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Art and Design
In Art and Design, we aim to produce a high quality education which should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own work of art and design. As students progress, they should be able to think critically and develop a more rigorous understanding of art and design. Our objective is for them to cultivate the knowledge of how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Students will be prepared to be appreciators and supporters of the arts as they become contributing citizens of the community.
Updated VCM details will be available from 18/01/24
Year 7 - Term 1
Term 1
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.
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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 |
Where next?
Where do we go from here?
Colour- Investigating primary, Secondary, Tertiary, Complementary.
Year 7 Term 2
Term 2
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 |
Where next?
Colour- Investigating primary, Secondary, Tertiary, Complementary.
Year 8 Term 1&2
Term 1 &2
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. |
Where next?
Mask making- looking at African mask and other cultures.
Year 9
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?
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How well?
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Where next?
Students continue to discover more artists and movements and build on techniques, skills and media consolidating their knowledge.
Year 10 Fine Art Term 1&2
Term 1 &2
What?What are we learning? What’s interleaved? What’s challenging?
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Why?Why do we need to deliver this (vision statement)? Why now?
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How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
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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:
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 . |
Where next?
Where do we go from here?
Students have the format and understanding to apply this knowledge to the further projects required.
Year 11 Fine Art
What?Background
What are we learning?
What’s challenging?
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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?
How will all access this (inclusion for all/ SEND)?
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How well?Because they can make informed decisions, plan, and make work independently. What should they be able to know?
What should they be able to do?
Learning checkpoints and assessment:
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Where next?
- Teacher outlines the exam requirements and provide support in terms of; check lists, /Power points as well as access to resources for their chosen theme.
- Students are provided Workshops in Term 1 and Term Two, alongside working on Project 1, Portraiture (until term 5).
Year 13 Fine Art
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.
Learning checkpoints and assessment: 1:1 tutorial, classroom assessment, Assessing using the exam board criteria, mock exam |
Where next?
Where do we go from here?
Exam paper 40%
Year 13 Graphics
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.
Learning checkpoints and assessment: 1:1 tutorial, classroom assessment, Assessing using the exam board criteria, mock exam |
Where next?
Where do we go from here?
Exam paper 40%
Year 10 Photography - Term 1&2
Term 1 &2
What?What are we learning? What’s interleaved? What’s challenging?
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Why?Why do we need to deliver this (vision statement)? Why now?
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How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
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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. |
Where next?
Where do we go from here?
The next project Portraits involves continued new knowledge building on term 1-2 including lighting. This project becomes more independent towards the end, again another building block in increasing independence, towards last coursework project and exam which must include personal, meaningful themes.
Year 10 Photography - Term 3
Term 3
What?
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Why?
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How?Core knowledge:
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?
Assessment feedback given throughout projects. |
Where next?Developing skills in portfolio presentation through longer projects with increased independence. |
Year 10 Photography - Term 4
Term 4
What?
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Why?
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How?Core knowledge:
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?
Assessment feedback given throughout projects. |
Where next?Developing skills in portfolio presentation through longer projects with increased independence. |
Year 11 Photography Term 1&2
Term 1 &2
What?What are we learning? What’s interleaved? What’s challenging?
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Why?Why do we need to deliver this (vision statement)? Why now? Students will receive their exam papers in January which begins a new project. Therefore, they need to complete their coursework in these first two terms. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
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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. |
Where next?
Where do we go from here?
The exam project starts in January, students complete a project in response to a theme. They can work with guidance from teacher up until the 10 hour exam where students must work independently using knowledge and skills they have gathered throughout years 10 and 11.
Year 12 Photography Term 1&2
Term 1 &2
What?What are we learning? What’s interleaved? What’s challenging?
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Why?Why do we need to deliver this (vision statement)? Why now?
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How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
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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. |
Where next?
Where do we go from here?
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Students continue their personal investigations in terms 3 and 4.
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In terms 5 and 6, students start their A level investigations.
Year 13 Photography
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.
Learning checkpoints and assessment: 1:1 tutorial, classroom assessment, Assessing using the exam board criteria, mock exam |
Where next?
Where do we go from here?
Exam paper 40%