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
|Year 7||Basic Skills Tone||Basic Skills Composition & Observational Drawing||Basic Skills Colour Wheel & Theory Page||Advanced Colour Theory||Texture||Linking Artist Appreciation|
|Year 8||Facial Feature Drawing Eyes||Facial Feature Drawing Nose and Mouth||Portraiture Studies Before/After Portraits||Cubism Portrait||Leaf Drawings/Paintings & Green Man Research Page||Green Man Mask Making|
|Year 9||Insect Paintings||Tribal Masks Painted||Tribal Masks Card Relief||Animal Eyes||Linking English Project OR GCSE Shell Work||Optical Art Projects OR GCSE Shell Work|
|Y10||Introduction to Sea Life project||Complete Sea Life project||Introduction to Architecture project|
|Y11||Complete Architecture project||Introduction to Examination questions and preparation||Completion of Examination question (10 hour exam)|
Some of the content and/or sequencing in schemes of learning during the academic year 20/21 and academic year 21/22, may differ due to the extended periods of remote learning and other Covid-related disruptions to regular learning.
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||Exam Board||Link to Spec||Nature of assessment|
|GCSE Fine Art||AQA||https://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-GCSE-SP-2016.PDF||Component 1:|
|Portfolio - 60%|
|Coursework completed in class|
|Practical Exam - 40%|
|10 hour practical exam in response to a set brief|