Art and Design

What?

What are we learning? What’s interleaved? What’s challenging? 

Drawing Workshop which is part of the formal element is a crucial part of the Arts to be taught. 

Different drawing techniques to build up students’ confidence.  

Mark making will also form part of the Drawing Workshop- how different marks can create an effects on different subject matter. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

Drawing -LINE- is part of the formal element in Art- an essential part which is most needed to form an image. Drawing helps students with their fine motor skills which is an important of their everyday activities- the skills are then transferrable onto their writing skills, ability to hold and manoeuvre tasks in PE for example. 

Develop an understanding how artist would start an art piece where drawing would be used as a starting point for ideas. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Lessons are systematically planned to develop students’ skills and understanding on the different drawing techniques. 

In lessons, students are tasked with different activities around drawing- starting with quick drawing activities and moving onto observational drawing. 

Lessons are broken down into different tasks.  

Visuals used will be broken down to cater for different abilities. 

Materials used will be broken down to cater for different abilities. 

Teacher’s modelling in every lesson will be a crucial part of students’ learning. 

1:1 help throughout lessons. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Because they can….Draw confidently from direct observation- take into consideration; proportion, scale, foreground and background- Describe and distinguish proportion, scale, foreground and background. 

What should they be able to know? How to break down an image into shapes, what is proportion and scale (link to mathematical skills) 

What should they be able to do? Attempt at drawing an object from direct observation with at least some details 

Learning checkpoints and assessment: Self-assessment, peer-assessment, mini drawing test at the end of scheme, teacher marking/feedback 

What?

Drawing Workshop which is part of the formal element is a crucial part of the Arts to be taught. 

Different drawing techniques to build up students’ confidence.  

Mark making will also form part of the Drawing Workshop- how different marks can create an effects on different subject matter. 

Why?

Drawing -LINE- is part of the formal element in Art- an essential part which is most needed to form an image. Drawing helps students with their fine motor skills which is an important of their everyday activities- the skills are then transferrable onto their writing skills, ability to hold and manoeuvre tasks in PE for example. 

Develop an understanding how artist would start an art piece where drawing would be used as a starting point for ideas. 

How?  

Core knowledge:  

Lessons are systematically planned to develop students’ skills and understanding on the different drawing techniques. 

In lessons, students are tasked with different activities around drawing- starting with quick drawing activities and moving onto observational drawing. 

Lessons are broken down into different tasks.  

Visuals used will be broken down to cater for different abilities. 

Materials used will be broken down to cater for different abilities. 

Teacher’s modelling in every lesson will be a crucial part of students’ learning. 

1:1 help throughout lessons. 

How well? 

Because they can….Draw confidently from direct observation- take into consideration; proportion, scale, foreground and background- Describe and distinguish proportion, scale, foreground and background. 

What should they be able to know? 

How to break down an image into shapes, what is proportion and scale (link to mathematical skills) 

What should they be able to do? 

Attempt at drawing an object from direct observation with at least some details

Learning checkpoints and assessment: 

Self-assessment, peer-assessment, mini drawing test at the end of scheme, teacher marking/feedback

What?

Portraiture 

To understand how to use proportional guidelines to draw a portrait. 

To learn how to draw the facial features in details. 

To review and refine shading skills to create 3D effects. 

Challenging: 

To draw a self portrait using all the necessary guidance. 

To explore artists who have predominantly look at portraiture and mainly self portrait. 

To explore and experiment with ideas, materials, tools and techniques. 

Why?

After learning all the basic skills in Year 7, students will be confident to start their learning journey on portraiture.  

Portraiture is an important part of our scheme of work. The aim for students to study portraiture is for them to develop an understanding of how Portraiture started at least 5000 years to ancient Egypt- by looking at who was portrayed, and how, they are able to gain insights into social, cultural and political history that no other type of painting can offer.  

