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

Mrs Charlett Term 1:

  • Tonal drawing Baseline – Learning how to create a range of tone, developing skills in observation and assessing basic skills.
  • Emotional Response – Learning about, identifying and interpreting emotions through the investigation of emoji’s and social media. Developing skills in SMSC, numeracy, literacy, line, shape, and colour.
  • Artist research – responses in written and drawn form. Developing skills in independent learning, numeracy, literacy, line, scale, pattern and composition.

Term 2:

  • Colour Pencil study – Referring to images of emoji’s. Learning how to blend and apply layers of colour pencil through observing  shape, colour and scale. Developing skills in numeracy, Lieracy, SMSC, colour, scale, composition, colour, and pattern.
  • Tonal drawing – Designing own emoji to represent their mood and learning how to create the illusion of 3d on a 2d surface. Developing skills in numeracy, literacy, SMSC, line, tone and form.
  • Artist research – responses in written and drawn form. Developing skills in independent learning, numeracy, literacy, line, scale, pattern and composition.

Term 3:

  • 3d model in groups – Using influences from previous work created during the year in order to combine ideas and work as a group to create a single piece of work. Learning how to communicate and share ideas, select and use materials in 3D form and develop imaginative responses. Developing skills in numeracy, literacy, SMSC, 3d construction, composition, scale, colour, pattern, form and special paint effects.
  • Assessment: Watercolour – Based on 3d emoji. Learning how to observe colour.  Developing skills in, numeracy, literacy, SMSC, brush control, scale, composition, colour, and pattern, line, and tone.
  • Artist research – responses in written and drawn form. Developing skills in independent learning, numeracy, literacy, line, scale, pattern and composition.

 

Miss McIntyre
Term 1:

  • Tonal drawing Baseline – Learning how to create a range of tone, developing skills in observation and assessing basic skills.
  • Formal elements – Learning how to explore  line , tone , form, and texture through using drawing techniques inspired heavily by mark makings of artists’ Vincent Van Gogh, and Albrecht Durer. Developing skills in SMSC, literacy, numeracy, scale and pattern.

Term 2:

  • Colour Theory – Inspired by Piet Mondrian’s use of colour and pattern. Learning about primary, secondary, tertiary, and neutral colour how to mix these.
    Studying. Developing skills in SMSC, numeracy, literacy, line, form and colour.
  • Niki De Saint Phalle Nana’s – Learning about colour and symbolism. Developing skills in shape, form, colour, line and pattern
  • Assessment: Still life – Learning juxtaposition through the arrangement of objects. Developing skills in ITC, numeracy, scale, shape, colour and composition.

·
Term 3:

  • Painting – Inspired by artist Picasso and learning about Cubism. Developing skills in SMSC, literacy, numeracy, colour and form.
  • Assessment: Pen and ink drawing – Inspired by work of illustrator Tim McDonagh’s fascination with animals and learning about.  Developing skills in SMSC, scale, line, form, colour and composition.

 

Mrs Harris

Term 1-2:

  • Tonal drawing Baseline – Learning how to create a range of tone, developing skills in observation and assessing basic skills.
  • Formal elements – Learning how to explore, manipulate and handle materials in order to create a mixed-media response. Pupils will take inspiration from contemporary and historical art in order to inform their work and develop skills using tonal values, line, texture, pattern, symmetry, shape, scale and form.

 

Term 2-3:

  • Circles, Colours and Cells – Inspired by plant and animal cells pupils will explore the use of colour in natural forms.  Experimenting with paint, dry and mixed media, skills will be developed in colour mixing, manipulation of materials and composition. Developing skills in, numeracy, material handling, colour, scale, composition, pattern, line, and tone.
  • Assessment: Watercolour – Based images of cells. Learning how to observe colour.  Developing skills in, numeracy, literacy, SMSC, brush control, colour, scale, composition, colour, and pattern, line, and tone.

