School of Education 23- Students Name: Lia McCanny

Year in NCAD: BA4

24 Unit of Learning
Class Name: 5th Year Aim of Unit of Learning
Year group: 5th Years
Total No of lessons in UoL: To apply the visual studies framework to facilitate experiential learning and critical thinking. Students will collaborate to
9 lessons. create and produce written and practical work based on their understanding of The Iron Age era, exploring Ireland's
cultural heritage.

Theme Development:

Entering characteristics

23 mixed ability students

Dominican College is a Catholic all-girls voluntary secondary school with a Catholic ethos under the trusteeship of Le Chéile Schools Trust.

1 student with ADHD

Support Strategies
- allow movement, like to assist to give out materials etc, give a break to go to bathroom during class, give homework on handout, give positive
notes in journal.

1 student in the class in a wheelchair

Support Strategies
- Arrange desks and tables to allow easy manoeuvrability for the student.
 - Ensure that there are designated wheelchair-accessible spots, including in group activities or discussions.
- Assign a "buddy" system where a peer can assist the student when necessary.
- Schedule regular check-ins with the student to discuss their progress, challenges, and any adjustments needed.
- Provide constructive feedback to support their learning and development.
- Provide opportunities for the student to make choices and decisions related to their education.

3 student in the class with dyslexia

Support Strategies
- Keep presentations as visual as possible
- Use large font sizes with clear text and avoid long pieces of text

2 of these students also have Anxiety

Support strategies
- Giving praise often for work done and good behaviour
- Possibly needing more reassurance than others

Managing behaviours

Code of behaviour: https://www.sionhillcollege.ie/wp-content/uploads/2010/11/Code-of-Behaviour.pdf

Strategies to manage classroom environment:

· Assigned seating plan – acknowledge students by name
· Affirm positive behaviour – positive note in journal
· Material management – materials press for student but must be given permission to use
· Establish classroom rules – placed on door (RESPECT)
· Group work / group discussion – support student voice
Give student choice as much as possible.
Learning outcomes for unit of learning

Taken from the three strands of the Leaving Cert Art Specification, Research, Respond and Create.
At the end of this Unit of Learning Students should be able to;
Research
1.1 Looking: use critical and visual language to describe an artwork
1.2 Recording and documenting: collate information from a variety of sources and media
1.3 Experimenting and interpretation: produce an annotated visual record of their enquiry
1.4 Contextual enquiries: Explain how context and period influence artistic thinking
1.5 Process: identify sources of information
Respond
3.1 Analysis: discuss examples from Visual Studies
3.3 Impact and value: experience art through sensory and/or emotional responses
Create
2.1 Making: apply appropriate skills, knowledge and techniques
2.2 Contextual enquiries: translate their experience of Visual Studies into their practical work
2.4 Realisation/Presenting: curate and present their work in a considered way.

Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
1/9
Date: 09/11/23 Process:
Lesson type: (S) 40 mins ● Recap on what has come prior to the Iron age, The Bronze Age. Revision worksheet for homework.
Time: 15:00 -15:40 ● Handout of notes for the Iron Age.
Stage: Research ● Intro into Bronze Age: Context: What was going on in the world at the time , What was life like in Ireland as a celt,
Why Iron as a material ?
[SC] ● Techniques used in the Iron Age: .Innovation and Invention:
● La Tene Style of Decoration; Activity: 1: ILLUSTRATE the La Tene motifs 2: HYPOTHESISE & DISCUSS what the motifs
 might mean or symbolise Analysis . 3: ANNOTATE sketch the La Tene motif by labelling their names.
● Context: Q1+2: What style of decorative motif were used in the lead up to The Iron Age ? Briefly describe the
Bronze Age style/decoration of art. How did the style of motifs change from Bronze age art to Iron Age ?

Learning Intentions

● Explore the context of what was going on in the world at the time of the iron age Ireland, focusing on life in Ireland
as a Celt and the significance of iron as a material.
● Identify and Describe new styles of motifs, techniques and innovations of the Iron Age and compare them to the
Bronze Age.
● Analyse and discuss La Tene motifs, their significant symbols and potential meanings.

