Key Stage 3

Skills students develop:

  • Students will develop a series of skills relating to the two key processes in art and design:
  • Explore and Create Skills includes:
  • Observing & recording from first-hand observation, experience & imagination
  • Investigating using line / tone / colour / shape / form / pattern / texture
  • Exploring and developing ideas in a sketchbook
  • Experimenting with a range of media / techniques & processes 
  • Expressing & communicating ideas & feelings

Knowledge and Evaluative Skills include:

  • Researching and investigating
  • Learning how codes and conventions are used to convey ideas / meanings in a range of cultures
  • Reflecting on and evaluating their own and others’ work
  • Adapting and refining their own work
  • Developing ideas and intentions when creating artwork
  • Organising & presenting their own work appropriately 

Year 7

In Year 7 students work on termly projects: Elements of Art. Me, Myself and I. Healthy Life Styles. There are certain stipulated requirements which must be incorporated into any scheme of work written for each unit:

Elements in art

The study of art, craft and design elements: line, tone, pattern, texture, shape and form.

Mainly covering shape, line and texture as colour should have been covered well at primary school but this does vary between the multiple feeder schools.

Me, Myself and I

In this unit, students explore their personal identity as a starting point. They create images that reflect their ideas of themselves, working from observation, memory and imagination. They develop skills and processes using new and traditional materials having the opportunity to combine traditional and digital media. They learn about the ideas, methods and approaches used by other artists who have made images of themselves and/or portrayed others. Literacy is developed through evaluating their own work and that of others. They develop skills predominantly in iPad apps and oil pastel, however, students are encouraged to select their own materials. Students are encouraged to visit the Harris Art Gallery to look at portraits.

Healthy Pop Art

Students will look at Pop Art and how it relates to healthy lifestyles. The aim is to understand the consequences of the choices they make and that healthy lifestyle choices can contribute to physical, social and mental wellbeing.

Year 8

In Year 8 students again work on termly projects: Mexican Day of the Dead, Cool Britannia and Arts and Crafts Movement

Spiritual Art – Mexican Day of the Dead

Spiritual arts are studied in the autumn term as this is Mexican Day of the Dead season.

Students will in the first instance design and create a flat relief skull which provides an introduction to pottery.

The second half of the project allows students to choose their own 3D outcome which includes a shrine, Mexican folk art sacred hearts, 3D Papier Mache decorated skull or a 3D Catrina.

Cool Britannia

British Values can be explored as advised in the National Curriculum, in this project. The project explored what makes Great Britain so good, visually. Students will explore the work of Robert Rauschenberg and his use of print techniques and collage. The nature of this project allows students of all abilities to achieve and create successful outcomes.

Arts & Crafts Movement

Students will explore the historic interior movement which is evident today in contemporary fashion design. Students will look at natural forms, learn how to create reflective patterns and learn print techniques such as stencil print, rainbow screen prints and polystyrene prints.

Year 9

In Year 9 students cover three termly projects with the latter providing an introduction to GCSE.

History of Architecture

In this unit, students explore The History of British Architecture from ancient times to present as directed in the National Curriculum. They will create a written project and create a number of illustrations using a number of new techniques. Following this they will investigate the work of contemporary architect Frank Gehry and use his style as inspiration for their own model buildings.

Art Movement Shoe

In this unit, students explore an applied design brief for The Victoria and Albert Museum. The design

brief will ask students to design and create shoes based on their chosen Art, Craft and Design movement. The main focus for this project is learning about working to a design brief whilst learning about Art, Craft and Design movements in British history.

Alice in Wonderland

In this unit, students explore an applied brief for a Debenhams summer window set on the theme Alice in Wonderland – the story, book and film. This will provide an opportunity for students to use their imaginations and work as a group. Students will have a choice of outcome dependent on their interests:

  • Mad Hatter’s Hat – For an Alice in Wonderland convention.
  • Magical Plant – For an Alice in Wonderland play set.
  • Hybrid Animal Illustrations - For the Alice in Wonderland 2 book – iPad/Traditional materials.
  • Alice in Wonderland Shoes

 

How students are assessed

Students’ achievement is continually assessed, in terms of technical proficiency, working methods and knowledge. Students are given regular verbal and written feedback to support further improvement. Students are also involved in evaluating their own and each other’s achievement, and in setting targets for their own development. Progress Reports will advise you on the progress that your child is making.

