This extension took four 40 minute sessions.

These paintings have been acquired by the school and will be framed and displayed in the building as a collection.

This collaborative artwork has since been obtained by the school - it will be framed and hung permanently in the building.

1.4 - students displayed an ability to draw from life, using various media to represent their natural objects in a likeness to life.

1.10 - during later self-assessments, students identified AEDP in their work and explained how they had utilised them - the in-class keywords board aided in this.

3.3 - students decided on and justified where to apply their repeat pattern in a wider design context, using appropriate visual language in their answering.

3.6 - students created a final work by combining elements of all their prior drawings into one cohesive composition which formed the basis of their pattern.

3.12 - students participated in an end-of-unit evaluation of work offering feedback on how to alter/improve peers' work; this was informed by the work of George Shaw and their developed knowledge of AEDP.

3.6 - The final drawing compositions did not go through any real design refinement before being moved onto the final pattern design.

2.4 - students created drawings from collage to be used as designs in their lino printing process.

2.6 - students experimented with line and mark making in their sketchbooks during the design stage along with on a test piece of lino - focus on creating texture and visual interest.

3.2 - Students complete reflective statements showcasing relevant terminology and insights gained from group critiques of their own and others' work.

3.6 - students refine and alter their initial drawing, incorporating feedback into their work until they have created a lino printing design.

3.12 - students complete end-of-unit evaluation/reflection on work using their developed knowledge of AEDP to inform their self assessment.

2.4 - I did not require students to complete a sufficient number of research drawings before proceeding forth with their lino designs. These drawings also did not feature enough primary sources as a reference.

3.6 - the design element of this unit was not as prevalent as it should have been, this meant that drawings did not go through as much stringent refinement as required to get them from drawings to successful lino print designs.

1.2 - students record information about their local built environment through a variety of processes including drawing, photography, notes and rubbings.

1.3 - students have used problem-solving to extract relevant information from research and translate these into ink drawings.

1.4 - students explore the wider context of their work, identifying links between their work and that of other artists investigating similar subject matter.

1.5 - annotations in the sketchbook explaining their processes and decision-making.

2.1 - students have developed a final composition based on their research and investigations, displaying creativity and imagination.

2.2 - effectively used AEDP in creating and evaluating their work and that of others using relevant visual language.

2.3 - students developed and experienced with their work, and justified their application of paint. The final work relates to research and developmental processes.

2.4 - have presented their work in a considered manner which communicated the context behind their making processes.

3.1 - be able to recognise artistic thinking in their work, drawing on prior artist research.

3.2 - students have used their artist's statements to articulate the context in which their work occurs.

3.3 - using their final artists' statements students argue for the value of their work.

3.4 - at the exhibition opening students explained work to peers and faculty, from development to realisation.

3.5 - students have displayed an ability to interpret sources of information and justify their research, process and decision-making.

2.3 - One or more lessons dedicated to the applications of paint would have been a huge benefit for these students - this would have brought more of their individual creativity to the fore of their work.

3.3 - having students visit a gallery would have been of massive benefit to the organization of the in school exhibition of work. Though we completed a virtual gallery visit and explored the gallery visit section in their Visual Studies boos, students were still unsure when it came to the display of works as one cohesive exhibition.

Developing Ideas - Students worked collaboratively to decide on a new direction to take the unit, opting to create one large-scale group painting in lieu of 10-15 smaller individual ones. This demonstrated growth and maturity in the group by planning for a more ambitious piece of work.

Making - Students completed individual drawing studies from their primary source photographs. Students incorporated a variety of media into their large-scale work including, drawing, watercolour paint, acrylic paint and collage.

Contextual References - students investigated and discussed the work of George Shaw, referring to the subject matter and themes within his work. Investigated the work of Piet Mondrian in terms of colour and composition of their large-scale painting.

Reflection and Evaluation - Students created a poster to be distributed around the school promoting and explaining their exhibition. Worked collaboratively to seek permission from the school to display their work in the canteen.