Success criteria

● Students will be able to accurately recap and explain the key points of the Bronze Age.
● Students will complete the revision worksheet for homework, demonstrating a solid grasp of the material covered.
● Students will understand the historical context of the transition from the Bronze Age to the Iron Age, both globally
and specifically in Ireland.
● Students will complete the 2 questions on the worksheet given on the context of the iron age by accurately
discussing the style of decorative motifs used in the lead up to The Iron Age and How did the style of motifs change
from Bronze age art to Iron Age.
● Students will be able to articulate the importance of iron as a material during the Iron Age.
● Students will identify and discuss the La Tene style of decoration, recognizing its key motifs and their potential
meanings or symbolism.
● Students will sketch the la Tene motifs accurately and label each motif with the correct name.
LESSON PLAN Hyperlink to Lesson Plan: 5th Year: Iron Age Lesson Plan 1 - Google Docs

1 -21
Teaching, Learning and
Assessment Visual Aid Powerpoint: 5th Year Iron Age - Google Slides:
content and activities including
Success criteria and embedded
links
to VAs and SS.

Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions

● Engaging Homework Assignment: Assigning a revision worksheet for homework served as an effective
reinforcement of the key features of the Bronze Age. This task not only encouraged individual review but also
ensured that students came to class with a solid grasp of the foundational knowledge necessary for the Iron Age
exploration.

● Contextual Understanding of Iron Age: The introduction into the Iron Age included a thoughtful exploration
of the historical context. Delving into what was happening globally and specifically in Ireland as a Celt provided
students with a broader understanding of the socio-cultural and technological landscape during this period.
Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
2/9
Date: 10/11/23 Process:
Lesson type: (S) 40 mins ● Visual Studies Framework: Artist and Artwork: Focing on Stonework/ Stone Artefacts from the Iron Age
Time: 12:20 -1:00 ● Evaluation / reflection on yesterday's worksheet answers (Class discussion on responses)
Stage: Respond/Create ● Insular La Tène.
● Celtic Stone Carving: Form, function, decoration and technique: Turoe Stone, Tandragee Idol, Corleck Head.
[SC] ● Sketching Turoe Stone Design Plan.

Learning Intentions

● List the stone artefacts from the Iron Age.

● Analyse and appreciate the form, function, decoration, and technique of Celtic stone carvings.
● Demonstrate knowledge of the Celts and their influence on Irish art during the Iron through sketching.
● Collaborate within class discussion to compare responses, aiming to enhance and refine individual skills in
providing accurate and well-structured answers.

Success criteria

● Sketching the Turoe Stone design plan based on images displayed on board accurately applying the correct La Tene
Motifs to design in the correct position.
● Identify key features of Insular La Tène art and its distinctiveness from earlier artistic styles.
● Be able to describe the form, function, decoration, and technique of Turoe Stone, Tandragee Idol, and Corleck
Head and compare them under these headings.
● Students will compare answers to others and tell the class and additional information they might have added to
their answers, others will take notes on how they could improve their response based on other students' answers.
LESSON PLAN Hyperlink to Lesson Plan: 5th Year: Iron Age Lesson Plan 2 - Google Docs

Teaching, Learning and

Assessment

22 -31
content and activities including
Success criteria and embeddedVisual Aid Powerpoint: 5th Year Iron Age - Google Slides:
links
to VAs and SS.

Post class reflection

what went well

● Engagement through Worksheet Reflection: The evaluation and reflection on the previous day's worksheet
answers proved effective in consolidating knowledge. This strategy encouraged students to actively recall
information and prepared them for the day's in-depth exploration.

● Interactive Class Discussion: The class discussion on responses fostered an interactive environment.
Students had the opportunity to articulate their thoughts, compare ideas, and collectively enhance their
understanding. This collaborative approach aligned with the learning intentions of refining individual skills
through group discussions.