Students are assessed using the GCSE Assessment grid to provide a solid understanding of the criteria in preparation for KS4 options.

Homework

In Art and Design, homework is set regularly and resources are available on Showbie for both parents and students to access and use. Homework will serve as preparation for the next lesson or to reinforce or extend learning in the classroom. Some homework projects are accompanied by a task sheet with the grading criteria attached.

How parents can help

Parents should check homework diaries and the Showbie system with their child to ensure understanding. Parents should try to ensure that a quiet place is available for homework to be completed without distraction and that their child produces the best work that they are capable of. They should contact their child's art teacher with any concerns via e-mail.

The Head of Department would also welcome feedback via e-mail, from parents regarding any aspect of their child's art and design experiences, to inform future planning and to ensure that all students are challenged.

Extra-curricular activities

The department is open for the majority of breaks, lunchtimes and after school. Students are encouraged to attend to seek additional support or to complete class works and homework where necessary.

Competitions and external artistic opportunities are advertised on department notice boards or by email. 

Key Stage 4

Eduqas GCSE Art & Design

Students will complete 2 Units of work over the 3 year course.

  • Unit 1: Portfolio of Work 60% of the total marks – Marked out of 120. This will include work completed in years 9 and 10 and the first term of year 11.
  • Unit 2: Externally Set Task 40% of the total marks – Marked out of 80. Set by exam board. Candidates respond to their chosen starting point.

What skills students develop

  • Recording experiences and ideas
  • Selecting and organising visual images & objects
  • Analysing, discussing and evaluating them
  • Exploring ideas through new media practices
  • Reviewing and modifying their own work, and planning and developing ideas in the light of their own and others’ evaluations
  • Applying knowledge and understanding in producing their own art

Course Content

Coursework Project 1 – Two terms - Beetles, Bugs and Butterflies

Coursework Project 2 – Two terms - Own choice of theme

Externally Set Task – One term – Choice of 22 senarios

How students are assessed

Students are assessed using the Eduqas assessment objectives. Each assessment objective is marked out of 20 (80 total)

Assessment Objectives

  • AO1 Develop your ideas through investigations informed by contextual & other sources demonstrating analytical & cultural understanding
  • AO2 Refine your ideas through experimenting & selecting appropriate resources, media, materials, techniques & processes
  • AO3 Record ideas, observations & insights relevant to your intentions in visual & / or other forms
  • AO4 Present a personal, informed & meaningful response demonstrating analytical understanding, realising intentions & where appropriate, making connections between visual, written, oral or other elements.

Students’ achievement is continually assessed and students are given regular verbal and written feedback to support further improvement. Students are involved in evaluating their own and each other’s achievement, and in setting targets for their own development. Progress Reports will advise you on the progress that your child is making.

Home studies

Students are given a structure and timeline to work to. They will be given regular reminders of how to complete work set within the timeline. Students should use class time and home studies time to complete each Assessment Objective within the given time. There is an expectation of two A4 pieces of home studies a week or equivalent. Students are also encouraged to make regular visits to Art Galleries to extend their knowledge and understanding of a wide range of artists.

How parents can help

Parents should regularly check homework diaries and familiarise themselves and their child with published deadlines to ensure that these are consistently met. All information and resources are available on Showbie for parents and students. Parents should try to ensure that a quiet place is available for homework to be completed without distraction and that their child produces the best work that they are capable of. They should ask to see their son’s / daughter’s sketchbook on a weekly basis and expect to see progress over time. They should also read specific targets on post-it notes on individual pieces and encourage completion. They should contact their child’s Art teacher with any concerns via email.

Additional Support

The department is open for the majority of breaks, lunchtimes and after school. Students are encouraged to attend to seek additional support or to complete coursework where necessary. School Holiday Sessions are offered in February Half-term and at Easter. Competitions and external artistic opportunities are advertised on department notice boards.