Art and Design
Intent
Career Opportunities in Art and Design
The study of Art and Design lets you develop skills which could lead to many different career choices. Some examples of careers you could choose are:
Artist, Commercial art gallery manager, Community arts worker, Exhibition designer, Fine artist, Graphic designer, Higher education lecturer, Illustrator, Printmaker, Secondary school teacher
The opportunities are endless....
Art and Design is accepted by almost all employers and universities as the wide range of skills and knowledge provided allows the student to develop as an individual. Most universities offer courses featuring this subject to give students the opportunity for further development.
Year 7 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| Students will learn about the formal elements tone, line, and form. | Students gain knowledge of tonal values and how to use these tonal values to indicate the form of an object. They will learn to apply weight of line to represent form and texture. | A student that consistently demonstrates the ability to control materials with confidence and shows understanding of when to appropriately apply the formal elements. |
Bag drawing from first classes will be teacher assessed to obtain baseline grades. Work is assessed on the ability to demonstrate understanding of tone, form, and weight of line through clearly presented and documented sketchbook pages. The outcome of a second still life drawing will be peer assessed. Teddy bear end of unit drawings will be teacher assessed. |
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Students will study portraiture. |
Students will learn to apply the formal elements when drawing the face, including textures in the skin, hair, and fabric. | A student that consistently demonstrates the ability to control materials with confidence and shows understanding of when to apply the formal elements. |
Students will self-assess facial feature studies. Self-portrait artwork will be teacher assessed on accuracy of line, tonal values, and texture. |
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Students will learn about formal elements of colour and texture. |
Students will learn how to complete artist research by teacher-led study of Fauvism art movement. Students will learn to analyse artwork and understand deeper insights into artwork, specifically portraiture. Students will learn to mix colours using paint (colour wheel) and apply this to replicate a Fauvist artwork. | Students present a colour wheel with well-mixed and applied paint. Artist’s techniques are replicated clearly in the painted colour portrait. Understanding of the concepts behind the artwork produced from the Fauvism movement is demonstrated through insightful commentary and paint application. |
Colour wheels are teacher assessed in class. Painted portraits are teacher assessed. |
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KS3 Assessment: Independently applying skills learnt in a set timeframe. |
Managing time to complete an artist research page on Kelly Stanford, including a pastel drawing of a bee showing texture through weight of line, colour matching skills, and ability to present work in a sketchbook. | A student that consistently demonstrates the ability to control materials with confidence and shows understanding of how to apply the formal elements of line and colour. Students should show the ability to have a personal response to artwork, evident through their insightful commentary. |
Outcome is teacher assessed. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| Colour Theory and Portraiture | In this unit students will gain an understanding of colour mixing using paint. Students will apply their knowledge through the study and transcription of Fauvist artworks. They will further deepen their understanding of colour theory and emotion by applying colour with oil pastels and studying Picasso’s blue/rose period. | Students are analytical in considering the effect of colour within the studied artworks. They can recognise the relevance of the time period to the artwork created. Students are able to apply paint with relevant mark making skills to show understanding of techniques linked to art movement. Students can mix paint from the three primary colours to the relevant colour and tone. Students can replicate the contours and tone in the face as studied last term. | Sketchbooks will be marked for presentation and understanding of colour theory and Fauvist art movement. Fauvist transcription in paint will be teacher assessed for colour match, texture and form. Picasso blue period oil pastel will be peer assessed for colour match, texture and form. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Year 8 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| How to recognise and replicate the key characteristics of 2D Pop Art. | Students gain a knowledge of Pop Art, specifically the artists Andy Warhol and Roy Lichtenstein. Students will learn about and then apply techniques such as printing, onomatopoeia, and Ben-Day dots. | A student that consistently demonstrates the ability to control materials with confidence and shows understanding of when to appropriately apply the formal elements. | Teacher-assessed drawing of a still-life object. Peer-assessed onomatopoeia. Self-assessed printing experiments. Teacher-assessed final outcome with print, collage, and text element. |
| To apply clay building skills to a Pop Art-inspired sculpture. | Designing and building a clay sculpture inspired by Claes Oldenburg's sculptures. | A student that consistently demonstrates the ability to control materials with confidence and shows understanding of when to appropriately apply the formal elements. | Students will self-assess artist copies. Peer-assess sculpture plans. Teacher assesses final sculptural outcomes. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? |
How will these be assessed? |
| Human proportion and emotion expressed through art | Students will learn to accurately measure the human form by studying Leonardo Da Vinci’s Vitruvian Man. Implementing these measurements through observational drawing of mannequin and life drawing in class. Further study will include looking at the Futurists work and creating a Futurist inspired outcome in oil pastel. | Students who can take on the measurements of the human for and implement these in the life drawing studies in class drawing. Ability to tone the drawing of the mannequin with chalk and charcoal to clearly show form and texture in wooden limbs. When studying Futurist work, ability to show movement in composition, blend oil pastels to mimic the Futurists style and create a striking and figuratively accurate outcome. | Mannequin study in pencil will be teacher assessed to show form, line tone and accuracy of proportion. Life drawing will be peer assessed to identify students ability to implement accuracy of proportion of figure (8 heads to body, arm to correct length, etc). |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Year 9 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| How to paint landscape and work in mixed media. | Students gain knowledge of Georgia O’Keeffe’s artwork. Drawing animal skulls with texture in pencil. Respond to the local landscape, learning about atmospheric perspective, realizing a landscape in paint. Students learn to produce a mixed media outcome. | A student that consistently demonstrates the ability to control materials with confidence and shows understanding of when to appropriately apply the formal elements and how to critically analyse artworks. |
