Curriculum Intention:

A key gap identified in the affectivity of our schemes is the promotion of evaluation and analysis of existing works. The national curriculum for KS3 states that students should demonstrate a ‘critical understanding of Artists and designers, expressing reasoned judgements that can inform their own work.’

The structure of schemes in Years 8-9 simulate a GCSE art and Graphics project process meeting all assessment objectives, content and lesson planning has been adapted to promote use of analysis to inform students’ outcomes.

Key elements include:

• increased discussion and critique activities
• use of teacher-student verbal feedback time to assess students’ ability to articulate ideas and judgements.
• keyword lists associated with schemes to increase subject specific language.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Pop Art (Graphics)- AO3, AO1

Jan 6^th – 10^th Feb

Natural Forms- AO3, AO1

20^th April – 18^th May

Cubism- AO3, AO1

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Pop Art (Graphics)- AO2, AO4

24^th Feb – 30^th March

Natural Forms- AO3, AO1

1^st June – 13^th July

Cubism- AO3, AO1

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Application of the formal elements should contribute to the quality of student outcomes (AO3/AO2). This should be evident in practical work, but an understanding must also be reflected in student WWW/EBI self-reflection.

An understanding of artists’ styles and intent should be clear in practical outcomes and in class/1:1 discussion.

Please see Learning Maps for further detail.

Employability skills:

Students will gain an appreciation for design and will broaden their understanding of Art within a cultural context

Curriculum Intention:

A key gap identified in the affectivity of our schemes is the promotion of evaluation and analysis of existing works. The national curriculum for KS3 states that students should demonstrate a ‘critical understanding of Artists and designers, expressing reasoned judgements that can inform their own work.’

The structure of schemes in Years 8-9 simulate a GCSE art and Graphics project process meeting all assessment objectives, content and lesson planning has been adapted to promote use of analysis to inform students’ outcomes.

Key elements include:

• increased discussion and critique activities
• use of teacher-student verbal feedback time to assess students’ ability to articulate ideas and judgements.
• keyword lists associated with schemes to increase subject specific language.

In addition to continued promotion of oracy within the teaching of Yr 9 schemes, an increased focus will be placed on the development of individual interpretations of topics and responses to existing artists and designers.

For example unit 1: Awareness Poster has been developed to allow students to determine their own focus e.g climate change/ refugee awareness.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Awareness Poster (Graphics)  (AO1, AO3)

Jan 6^th – 10^th Feb

Natural Forms- AO3, AO1

20^th April – 18^th May

DL to develop

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Awareness Poster (Graphics)  (AO2, AO4)

24^th Feb – 30^th March

Natural Forms- AO3, AO1

1^st June – 13^th July

DL to develop

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Outcomes will become increasingly varied as students complete independent investigation into artists and designers and conduct wider contextual and cultural research. Progress will be evident through increased independent development and effective application of artist and designers’ styles.

Employability skills:

Students will consider not just the affectivity of strong practical work, but of the impact of their work in a wider audience. An appreciation for design for purpose is established.

Curriculum Intention:

One of the main aims of terms 1 and 2 is not only to develop a range of skills but also to understand how artists have developed their work AO1, so that the students can understand how their work can be developed later. The skills they will learn will also provide them with a range of work that will link to AO2, to show how a range of media and processes should be developed in the project. The initial drawing aspect will also improve their general recording ability and should show the students that they can produce quality work.  This structure of basic recording and idea formulation, followed by development of ideas linking to contextual sources follows through into their second unit ‘Mirrors and Reflections’ in HT6. This unit is given a centre set title which allows students to work to an existing theme, with the ability to carry out independent investigation, something which we are praised for as a centre.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Set tasks and skills build ‘Me, myself and I’

Jan 6^th – 10^th Feb

Artist Copies and Responses ‘Me, myself and I’

20^th April – 18^th May

Experimentation and Final Outcomes ‘Me, myself and I’

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Set tasks and skills build ‘Me, myself and I’

24^th Feb – 30^th March

Development and Experimentation ‘Me, myself and I’

1^st June – 13^th July

Unit 1: ‘Mirrors and Reflections’

Tonal Studies and Idea Development

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Skills: This is one of the main areas of focus at this point of the project. A range of skills will be developed and improved so that the students start to understand their strengths

Understanding: Students will understand how different artists have developed their work and analyse why these choices were made

Creativity: At this stage the main creativity will be within the inspiration of other artists, looking at how to use one inspiration and make it more personal.