 

YEAR 8

Mrs Charlett

Term 1:

  • Colour Pencil study – Referring to images of moths. Learning how to use a viewfinder and observe colour and scale. Developing skills in numeracy, colour, scale, composition, colour, and pattern.
  • Tonal drawing – Referring to images of snails and learning how to create the illusion of 3d on a 2d surface. Developing skills in numeracy, literacy, scale, line tone and form.
  • ·Artist research – responses in written and drawn form. Developing skills in independent learning, numeracy, literacy, line, scale, pattern and composition.

Term 2:

  • Watercolour – Referring to images of beetles. Learning how to observe colour.  Developing skills in, numeracy, literacy, SMSC, brush control, colour, scale, composition, colour, and pattern. line, and tone.
  • Assessment: Biro drawing – Referring to images of bees and developing skills in numeracy, literacy, SMSC,  scale, line, tone, and mark-making.
  • Artist research – responses in written, drawn and collage form. Developing skills in numeracy, literacy, line, scale, composition, pattern, and media manipulation, recycling.

Term 3:

  • Printing- Referring to images of dragonflies. Learning about the history of print-making and developing skills in numeracy, line, scale, composition and pattern.
  • Assessment: Sgraffito drawing – Referring to images of fly’s  and developing skills in numeracy, literacy, scale, line, colour, texture and mark-making.
  • 3d model – Using influences from any of the insects studied during the year. Learning how to select and use materials in 3D form and develop imaginative responses. Developing skills in numeracy, literacy, 3d construction, composition, scale, colour, pattern, form and special paint effects.
  • Artist research –-responses in written, drawn and collage form. Developing skills in numeracy, literacy, line, scale, composition, pattern, and media manipulation, recycling.

 

Miss McIntyre
Term 1:

  • ‘Fish’ – Inspired by Henri Matisse and learning about handling and control of materials (paint, pen & ink). Developing skills in SMSC, numeracy, literacy, scale and composition.

Term 2:

  • Sgraffito – Inspired by Paul Klee. Developing skills in SMSC, numeracy, literacy, ITC, line and paint techniques.
  • Assessment: Repeat ’fish’ pattern – Learning how to create a repeat pattern. Developing skills in ITC, numeracy, scale, shape, texture, colour and composition.
    Term 3:
  • North American Indians – Cross curricular link with Year 8 History lessons and learning about their relevance within history and contemporary society. Developing skills in SMSC, literacy, numeracy, colour and form.
  • Tepees, Symbols and Pattern – Learning about designs and layout.  Developing skilled in. Developing skills in SMSC, line, form, pattern, shape, and colour mixed media/collage.
  • Assessment: Totem Poles – Learning about the significance, and meanings behind the different animals used, in addition to their construction. Developing skills in SMSC, scale, composition, colour, and painting techniques.

Mrs Harris

Term1-2:

  • Fish Project – Inspired by Peter Clarke, pupils will create collaged fish working into pieces with paint and dry materials. Learning how to record and observe with increasing accuracy, and developing skills in proportion, mark making, composition and manipulation of materials
  • Assessment: Biro drawing – Referring to images of fish and developing skills in numeracy, literacy, SMSC,  scale, line, tone, and mark-making.

 

Term 2-3:

  • Weaving: Using found and recycled materials pupils will experiment with weaving techniques to make individual and collaborative pieces.  Developing skills in SMSC, pattern, manipulation of materials and craft techniques.
  • Assessment: Drawing from weaving in dry materials. Developing skills in , scale, line, colour, texture and mark-making.

 

YEAR 9
Working towards the production of a GSCE standard unit of work. Pupils will be able to submit their portfolio if they decide to opt for Art during KS4.

Mrs Charlett

Term 1:

  • Colour Pencil study – Referring to a personally selected salvaged object. Learning about recycling in art and observing colour and scale. Developing skills in numeracy, literacy, SMSC colour, scale, composition, and colour.
  • Graphics/Fonts – Referring to a salvaged shopping receipt. Learning about recycling in art and observing fonts. Developing skills in numeracy, literacy, SMSC, scale, composition, colour and fonts.
  • Artist research – responses in written and drawn form. Developing skills in independent learning, numeracy, literacy, line, scale, pattern and composition.