● Hands-On Sketching Activity: The sketching of the Turoe Stone design plan was a hands-on application of
knowledge. This activity provided a tangible way for students to demonstrate their understanding of form,
function, decoration, and technique in Celtic stone carvings.
 even better if

● Incorporating Multi-Sensory Learning: To enhance engagement, incorporating multi-sensory elements,

such as physical replicas or interactive multimedia, could deepen students' connection with the subject
matter. This would align with the tactile nature of stone artefacts. I will consider a more 3D tactile activity for
next week's class.

● Facilitating Student-Led Discussions: While the class discussion was beneficial, fostering more student-led
discussions where individuals take charge of presenting specific aspects could enhance their leadership and
communication skills.

Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
3/9
Date: 23/11/23 Process:
Lesson type: (S) 40 mins ● Visual studies framework: AEDP, Artist and ArtWork, Innovation and Invention
Time: 15:00 -15:40 ● AEDP: Considering Form, Shape, Line , balance, texture when creating clay design plan to create one of the
Stage: Respond/Create following artefact: Turoe Stone, Tandragee Idol, Corleck Head)
● Process:
[SC] - Recap of clay technique
- Choose an artefact you want to base your clay model off of from the stoneworks in the iron age.
- Group activity: Imagine you are a celt in the iron age and create a plan of how you would construct one of
these stone artefacts out of clay.
- Sketching a design plan of the process /steps we will go through to make/create a clay replica of chosen
artefact from the iron age.
- Class critique: each group's proposed design plans. Feedback and advice.

Learning Intentions
 ● Examine and analyse the chosen/ selected Iron Age artefacts (Turoe Stone, Tandragee Idol, Corleck Head) to
identify how key design elements present in the stonework and how the stonework would have been constructed.
● Apply knowledge of AEDP principles to clay work, experimenting with how different techniques enhance specific
elements in your design plan for clay replica.
● Develop the ability to translate ideas into a tangible plan by sketching the step-by-step process for creating a clay
replica of the chosen Iron Age artefact.
● Articulate individual design ideas to group members and class to refine construction plans, providing accurate and
well-structured designs as a result.

Success criteria

● Well-developed and organised sketches outlining the step-by-step process for creating a clay replica of the chosen
Iron Age artefact.
● Annotations describing the design process sketches discussing the relevant AEDP.
● Clearly communicates artistic intentions and design choices in both written and visual formats.
● Actively engages in discussions about the design plan, demonstrating the ability to articulate and defend creative
decisions.
● Demonstration of revisions and refinements based on feedback, showcasing an iterative process of improvement.

LESSON PLAN Hyperlink to Lesson Plan: 5th Year: Iron Age Lesson Plan 3 - Google Docs

Teaching, Learning and

Assessment Visual Aid Powerpoint: 5th Year Iron Age - Google Slides:
content and activities including
Success criteria and embedded
links
to VAs and SS.
Post class reflection what went well

● Recap of Clay Techniques: Recognizing the importance of a solid foundation, I started the lesson with a recap
of clay techniques. This served as a refresher for students and prepared them for the specific challenges of
recreating historical artefacts.

● Guidance during Group Activity: During the group activity where students imagined themselves as Celts in
the Iron Age, I actively circulated among the groups, providing guidance and ensuring that students were on
the right track. This allowed for personalised support and clarification of any misconceptions.

● Providing Constructive Feedback: I actively participated in the class critique by providing constructive
feedback to each group. This feedback aimed to highlight strengths, address weaknesses, and guide students
towards thoughtful revisions.

even better if

● More Explicit Connection to AEDP Principles: Although the lesson incorporated AEDP principles, I could
have explicitly connected each principle to the students' design plans. This would have reinforced the
application of these principles in a more tangible way, enhancing the depth of their understanding.

● Time Management: Ensuring that there is enough time for both the creative process and the class critique is
crucial. Reflecting on the lesson, I could assess whether students had sufficient time to revise and refine their
designs based on the feedback received during the critique.

