Art
Our Art curriculum is designed to offer exciting and stimulating opportunities to create, design and explore, differentiated to meet the needs of all our learners. At the heart of this is the teaching of core skills, knowledge, concepts and values, which are a spiralled and recurring across all Years. Equally important is the development of inter-personal skills that will contribute to the development of happy, well-rounded students who can thrive. We aim to build on prior learning with the aim of developing responsible, independent and confident artists (RIC) who can adapt and apply their skills within a range of situations and disciplines. This gives students the best opportunity to develop a genuine love of the subject as well as being able to showcase their talent and develop their skills. As well as a stimulating class-based learning environment, we aim to offer our students a rich and diverse extra-curricular programme.
Gold Standard Teaching and Learning in Art
Goal Orientated (Planning for Progress)
- Students are expected to make excellent progress, mapping their own journey of development using assessment maps.
- Students understand the Big Picture, what they are learning and why: links to prior learning are made clear.
- Clearly identified links to Personal Development (RIC) will enrich the character of our students, developing well-rounded, confident young people.
- Highly effective questioning and teacher intervention is used to identify and address misconceptions, with Formative and Summative Assessment used to diagnose and inform next steps.
- Students will share good practice with each other by modelling, annotating and discussing their work.
Open dialogue (Feedback for improvement)
- High quality feedback is given in response to specific pieces of work.
- Highly effective questioning and teacher intervention to identify and address misconceptions.
- Students will master effective self and peer-assessment using What?Why?What? assessment tool, using this to direct their ‘next steps’ along their learning journey
- DIRT time will be provided, giving the students time to upgrade their work and to begin taking those ‘next steps’
Learning Environment
- Students will be encouraged to respect their learning environment, the art materials they use and their fellow students and teachers
- Effort and resilience will be encouraged, providing opportunities for students to speculate, investigate, and make mistakes.
Differentiation for Challenge and support
- Targeted challenge will be used to stretch all students regardless of ability, and Teachers will provide additional support and challenge where it is needed
Key Stage 3 Overview
Year 7
| When | What we are Assessing
e.g. Topics/ Skills etc |
How we are Assessing
e.g. Extended writing, Project, exam etc |
| Autumn 1 | The visual elements – line, tone, colour | 1 hour baseline assessment (drawing), Van Gogh line assessment, shading shapes, colur wheel |
| Autumn 2 | Use of mixed media to build on line, tone, colour;
Pencil (shading and tone), Biro (line, shading, tone), Ink (line), Pencil crayon (colour and tone), Paint (colour and tone) |
Using a range of media to make a series of sketches of everyday objects |
| Spring 1 | Michael Craig Martin – building on line, tone, colour through an artist study
|
MCM artist page, observational drawings of everyday objects in a range of media
|
| Spring 2 | Composition – overlapping, spatial arrangement, proportion, balance, perspective – further development of line, tone colour to draw their composition | Peer assessment of compositional arrangement, followed by 3 hour assessed drawing of their composition – some will also use colour via crayons / paint |
| Summer 1 | Michaela Craig Martin inspired painting using images and skills developed in sketchbook to date – flat, bold colours | Teacher and self assessment –evaluating the use of the formal elements and how similar the piece is to the Artist’s original style. |
| Summer 2 | Final piece which is inspired by Michael Craig Martin and Roy Lichtenstein. Combining the artist’s styles together. Use skills learnt from September onwards. Final piece must include the visual elements, still life objects, composition, arrangement and the styles of both artists’. | Teacher assessed moderation –looking back at student’s progress and comparing it to their final piece. Evaluating the student’s skills learnt over the year. |
Year 8
| When | What we are Assessing
e.g. Topics/ Skills etc |
How we are Assessing
e.g. Extended writing, Project, exam etc |
| Autumn 1 | Introduction to Day of the Dead – develop understanding of the Day of the Dead festival through research, drawing, presentation skills.
Sugar Skull Mixed Media – developing skills (accurate drawing methods grid, transfer, measuring, smooth pencil tone, colour blending pencil crayon and watercolour) |
Baseline Test: Sugar Skull (drawing)
Title page assessment (research and drawing, presentation skills) Sugar Skull Mixed Media (application of materials) |
| Autumn 2 | Continued through Day Of The Dead – Artist Research Page – Carmen Stanescu Kutzelnig – Artist Copy – development of drawing using a view finder, line, tone, colour, presentation and analysis skills
|
Artist Page – research and Artist Copy – Blending of colour, accuracy of drawing using view finders, presentation and layout – self, peer and teacher assessment |
| Spring 1 | Still Life Drawing linking back to Artist Carmen Stanescu Kutzelnig’s work– drawing everyday objects from observation, proportion and using tone accurately
Composition – development of overlapping, spatial arrangement, proportion, balance, perspective Final piece – still life painting inspired by the Artist. Using skills learnt so far (composition, perspective, observational drawing, colour blending using paint)
|
Still life observational drawings in a range of media, self and peer assessment
Compositional arrangement drawing
Final piece painting
|
| Spring 2 | Introduction to Portraiture – Observational drawing in different medias (pencil, biro, fine liner, coloured pencil) of facial features (eyes, nose, mouth), developing proportion, scale, tone techniques, perspective | Observational drawings – proportion, adding tone, perspective
|
| Summer 1 | Portraits continued – proportions of portraiture – how to draw faces accurately using different methods (grid method, transfer, measuring)
Artist Research Page – TBC – development of drawing using line, tone, colour, presentation and analysis skills
|
Drawing skills
Artist Page – research and Artist Copy – Blending of colour, accuracy of drawing, presentation and layout – self, peer and teacher assessment
|
| Summer 2 | Self-portraits – development of skills from previous lessons (proportion, tone, colour blending) inspired by (Artist TBC) | Final self-portrait – application of materials and techniques taught |
Key Stage 4 Overview
Year 9
| When | What we are Assessing
e.g. Topics/ Skills etc |
How we are Assessing
e.g. Extended writing, Project, exam etc |
| Autumn 1 | Skills based learning – Develop, Refine, Record, | Formative assessment |
| Autumn 2 | Skills based learning – Record | AO3 Quality of drawing/ photography |
| Spring 1 | PLC Teaching for Exam 1 – CW Starting point delivered to students. Assessment Objectives 1, 2, 3 are main focus
PLC (feedback map process embedded) |
Practical/ Written analysis
AO1 Title page, mind map, mood board, artists reference pages. AO2 Refine Developing work from Contextual and personal references AO3 Record quality of drawing and insights. |
| Spring 2 | PLC Teaching for Exam 1 – CW Starting point delivered to students. Assessment Objectives 1, 2, 3 are main focus
PLC (feedback map process embedded) |
Practical/ Written analysis
AO1 Title page, mind map, mood board, artists reference pages. AO2 Refine Developing work from Contextual and personal references AO3 Record quality of drawing and insights. |
| Summer 1 | PLC Teaching for Exam 1 Exam 1 – Assessment Objectives 1, 2, 3 are main focus
AO4 Present
PLC ( feedback map process embedded) |
AO2 Refine Developing work using materials techniques and processes including analysis.
