Art and Design Curriculum
Curriculum Intent – Content and Structure
The intended outcomes of what we teach:
Art and Design embody some of the highest forms of human creativity. Within Art and Design education, students should be equipped with the opportunity to:
Art is the obvious arena for students’ self-expression. With every art piece they create, they are using their creativity, their vision, dreams, wonder and sense of the world. |
Curriculum Implementation
Curriculum Content and Sequence
Year 7
Autumn | Spring | Summer |
| Play and Discovery: Play and Discovery Environment
Artist: Kelvin Okafor and Paul Noble
Artist: John Franzen
Collaborative drawing/ceramics Artist: Yayoi Kusama and Nuala O’Donavan
Still-life painting/colour theory/photography Artist: Rochelle White, Charles Ethan Porter and Audrey Flack. | Play and Discovery: Still Life Painting The project aims for students: To imaginatively combine their key skills in the formal elements and apply these to a still life painting. Use knowledge and understanding of the colour wheel to build on their ability to create form in a painting. All the colour groups Complementary Colours Harmonious Colours Contrasting Colours They will learn the following key terms and apply to a still life painting. To learn about still life art and painting techniques to paint and draw objects. Artist: Rochelle White, Charles Ethan Porter and Audrey Flack. | Digital Worlds The project aims for students: To understand and gain some knowledge of the history of British landscape artists, with specific focus on artists David Hockney and Sara Ludy. To learn to use a variety of digital painting techniques showing texture, colour, pattern and composition. To learn how to use sketches and drawings as preparation for a digital painting. To show they can translate the formal elements developed in drawings and sketches to a digital painting. To distil and demonstrate a knowledge of colour theory. To show they are able to recognise the characteristics of David Hockney’s paintings through the way they digitally mix colour and draw. |
Year 8
Autumn | Spring | Summer |
| Metamorphosis Animation Skill: Animation, drawing and set design. Art Movement: German Expressionism Key Artists: Tim Burton and David Roberts Extra Curricula: German Novelist Animation project is designed to develop students’ original ideas from initiation to realisation. Students begin making their first stop motion animation using layered paper and learn about the history of moving picture image. Students will learn about the Avant-Garde art movement, German Expressionism, within the wider historical backdrop of the First World War, the Weimar period and Hitler’s rise to power. The scheme of learning includes a study of Franz Kafka’s novella, The Metamorphosis, to enrich understanding of the contemporary cultural landscape and character design. Students will develop their own ideas by drawing a sketch of their character using primary and secondary sources and their imagination. They will learn how to realise their drawing into 3D models by creating a metal armature out of wire and learn modelling techniques to create a plasticine head. | Metamorphosis Animation Students have the opportunity to express individual thoughts and choices about their animation with a creative writing piece and storytelling. Students will develop their illustration skills by creating their own backdrop scene for their animation; inspired by German Expressionism set designs along with David Robert’s children’s books. Students will take risks and experiment with the animation techniques already learnt in the Autumn Term to create an animation using the Stop Motion app. They will learn the principles of animation such as frames per second, how to animate a mouth when their character talks and also the importance of lighting, set and props. They will learn about animation techniques used by Aardman, and Laika and how stop motion has evolved from handmade plasticine puppets to computer designed 3D printed puppets. | Urban Structures Skill: Architecture, 3-D building, design Art Movement: Contemporary Key Artists: Zara Hadid and Francis Kéré. Boyle Family and India Rose Bird This project is designed for students to problem solve collaborate effectively to design and create a new London Art Gallery architectural design. They will empathise and listen to increase their understanding of each other’s ideas. Key learning questions this term are: Can I design an urban structure using triangulation in preparation for building in 3-D? How could we personalise the design of our structures to make for better living environment? How can we develop our innovation? How do we make strong structures using limited recycled materials? How can we incorporate individual ideas into a team project? Students will explore the texture and patterns within the urban environment.There will be an opportunity for a photography lesson outside of the classroom where students will photograph different surfaces around the Academy. From these photography outcomes students will design and create a lino print inspired by the textures and patterns they see in the surfaces. |