● Encouraging Self-Reflection: While the class critique involved feedback from peers and the teacher, I could
have encouraged students to engage in self-reflection. This would have empowered them to identify areas for
improvement on their own, promoting a sense of ownership over their artistic development.
Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
4/9
Date: 24/11/23 Process:
Lesson type: (S) 40 mins ● Visual studies framework: AEDP, Artist and ArtWork, Innovation and Invention
Time: 12:20 -1:00 ● AEDP: Considering Form, Shape, Line , balance, texture when creating clay replica of one of the following artefact:
Stage: Respond/Create Turoe Stone, Tandragee Idol, Corleck Head)
● Artist process: Creating replicas of chosen stone artefacts from the iron age out of clay using a range of different clay
[SC] techniques shown, focusing on form, shape, technique and decoration of La Tene motifs. Creating a clay replica based
on steps in the design plan created in yesterday's class.
● Reflection:Class Critique of stone artefact replicas. What worked well ? What would you do differently the next time ?

Learning Intentions

● Apply and experiment with various clay techniques to replicate chosen Iron Age artefacts
● Refining skills in forming, shaping, and decorating clay, with particular attention to La Tène motifs (Line) using a range
of different tools.
● Execute the steps outlined in the design plan created in the previous class, translating ideas into tangible clay replicas.
● Apply knowledge gained from notes regarding the form function technique and decoration to create a clay replica of
an Iron Age stone artefact.
● Foster a reflective approach to artistic processes, considering the impact of design choices on the final clay replica.

Success criteria

● Executes clay techniques with precision and confidence, showcasing a high level of skill in manipulating the medium
into an accurate representation of their chosen artefact.
 ● Successfully incorporates La Tène motifs, emphasising the use of lines and decorative elements in the clay replicas
using suitable tools depending on your chosen artefact.
● Follows the steps outlined in the design plan created in the previous class, translating conceptual ideas into tangible
clay replicas.
● Engages in reflective practices, identifying challenges and successes during the clay replication process and provide
constructive feedback on the replicas created.

LESSON PLAN Hyperlink to Lesson Plan: 5th Year: Iron Age Lesson Plan 4 - Google Docs

Teaching, Learning and Visual Aid Powerpoint: 5th Year Iron Age - Google Slides:
Assessment
content and activities including
Success criteria and embedded
links
to VAs and SS.

Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions
Including links to pupil work

What went well:

● Hands-On Application of Knowledge:The practical application of knowledge from notes on form, function,
technique, and decoration was successful. Students actively engaged with the clay, showcasing their
understanding of the Iron Age artefacts and translating that knowledge into tangible replicas.

● Structured Artist Process: The step-by-step approach, following the design plan created in the previous
class, provided students with a structured framework. This approach helped them translate conceptual
ideas into tangible clay replicas, ensuring that the artistic process was well-guided.
 ● Reflective Practices: The encouragement of reflective practices fostered a thoughtful approach to the
artistic process. Students identified challenges and successes during the clay replication, promoting self-
awareness and improvement for future projects.

Even Better if:

● Individualised Support: While the overall process was well-structured, providing more individualised support
to students with varying skill levels would enhance their confidence and proficiency. This could involve
additional demonstrations or one-on-one guidance during critical stages of the clay work.

● Additional Time for the complexity of the artistic task: Creating a clay replica of an Iron Age artefact involves
intricate details, especially when incorporating La Tène motifs and paying attention to form, shape, and texture.
Allowing more time would have provided students with the opportunity to delve deeper into these complexities,
resulting in more intricate and detailed clay replicas.

Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
5/9
Date: 30/11/23 - Visual Framework: AEDP, Context, Artist and Artwork, Analysis, Innovation and Invention.
Lesson type: (S) 40 mins Process:
Time: 15:00 -15:40 - The Broighter Hoard: Form, Function, Technique, Decoration
Stage: Respond/Create - The Broighter Collar: Form, Function, Technique, Decoration
- Sketch The Broighter Hoard and label the La Tene Motifs accordingly.
[SC]

Learning Intentions
 ● Identify and describe the form and function of the Broighter Hoard and Broighter Collar.
● Examine the artistic techniques employed in the production of the Broighter Hoard and Broighter Collar.
● Analyse and Explore the decorative elements present in both the Broighter Hoard and Broighter Collar through
drawing.

