Department Vision:

  • To provide a structured Art education following National Curriculum guidelines at KS3 and AQA syllabi at GCSE/AS/A2.
  • To encourage all pupils to achieve their potential ensuring equal opportunities and inclusive policies.
  •  To develop pupils’ essential skills in the visual and tactile elements using a range of materials and processes in 2&3 dimensions and employing appropriate teaching and learning strategies including differentiation.
  •  To provide a stimulating, multi-sensory environment.
  • To actively encourage sketchpad work via departmental policy.
  •  To provide opportunities for development of ICT skills in the subject.
  •  To encourage pupils to develop an understanding of cultural diversity and the need for mutual respect.
  •  To teach a knowledge and understanding of a range of work from contemporary practice, past practice and different cultures so that pupils can demonstrate an understanding of continuity and change in art, craft and design.
  •  To provide opportunities for spiritual and ethical development.
  •  To develop pupils’ skills in literacy, numeracy and citizenship.
  •  To incorporate health and safety considerations in the delivery of teaching and learning.
  •  To monitor and assess pupils work regularly and standardise across the Key stages.
  •  To commend high standards of work and effort.
  •  To develop pupils’ potential for further study in Art and Design.
  •  To raise standards at KS3, KS4/5 by offering out of hours learning.
  •  To further links with other Curriculum areas.
  •  To promote the Department within the school environment and the wider community.
  •  To ensure regular changing of displays in corridors.
  •  To ensure that all pupils experience pleasure and enjoyment through art, craft and design activities.

 

Curriculum Information

Key Stage 3

Year 7

Baseline Tonal Drawing Test
Learning skills developed:
Formal elements drawing, line, tone, mark-making, texture
Decision making – purposeful selection, development of techniques/processes and handling of materials (application of pressure to develop gradients of tone)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal)
Numeracy – Scale, proportion, perspective, composition

3d ‘pod’ inspired by Kat Button (household items)
Learning skills developed:
Formal elements 3d construction techniques
Imagination
Group work
Decision making – purposeful selection, development of techniques/processes and handling of materials (jjuxtaposition of colour and texture)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Composition, scale

Oil Pastel Drawing based on a section of assembled group piece
Learning skills developed:
Formal elements observational drawing, focusing of colour, pattern and texture
Decision making – purposeful selection, development of techniques/processes and handling of materials  (layering , blending and mixing colour to develop a range of hues and tone with the oil pastels)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Composition, scale, proportion, measuring techniques

Fine Liner/Wash Drawing based on natural forms (Assessment)
Learning skills developed:
Formal elements drawing, line, tone, mark-making, texture
Decision making – purposeful selection, development of techniques/processes and handling of materials (application of pen marks and blending tone with brush/water)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, composition

3d Wire ‘pod’ inspired by Katharina Vones
Learning skills developed:
Formal elements 3d construction techniques translucency
Imagination
Decision making – purposeful selection, development of techniques/processes and handling of materials (manipulation of wire/tissue, observation of colour/translucency)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale

Papier Mâché Barnacle
Learning skills developed:
Formal elements Construction techniques
Imagination
Decision making – purposeful selection, development of techniques/processes and handling of materials (manipulation of papier mâché, application of surface texture with tools and dry-brush paint effect)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion

Suffolk Puff (Assessment)
Learning skills developed:
Formal elements 3d construction techniques
Decision making – purposeful selection, development of techniques/processes and handling of materials (manipulation of fabric and stitch – threading needle, control of stitch, knotting, surface embellishment)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion

 

Year 8

Tonal Drawing of Ernst Haeckel’s work
Learning skills developed:
Formal elements drawing, line, tone, mark-making, texture
Decision making – purposeful selection, development of techniques/processes and handling of materials (application of pressure to develop gradients of tone, exploring how to use a blender pencil, using an eraser as a drawing tool)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, perspective, composition

Watercolour Painting of Yayoi Kusama’s work
Learning skills developed:
Formal elements shape, form, pattern, colour and texture
Decision making – purposeful selection, development of techniques/processes and handling of materials  (identification of colour hues, mixing, blending and layering using variations of pigment saturation)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Composition, scale, proportion

Oil Pastel Drawing based on microscopic pollen source board
Learning skills developed:
Formal elements observational drawing, focusing of colour, pattern and texture
Decision making – purposeful selection, development of techniques/processes and handling of materials  (layering , blending and mixing colour to develop a range of hues and tone with the oil pastels)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Composition, scale, proportion, measuring techniques