The scheme helps students to understand the different proportion of their faces- how Portrait is a representation of themselves- building up their confidence. 

How?  

Core knowledge:  

Studying how Portraiture began 5000 years ago to develop an understanding of the importance of Portraiture in Art. 

Students are asked to complete a drawing of a portrait (any) to help us gain a better understanding of how students see Portraiture themselves.  

The lessons are then broken down in steps by steps: we learn about proportion and use a mathematical grid method- we explore each feature of the face in details where students are tasked to practise eye, nose, mouth and ear drawings. 

All the above tasks are modelled in each lesson.  

Visuals are given out accordingly to student’s abilities. 

1:1 help are given to students. 

Students then proceed to draw themselves by applying all the build knowledge.

How well? 

Because they can….Draw a portrait in proportion- taking close consideration to where all the features sit on the face. (for example, the eyes are half way down our head) Students will be able to discuss the history of Portraiture and how all it all began. This will be reinforced through HW and classroom discussions.

What should they be able to know? 

How to draw a grid and position the features of the face in the right proportion- how Portraiture starts 5000 years ago.

What should they be able to do? 

Be confident in their drawing skills, using the grid method to help with proportion- discuss the history of Art and recognise artist who have predominantly work with Self portrait. 

Learning checkpoints and assessment: 

Self-assessment, PLC, Teacher’s feedback, 1:1 feedback.

What?

History of art.

Investigating Art in the 20century : Students learn about The Surrealists and OP art. The students gain knowledge of a variety of Key 20th Century artists, learning about the artists motivation and the context of their work and the means with which they delivered their key concepts. Students are able to build on the prior learning/skills in Key stage 3. Including drawing, painting and collage techniques.

Why?

This unit of work draws together strands of earlier learning, pulling it into order and gives it more context. 

This unit should give both, a good grounding for general knowledge and Art History, allowing the students to build on their existing knowledge and skills, It needs to also excite the students enough so they may take up GCSE art in the following year.

How?  

• Lessons are delivered in chronological order. 
• Students are given theory via PowerPoints and are also asked to do practical tasks which are modelled by teacher initially. 
• Options are offered to suit different abilities 
• 1:1 help offered throughout the lesson.

How well? 

• Students give feed-back in lesson and also annotate in their books to aid memory and knowledge. 
• Students should be able to recognise a number of different art movements and are able to describe the key features of those movements. They should also be able to create some examples of those techniques and features. 
• Students will be part of peer assessments in class.

What?

What are we learning? What’s interleaved? What’s challenging? 

• Students will embark on an initial scaffolded investigation where they will: 

• Revisit the formal elements through a series of experimental workshops implicitly embedded in the overriding theme of Food.  

• Build their portfolio, through exploring different techniques, media and strategies to cover key AQA objectives.  

• Students will develop their analytical skills through the investigation of artists,’ media, and contextual information. 

• Artist research: Wayne Thiebauld/ Sarah Graham/ Georgina luck/Warhol.  Investigation and analysis. 

• Observational drawing, Continuous line drawing/Mono printing/ Watercolours/ Mixed media/Artist Analysis/Mind mapping/Mood boards. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

• An initial scaffolded project will allow the students to understand the elements essential to the GCSE fine art course  

• Allowing for a good foundation and springboard to later develop the more independent and individual work required to achieve the best possible outcomes.  

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Workshops will deliver the skills and opportunity to experiment with a variety of media needed to succeed. (Teacher modeling the activity/ process.) 

• Students can move forward with skills and individually stretch their ability if they are capable but give a good grounding for students with SEND ( Scaffolding visuals).  

• Key skills are broken down and information is built incrementally throughout the span of the project. 

• The process will be repeated each time for each mini project over the years in a deeper way, but within a similar format that can be easily understood and replicated. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students will have: 

• Practiced these core skills and through modelling their examples and through reflection, understand how the requirements of each objective fit. 

• Through activities, experimentation and reflection understand how these elements build towards a final response.  