Year 9
Autumn | Spring | Summer |
| Recording the Self Students will explore various processes and techniques to investigate approaches to portraiture. They will explore distortion through collage techniques inspired by the artist Brno Del Zou. Students will explore portrait photography and learn to draw in space with wire, as a response to the artist Alexander Caulder. Oil Painting and Portraiture Students will be introduced to oil painting techniques to create an accurate self-portrait. They will experiment with mixing skin tones and develop an understanding of scale and proportion whilst observing what they are painting through light and shade. Students will look at a diverse range of artists that reflects them and who they can see as ambitious career role models. Students will explore Joy Labinjo’s work how she uses line, tone and colour. Learning about Labinjo’s career to gain an understanding of how to make a career from Fine Art. There will be a Year 9 trip to The Courtauld Gallery in Central London which has an interesting collection of portraits, dating as far back as the 15th Century up to the current day. Visiting this large collection will demonstrate the wide range of approaches to portraiture, which there are. Students to gain independent research and recording skills by visiting virtual exhibitions with artists from different movements. | Agent of Change Ceramics and Portraiture Students will design and create their own self-portrait ceramic pot. They will combine their portrait design with an issue/theme that they care about most. Students research their issue and address RSHE themes within their issue and how it impacts them and others in the world. Students will develop skills in researching and developing an idea by collecting reference material and images to base their clay relief work on with other inspirational objects from their issue/theme. Students will look at 3D based artists such as Jess Riva Cooper and Ronit Baranga. Collecting reference material which can be used in class will be beneficial such as collecting images to base their clay relief work on or other inspirational objects from their issue. Students explore their own artists and movements that influence their theme or issue. Students will demonstrate an ability to explore and experiment with a range of 3-D ceramic techniques including slip and score, carving, impressing and engraving. Students will also demonstrate an ability to draw their pot designs ready for making using the formal elements. They will demonstrate an understanding of colour theory in their design and planning process as well as in their ceramic outcome. There will be an independent Art HL project to be launched this term, which will lead to a department prize at end of Spring Term for the best project about their chosen Ceramic Artist. | What are the Art and Design Movements? The project aims for students: To learn about the Surrealist Movement and key concepts. To learn about key Surrealist artists such as Salvador Dali and Max Ernst, as well as contemporary Surrealist artists, The Chapman Brothers. Learning how Paula Rego looks at literature and social constructs to inform her nightmare style work where hybrid creatures are created and come alive. To experiment with collage techniques to create strange juxtapositions of natural elements and machinery. To explore an element of chance and collaboration in their artwork, typical of the Surrealists, students play a game of Consequences as a response to the Chapman brothers Exquisite Corpse Series. To develop skills in dry-point etching and the process of using the printing press safely. |
Year 10
Autumn | Spring | Summer |
| Art, Craft and Design GCSE. Start of Component 1 (60% of grade) Project Theme: Collections Cabinets of Curiosity. Designing a cabinet of curiosity for their chosen Art movement and Theme.
Assessment Objective Focus: AO1 Develop AO3 Record Artists to be Studied:
| Component 1 Coursework Continued Cardboard Art Students begin to select their own artists that relate to their chosen theme and movement’s cabinet of curiosity. They begin to consider how they can use their artists as inspiration in their cabinet design.
