Description

At KS3, Art & Design work on a carousel system with Food Preparation & Nutrition. This means that every student gets to experience working with a range of materials/process. This carousel system includes Fine Art, Textiles, 3D and Food Preparation & Nutrition. Each year students will develop skills in the following areas of the design cycle; research, analysis, design, development, practical, testing and evaluation.KS3 aims to develop creative individuals and give them an excellent foundation for the GCSE course.

Content

Year 7: Insects

Through this project, students will be introduced to and explore the formal elements of art — line, shape, tone, texture, form, pattern, and colour. They will experiment with a range of mediums and techniques, developing their skills through the study of various insect-themed artworks. By the end of the project, students will have gained a deeper understanding of how to use and combine different materials creatively, taking inspiration from the work of established artists.

In addition, students will complete an extended homework project focused on the work of Andy Goldsworthy. This will involve producing an artist analysis and creating their own sculpture inspired by his practice, allowing them to apply their understanding of natural forms and artistic processes in a personal and imaginative way.

Year 8: Portraiture

Students will be introduced to the art of portraiture, exploring how artists throughout history have represented people and identity. They will study a range of art movements and styles, developing an understanding of how art can influence opinions and be used for personal, social, spiritual, educational, and political expression. Through this project, students will learn how to generate ideas and produce a personal response that combines elements of portraiture and typography to communicate meaning.

In addition, students will complete an extended homework task, creating a cardboard portrait and producing a series of photographs that reflect their personality, further developing their ability to express identity through visual art.

Year 9 Celebration; Mexican Day of the Dead

Students will undertake a mini sustained project inspired by the Mexican celebration, the Day of the Dead. Through this project, they will develop an understanding of how to plan and create a teacher-guided sustained piece of work, learning to apply their knowledge of different materials, techniques, and artist influences. This project will help students build the skills needed to develop and refine ideas over time, leading towards a resolved and meaningful final outcome.

In addition, students will complete an extended homework task in which they will research a range of creative careers. They will then select one career of interest and produce an informative poster showcasing key information about that profession and the skills it requires.

Exam board

AQA Art & Design (Fine Art)

Description

Students will engage in the creative process of fine art to become independent, reflective, and imaginative learners. They will explore and experiment with a variety of materials, techniques, and processes, developing confidence in taking creative risks and learning from experience. Through research and making, students will build technical and critical understanding, refine ideas with increasing independence, and gain awareness of the roles and purposes of art and design within different historical, cultural, and professional contexts.

The following assessment objectives will be used to assess students throughout the course.

• AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
• AO3: Record ideas, observations and insights relevant to intentions as work progresses.
• AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Content

Component 1: Portfolio (worth 60% of the GCSE)

In Component 1 (portfolio) students will complete a series of skills-based tasks at the start of the course to build confidence and get them realising all the different ways that artwork can be produced. Students begin to work more independently and are introduced to a wider range of mediums and techniques through a series on demonstrations. This allows students to build their confidence with each Assessment objective. Currently, students respond to the starting point of ‘Everyday Objects’. Pupils will analyse artists work, undertake research, recording work and experimentation work to create a final response.

Pupils then move on to our sustained project based on ‘In The News’. This runs from April of Year 10 to January of Year 11. This starting point will evidence their full creative journey from initial ideas to the realisation of intentions, culminating in a final response.

Component 2: Externally Set Assignment (worth 40% of the GCSE)

In Component 2 (externally set assignment) students respond to a starting point provided by AQA. This response provides evidence of the student’s ability to work independently within specified time constraints, realise intentions that are personal and meaningful and explicitly address the requirements of all four assessment objectives.

The starting points are released by AQA for Component 2 in January of Year 11. Students are able to select their own preferred starting point and will spend lesson and homework time undertaking this project until creating their final response in a 10 hour timed session. The 10 hours are normally completed over two days.

Exam board

AQA Art & Design (Fine Art)

Description

Students will engage in the creative process of fine art to become independent, reflective, and imaginative learners. They will explore and experiment with a variety of materials, techniques, and processes, developing confidence in taking creative risks and learning from experience. Through research and making, students will build technical and critical understanding, refine ideas with increasing independence, and gain awareness of the roles and purposes of art and design within different historical, cultural, and professional contexts.

The following assessment objectives will be used to assess students throughout the course.

• AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding
• AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
• AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
• AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Content

Workshops: Before beginning Component 1 (Personal Investigation), students spend the first term of Year 12 developing their confidence through a series of skills-based workshops. These workshops are designed to enhance their technical ability and creativity, allowing them to experiment with a range of mediums, materials, and techniques, as well as to work on a larger scale to build confidence and ambition in their practice. Each workshop is also linked to the study of relevant artists, helping students to broaden their artistic knowledge and contextual understanding in preparation for their independent investigations.

Component 1: Personal Investigation (worth 60% of the A-Level)

The Personal Investigation starts in the January of year 12 and runs until January of year 13. This is a detailed insight into an idea, issue, concept or theme, which is supported by written material. The focus is decided independently by the student and following looking at a series of artists will lead to a finished outcome/series of related finished outcomes. Students work should show a clear journey to the viewer from starting point to final response. Relevant research into critical/contextual material will help the student make informed choices. The investigation can look at contemporary or past artists, photographers, designers or craftspeople.

To go alongside the sketchbook will be a 1000-3000 word essay which reflects on how the investigation went and what was learnt along the way. This essay is not marked separately but added to the project as part of the marking criteria for the sketchbook – the Personal Investigation is marked as a whole. There is also no restriction on the size of work produced for the final outcome/s.

Component 2: Externally Set Assignment (worth 40% of the A-Level)

In Component 2 (externally set assignment) students respond to a starting point provided by AQA. This response provides evidence of the student’s ability to work independently within specified time constraints, realise intentions that are personal and meaningful and explicitly address the requirements of all four assessment objectives.

The starting points are released by AQA for Component 2 in February of Year 13. Students select their own preferred starting point and will spend lesson and homework time undertaking this project until creating their final response in a 15-hour timed session. The 15 hours are normally completed over three days.