What should they be able to do? Create a portfolio of work showing each of the 4 GCSE Objectives. 

Learning checkpoints and assessment:  Self-assessment, peer-assessment, Summative reflections on work as work as it progresses . 

What?

Background

• The GCSE coursework started in YR10 where pupils were provided workshops during term 1 and term 2. This is alongside their Project 1, Portraiture which runs until Term 5. In Term 6, the pupils start Project 2, Natural Form which continues through in YR11, the new year until Christmas.

• In YR11 the GCSE pupils will continue to work through their Project 2, Natural Form independently. Pupils’ portfolio of work is assessed by teacher and peers. As well as 1-2-1 tutorials.

• Pupils are set individual tasks (noted in their check list) to challenge them during their 1-2-1.

What are we learning?

• From lesson 1, pupils are provided exemplar sketchbooks from the previous year group so that they understand what a top (A), mid (B) and low (C) sketchbook looks like.
• The pupils are fulfilling their learning objective for Portraiture and Natural Form. Their final outcomes and developments will demonstrate their understanding and success in learning.

What’s challenging?

• The challenge can be scale, exploitation of media/materials/ using development work to realise an outcome, ensuring the quality of the piece is relate- able to the MTG of individual students, it is clearly thematic and links clearly to the development work.

Why?

The portrait project takes the pupils through a sequence of learning, and need an outcome to address the assessment criteria, AO4. The students need to aspire to being able to realise more challenging pieces that demonstrate more complex thinking and brings together the range of assessment objectives.

How?  

Core knowledge:  

How will they achieve this? 

• The GCSE pupils follow the assessment objectives from the exam board, AQA as well as teacher’s objectives for the individual students relating to portrait. 

How will all access this (inclusion for all/ SEND)? 

• Broken down check lists are provided for each Project where pupils are monitored and tracked. Teacher writes in purple pen and pupil’s respond in green. 
• Teacher’s modelling in every lesson 1-2-1 or in small groups providing lower ability pupil’s support. 
• Students are at times partnered up with buddies i.e. low/mid and mid/high ability to support one another.
• During assessment / marking and 1-2-1 tutorials, pupils’ ability are identified. Tasks and targets are then set individually to support the pupil to achieve successfully. For example, monoprint and pop art are generally suggested and recommended for lower ability pupils in skills and technique (more achievable).
• Support sheets are provided for step-by-step drawing instructions as well as for annotation prompt sheets with subject specific keywords. · Pupils are aware that there is an open-door policy should they need to catch up or extra support. · Interventions are set up for pupils who need extra support during lunch times and after school (letters home).
• Tasks are broken down i.e., week 1; research into theme, image collection etc.

How well? 

Because they can make informed decisions, plan, and make work independently. 

What should they be able to know? 

• Pupils should all be familiar with the assessment objectives so that they may individually transfer their ideas from development into an outcome. 

What should they be able to do? 

• The YR11 GCSE art pupils will have covered various skills and techniques during their workshops which they can employ when making outcomes i.e. scaling up, application of various media (graphite, water colour, oil and chalk pastel, lino cut printing), composition etc 

Learning checkpoints and assessment: 

• The learning assessment objectives from the exam board, AQA is introduced to pupils from week 1 so that pupils are familiar and understand the requirements to secure a certain pass grade. 
• Teacher objectives for the students relating to Portrait and Natural Form are also set. 
• Detailed broken down individual check lists are provided where teacher feed back and students can respond.

What?

What are we learning? What’s interleaved? What’s challenging? 

In term 1, students will be continuing with their Personal Investigation.  

They will continue to develop ideas through sustained and focused investigations informed by contextual sources- continued learning on how to deconstruct findings from research and draw their own conclusion- closely related to their chosen theme. 

Students will refine and finalise their ideas through careful selection of materials and techniques relevant and personal to their work. 