Fine Liner/Wash Panel Design x4 (Assessment)
Learning skills developed:
Formal elements drawing, line, tone, mark-making, texture
Imagination
Decision making – purposeful selection, development of techniques/processes and handling of materials (application of pen marks and blending tone with brush/water)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, composition

Pattern Panel in chosen materials: pencil, paint, fine liner, or oil pastel
Learning skills developed:
Formal elements drawing, line, shape, form, colour, pattern and texture
Imagination
Decision making – purposeful selection, development of techniques/processes and handling of materials (jjuxtaposition of colour/tone/shape and texture in addition to one of the following: application of pressure to develop gradients of tone, exploring how to use a blender pencil, using an eraser as a drawing tool/identification of colour hues, mixing, blending and layering using variations of pigment saturation/application of pen marks and blending tone with brush/water/layering , blending and mixing colour o develop a range of hues and tone with the oil pastels))
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Composition, scale, proportion

Collage inspired by Matisse’s ’Drawing with Scissors’ (Assessment)
Learning skills developed:
Formal elements shape, form, line, colour
Decision making – purposeful selection, development of techniques/processes and handling of materials (cutting out and arrangement of shapes, taking into account juxtaposition of colour and form, application of glue)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, composition

 

Year 9

Tonal Drawing of René Magritte’s work
Learning skills developed:
Formal elements drawing, line, tone, mark-making, texture
Decision making – purposeful selection, development of techniques/processes and handling of materials (application of pressure to develop gradients of tone, exploring how to use a blender pencil, using an eraser as a drawing tool)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, perspective, composition

Collage inspired by Surrealist and Dada  collages
Learning skills developed:
Formal elements shape, form, line, colour
Imagination
Decision making – purposeful selection, development of techniques/processes and handling of materials (selection, cutting out ,and arrangement of imagery, taking into account juxtaposition of scale, colour, texture  and form, application of glue, consideration of humour/satire)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, composition

Acrylic Painting referencing the tertiary hues found in Salvidor Dali’s work
Learning skills developed:
Formal elements drawing, colour and texture
Decision making – purposeful selection, development of techniques/processes and handling of materials  (identification of colour hues, mixing, blending and layering using variations of pigment saturation)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Composition, scale, proportion

Tonal Drawing Based on Collage (Assessment)
Learning skills developed:
Formal elements drawing, line, tone, mark-making, texture
Decision making – purposeful selection, development of techniques/processes and handling of materials (application of pressure to develop gradients of tone, exploring how to use a blender pencil, using an eraser as a drawing tool)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, perspective, composition

5Colour Pencil Drawing based on own ‘Out of Place’ HW photograph
Learning skills developed:
Formal elements drawing, line, shape, form, colour, pattern and texture
Decision making – purposeful selection, development of techniques/processes and handling of materials (Using varying pressure  and layering and blending of colour pencil to develop, hues tone, and texture)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Composition, scale, proportion

Altered Object Illustration (Assessment)
Learning skills developed:

Formal elements drawing, line, tone, mark-making, texture
Imagination
Decision making – purposeful selection, development of techniques/processes and handling of materials (control of line, application of tone and texture, consideration of humour/satire)
Evaluation and reflection Critical understanding of own and others work as it progresses
SPag Links Communication (visual/verbal/annotation/peer & self-assessment)
Numeracy – Scale, proportion, composition

 

 

HME

Year 7
Baseline tonal drawing test

Learning skills developed:
Formal,elements- drawing,line,tone,and mark making.
Decision making- selection, development of techniques, and handling of materials.
Applying pressure, use of rubber to mark make, and highlight.
Evaluation and reflection- understanding of work as it progresses.
SPag  links- visual and verbal communication.
Numeracy- Scale, proportion, composition.

Set of tonal exercises based on works by Albrecht Durer.
Learning skills developed:
Formal elements – drawing, measuring, mark making, texture-scale, and symmetry.
Decision making- developing techniques further ,handling materials, plus applying appropriate pressure.
Evaluation and reflection- understanding of own and others work, during progression, and after.
SPag Links- Communication, visual and verbal, pupil and teacher discussion.
Numeracy- Scale, proportion, measuring, perspective, and composition.

Colour Theory
Learning skills developed:
Colour Theory. Primary, Secondary, and Tertiary colours. Neutrals.
Symmetry, use of primary and secondary colours.
Still life based on  the work of Piet Mondrian.
Formal elements-applying colour, mixing colour,pattern,form,shape, and texture.
Decision making- development of techniques, handling materials ,and new media, which it will be, to some pupils. Blending and mixing various colour to produce correct hues, in pencil and paint.
Evaluation and reflection-Understanding of work, and work of peers as it develops.
SPag Links-Communication , self-assessment.
Numeracy-symmetry, scale, proportion, measurement ,and composition.


