Art and Design
Intent
The Art Department aims to develop understanding of the world in which we all live and share. We encourage students to consider the context of the world in which they live, by exploring key issues and how artists and designers respond to this stimuli. Through their Art lessons, students have opportunities to explore Art history from their own classroom, as they investigate movements from different time periods and a vast range of cultures. Students are also encouraged to understand their own role as an artist, leading an individual project using GCSE framework. We want to create learners who develop growth mind-sets, seeing obstacles as learning opportunities. Learners will be able to appreciate and express their passion through art, based on sound understanding of technique, material and context.
Knowledge and Skills
Art and Design encourages the development of a wide range of transferable skills. Students of Art should be capable of doing all of the following:
• You can understand the visual elements of art and be able to verbalise these.
• You can determine the purpose and context of an artwork through written and visual evidence.
• You can develop drawing skills to create 2D and 3D representations, using tools to make them look realistic.
• You can develop painting skills, learning how to apply this for different purposes.
• You can experiment with a wide range of materials, learning their processes.
• You can create a body of work that sees progression from start to finish.
• Experience a wealth of knowledge of different techniques and ways of observations.
Curriculum Overview
Key Stage 3
All students study Art and Design at Key Stage 3, enabling them to investigate visual elements and art movements. This provides pupils with the skills to analyse works in an aesthetic and meaningful way. Students explore areas as varied as Pop Art, Surrealism and impressionism while learning the key visual elements such as line, tone, colour, shape, form and pattern.
Key Stage 4
At Key Stage 4, students complete a full GCSE qualification in Art and Design, with a 10-hour examination taking place at the end of Year 11; students are also required to produce a coursework portfolio. They will produce four books at KS4:
•Book 1: Natural Environment (35% of GCSE);
•Book 2: Identity Unit (Evidence of Supporting Work for GCSE);
•Book 3: Course Work Unit (60% of GCSE);
•Book 4: Exam Unit (40% of GCSE).
During the course, students will investigate themes such as Natural forms, Identity and portraits, Architecture and 3D work, Individual projects selected by students within the GCSE framework.
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
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this 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. |
Year 8 Curriculum Overview
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this 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. |
Year 9 Curriculum Overview
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this 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. |
Year 10 Curriculum Overview
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this 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. |
Year 11 Curriculum Overview
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this 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. |
Year 10 Photography Curriculum Overview
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this 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. |
Year 11 Photography Curriculum Overview
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this 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. |