Continue to record all their observations which need to be relevant to their theme. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

Students are coming to the end of their Personal Investigation and it is the time to reflect on their findings from research, narrow down their choice of materials and techniques which should now be very much relevant to their theme. 

Students will now be in a confident position to work independently towards the 4 assessment criteria. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

- Drawing from direct observation 

-Confidently and consistently using the formal elements to successfully realise intentions and make connections with visual and other elements. 

-Confidently and consistently developing their ideas through sustained investigation and thorough research to support ideas and develop work. 

-Confidently using analytical skills, critical understanding and ability to reflect on the work’s progress. 

- Starting points with a selection of relevant artists are given to students to ensure they all have a starting point. 

-Classroom discussion is key part of this phase of their coursework where students have the chance to share ideas with their peers and debate on the sustainability of those ideas. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Use formal elements to create successful artwork-make connections between their findings and their ideas. Consistently reviewing and refining their work as it progresses. Critically reflecting on their investigation as it progresses. Producing a final personal and meaningful 

response clearly linked to their investigation. 

• Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. 

• Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops  

• Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress  

• Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements 

Learning checkpoints and assessment: 1:1 tutorial, classroom assessment, Assessing using the exam board criteria, mock exam 

What?

What are we learning? What’s interleaved? What’s challenging? 

In term 1, students will be continuing with their Personal Investigation.  

They will continue to develop ideas through sustained and focused investigations informed by contextual sources- continued learning on how to deconstruct findings from research and draw their own conclusion- closely related to their chosen theme. 

Students will refine and finalise their ideas through careful selection of materials and techniques relevant and personal to their work. 

Continue to record all their observations which need to be relevant to their theme. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

Students are coming to the end of their Personal Investigation and it is the time to reflect on their findings from research, narrow down their choice of materials and techniques which should now be very much relevant to their theme. 

Students will now be in a confident position to work independently towards the 4 assessment criteria. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Printmaking 

-Collage 

-Typography, Calligraphy 

-Drawing skills 

-Manipulating images on Photoshop and Illustrator or other making software 

-Confidently and consistently using the formal elements to successfully realise intentions and make connections with visual and other elements. 

-Confidently and consistently developing their ideas through sustained investigation and thorough research to support ideas and develop work. 

-Confidently using analytical skills, critical understanding and ability to reflect on the work’s progress. 

- Starting points with a selection of relevant artists are given to students to ensure they all have a starting point. 

-Classroom discussion is key part of this phase of their coursework where students have the chance to share ideas with their peers and debate on the sustainability of those ideas. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Use formal elements to create successful artwork-make connections between their findings and their ideas. Consistently reviewing and refining their work as it progresses. Critically reflecting on their investigation as it progresses. Producing a final personal and meaningful 

response clearly linked to their investigation. 

• Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. 

• Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops  

• Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress  

• Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements .

Learning checkpoints and assessment: 1:1 tutorial, classroom assessment, Assessing using the exam board criteria, mock exam 

What?

What are we learning? What’s interleaved? What’s challenging? 

• Terms 1 and 2 are used to complete a project, Shadows and Reflections. This is not a coursework project but it is set up with the same structure, therefore giving students a chance to get used to the structure (amount of work, presentation) of a coursework project. 

• The students will have an introduction to the basics of photography including camera settings and functions. They also learn how to analyse artists work, present their work, how to research and how to explore their own creative ideas. They also learn the basics of Photoshop. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

• As students may not have prior photography knowledge, it is important that the course starts with this.  

• The course starts off more teacher – led and directive, to build confidence and give a foundation of knowledge. As the course moves in it becomes very independent, so it is important students are able to do certain tasks with the teacher first.

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Students learn the camera settings and functions and apply this knowledge directly in following tasks, e.g. shutter speed – movement, ISO – lighting to solidify knowledge. 

• Step- by – step printed guides help students navigate Photoshop. Alongside visual demonstrations. 