Colour pencil/ Painting based on the work of Alex Calder

Learning skills developed:
Focusing on primary colours/ complementary colours./neutrals.
Formal Elements -Drawing, painting, mixing colour, form, shape and texture.
Decision making-purposeful selection, development of techniques, handling of materials.
Evaluation and reflection- understanding of own, and peers work as it progresses.
SPag Links-visual verbal annotation, peer and self-assessment.
Numeracy-Composition, proportion.

Imaginative/Analytical drawing/painting. Based on Jean – Simeon  Chardin. (Assessment)
Learning skills developed:
Formal elements- drawing , line ,tone, texture, and imagination.
Decision making development of techniques, handling of materials, (juxtaposition of colour and texture)
Evaluation and reflection- understanding of own and peers work as it progresses.
SPag links- visual and verbal, annotation, peer and self-assessment.
Numeracy-Scale, proportion, composition.


Year 8
Personal folder design cover using Patrick Brill graphics
Learning skills developed:
Formal elements-Drawing, line, tone, mark making, texture, pattern, and colour..
Decision making- purposeful selection, using coloured pencil in order to develop hues.
Evaluation and reflection- Understanding of own and others work as it progresses.
SPag Links- Communication, visual and verbal, peer and self-assessment.
Numeracy-Composition, scale, proportion.

Fish Project. Taking inspiration from  Zentangle, Paul Klee, Matisse, and Peter Clarke
Learning skills developed:
Drawing, Pen, Fine liner, Coloured pencil, sgraffito,( oil pastel ,paint)painting ,collage.
Formal elements-Drawing, line ,shape, form, colour, pattern, texture, and mark making
Decision making-Purposeful selection , development of techniques,/processes and handling of materials( painting, using a compass /cocktail stick as a drawing tool, cutting out, and gluing materials)
Evaluation and reflection.- Understanding of own and others work as it progresses.
SPag Links-Communication, visual, verbal, annotation, peer and self-assessment..
Numeracy-Scale, proportion, composition, perspective, symmetry.


Watercolour painting inspired by Romero Britto (Assessment)
Learning skills developed:
Formal elements-Shape, form, pattern, colour, and texture.
Decision making-purposeful selection, development of techniques, and handling of materials.
Evaluation and reflection-Critical understanding of own and others work as it progresses.
SPag Links- Communication, visual and verbal annotation, peer and self-assessment.
Numeracy.-Composition, scale, proportion.

Year 9
Folder design using Patrick Brill graphics.
Learning skills developed:
Formal elements- Drawing, line, tone, mark making, texture , pattern, and colour.
Decision making- Purposeful selection, coloured pencils in order to create, and refine hues.
Evaluation and reflection-Understanding of own and others  work as it progresses.
SPag Links- Communication , visual and verbal ,peer  and self-assessment.
Numeracy- Composition, scale, proportion.

Skull Project
Learning skills developed:
Zentangle, Luke Dixon, Nick Blinko, and  Paul  Cezanne .
Pencil, Coloured pencil, Fine Liner, Paint, and Oil Pastel.
Formal elements- Drawing, line, tone, mark making, imagination, shape form, colour and pattern.
Decision making-Purposeful selection, development of techniques, handling of materials,  application of pressure to develop gradients of tone. Application of pen marks and blending tone with brush/ water. Identification of colour hues, mixing, blending, and layering using variations of pigment saturation..
Evaluation and reflection- Critical understanding of own and others work as it progresses.
SPag Links- Communication, visual, verbal, peers and  self-assessment.
Numeracy- Composition, scale, proportion, measuring techniques.

Garden Design inspired by Andrew Gordon’s landscape architecture.
Learning skills developed:
Pencil, coloured pencil, and watercolour trio of work.
Formal Elements- Drawing, line, shape, colour, pattern, texture and imagination.
Decision making- purposeful selection, development of techniques, handling of materials, how to use an eraser as a drawing tool, or re- emphasise. Mixing, blending, and layering pigment.
Evaluation and reflection- Critical understanding of own and others work as it progresses.
SPag Links-Communication. Peer and self-assessment.
Numeracy- Composition, scale, proportion.

Oil Pastel Green Man (Assessment)
Learning skills developed:
Based on the popular and enigmatic spirit, The Green Man.
Formal Elements- drawings, photographs, colour, pattern , and texture.

 

HME                                                                                                   

Y7

Drawing Machines

Inspired by the work of Jean TInguely pupils will reconstruct, draw and collage with dismantled mechanical and electrical machine parts.  Working together pupils will explore sculptural techniques and develop their understanding of the formal elements in subsequent studies.