AO3 Record quality of drawing and insights 6 hour CA Final piece |
| Summer 2 | PPE Assessment map AO1 focus 4weeks | AO1 Practical/ Written analysis
Knowledge, Analysis elements |
Year 10
| When | What we are Assessing
e.g. Topics/ Skills etc |
How we are Assessing
e.g. Extended writing, Project, exam etc |
| Autumn 1 | Refine/ Application links to AO2 – Refine materials Print making | Process driven assessment Formative |
| Autumn 2 | AO2 Assessment task Independent – Refine Artists | Assessment Objective evidence – Practical assessed against Mark Scheme |
| Spring 1 | AO2 Assessment task Independent – Refine materials Mixed media techniques with analysis | Assessment Objective evidence – Practical assessed against Mark Scheme |
| Spring 2 | AO3 Record 2 hour assessments | Practical assessed against Mark Scheme |
| Summer 1 | Exam 1 Starting points set full project
AO1, 2, 3 |
Assessment Objective evidence – Practical assessed against Mark Scheme AO1, AO2, AO3 |
| Summer 2 | Exam 1 Starting points set full project
AO1, 2, 3, 4 – 10 hour Exam as part of PPE1 for Y10 |
Assessment Objective evidence – Practical assessed against Mark Scheme AO1, AO2, AO3, AO4 |
Year 11
| When | What we are Assessing
e.g. Topics/ Skills etc |
How we are Assessing
e.g. Extended writing, Project, exam etc |
| Autumn 1 | Exam 2 – CW Starting point delivered to students. Assessment Objectives 1, 2, 3 are main focus | Practical/ Written analysis
AO1 Title page, mind map, mood board, artists reference pages. AO2 Refine Developing work from Contextual and personal references AO3 Record quality of drawing and insights. |
| Autumn 2 | Exam 2 – Assessment Objectives 1, 2, 3 are main focus
AO4 Present |
AO2 Refine Developing work using materials techniques and processes including analysis.
AO3 Record quality of drawing and insights 10 hr Controlled assessment |
| Spring 1 | Exam 3 – ST Starting point delivered to students. Assessment Objectives 1, 2, 3 are main focus | Practical/ Written analysis
AO1 Title page, mind map, mood board, artists reference pages. AO2 Refine Developing work from Contextual and personal references AO3 Record quality of drawing and insights. |
| Spring 2 | Exam 3 – Assessment Objectives 1, 2, 3 are main focus
AO4 Present |
AO2 Refine Developing work using materials techniques and processes including analysis.
AO3 Record quality of drawing and insights 10 hr Controlled assessment |
| Summer 1 | DIRT Review of EXAM 1 /2 |
Key Stage 4 Examination Overview
GCSE (9-1) OCR Art and Design
Component 1 Portfolio
Component 2 Externally set Task (Exam)
What resources could I buy or borrow that will help my child?
A set of graded pencils – these will benefit the child all the way through their Art and Design education.
A good quality set of colouring pencils (KS4 only, Year 9, 10 & 11) – Example brands: Prismacolour, Faber-Castell, Arteza, Derwent
- Ruler
- Rubber
- Sharpener
- Fine liners (KS4 only, Yeear 9, 10 & 11)
What are the key websites or Apps that my child could use?
OCR Exam Board – https://www.ocr.org.uk/qualifications/gcse/art-and-design-j170-j176-from-2016/
Pinterest – this website/app is extremely useful in KS4 Year 9, 10 & 11 to gather ideas and inspiration.
This is Colossal – this website is great for ideas in KS4 – https://www.thisiscolossal.com/
Tate – this website is great for students to complete research and fin new ideas and artists – https://www.tate.org.uk/
What can I do to encourage my child to take further interest in Art?
Encouraging students to do Art work at home such as drawing, doodling, designing something really helps engage students in the possibilities of Art and Design.
If possible, taking students to galleries and local exhibitions also gives them an opportunity to see historical and contemporary Artist’s work. This creates an aspect of realism and shows the students that what they’re learning is all based on actual real life people.
What after school or other extracurricular activities are available in Art and when are they?
There are extra-curricular clubs on most days for students. See website or ask at school for this term’s latest club matrix