Success criteria

● Students can accurately describe the form and function of the Broighter Hoard and Broighter Collar.
● Demonstrated understanding of the historical and cultural context surrounding the artefacts.
● Students can identify and explain the artistic techniques used in the creation of the Broighter Hoard and
Broighter Collar.
● Recognition of the materials employed and their relevance to the artistic process.
● Students can analyse and discuss the decorative elements on both artefacts, linking them to cultural symbols and
meanings.
● Students can create a detailed and accurate sketch of the Broighter Hoard.
● Labels on the sketch correctly identify La Tene motifs and demonstrate knowledge of their cultural significance.
● Improvement in observational skills through the sketching process, evident in attention to detail and proportional
accuracy.
LESSON PLAN Hyperlink to Lesson Plan : 5th Year: Iron Age: Lesson Plan 6 - Google Docs

Teaching, Learning and Visual Aid Powerpoint: : 5th Year Iron Age - Google Slides: 71 -81
Assessment
content and activities including
Visual Aids - Google Drive
Success criteria and embedded
links
to VAs and SS.

Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions
Including links to pupil work

What went well:

● Observational Skills Development: The sketching activity served as an effective method for developing
students' observational skills. By requiring them to closely observe and accurately depict the Broighter
Hoard, the lesson fostered an attention to detail and proportional accuracy in their sketches.

Even better if:

● Interactive Elements: While the sketching activity was valuable, incorporating more interactive elements,
such as group discussions or hands-on exploration of materials, could further enhance the lesson. These
activities would encourage collaborative learning and provide a more dynamic and engaging experience.
Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
6/9
Date: 1/12/23 ● Visual Framework: AEDP (construction of paper replica) , Context (History behind Loughnashade Trumpet) , Artist
Lesson type: (S) 40 mins and Artwork, Analysis (Sound of trumpet) , Innovation and Invention.(Form, function, technique and decoration)
Time: 12:20 -1:00 ● Process:
Stage: Respond/Create - Loughnashade Trumpet: Form, Function, Decoration, Technique.
- Loughnashade Trumpet: Sound
[SC] - Group activity: Creating your own replica of the Loughnashade trumpet out of paper sheets and comparing
construction technique and sound to the real artefact from video. (Discovery Learning)
● Oracy: Class discussion on models created by each group.

Learning Intentions

● Analyse the Loughnashade Trumpet in terms of form, function, decoration, and technique, identifying key artistic
elements.
● Develop creative problem-solving skills by implementing original approaches to construct a paper trumpet that
closely resembles the Loughnashade artefact in both form and sound.
● Evaluate and compare the sound produced by the paper replicas to the authentic Loughnashade Trumpet,
considering how form and construction influence the auditory experience.

Success criteria

● Understand the historical and cultural context of the Loughnashade Trumpet, exploring its functional purpose and
significance within its community or time period.
● Students can accurately describe the form and function of the Loughnashade trumpet.
● Implement unique and inventive approaches in the construction process, showcasing creativity and problem-
solving skills to capture the essence of the Loughnashade artefact.
● Demonstrate adaptability by adjusting construction methods based on challenges encountered, showcasing a
willingness to experiment and iterate for improvement.
● Compare the sound of the paper replicas to the authentic Loughnashade Trumpet, highlighting similarities and
 differences.
● Reflect on how form and construction choices impact the ability to replicate the auditory qualities of the original
artefact.
● Reflect on the evaluation results and make adjustments to the paper trumpet construction as needed,
demonstrating a commitment to refining the artistic and auditory resemblance to the Loughnashade Trumpet.

LESSON PLAN Hyperlink to Lesson Plan: 5th Year: Iron Age: Lesson Plan 6 - Google Docs

Teaching, Learning and

Assessment
Visual Aid Powerpoint: 5th Year Iron Age -
content and activities including Google Slides: 71 -81
Success criteria and embedded
links
to VAs and SS.

Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions
Including links to pupil work

What went well:

● Incorporation of Peer to Peer Learning: The incorporation of a group activity involving the creation of paper
replicas and an oracy component with class discussions added a multimodal dimension to the lesson. This
approach catered to diverse learning styles, fostering engagement and collaboration.

● Hands-On Creativity and Problem-Solving: The hands-on group activity allowed students to apply creative
problem-solving skills. Their task of constructing a paper replica encouraged inventive approaches, showcasing
creativity and adaptability as they grappled with challenges in replicating the form and sound of the
Loughnashade Trumpet.
 ● Critical Reflection Component: The inclusion of reflective components at various stages of the lesson,
including the evaluation of sound and adjustments to the paper trumpet construction, promoted critical
thinking. This reflection process encouraged students to actively engage in refining their replicas based on
feedback and personal observations.

● Resource Diversity: By including a variety of resources, such as images, videos, or additional artefacts related
to the Loughnashade Trumpet, it enriches the historical content and learning experience. These resources
offered a more comprehensive view of the artefact and inspired creative choices during the paper replica
construction. Loughnashade Trumpet Hidden Heritage - Series 4 2010 (Northern Ireland Environment Agency -
NIEA) - YouTube

Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
7/9
Date: 7/12/23 - Visual Framework: AEDP, Artist and Artwork, Analysis, Innovation and Invention.
Lesson type: (S) 40 mins Process:
Time: 15:00 -15:40 - The Petrie Crown: Form Function, Technique and Decoration
Stage: Respond/Create - Pair and share: Exam question Essay plan around the peterie Crown piece 2015 Q1: ‘The Petri Crown is an example of
a remarkable change in style that took place during the Iron Age. Discuss this statement referring to the function, form, and
[SC] style of the Petri Crown and to the materials and techniques used in its production and decoration. AND, Name and describe
one example of decorative stone carving from this period. Illustrate your answer. ‘

Learning Intentions

● Identify key words within the leaving cert question to focus on and also structure your essay plan around.
 ● Understand the form, function, technique, and decoration of the Petrie Crown.
● Develop the ability to critically examine and interpret the leaving cert question and compose a group plan of how
you would respond.
● Practise effective communication skills through the Pair and Share activity, specifically in the context of discussing
and planning an essay response.

Homework:
● Compare and contrast artefacts within the iron age under form, function, technique, and decoration to identify
stylistic changes during the Iron Age.

Success criteria

● Students will be able to describe the form, function, technique, and decoration of the Petrie Crown.
● Students will compare and contrast the stylistic features of the Petrie Crown and a named stone artefact from the
iron age in their essay planning identifying changes in style during the Iron Age.
● Through the Pair and Share activity, students will collaboratively discuss and plan clear, structured, bullet point
responses to the essay question about the Petrie Crown, addressing its function, form, style changes, and the
materials and techniques used, comparing it to a stone work artefact of the iron age and also addressing the
questions statement in their plan.
LESSON PLAN Hyperlink to Lesson Plan: Untitled document - Google Docs

Teaching, Learning and

Slides: 87 -108
Assessment
content and activities including
Visual Aid Powerpoint: 5th Year Iron Age - Google
Success criteria and embedded
links
to VAs and SS.

Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions
Including links to pupil work

Introduction of Learning Content:

● Strengths:
● Clearly presented the leaving cert question, guiding students to identify key words and focus points
within the essay before they started planning for it..
● Areas for Improvement:
- I feel like I rushed through the introduction to the Petrie Crown in order to begin the essay planning. If
I was to do this class again I would provide a focal point for analysis and discussion around the crown
before moving on to the essay planning, to ensure that students had enough time to process and
discuss this new information about these artefacts as they have not seen it before.
● Consider incorporating a brief contextual overview of the Iron Age to deepen students' understanding
before delving into the essay planning. I found a lot of students failed to mention the context behind
the iron age in their essay plan intro. If further I would recap on why and how the iron age took place
and give them a timeline to imagine time stamps.