• Class discussions about photographer’s artwork allows for students to engage critically with the medium, and apply this in their own analysis. 

• 1:1 individualised feedback at the end of the project, with written comments in the powerpoint presentations (where all work is kept) and verbal feedback throughout, give students the guidance needed to navigate project as a whole.  

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Because they can…. Use the DSLR cameras and navigate the basics of Photoshop with increasing confidence.  

What should they be able to know? Basic camera settings, assessment objectives, expected presentation, structure of coursework project, basic Photoshop. 

What should they be able to do? Take photo shoots and edit photos with increasing confidence, present work appropriately (including use of Adobe Bridge), analyse a photographers work with increasing criticality/own opinion. 

Learning checkpoints and assessment: End of project grade, written and verbal feedback throughout project. 

What?

• Introductory phase in preparation for Component 1
• Directed project:

  • Shadows and Reflections

• Developing skills in presenting work

Why?

• Having been introduced to basic camera settings and techniques, students undertake a directed project that will extend their skills in portfolio presentation
• Students will develop their ability to analyse the work of photographers and artists in order to inspire personal responses to a given starting point.

How?  

Core knowledge:  

• Rules of composition and framing

• Manual camera settings – aperture and shutter speed

• Lighting set-ups

• Taking a series of images and creating contact sheets

• Basic editing techniques in Photoshop – including cropping and adjustment layers

• Analytical skills when investigating the work of photographers and artists

Techniques will be demonstrated to students before they get the opportunity to practise for themselves.

Class discussions about photographer’s artwork allows for students to engage critically with the medium, and apply this in their own analysis.

How well? 

• Use DSLR cameras to take a series of images that demonstrate an understanding of framing and composition, depth-of-field, and lighting
• Edit images on Photoshop and present their work in the form of a digital portfolio
• Reflect on the work of artists and photographers and demonstrate a link between the work of others and their own.

Assessment feedback given throughout projects.

Where next?

Developing skills in portfolio presentation through longer projects with increased independence.

What?

• Introductory phase in preparation for Component 1
• Directed project:

  • Shadows and Reflections

• Developing skills in presenting work

Why?

• Having been introduced to basic camera settings and techniques, students undertake a directed project that will extend their skills in portfolio presentation
• Students will develop their ability to analyse the work of photographers and artists in order to inspire personal responses to a given starting point.

How?  

Core knowledge:  

• Rules of composition and framing

• Manual camera settings – aperture and shutter speed

• Lighting set-ups

• Taking a series of images and creating contact sheets

• Basic editing techniques in Photoshop – including cropping and adjustment layers

• Analytical skills when investigating the work of photographers and artists

Techniques will be demonstrated to students before they get the opportunity to practise for themselves.

Class discussions about photographer’s artwork allows for students to engage critically with the medium, and apply this in their own analysis.

How well? 

• Use DSLR cameras to take a series of images that demonstrate an understanding of framing and composition, depth-of-field, and lighting
• Edit images on Photoshop and present their work in the form of a digital portfolio
• Reflect on the work of artists and photographers and demonstrate a link between the work of others and their own.

Assessment feedback given throughout projects.

Where next?

Developing skills in portfolio presentation through longer projects with increased independence.

What?

What are we learning? What’s interleaved? What’s challenging? 

• Students finish second coursework project Connected Images. 

• Students are challenged with the importance of deadlines, it is a coursework heavy course.  

• Students are mostly working independently now, responding to 1:1 feedback. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Students are expected to be working outside of school for at least 1.5-2 hours a week. Catch up club is available.  

• Students should have the knowledge about the subject they need, although they will continue to carry out artists research and receive specific support from the teacher.

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Because they can…. Form a project with the structure they have learnt in year 10, follow through with creative ideas (develop, experiment and present). 

What should they be able to know? Camera settings, assessment objectives, expected presentation, structure of coursework project, Photoshop/Bridge. 

