Curriculum Intention:

Students study Art & Design on a rotating creative curriculum that includes Art, Resistant Materials and Textiles. Across these areas, students will produce practical creative work which allows them to explore and communicate their ideas and experiences whilst developing proficiency in drawing, painting, sculpting and printmaking. Students will develop their cultural understanding through study of artists, designers and other contextual sources.

The Year 7 Art course initially looks to address any gaps in knowledge or misconceptions in transition from the KS2 national curriculum, through study and application of the formal elements (colour, pattern, texture, line, shape, form and space). The formal elements underpin the extension of practical skill in the application of a variety of 2D media. Students are prepared for further KS3 study through their guided analysis of 2D artists.

The Learning Scientists’ strategies for effective learning are embedded in lesson delivery to allow pupils to retain knowledge in Art, particularly in retrieval starter activities which help students to revisit learning such as colour theory before application in their sustained work.

In all aspects of their project work, students are involved in identifying the success criteria for each task. This is referred to throughout teacher feedback, where students are identified as working towards, exceeding or working at an expected level, with clear identification of how to improve their understanding and outcomes. Students regularly conduct formative peer and self-assessment based upon the success criteria.

Curriculum Implementation:

Outcomes:

Practical outcomes will demonstrate success measured against an appropriately set criteria in each of the practical skills and media studied.

Students will also demonstrate through application, an understanding of colour theory, and an artist’s visual style.

Self-assessment should demonstrate an awareness of the quality of work in relation to the success criteria.

Employability skills:

Increased practical ability and emerging contextual understanding of creative works.

Curriculum Intention:

Students study Art & Design on a rotating creative curriculum that includes Art, Resistant Materials and Textiles. Across these areas, students will produce practical creative work which allows them to explore and communicate their ideas and experiences whilst developing proficiency in drawing, painting and sculpting. Students will develop their cultural understanding through study of artists, designers and other contextual sources.

The Year 8 course allows students to consider the wider purpose of Art and Design in both a contemporary and historical context. Students are introduced to typography design and explore the relationship between art and type throughout history. They expand upon artist analysis skills and consider how they might develop work with more than one area of influence. Students respond to artists and designers in varied media including drypoint etching. Through this study, the presentation of abstract concepts is introduced and students begin to prepare themselves for further study of Art as a form of communication.

The Learning Scientists’ strategies for effective learning are embedded in lesson delivery to allow pupils to retain knowledge in Art, particularly in spaced practice, which spaces, revisits and extend key concepts, such as tone and form from Year 7 into 8.

In all aspects of their project work, students are involved in identifying the success criteria for each task. This is referred to throughout teacher feedback, where students are identified as working towards, exceeding or working at an expected level, with clear identification of how to improve their understanding and outcomes. Students regularly conduct formative peer and self-assessment based upon the success criteria.

Curriculum Implementation:

Outcomes:

Practical outcomes will demonstrate success measured against an appropriately set criteria in each of the practical skills and media studied.

Students will also demonstrate through application, an understanding of font, logo design and an artist’s visual style.

Self-assessment should demonstrate an awareness of the quality of work in relation to the success criteria.

Employability skills:

Students will gain an appreciation for design and will broaden their understanding of Art within a commercial and historical context.

Curriculum Intention:

Students study Art & Design on a rotating creative curriculum that includes Art, Resistant Materials and Textiles. Across these areas, students will produce practical creative work which allows them to explore and communicate their ideas and experiences whilst developing proficiency in drawing, painting and sculpting. Students will develop their cultural understanding through study of artists, designers and other contextual sources.

The Year 9 course allows students to recognise Art as a powerful tool with historical and cultural significance. In one cohesive project, students will study a broad range of visual art, including periods of architectural design and portraiture. Principles of design such as proportion and perspective tie areas of study together, before students realise their own designs and ideas in 3D sculptural form. Students are prepared for further study at GCSE through course content, in particular the increasing complexity and variety of contextual sources studied.

The Learning Scientists’ strategies for effective learning are threaded through the course design and Year 9 students especially benefit from interleaving between KS3 concepts, allowing them to make links between prior learning and develop transferable practical skills.

In all aspects of their project work, students are involved in identifying the success criteria for each task. Students regularly conduct formative peer and self-assessment based upon the success criteria. Their progress in practical skills and conceptual understanding is referred to throughout teacher feedback, where students are able to see how levels of working towards, at and exceeding expected level correspond with GCSE grades.