Employability skills:

Students develop fundamental creative skills, build resilience and create a portfolio of work to satisfy a brief.

Curriculum Intention:

From term 3 in Year 10, schemes of learning are designed to support the formulation of a project which satisfies assessment objectives 1-4. Students respond to a centre-set title which allows students to work to a common theme, with the ability to carry out independent investigation, something which we are praised for as a centre.

In term 2 of Yr 11, students explore individual topics based upon an externally set task (choice of 5 titles), culminating in the production of a final outcome, in their 10 hour exam just before Easter. This unit is started as soon as possible, to allow students to work with the maximum preparation time as set by the exam board.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Unit 1: ‘Mirrors and Reflections’

Artist Copies and Responses

Jan 6^th – 10^th Feb

Unit 2: Externally Set Task

Initial recording and topic formulation

Unit 2: Externally Set Task

Artist Copies and Responses- Initial Development.

Deep Learning Activities

20^th April – 18^th May

Unit 1: Revisit, refine and present.

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Unit 1: ‘Mirrors and Reflections’

Development and Final Pieces

(Mock Exam)

24^th Feb – 30^th March

Unit 2: Externally Set Task

Development, Experimentation and Exam- Final Piece

1^st June – 13^th July

Study Leave

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Understanding: Students will understand how different artists have developed their work and analyse why these choices were made

Creativity: Students will selectively take inspiration of other artists, looking at how to create work which meets their identified title, but demonstrates understanding of multiple influences.

Management: Students will become increasingly responsible for the preparation, storage and production of work. At the end of Yr 11 they are working almost entirely independently.

Employability skills:

Students further develop fundamental creative skills, build resilience and create a portfolio of work to satisfy a brief.

Curriculum Intention:

Our linear course has allowed us to begin the Autumn term with a ‘skills drill’ which not only builds on students’ practical skill base but builds resilience and willingness to experiment (AO2), as they produce a range of practical outcomes to fit the title barriers. Though there is not the pressure of producing work to be examined, students finish the skill unit developing individual projects, linking to a Unit 1 or 2, project structure, and many students use this work as a starting point for their unit 1 and 2 topics.

An AS set task title is used to start a short, independent unit in HT 3-4 to allow students to take ownership of their ideas and apply new practical skills learned in HT 1 and 2.

Both Unit 1 coursework and written personal studies are started in HT 6, to promote the dialogue between the two units of work that the exam board seek. Students build upon existing areas of personal interest or new titles, allowing any issues to be identified before the summer break. Students are encouraged to visit museums and galleries relevant to their topic, during the break, building their marks for AO1 Develop.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Skills: ‘Barriers: Light’

Jan 6^th – 10^th Feb

AS Title Initial ideas and recording

20^th April – 18^th May

AS Title Final Outcomes

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Skills:’Barriers: Structures’

Development and Experimentation

Final Pieces ‘Barriers’

24^th Feb – 30^th March

AS Title Development, Experimentation

1^st June – 13^th July

New unit start and Essays

Written workshop lessons and mock exam.

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Outcomes may display reduced practical skill to begin with- this is normal and students are encouraged to push through more challenging practical activities, identifying their increased skill in the process.

Good application of artists’ styles should be evident, with increasing confidence in selection of contextual sources- link to written personal studies.

Employability skills:

• Resilience
• Practical skill build
• Appreciation of graphics within a fine art context

Curriculum Intention:

Students work on their Unit 1: Coursework until just before Feb HT. Feb HT is used as a time for reflection with students sent away to identify their response to a chosen title. This time allows students to re-focus and reflect upon the success of their previous unit. Fina exams have been moved to a slightly earlier point in Term 3 to prevent a sense of disillusion noted in some 13 groups with a longer period of preparatory study.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Unit 1: New unit recording and experimentation.

Jan 6^th – 10^th Feb

Unit 1: Final outcome and written personal study submission.

Unit 2 title issued and explored.

20^th April – 18^th May

Unit 2: Contextual research and artist analysis. Development.

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Unit 1: Contextual research and artist analysis. Development.

24^th Feb – 30^th March

Unit 2: recording and experimentation.

1^st June – 13^th July

Unit 1 presentation and refinement.

Moderation visit.

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Confidence in working to evidence each assessment objective should be clear. Student independent study, preparation and ability to meet deadlines should be excellent.

Employability skills:

• Refinement of a practical portfolio- used for interviews and applications
• Critiques that feed into post 6^th form study