Pair and Share Activity:

● Strengths:
 ● The Pair and Share activity effectively encouraged collaborative learning and discussion.
● Students were actively engaged in essay planning, addressing the leaving cert question
comprehensively.
● I incorporated a brief class discussion after the Pair and Share activity to share key insights and
strategies on how the group planned their essay title.
●
● Areas for Improvement:
● Monitor group dynamics closely to ensure equal participation and understanding among all students.
● Develop class discussion after the Pair and Share activity; ask more questions to group about their
responses during discussion. Make sure to get around to all groups, 1 group was left out, come back to
them first in the next class to ensure all responses and ideas are heard.

Differentiation:

● Strengths:
● Students will be given the choice of both higher and ordinary level questions to complete for but they will be
encouraged to try the higher level question. This is to to accommodate diverse learning needs, ensuring that
all students can actively contribute and benefit.

● Areas for Improvement:

● When pairing students up for group activity I asked students to work with the people at their table, but in
further I would pair the group strategically ensuring group and a mixing of high achieving students and lower
achieving students to foster peer teaching and learning.
Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
8/9
Date: 8/12/23 - Visual Framework: AEDP, Context, Artist and Artwork, Analysis, Innovation and Invention.
Lesson type: (S) 40 mins Process:
Time: 12:20 -1:00 - Begin L.C. Exam question around the peterie Crown piece (2015 )
Stage: Respond/Create - Use the essay plan from last class as a guide.
- Handout of definition of common verbs used in leaving cert questions.
[SC]

Learning Intentions

● Define and understand common verbs used in Leaving Cert questions based off the handout and use them to
guide your essay response.
● Utilise the essay plan constructed from group activity from the last class to structure an essay effectively.
● Compare and contrast artefacts within the iron age under form, function, technique, and decoration to identify
stylistic changes during the Iron Age.

Success criteria

● Use verb definitions to guide the structure and content of the essay in a way that aligns with the specific
question being addressed.
● demonstrate the ability to apply the essay plan construct from the previous class to structure an essay.
● Ensure a logical flow of ideas within the essay, with each section (introduction, body, conclusion) contributing
cohesively to the overall argument.
● identify and describe artefacts from the Iron Age under the categories of form, function, technique, and
decoration.
● Clearly articulate similarities and differences between the selected artefacts, focusing on stylistic changes over
time.
● Analyse the artefacts to identify and explain stylistic changes that occurred during the Iron Age.
 ● Connect the identified changes to historical, cultural, or technological factors that may have influenced artistic
expression during this period.
● Engage in class discussions to share insights and perspectives on the artefacts, demonstrating an understanding
of the Iron Age stylistic evolution.

LESSON PLAN Hyperlink to Lesson Plan: 5th Year Iron Age: Lesson Plan 8 - Google Docs

Teaching, Learning and

Assessment Visual Aid Powerpoint: 5th Year Iron Age - Google Slides:
content and activities including
Success criteria and embedded
links
to VAs and SS.

Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions
Including links to pupil work

What went well:

Use of Learning Materials:

● Provided a handout on the definition of common verbs used in Leaving Cert questions, promoting
clarity in understanding essay requirements.
● Utilised group-generated essay plans, encouraging collaborative learning.

Classroom Engagement:
● Encouraged class discussions to share insights and perspectives, fostering a collaborative and
interactive learning environment.
 ● Included both personalised individual feedback and group feedback on essay plans and essays,
catering to diverse learning preferences.

Differentiation:

● Students will be given the choice of both higher and ordinary level questions to complete for but they will
be encouraged to try the higher level question.

Even better if:

Assessment and Feedback:

● Implement strong more developed assessment strategies during the class to gauge student understanding.
● Provide timely and constructive feedback on individual and group activities, reinforcing positive aspects
and suggesting improvements.