Teacher-assessed pencil drawing of an animal skull. Self-assessed Georgia O’Keeffe artist link pages. Teacher-assessed final mixed media outcome of a local landscape with a skull. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| Students will study key Surrealist themes such as the subconscious, dreams, and the juxtaposition of unrelated objects. Students will learn practical sculpting techniques, such as assembling to build sculptures from recycled materials. They will experiment with texture, form, and structure while manipulating materials to reflect Surrealist ideas. | Through the process of building, students will explore how different shapes and structures interact within space. They will consider how to create disorienting or dream-like effects, manipulating proportions and perspective to reflect Surrealism's sense of unreality. Students will engage in personal reflection and creative decision-making, using Surrealism as a lens through which to express their own subconscious thoughts or dreams. This process will encourage them to experiment with meaning, symbolism, and the abstraction of the human experience. | Students not only practice technical skills in sculpture but also deepen their understanding of Surrealist art and its focus on the irrational, the dreamlike, and the unexpected. An excellent outcome for a sculpture project based on Surrealism and recycled materials would be a highly original, thought-provoking piece that effectively combines both Surrealist principles and creative use of found objects. The sculpture would reflect a clear engagement with Surrealism, displaying elements such as dream-like qualities, unexpected juxtapositions, or symbolic representations of the unconscious mind | Students will be encouraged to reflect on their own sculpture’s symbolism and meaning, considering how their work challenges traditional notions of reality and art. The work will be photographed and documented as it is created, this will then be presented in sketchbooks and the final outcome graded for imaginative skills and links to Surrealist ideology. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Year 10 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| Students will learn to respond to a title (for example, ‘Identity’) by exploring artists, art movements, and materials to build a portfolio of work. |
Students will learn to look deeper at a given title, responding creatively with materials and ideas.
Students refine skills in a range of media including, but not limited to, pencil, ink, gouache, acrylic painting, oil pastel, watercolour, and etching.
Students will build and refine their ability to link materials to an artist/art movement, developing their knowledge and ability to analyse artists' work.
Students will combine studied techniques and produce their own 2D outcome. |
A student that consistently demonstrates the ability to control materials with confidence.
A student that shows an understanding of artists' work through concise and insightful annotations.
An ability to connect ideas and draw comparisons from artists studied, techniques, and media used.
An ability to present ideas and development through a highly creative portfolio of work. |
Each media used (pencil tonal drawing, acrylic painting, pastel study, etc.) will be graded by the teacher at regular intervals, with feedback provided in a written sheet kept with the student's portfolio.
The final outcome for the project will be graded. |
| Students will learn to understand the marking criteria of the GCSE. |
Students will become aware of the importance of each of the four assessment criteria and how to achieve and apply marks. |
Students will be able to accurately apply grades to work using the exam board marking criteria. |
Students will use the marking criteria and holistically develop marking skills over the term as the portfolio is developed. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| Students will be producing a final outcome for the Identity unit studied over the last term. Students will learn how to combine ideas, methods and media used by selected artists documented in their sketchbooks last term to plan for and produce a personal response in the form of a 2D final outcome. Students will then approach a new topic by studying new artists and media to plan towards a 3D outcome. | Students will develop a range of knowledge, understanding, and skills that will enhance both their artistic abilities and their ability to think critically. Students will learn how to combine the formal elements, artist influences and chosen media effectively to create visually engaging compositions. As they plan, students will engage in critical analysis of their work. They will assess their progress, make adjustments, and reflect on what works or what needs improvement. This helps develop problem-solving skills. Planning a final 2D piece requires students to allocate time efficiently, prioritising stages of work | The student demonstrates an innovative approach to their chosen theme or subject, creating a piece that feels fresh, unique, and deeply personal. Their work reflects independent thought and pushes beyond conventional ideas. The idea behind the artwork is clearly communicated. The student has a well-defined vision, and the final piece will successfully express their intentions. The concept is both original and thought-provoking, inviting viewers to engage with the message. The planning stage shows thorough exploration of different ideas, concepts, and techniques. The student experiments with a variety of approaches, ensuring that their final piece is the result of thoughtful consideration and problem-solving. The student demonstrates a high level of competence with the chosen media and materials. The handling of materials is precise and confident, showing a clear understanding of how to use them to their full potential. The artwork’s composition is balanced, dynamic, and carefully considered. The planning process is well-documented and demonstrates a clear progression from initial ideas to the final outcome. The student has engaged with relevant artists, movements, and historical or contemporary art practices. They incorporate meaningful influences into their work, not by imitation but by understanding and transforming these influences into something that resonates with their own artistic voice. | Students will be encouraged to reflect on their own artworks symbolism and meaning, considering how their work is successful or could be improved. Sketchbooks pages planning the final outcome will given verbal feedback in class by teacher. The final pages and outcome will be graded as a whole against the GCSE assessment objectives in order to recognise areas of strength and weakness. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Year 11 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| Students will learn what is required of them for the GCSE exam by working through the process with a mock exam. |
Students will choose a title from a past exam paper, responding creatively with materials and ideas.