SMSC: “The mindless overproduction of material goods in advanced industrial societies”.

SPag Links – Communication (verbal/annotation/peer & self-assessment/ written research)

Numeracy –Scale, proportion, shape and measurement in drawing

Assessments: Tonal drawing and Collage Learning how to create a range of tones, developing skills in observation, cutting and compositional skills.

 

Y8

Kitchen Sink

Inspired by Kitchen Sink painters’ celebration of everyday life, pupils will create drawings and paintings a range materials. Learning how to record and observe with increasing accuracy, and developing skills in proportion, mark making, composition and manipulation of materials

SMSC: Considering value of ‘Home’ and what that means for each of us.

SPag Links – Communication (verbal/annotation/peer & self-assessment/ written research)

Numeracy: Scale, proportion, shape and measurement in drawing

Assessments: Line drawing Kitchen Utensils and Section drawing in Oil pastel– developing skills in numeracy, literacy, SMSC, scale, line, tone, mark-making and manipulation of materials.                          

Y9

Street Interventions

Throughout their 18 week block pupils will be developing a portfolio of work inspired by various artists including David Schillinglaw, Ernest Zacharevic and Lakwena Maciver.  Developing skills in SMSC, numeracy, literacy and using a range of media to make visually exciting and personal responses to the project.

SMSC: The creative values of street art and its increasing role in our society.

SPag Links: Communication (verbal/annotation/peer & self-assessment/ written research)

Numeracy: Scale, proportion, shape and measurement in drawing

Assessments: Biro Study and Colour Study from own photographs. Developing skills in numeracy, literacy, scale, line, colour, illustration and mark-making.

 

Key Stage 4

Examination Board: AQA. Course: GCSE: Art and Design. Code: 4201

(Unit 1: Portfolio of work 42011: 60%; Unit 2: Externally Set Task 42012: 40%).

Portfolio: there are 3 Units of work: Still Life and Culture (all supported by a Sketchpad full of research and experimental/developmental work) plus an Artist-in Residence Workshop on the theme of ‘Vanitas’.

The AQA Examination paper will be distributed on 6th January 2015, the Portfolio component is then kept on hold and all lessons, homeworks, OOHL are focused on preparation for the 10 hour Exam.

Year 10

Unit 1 (Portfolio):

  • Terms 1 & 2: Still Life.
  • Term 3: Culture and Workshop Activities.

Year 11

  • Term 1: Unit 1 (Portfolio): Culture and Workshop Activities.
  • Term 2: Externally Set Task.
  • Term 3: Completion of Portfolio before final deadline.

Key Stage 5

Examination Board: AQA. Courses: AS: Art, Craft and Design. Code: 1201A (Unit 1: Coursework Portfolio ARTA1; Unit 2: AS Externally Set Assignment ARTA2)

A2: Art, Craft and Design. Code: 2201A (Unit 3: Personal Investigation ARTA3; Unit 4: A2 Externally Set Assignment ARTA4). Unit 1 is a teacher–led, Workshop based course developing and establishing a high standard of skills in various media including drawing, painting, printmaking, etching, use of Industry standard software including Photoshop, Illustrator and Flash, animation and 3 Dimensional work. The A Level course is underpinned by art historical and contextual referencing throughout. Unit 3: Personal Investigation has a primary starting point with Workshops in Gallery Exhibitions and also demands a Harvard referenced Essay component. AQA Externally Set Assignments (Units 2 and 4) will be distributed to students on Monday 2nd February 2015.

Year 12

  • Terms 1 & 2: Unit 1: Coursework Portfolio.
  • Term 2: Unit 2: AQA AS Externally Set Assignment.
  • Term 3: Start of A2 work: Unit 3: Personal Investigation ( 2014/2015 Theme: Narrative in Art, starting point: Grayson Perry Exhibition, Walker Art Gallery).

Year 13

  • Terms 1 & 2: Continuation of A2 work: Unit 3: Personal Investigation (2014/2015 Theme: Narrative in Art).
  • Term 2: Unit 4: AQA A2 Externally Set Assignment.
  • Term 3: Completion of Unit 4.

 

Department Staff:

  • Mrs V. Charlett - Head of Department
  • Mrs D. Harris
  • Ms E. Robinson

Department Courses:

Key Stage 3:

Schemes of work in line with the National Curriculum

Key Stage 4:

GCSE Art & Design (AQA)

Key Stage 5:

A Level Art, Craft & Design (AQA)

Out of Hours Activites:

NightOwl:

As per NightOwl Timetable

Department Links:

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