Lesson No/total in UoL: Learning Content for Pupils and Learning Intentions
9/9
Date: 14/11/23 - Visual Framework: AEDP, Context, Artist and Artwork, Analysis, Innovation and Invention.
Lesson type: (S) 40 mins Process:
Time:15:00 -15:40 - Pair and share activity: Worksheet- ‘Changes and developments through pre Christian Irish Art,’ looks at
Stage: Respond/Create discussing the 3 different eras of stone age, bronze age and iron age art under the headings techniques, motif
style, materials used.
[SC] - Class is separated into groups of 3, each person picks a different era to research information on from notes and
reports back to the group to fill out the worksheet.

Changes and Developments through

Pre Christian Irish Art
 Stone Age Bronze Age Iron Age

Tools/ Technology

Materials Used

Techniques

Themes/ Motifs

Learning Intentions

● Understand the distinct characteristics of Pre-Christian Irish Art during the Stone Age, Bronze Age, and Iron Age.
● Explore and analyse changes and developments in artistic techniques employed during each era.
● Investigate the evolution of motif styles, identifying unique features associated with the Stone Age, Bronze Age,
and Iron Age.
● Examine the materials used in Pre-Christian Irish Art across different eras, recognizing the significance of material
choices in artistic expression.
 ● Develop collaborative research and communication skills through the Pair and Share activity.

Success criteria

● Students will accurately describe the artistic techniques employed during the Stone Age, Bronze Age, and Iron
Age in Pre-Christian Irish Art.
● Students will identify and discuss changes and developments in motif styles, providing specific examples for
each era.
● Students will analyse the materials used in Pre-Christian Irish Art during the Stone Age, Bronze Age, and Iron
Age, highlighting the significance of these choices.
● Through collaborative group work, each student will contribute equally information about a specific era to
complete the worksheet.
● Groups will demonstrate effective communication by synthesising individual research findings and creating a
cohesive overview of changes and developments in Pre-Christian Irish Art across the three eras.
● Students will actively engage in the Pair and Share activity, participating in group discussions and providing
meaningful contributions to the completion of the worksheet.

LESSON PLAN Hyperlink to Lesson Plan: 5th Yr. Iron Age: Lesson Plan 9 - Google Docs

Teaching, Learning and Visual Aid Powerpoint: 5th Year Iron Age - Google Slides:
Assessment
content and activities including
Success criteria and embedded
links
to VAs and SS.
Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions
Including links to pupil work

What Went Well and Why :

● Structured Pair and Share Activity: Implemented a structured Pair and Share activity using a worksheet,
fostering collaborative learning and encouraging students to explore the distinct characteristics of Pre-
Christian Irish Art during the Stone Age, Bronze Age, and Iron Age.

● Group Collaboration: Successfully organised the class into groups, assigning each member a different era
to research. This approach allowed students to contribute equally and fostered a sense of shared
responsibility for completing the worksheet.

● Multifaceted Exploration: Addressed multiple facets of artistic evolution, including techniques, motif
styles, materials used, and tools/technology. This multifaceted approach provided students with a well-
rounded understanding of the changes and developments in Pre-Christian Irish Art.

● Communication Skills Emphasis: Emphasised the development of collaborative research and

communication skills, encouraging students to actively engage in group discussions and contribute
meaningfully to the completion of the worksheet.

● Feedback Sessions: Scheduled brief feedback sessions with each group to discuss their findings, address
 any questions, and provide constructive feedback on their collaborative efforts.

Even better if:

● Time Management: I need to be more mindful of time constraints during the Pair and Share activity.
Ensure that each group has sufficient time to discuss and synthesise information, preventing rushed or
incomplete analyses as the class in on;y 40 mins long.

● Time Allocations: Ensure clear time allocations for each stage of the Pair and Share activity, allowing
groups to delve into discussions without feeling rushed. This can contribute to more thorough and
thoughtful analyses.

● Individualised Feedback: Incorporate a feedback mechanism to provide individualised feedback to each

student on their contributions to the Pair and Share activity. This can highlight specific areas for
improvement and acknowledge strong contributions.