Curriculum Implementation:

Outcomes:

Practical outcomes will demonstrate success measured against an appropriately set criteria in each of the practical skills and media studied.

Students will also demonstrate, through application, an understanding of proportion, facial expression and architectural design.

Self-assessment should demonstrate an awareness of the quality of work in relation to the success criteria.

Employability skills:

Students will consider not just the effectiveness of strong practical work, but the impact of their work on a wider audience. An appreciation for design for purpose is established.

Curriculum Intention:

In terms one and two of Year 10, students begin study of the ‘Me, Myself and I’ project. This project aims to guide students through the skills required to succeed in the GCSE Art and Design course, whilst extending their practical skills from the foundation formed in Years 7 – 9.

Term 1 begins by revisiting portraiture through a variety of new media, techniques and artists. Students gain an understanding of new practical approaches, but also begin to look at effective analysis and research.

In term 2, students are able to select their own contextual sources along the theme of ‘Me, Myself and I’ and work independently to identify, replicate and apply their artists’ visual language to their own practical work. They are then guided through the process of development, forming ideas and compositions which lead towards a final outcome.
Specialist individual teaching based around increased challenge and modelling, allows students to identify, learn and exercise the processes and skills required for a GCSE course.

In term 3, students begin their Component 1: Portfolio. Students work on a centre-set starting point and begin to produce work to satisfy assessment objective 3: Record, by creating photographic, drawn and written studies, and assessment objective 1: Develop through selecting and investigating sources relevant to their starting point.

Curriculum Implementation:

Outcomes:

Through their practical outcomes, students will demonstrate progress in their ability to research and analyse contextual sources, select and apply a range of media with success and develop ideas and compositions relevant to intentions and research.

Employability skills:

Students develop fundamental creative skills, build resilience and create a portfolio of work to satisfy a brief.

Curriculum Intention:

In terms one and two of Year 10, students begin study of the ‘Conceal and Reveal’ project. This project aims to build new, essential practical skills required to succeed in the GCSE Photography course, whilst building students’ analytical skills and knowledge of the context of Photography within Art and Design.

Term 1 begins with exploration of the DSLR camera, exploring the way in which a camera records light whilst learning fundamental camera functions and controls. Students will also study the use of Adobe Photoshop for image manipulation, photographic genres and studio lighting.

In term 2, students are able to select their own contextual sources along the theme of ‘Conceal and Reveal’ and work independently to identify, replicate and apply their photographers’ visual language to their own practical work. They are then guided through the process of development, forming ideas and compositions which lead towards a final outcome.
Specialist individual teaching based around increased challenge and modelling, allows students to identify, learn and exercise the processes and skills required for a GCSE course.

In term 3, students begin their Component 1: Portfolio. Students work on a centre-set starting point and begin to produce work to satisfy assessment objective 3: Record, by noting written and photographic response to a theme, and assessment objective 1: Develop through selecting and investigating sources relevant to their starting point.

Curriculum Implementation:

Outcomes:

Through their practical outcomes, students will demonstrate progress in their ability to research and analyse contextual sources, select and apply a range of techniques and processes with success and develop ideas and compositions relevant to intentions and research.

Employability skills:

Students develop fundamental creative skills, build resilience and create a portfolio of work to satisfy a brief.

Curriculum Intention:

Students begin Year 11 continuing to complete their Component 1: Portfolio. Having identified, researched and analysed the work of relevant contextual sources, students revisit skills learnt in Year 10 in order to effectively replicate and apply the visual language of their artists in copy and response pieces.

Students work in an increasingly independent manner and through one-to-one tutorials, are guided in their design of compositions and testing of media to create effective design ideas. All students produce a practical outcome to complete their portfolio in exam conditions during the 10 hour ‘mock’ exam. This exam not only prepares students for the controlled assessment at the end of the year, but also allows them a sustained period to realise their intentions and create a personal and effective final piece.

In term 2, students are issued the Externally Set Assignment and have a choice of 5 starting points to base their work upon. Throughout the remainder of the course, learning activities, teacher support and lesson content is structured to replicate the assessment objective coverage from Component 1. Students will: develop ideas through investigations and critical analysis of sources, produce material informed by context that is relevant to the development of their ideas, refine work by exploring ideas, selecting and experimenting with appropriate media, record ideas, observations and insights relevant to intentions, and present a personal and meaningful final piece during the 10-hour Controlled Assessment.

Curriculum Implementation:

Outcomes:

Through their practical outcomes across both units, students will demonstrate progress in their ability to research and analyse contextual sources, select and apply a range of media with success and develop ideas and compositions relevant to intentions and research.

