Garreth Carroll

Aim of scheme: to understand the impressionist and

post-impressionist movement with artists such as Monet,
Degas, Renoir and Cezanne through the use of Oracy
and visual literacy.

Class profile: mixed ability, 8 students

The class is mixed ability with quite weak learners.
Many of the students will have problems with their
ability to retain and will find problems with the
syllabus. Two students are very weak with their literacy skill and find it difficult with their
writing and comprehension. One student has emotional detachments and finds it hard to
engage with the work. The rest of the class are capable but need structures due to their
learning ability and reading capability.

Problems that can arise

The students are very well behaved but are very easily distracted. This cause the retain ability
to vary throughout the task work and learning.
Case study
Student (A) is not Irish nationality and finds it difficult to engage with the class when it
comes to notetaking and questioning. This student is quiet weak in art history but has a flare
for colour and drawing. The homework and the written work was hard to receive due to the
students neglect and confusion and was very much a need of individual attention when trying
to stay on goal.

Student (B) is very much dis connected emotionally which affects her learning. The student is
very much unmotivated when it comes to the work. Her attendance is very bad and it is hard
to keep her on track, homework wise. Many structures have been put in place by staff and
management to assist.
(NOTE. Many of the work presented was to engage with the students on a disability level.
Students with a higher ability was motivated and encouraged to strengthen their
understanding with the use of resources set out by the teacher)

These are some of the key areas that I looked at when developing the
content for the classes

apply their learning in a number of different contexts

engage in research, investigation and experimentation
gather and synthesise information
think analytically and solve problems
be creative, entrepreneurial and innovative
work independently and/or as part of a team
make decisions, implement ideas and take action
communicate and critically respond to text and dialogue
present and perform in a variety of modes
collaborate with others in the completion of tasks
think critically and reflect on their learning
engage in dialogue with their teachers and peers
Evaluate their own learning, either as individuals or in collaboration with their peers.

These are examples of the 24 statements of learning. These statements are

made by the student and allows for students voice to direct the learning
throughout the curriculum.

1. Communicates effectively using a variety of means in a range of contexts in L121

I understand the language used in my school and can describe what I think to others by
speaking and writing in that language. I can take part in discussion of everyday issues and of
topics covered in class. In working with others on class activities, I can make helpful
contributions to the activity by sharing my ideas and feelings as well as commenting on the
ideas and opinions of others. I read a variety of texts for pleasure and for study to inform
myself and to build my ideas and language skills. English Irish
2. Listens, speaks, reads and writes in L2 and one other language at a level of
proficiency that is appropriate to his/her ability
I can express what Im thinking by speaking and writing in languages other than the language
used in my school; I understand the views and experiences of other people when they speak
those languages. I read different types of texts in the languages to obtain information and
knowledge. The ways of living and cultures in places where the languages are used are
interesting to me and I like comparing them with life and culture in Ireland. I know that the
skills that help me to learn one language are useful in learning another. Chinese language and
culture English Irish Italian French German Spanish 21 L1 is the language medium of the

school (English in English-medium schools; Irish in Irish-medium schools). L2 is the second

language (Irish in English-medium schools; English in Irish-medium schools). Statements of
Learning Explanation of Learning Experiences 52 The student Subjects, short courses
and other learning experiences that could contribute
3. Creates, appreciates and critically interprets a wide range of texts I enjoy reading
and engaging with different kinds of texts.
I can understand and form opinions on the content. When I create a text, I take into account
its purpose as well as the needs and interests of people who will be accessing it. In written
texts, I understand the importance of grammar, select the correct words to create an effect and
use accurate spelling and punctuation. Not all texts are written, so I am also able to work with
visual and sound material. When I create a text, I am able to share it in whatever form is most
appropriate and I know when permissions to do this are needed. Art Craft Design Classics
English French German History Irish Italian Music Spanish Technical Graphics Digital
Media Literacy
4. Creates and presents artistic works and appreciates the process and skills involved
I can create a piece of art, either on my own or with others. This art can be an object, a
written piece or a performance, created by myself or as part of a group. The art I create is
another way of saying and exploring what I think or feel and hearing what others think or
feel. The artistic pieces I look at or listen to can be those of my classmates, present-day artists
or can be the work of artists of another place and time. (Art Craft Design Artistic
Performance Classics English Home Economics Irish Music Physical Education Technology
subjects)
5. Has an awareness of personal values and an understanding of the process of moral
decision making I can see where my own values come from and the different influences
that have shaped them.
I respect the values of others while holding my own as special to me. I have an
understanding of how moral decision making works in my own life and in the lives of others
based on their particular values. I can discuss different day-to-day ethical and moral decisions
and comment on them. (Religious Education S