 

Term 2:

  • Painting – Referring to packaging. Learning about how art in used in advertising.  Developing skills in, numeracy, literacy, SMSC, brush control, mixing ad blending colour, scale, composition, colour, fonts, pattern, line, and tone.
  • Labels – Learning about the organising and labelling of artefacts. Developing skills in SMSC, numeracy, literacy, pattern, form, colour, line, tone, texture, scale and mixed media.
  • Assessment: Tonal drawing – Referring to personally created identity jar and learning how to create the illusion of 3d on a 2d surface. Developing skills in numeracy, literacy, SMSC scale, and self-portrait.
  • Artist research – responses in written, drawn and collage form. Developing skills in numeracy, literacy, line, scale, composition, pattern, and media manipulation, recycling.

Term 3:

  • Book-Making- Creating a zig-zag book to present work. Learning about the importance of showing the value and worth of work through careful organisation and displaying. Developing skills in numeracy, scale, and composition
  • Assessment: Biro drawing – Referring to images of bees and developing skills in numeracy, literacy, SMSC,  scale, line, tone, and mark-making.
  • Ink Study – Using influences from any of the insects   studied during the year. Learning how to select and use materials in 3D form and develop imaginative responses. Developing skills in numeracy, literacy, 3d construction, composition, scale, colour, pattern, form and special paint effects.
    Artist research – responses in written, drawn and collage form. Developing skills in numeracy, literacy, line, scale, composition, pattern, and media manipulation, recycling.

 

Miss McIntyre
Term 1:

  • Skulls and Portraits – Learning about the work and techniques of artists Nick Blinko, Luke Dixon and Paul Jackson. Developing skills in SMSC, numeracy, literacy, pattern, form, colour, line, tone, texture and scale.
  • Animal typography – Learning about handling and control of materials. Developing skills in SMSC, numeracy, literacy, pattern, form, colour, line, tone, texture, scale and composition.

 

Term 2:

  • Graffiti – Inspired by Keith Haring and how the influence from work is embedded in ours today. Developing skills in SMSC, numeracy, literacy, colour, form and line.
  • Assessment: Collage – Inspired by street artist Nicki Walker and learning about popular culture. Developing skills in SMSC, numeracy, literacy, ITC, colour and composition.
    Term 3:
  • Mixed-Media – Inspired by the work of Sarah Graham. SMSC, literacy, numeracy, scale, shape, form and colour.
  • Assessment: Print – Learning about how everyday objects can be turned into artwork. Developing skills in Literacy, numeracy, shape, colour, form, line and precision.

 

Mrs Harris

Term1-3:

  • Art and Words: Throughout their 18 week block pupils will be developing a portfolio of work inspired by various artists including Bob and Roberta Smith and Steven Lowery.  Developing skills include SMSC, numeracy, literacy and using a range of media to make visually exciting and personal responses to the project.
  • Assessment: Post-it note drawings. Developing skills in numeracy, literacy, scale, line, colour, texture and mark-making.

 

Term 1-3:

  • Art and Words: Continuation of portfolio development inspired by various artists. Developing skills include SMSC, numeracy, literacy and using a range of media to make visually exciting and personal responses to the project.
  • Assessment: Illustration – for sketchbook cover using text. Developing skills in numeracy, literacy, scale, composition, colour and fonts.

 

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
  • Miss H. McIntyre

Department Courses:

Key Stage 3:

Schemes of work in line with the National Curriculum

Key Stage 4:

GCSE Art & Design (AQA)

Key Stage 5:

AS/A Level Art, Craft & Design (AQA)

Out of Hours Activites:

NightOwl:

As per NightOwl Timetable

Department Links:

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