Students refine skills in a range of media of their choice.
Students will develop and refine their ideas, documenting the process in their portfolio.
Students will link artists' work and ideas to their own to help support the development of their portfolio of work.
Students will produce an outcome in a 5-hour exam. |
A student that consistently demonstrates the ability to control materials with confidence, pushing creative boundaries.
A student that shows understanding of artists' work through concise and insightful annotations that link clearly to the development of their own artwork.
An ability to connect ideas and draw comparisons from artists studied, techniques, and media used.
An ability to present ideas and development through a highly creative, risk-taking portfolio and final outcome. |
Students will be given guidance and regular feedback from the teacher, provided in a written sheet kept with the student's portfolio.
The final outcome for the project will be graded using the four assessment objectives and fed back to the students in their GCSE mock results. |
| Students will learn to understand the marking criteria of the GCSE. |
Students will become aware of the importance of each of the four assessment criteria and how to achieve and apply marks. |
Students will be able to accurately apply grades to work using the exam board marking criteria. |
Students will use the marking criteria and holistically develop marking skills over the term as the portfolio is developed. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Year 10 Photography Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
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Students will learn to respond to a title Formal Elements Exploing artists, art movements and materials to build a portfolio of work. |
Students will learn to look deeper at a given title, responding creatively with materials and ideas.
Students develop photographic skills linked to Leading line, Rule of thirds, Photoshop – Layering, Macro
Students will build and refine their ability to link materials to an artist/art movement, developing their knowledge and ability to analyse artist work to produce an image based on Formal Elements. |
A student that consistently demonstrates the ability to control materials with confidence.
A student that shows understanding of artists work through concise and insightful annotations.
An ability to connect ideas and draw comparisons from artists studied, techniques and medias used.
An ability to present ideas, photographs and development through a highly creative portfolio of work. |
Each media used (pencil tonal drawing/ acrylic painting/pastel study/etc.) will be graded by the teacher at regular intervals, feedback is provided in a written sheet kept with students portfolio. The final outcome for the project will be graded and stored on Google Drive. |
| Students will learn to understand the marking criteria of the GCSE | Students will become aware of the importance of each of the four assessment criteria and how to achieve and apply marks. | Students will be able to accurately apply grades to work using the exam board marking criteria. | Students will use the techniques learnt to develop a response to the title. All techniques taught must be used in the production of the work. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Year 11 Photography Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
| Students will learn what is required of them for the GCSE exam by working through the process with a mock exam based on a selected title from last year’s exam booklet. |
Students will choose a title from a past exam paper, responding creatively with materials and ideas.
Students refine skills in a range of photographic media of their choice and consider the presentation of their idea
Students will develop and refine their ideas, documenting the process in their electronic portfolio.
Students will link artists/ Photographers/ Graphic designers work and ideas to their own to help support the development of their portfolio of work.
Students will produce an outcome in a 5 hour exam, which will include creating a final image 2D/3D. |
A student that consistently demonstrates the ability to control materials with confidence, pushing creative boundaries.
A student that shows understanding of artists work through concise and insightful annotations that link clearly to the development of their own artwork.
An ability to connect ideas and draw comparisons from artists studied, techniques and medias used.
An ability to present ideas and development through a highly creative risk taking portfolio and final outcome. |
Students will be given guidance and regular feedback from the teacher, provided in a written sheet kept with students portfolio.
The final outcome for the project will be graded using the four assessment objectives and fed back to the students in their GCSE mock results. |
| Students will learn to understand the marking criteria of the GCSE |
Students will become aware of the importance of each of the four assessment criteria and how to achieve and apply marks. | Students will be able to accurately apply grades to work using the exam board marking criteria. | Students will use the marking criteria and holistically develop marking skills over the term as the portfolio is developed. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
