Through lesson content and delivery of the raw fundamental skills, students learn how to create tone, composition, texture and use colour theory within their art work. The use of these essential skills underpins the success in all subsequent art work in KS3 and KS4. For instance, a highly accurate drawing will never look realistic without the creation of a range of tones. Students learn new techniques and use a combination of different media. We intend for the art students to enjoy a new appreciation of natural forms and some ‘commonplace’ subject matters, and so for instance pupils can try to capture the extraordinary details of a butterfly’s wings or the beautiful range of colours observed in a leaf. Artists draw inspiration from their environments and we wish to instil this appreciation in our students.
From the start of KS3, students are taught to not rush their work, to be prepared to spend consecutive lessons enhancing a piece work, which improves the overall finish and outcome. We aim to develop resilient students that work relentlessly to produce their best standard of work, recognising that increased time and effort drastically improves their outcomes. Learners are also coached to develop their work further, in light of constructive criticism. During KS3, students begin to develop their analytical skills, use subject specific terminology and start to successfully annotate and critique their own and others work, an essential skill to be used at GCSE. They create work in sketchbooks and acquire presentational skills valuable for KS4. The homework projects extend the learning from the classroom, prepare students for new topics and improves students’ ability to work independently.
During KS4, students build upon the fundamental skills developed at KS3: impressive tone range, composition, colour choice and accuracy of shape leading to more successful outcomes. The course has two themes: The Beach (including shells, jelly fish and crabs) and Architecture. Both themes draw heavily on our locality for inspiration. Through their own photography and observational studies, students record ideas, observations and insights relevant to their intentions in visual forms. Students will develop a sketchbook for each theme as part of homework, which will support the development of larger coursework pieces completed during lessons. The sketchbooks and the range of larger pieces, forms the coursework component worth 60%. We aim to stretch and challenge students through encouragement of working on larger and irregular scales, using new methods and techniques and students creating their own exciting media combinations. Students refine work through experimenting and selecting appropriate resources, media, materials, techniques and processes. Students develop their ideas through research of other artists and crafts people, demonstrating analytical skills and justified personal responses. They make connections between their work and that of others, through the style and development of student work. In sketchbooks students create replica copies (or section/enlargement) of artist work to demonstrate a clear understanding of the artists’ techniques, media and style. To achieve the finest and most mature pieces, students develop pieces for around ten consecutive lessons, continually enhancing and refining their work. We aim to develop resilient students that work relentlessly to produce their best standard of work, recognising that increased time and effort drastically improves their outcomes. Learners are also coached to develop their work further in light of constructive criticism. During KS4 students develop their analytical skills, use subject specific terminology and start to successfully annotate and critique their own and others work, an essential skill at GCSE. They create work in sketchbooks and acquire presentational skills valuable for KS4. The homework projects extend the learning from the classroom, prepare students for new topics and improves students’ ability to work independently.
Names of staff, roles & contact details
|Drawing and tonal shading skills. Creating form and shape.
Linking artist : Escher.
|Composition and observational drawing skills.
Linking artist : Delaunay
|Watercolour painting. Colour Wheel and blending/mixing colours.
Linking artist : Franz Marc
|Tertiary colours, and extended colour theory.
|Texture – marking making with pen.
Linking artist : Van Gogh
|Artist project. Creation of research page, complete with artist copies and annotation
|Portraiture. Facial feature focus – eyes.
Linking artist: Thomas Saliot
|Facial feature focus: drawing nose and mouth.
Linking artist : Francoise Nielly
|Proportions of the face. Completion of second portrait – progress observed.
Linking artist: Picasso
|Natural forms. Leaf drawing and paintings.
Linking artist : Dianne Sutherland
|Greenman research and designing of mask.
Linking artist : Carne Griffiths
|Greenman mask sculpture. Relief printing used to form leaf details.
|Insect paintings using the grid method.
Linking artist : Dave White
|Completion of paintings using inks/pencils for extra detail.
Linking artist : Regina Silveira
|African Mask Design.
Linking artist : Angu Walters/Adekunle Adeleke
|African Mask 3D relief.
Linking artist : Angu Walters/Adekunle Adeleke
Linking artist : Noel Badges
|Mixed media techniques, including sgraffito, acetate, working on alternate surfaces and papers.
|Introduction to Sea Life project
|Complete Sea Life project
|Introduction to Architecture project
|Complete Architecture project
|Introduction to Examination questions and preparation
|Completion of Examination question (10 hour exam)
How and when is my child assessed?
At KS3, students will receive one formal assessed piece of work each half term. Feedback given at this point by the teacher will be written, and will make use of a coded feedback system. Students will receive for each piece of work, at least 1 WWW comment outlining what they have done well, and 1 EBI comment, which will in turn provide the students with a learning/development target; this target will either require the student to improve their current piece of work, or will be a target to be applied during their next assessed piece of work. Between formal assessment points, students will receive regular and appropriate verbal feedback so as to help students progress and develop their knowledge, understanding skills.
At KS4, teachers will mark a student’s ‘portfolio’ twice a half term; this will include any recent physical work and the student’s sketchbook. Formal marking at these two stages will provide students with a 1-9 grade plus WWW/EBI. The 1-9 grade given should be an indication of where that student ‘is at’ based on the piece of work being marked, and the EBI provided should either inform the student of a target to meet in the next piece of work, or an action that can be applied immediately to improve the current piece of work. Furthermore, this ‘assessment’ window should involve teacher marking of student sketchbooks, again using WWW/EBI to identify next steps. In addition, teachers will appropriately identify areas for improvement with regards to literacy (e.g. Sp) and will use EBIs, so as to plug gaps, correct misconceptions and/or push students even further.
|Name of course(s) offered
|Link to Spec
|Nature of assessment
|GCSE Fine Art
|Portfolio - 60%
|Coursework completed in class
|Practical Exam - 40%
|10 hour practical exam in response to a set brief
Challenge – all teachers will set high expectations of every student, setting a single goal for each lesson. Depending on student needs, teachers will then adapt their teaching and approaches accordingly to best support students on differing pathways as we all strive towards the aspirational outcome.
Regular literacy retrieval tasks at the start of lessons – focus on developing strong understanding and use of specialist subject terminology (tier 3 language), with tasks being a mixture of oral and written activities.
Expert teacher modelling – through live demo table setups, or use of a digital visualiser, teachers will draw on their subject expertise to model/demo key skills and knowledge required in lessons.
Teacher & Student WAGOLLs – teachers will make use of pre-made, excellent exemplars to give students clarity of what is expected of them. Whether it be a teacher prepared example or a high quality piece of student work by an earlier cohort, WAGOLLs (What A Good One Looks Like) will help support teacher explanation and student understanding of their learning journey.
Questioning – throughout lessons, whether it be a literacy retrieval starter and/or practical task, students will be called upon repeatedly to answer questions based on what is being taught. Teachers will direct questions at students, with the vast majority being delivered using a ‘no hands up’ approach.
Practical learning – learning time in this subject will be wholly practical based, with students taking on board a concept delivered by their teacher, and then independently trying to apply this knowledge and skill to their own work.
Homework – regular homework is set in line with whole school guidance that enhances classroom learning. On some occasions, this homework might be ‘flipped’ in nature, where students carry out learning ahead of covering the topic in class.
Last updated September 2023