Employability skills:

Students further develop fundamental creative skills, build resilience and create a portfolio of work to satisfy a brief.

Curriculum Intention:

Students begin Year 11 continuing to complete their Component 1: Portfolio. Having identified, researched and analysed the work of relevant contextual sources, students revisit skills learned in Year 10 in order to effectively replicate and apply the visual language of their photographers in photoshoots and response pieces.

Students work in an increasingly independent manner and through one-to-one tutorial, are guided in their design of compositions and testing of edits, processes and techniques to create effective imagery. All students produce a practical outcome to complete their portfolio in exam conditions during the 10 hour ‘mock’ exam. This exam not only prepares students for the controlled assessment at the end of the year, but also allows them a sustained period to realise their intentions and create a personal and effective final piece.

In term 2, students are issued the Externally Set Assignment and have a choice of 5 starting points to base their work upon. Throughout the remainder of the course, learning activities, teacher support and lesson content is structured to replicate the assessment objective coverage from Component 1. Students will: develop ideas through investigations critical analysis of sources, produce material informed by context that is relevant to the development of their ideas, refine work by exploring ideas, selecting and experimenting with appropriate techniques, record ideas, observations and insights relevant to intentions, and present a personal and meaningful final piece during the 10 hour Controlled Assessment.

Curriculum Implementation:

Outcomes:

Through their practical outcomes, students will demonstrate progress in their ability to research and analyse contextual sources, select and apply a range of techniques and processes with success and develop ideas and compositions relevant to intentions and research.

Employability skills:

Students further develop fundamental creative skills, build resilience and create a portfolio of work to satisfy a brief.

Curriculum Intention:

The A Level Art and Design course begins with a skills based unit, designed to not only expose students to new and more challenging processes and techniques, but skills which equip them for the transition to study at Advanced Level. During the Year 12 ‘Barriers’ project, students are encouraged to respond to sub-themes of ‘light’ and ‘structure’ in order to broaden their understanding of abstract concepts and develop complex ideas. Coupled with considered, set practical tasks, students are able to select, analyse and respond to the work of artists and designers of their choice.

In term 2, students begin a ‘Mock Exam’ project, in which they respond to one of a series of previously assigned exam titles. The focus of this unit of work moves away from the teaching of practical skills and allows students to independently produce written and practical work, whilst extending their understanding of the A Level assessment criteria. Students are provided with a project framework which structures their work against the assessment objectives, but are taught in a tutorial fashion, where specialist teaching allows students to discuss their ideas and take ownership of their progress.

In term 3, students are ready to begin their Component 1: Personal Investigation, which incorporates three major elements: supporting studies, practical work, and a written personal study. This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s).

Curriculum Implementation:

Outcomes:

Practical outcomes may display reduced quality than that demonstrated in Y11 initially. This is to be expected and indicates the development of new practical skills.
By term 3, students should be producing work which demonstrates ability to critically analyse contextual and other sources, with focused investigation. They must explore and select appropriate resources, media, materials, techniques and processes, and review and refine ideas as their work develops. They must record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. In each project, students will present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Employability skills:

The A Level course allows students to develop concepts and designs, extend practical creative skills, manage their time independently and develop problem solving skills through work to meet a design brief. Successful completion of A Level Art and Design will enable students to progress on to a range of further education courses or gain employment in the creative industries.

Curriculum Intention:

The A Level Art and Design course enables students to develop their creative process and by the end of Year 13, they will be confident in producing practical work in response to a set brief or theme. Students in Year 13 work until the Spring Term to complete their Component 1: Personal Investigation, which incorporates three major elements: supporting studies, practical work, and a written personal study.

After Christmas, students are issued the Component 2: Externally Set Assignment, where they will be given a specific title and starting point to base their work upon. This Component incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. Throughout the remainder of the course, learning activities, teacher support and lesson content is structured to replicate the assessment objective coverage from Component 1, allowing students to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas. During the 15–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment.

Curriculum Implementation:

Outcomes:

Students should be producing work which demonstrates ability to critically analyse contextual and other sources, with focused investigation. They must explore and select appropriate resources, media, materials, techniques and processes, and review and refine ideas as their work develops. They must record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. In each project, students will present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Employability skills:

The A Level course allows students to develop concepts and designs, extend practical creative skills, manage their time independently and develop problem solving skills through work to meet a design brief. Successful completion of A Level Art and Design will enable students to progress on to a range of further education courses or gain employment in the creative industries.