Presentations and resources

When creating the presentation I
worked through a time line effect
and incorporated small bits of text,
this allowing students to engage
with discussion and not spend their
time writing Through the
presentation I worked in higher
order questions and lower order
questions too assist with their
learning.

When discussing imagery that would be

relevant to their learning, I placed the
wording to the top of the slide so they
know what kind of questions. This allowed
time for the students to gage the question

and construct an answer.

Worksheet assisted students studies when it came

to attaining for examinations. The topics where
broken up for each words discussed. Keywords
and sentences where included, that would

improve their literacy and their Oracy

(Speaking and Listening)

To assist with their learning the class

designed a Facebook page where students
could look at sources and information that
was relevant to the days lesson. Also for
students like student (B), it allowed me to
instruct the learning when it came to their
absences. This resources was highly
beneficial due to its location settings for
google maps and also it commenting and liking system which we used for our literacy and
opinion making on the artist.

Including links and essay samples to

encourage a better understanding

Worksheets
Worksheets are given and explained when
working through the class. The worksheet is an
addition to all classes and assists with the main
points of learning. This is then instructed as a
main point of study. Giving students a consistent
worksheet allows them to concentrate on their
note taking and not on finding the information
themselves, I found with many of the students
that this was a clear way to form question and
structure topics for learning.

For differentiation I found that many of the

resources that the NBSS have published assisted
me with weaker students. The decide whats
important page focused students attention on
what is truly important to gage and listen for.

For students that find it difficult to focus on key

point or phrases, try to use colour to illustrate their
learning. The image above is an example how
colouring in can reinforce the keywords for learning
and design and demonstrate the artist use of vivid
colours in his/hers imagery.

Try structuring the task around only these 6

words. Play games and activities were student
must at all time when they find the word in the
classroom, make a statement or state a fact.
These words assist student access of information.
Categorising information for students can
improve attaining and reciting,

WHO
WHAT
WHEN
WHERE
WHY
HOW

Practical work
Through the practical work students where engaged through the use of expression as they
were the artist for the day. Giving roles to each individual such as Monet or Cezanne, allows
the students to concentrate on that particular individual. Through the task below students
were asked to paint in the style of the artist. Students engage with the content that was
provided previously through ppt and worksheets and was able to adapt and analyse the still
life in their own ways.

Well students work question them

through roles set out by the teacher.
Discuss what their process are for
achieving their goals

Degas influence focusing on the perspective

and use of focus and unfocused line.

Management skills is highly important when it

comes to reinforcing the learning. Setting up the
room allowed for discussion when it came to
recapping the previous information. High order
questions allowed for students to discuss their
opinions and their taught on the artist in question.
Example as an Impressionist, would you find that
the easels to be beneficial?

Future
of

Students well-being
Students voice
With students with a weak ability trying to explain
their work through their writing was difficult and
showed little results when retain their knowledge.
Interviews worked well to allow them to use their
oracy to explain their taught process and their
knowledge of their artist. Students found it
encouraging to talk about their work and were
capable to reinforce their decision due to their
previous studies. Students (A) was very capable to
talk and discuss while using her work as a visual aid.