put this resource together following a new posting when it became clear some students didn’t have a strong grasp on the elements of Art. This is a single lesson resource using a carousel concept to give every member of a class a strong understanding for what the elements of art are.

IB MYP Visual Arts Shoe Project (Part 1) In this project, students will engage with a number of activities, aimed at assessing strands of the MYP Visual Arts criteria. Assessment areas are supported with success criteria and examples where relevant. International Baccalaureate MYP 3 Grading.

IB MYP Visual Arts Shoe Project (Part 2) In this project, students will engage with a number of activities, aimed at assessing strands of the MYP Visual Arts criteria. Assessment areas are supported with success criteria and examples where relevant. International Baccalaureate MYP 3 Grading.

In this lesson students will create a poster inspired by a positive quote, creating a poster for display around the school. This will take two or more lessons and the powerpoint is supported with starter activities and plenaries, as well as extension tasks for the more able.

In this special project, students are asked to work in groups to select one of the provided artists or movements and design a display board showcasing a variety of different examples of research and drawing. Numerous success criteria is provided.

This pack contains a PowerPoint showing four different pieces of work to help students become settled in the first term, as well as introducing them to the idea of Starter activities, Assessment for learning and providing feedback to one another. The goal of this pack is to help students become settled and explore what makes them who they are and begin to settle into the class. Each project contains a WALT/LI and either student examples or ideas to help students with their work. Please feel free to contact me with any questions.

In this powerpoint, I provide a starting prompt in the form of questions, example images and information of the artist. Students are tasked with a activities supported by a rubric and questions share prompting for differentiated writing.

In this powerpoint, I provide a starting prompt in the form of questions, example images and information of the artist. Students are tasked with a activities supported by a rubric and questions share prompting for differentiated writing.