We intend to teach our students that their creativity is valuable and that the ability to create can be learned. We intend to teach or students that what they see and hear in the world all around them has been created by chefs, artists and designers who used skills and understanding that they can have access to.

All our individual schemes of learning are intended to expose students to a wealth or design and self-expression, which they are guided to explore, appreciate, and understand. Across both key stages it is our intention that students gain cultural capital and that, more importantly, they are given the skills and knowledge to become participants in the world of creativity.

It is our intention that our learners leave us with the well justified belief that creativity is something that they possess, understand and can express in the real world.

Year 7, 8 and 9 Art

All students in Key Stage 3 have a one hour Art lesson per week for the complete year. Students will explore a range of themes and work with a variety of media and art techniques throughout this time.

Year 7 

Students will be introduced to a foundation course of ‘Formal Elements” including drawing and colour theory. Two further units will follow on from this.

Year 8

Students will develop and build on skills already learnt in year 7. Students are encouraged to investigate ideas in a sketchbook and to create larger pieces of work in a range of media.

Year 9

Students will explore 3 different themes throughout, critical studies will be entwined within each project, to ensure that students learn from the work of other artists. Students will begin to explore the work of artists, research and present information in a sketchbook and create a range of practical work and final pieces in different media

Topics Covered:

Artist studied/ and or cross curricular theme

• Jon Burgerman
• Yinka Shonibare
• Michael Craig Martin
• Gargoyles
• Brian Donnelly

Key Knowledge and Skills:

• John Burgerman: SHAPE. To understand that artists use a characteristic and recognisable suite of shapes in their work and that this can be emulated and incorporated into their own work
• Yinka Shonibare: COMPOSITION. To understand that colour is used to represent different emotions and characteristics within a piece of artwork
• Michael Craig Martin: LINE. To understand the artists, use composition to create different viewpoints within a piece of artwork
• Gargoyles: SHADING. To understand that shading can add depth and tone to a piece of artwork.
• Marker pen for bold saturated tone. Pencil and fine liner to define shape and form
• Watercolour for smoothly blended tones. Marker pen to refine artwork to show control and skill
• Marker pen for bold contrasting tone. Pencil for observational drawing, showing depth and tone.
• 6b pencil to create dark, medium, and light tones to show depth

Assessment:

• Assessing progress in lessons using trackers, this allows students to act on the feedback instantly

Homework:

• Students are provided with a homework task menu. They can seek support and further advice from their art teacher if they need it

Links to Careers and Preparation for Life in Modern Britain:

• Enabling students to communicate with clarity and confidence ·
• Promoting resilience, confidence and healthy relationships

Topics Covered:

Artist studied/ and or cross curricular theme

• Picasso
• Day of the Dead
• Marcia Baldwin
• Roy Lichtenstein
• Salvador Dalí

Key Knowledge and Skills:

• Picasso: COLOUR. To understand the use of colour can influence the mood of a piece of artwork. Students will explore Picasso’s Blue and Rose period
• Day of the Dead: SHAPE. To understand the process of clay work to create a day of the dead mask in the style of their chosen artist
• Marica Baldwin: COLOUR. To understand that colour is used to represent different emotions and characteristics within a piece of artwork with the focus of watercolours
• Roy Lichtenstein: COMPOSITION. To understand the artists composition to create different viewpoints in the style of their chosen artist.
• Watercolour blending, use of a colour wheel to denote mood
• Clay, 3D. Using skill and control create 3D mask for day of the dead using clay
• Watercolour blending, use of a colour wheel to denote mood. Fine liner for refinement to demonstrate skill and control

Assessment:

• Assessing progress in lessons using trackers, this allows students to act on the feedback instantly

Homework:

• Students are provided with a homework task menu. They can seek support and further advice from their art teacher if they need it

Links to Careers and Preparation for Life in Modern Britain:

• Opportunity for students to make the link between autobiographical detail and the work studied. Picasso is an entitlement of cultural capital.
• Moral questions are posed in the Day of the Dead unit.
• Students give their opinions on issues facing Modern Britain

Topics Covered:

Artist studied/ and or cross curricular theme

• Cain and Abel
• Robert Rauschenberg
• Barbara Hepworth
• Edward Hopper
• Robots

Key Knowledge and Skills:

• Cain and Abel: LINE. To understand different techniques to show proportion when drawing figures. Students will re-create a dramatic scene from Cain and Abel which they will interpret in their own way
• Robert Rauschenberg: PORTRAIT. To understand that artist use different materials and techniques to create portraits
• Barbara Hepworth: SHAPE. To understand the process of clay work to create to sculpture that represents natural form
• Edward Hopper: COMPOSITION. To understand the importance of composition and how it can create different emotions within a piece of artwork
• Clay, 3D. Using skill and control create 3D sculpture
• Watercolour blending, use of a colour wheel to denote mood
• 6b pencil to create dark, medium, and light tones to show depth
• To understand that shading can add depth and tone to a piece of artwork

Assessment:

• Assessing progress in lessons using trackers, this allows students to act on the feedback instantly

Homework:

• Students are provided with a homework task menu. They can seek support and further advice from their art teacher if they need it

Links to Careers and Preparation for Life in Modern Britain:

• Cultural development, understanding the wide range of cultural influences that shape individuals and their behaviours
• Looking at religious stories and interpreting them into modern day situations
• Giving students the opportunity to explore different techniques and materials to develop their understanding of art and the impact art has on the world
• Giving students the opportunity to experience the art in different ways which will open many doors in many creative industries.
• Allowing students the freedom to explore what type of artist they are and discover a medium they feel confident with – building overall confidence further.
• Cultural development: understanding the wider range of cultural influences that shape individuals

AQA GCSE Art, Craft and Design

The early projects in year 10 tend to be directed, however as the GCSE Art course progress’s students are increasingly encouraged to become more independent. There is an emphasis on drawing, using a wide range of media, and experimentation.  Students are encouraged to improve their skills by looking at the work of other artists and designers. All students will work in a sketchbook which will be used to collect and present information, develop ideas and experiment with materials.

The course is assessed by 60% coursework and 40% final exam

In year 10, students will take part in workshops to develop their skills in a range of techniques including drawing and painting, sculpture, ceramics, printmaking (etching/ mono-printing), felt making, silk painting, batik, and photography. They will investigate the work of a range of artists, craft persons and designers to help develop their ideas. They will use all this work to explore and develop ideas, and then make a final piece. They will develop their own responses from several starting points, and could choose to focus on clay work, fashion design, painting, architectural models, textiles, or fine art. They will make drawings and recordings, investigate the work of others, and again use this work to make an individual final piece.

In January of Y11, students will receive their exam paper from AQA. They will have 7 questions to choose from, and several weeks to prepare a response. After the preparation period, they will have 10 hours of supervised time to complete a final piece. Usually, the 10 hours would run in 5 days 2 hours per day.