What should they be able to do? Take photo shoots and edit photos with confidence, present work appropriately, analyse a photographers work and their own work with confidence. Reflect on previous work in project, refine and develop. Consistently work hard to create best visual outcomes. 

Learning checkpoints and assessment: End of project grade, written and verbal feedback throughout project. 

What?

What are we learning? What’s interleaved? What’s challenging? 

• Term 1 begins with a workshop. This workshop introduces new skills and deepens knowledge from GCSE level. The new knowledge is mostly for the darkroom where students are introduced to chemical processes with analogue cameras and film (photogram, chemigram, film processing).  

• More comprehensive photo analysis (technical, visual, contextual, conceptual). 

• Focus on composition. 

• After October half term, students start a personal investigation in preparation for their full A-level project which starts at Easter year 12.  

Why?

Why do we need to deliver this (vision statement)? Why now?  

• Students most likely will not have darkroom knowledge until this point, therefore it needs to be introduced. Looking at analogue methods also gives more depth to the context of photography. 

• Students need to critique their own work more rigorously at A level  and analysing other photographers work in more depth helps with this. 

• The personal investigation will give students the freedom to explore their own ideas more seriously and within the framework of an A level project. Therefore they are more prepared for the coursework project they will complete for A level, running Easter – December. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Lots of demonstrations from teacher in the darkroom.  

• Class discussion around photographer’s work, writing analysis as a group before independent analysis task.  

• Lots of 1:1 tutorials when working on the personal investigation, to hone and explore the ideas and work of the individual. 

• Increasing work set for outside of school to build independence. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Because they can….use darkroom equipment appropriately, talk with increasing confidence about photographers work, show an improved technical skill in digital work. 

What should they be able to know? What should they be able to do?  Create photograms, chemigrams, develop film (the art tech is to measure chemicals), analyse a photograph in depth. Develop independence through researching own ideas, experimenting and working outside of school.  

Learning checkpoints and assessment: 1:1 tutorials. Peer assessment.  

What?

What are we learning? What’s interleaved? What’s challenging? 

In term 1, students will be continuing with their Personal Investigation.  

They will continue to develop ideas through sustained and focused investigations informed by contextual sources- continued learning on how to deconstruct findings from research and draw their own conclusion- closely related to their chosen theme. 

Students will refine and finalise their ideas through careful selection of materials and techniques relevant and personal to their work. 

Continue to record all their observations which need to be relevant to their theme. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

Students are coming to the end of their Personal Investigation, and it is the time to reflect on their findings from research, narrow down their choice of materials and techniques which should now be very much relevant to their theme. 

Students will now be in a confident position to work independently towards the 4 assessment criteria. 

Students will be working towards their NEA (dependent on exam board) 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

-Handling a camera- knowing at least the basic setting. 

-Manipulating photos on Photoshop-knowing at least the basic of the programme.  

-Dark room knowledge- knowing how to develop an image from a film camera. 

-How to set up studio lighting for a photoshoot. 

-Confidently and consistently using the formal elements to successfully realise intentions and make connections with visual and other elements. 

-Confidently and consistently developing their ideas through sustained investigation and thorough research to support ideas and develop work. 

-Confidently using analytical skills, critical understanding and ability to reflect on the work’s progress. 

- Starting points with a selection of relevant artists are given to students to ensure they all have a starting point. 

-Classroom discussion is key part of this phase of their coursework where students have the chance to share ideas with their peers and debate on the sustainability of those ideas. 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Use formal elements to create successful artwork-make connections between their findings and their ideas. Consistently reviewing and refining their work as it progresses. Critically reflecting on their investigation as it progresses. Producing a final personal and meaningful 

response clearly linked to their investigation. 

• Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. 

• Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops  

• Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress  

• Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements 

Learning checkpoints and assessment: 1:1 tutorial, classroom assessment, Assessing using the exam board criteria, mock exam