Assessment Objective Focus: AO1 Develop AO2 Refine AO3 Record AO4 Present | Component 1 Coursework Continued Continue to develop their final outcome for component 1 (worth one quarter of component 1 grade). Explore a range of artists and designers of their choice that have relevance to the historical era of their chosen movement. |
Year 11
Autumn | Spring | Summer |
| Art, Craft and Design GCSE Start of Component 1 (60% of grade) Project theme: Collections Cabinets of Curiosity. Designing a cabinet of curiosity for their chosen art movement. Experiment and refine. Review and explore materials further. Assessment Objective Focus: AO2 Refine AO4 Present Students begin to select their own artists that relate to their chosen movement’s cabinet of curiosity. They begin to consider how they can use their artists as inspiration in their cabinet design. They can use the following gallery and museum websites to source artists and explore the contexts of their movement further: https://www.saatchigallery.com/ https://www.nationalgallery.org.uk/ The Student Art Guide publishes art project ideas, tips, best practice, and helpful learning strategies for high school art students around the world. Students can use the following website to help https://www.studentartguide.com/ | Art, Craft and Design GCSE Start of Component 2 (40% of grade) Exam Paper released 2 January. Preparatory period begins in January and students start work on their preparatory studies in response to the theme. Working from a specified theme, students will produce a series of ideas to support the development of their final piece using the media and techniques of their choice. To gain more knowledge of the course please visit https://qualifications.pearson.com/en/ qualifications/edexcel-gcses/art-and-design-2016.html | Art, Craft and Design GCSE Start of Component 2 (40% of grade) Assessment Objective Focus: AO1 Develop AO2 Refine AO3 Record Students will mount up their visual journey on black sheets to present their art work. Component 2 AO4 Present Students complete all preparatory studies before the start of the period of sustained focus. The 10-hour period of sustained focus during which students produce their final response(s) to the theme (worth one quarter of component 2 grade). This is the timed sustained focus and completed under exam conditions. |
Year 12
Autumn | Spring | Summer |
| Induction period. Workshop based. Students generate and develop ideas by completing small, discrete projects. Students are given opportunities to develop their knowledge, understanding and skills, to include:
Students Start Component 1 - Personal Investigation. Internally set and assessed with external moderation. Incorporates three major elements: supporting studies, practical work and a personal study based on themes and ideas developed from personal starting points. | Students start Component 1 Personal Investigation Internally set and assessed with external moderation. Incorporates three major elements: supporting studies, practical work, and a personal study based on themes and ideas developed from personal starting points. Students given opportunities to research primary and contextual sources. Students research appropriate artist references and record practical and written observations. | Students continue with their Personal Investigation. Students plan and undertake a contextual enquiry relevant to their ongoing practical work. The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose. |
Year 13
Autumn | Spring | Summer |
| Recap of the Personal Investigation. Students given opportunities to develop their knowledge, understanding and skills, to include:
| Students continue work on Personal Investigation and submit for internal moderation. Art and Design GCE Start of Component 2 (40% of grade) Exam Paper released in February. Preparatory period begins and students start work on their preparatory studies in response to the theme set by exam board. Working from a specified theme, students will produce a series of ideas to support the development of their final piece using the media and techniques of their choice. | Art and Design GCE Start of Component 2 (40% of grade) AO1 Develop AO2 Explore AO3 Record Students will mount up their visual journey on black sheets to present their art work. Component 2 AO4 Present Students complete all preparatory studies before the start of the period of sustained focus. The 15-hour period of sustained focus during which students produce their final response(s) to the theme (worth one quarter of component 2 grade). This is the timed sustained focus and completed under exam conditions. |
The Rationale for the Content and Sequence of what we Teach
Year | Why we Teach this Content and how the Content and Sequence of Topics Benefits our Students. |
Year 7 | The rationale of Year 7 Play and Discovery is to introduce students to the fundamental elements of Art and Design (colour, line, shape, form, tone, pattern and texture) and to show students how artists use these elements in different ways in their work. In the scheme, students are introduced to Art analysis through questioning, equipping them with art terminology as they look carefully at paintings and sculpture. They will understand how Art can have meaning and they will build their confidence to apply the elements of Art in their own work. |
Year 8 | Opportunities for students to be taught to develop their creativity and ideas and increase proficiency in their execution. Encourage students to be relational; to develop their ability to work collaboratively and built their confidence on their ideas. Encouraging creative thinking; students will learn transferable skills and give function and purpose to their creative journey. They will develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work. Build upon ability to manipulate 3-D materials; be resourceful in their approach to exploring and using the print-making processes |
Year 9 | Opportunities for students to express what they know, understand and can do, through a variety of media and various forms of 2-D and 3-D processes, techniques and outcomes. Develop an ability to work with sustained focus, becoming proficient in tonal and directional shading. Introduction to media and critical thinking which they will use in Key Stage 4 and Key Stage 5. Students will have an opportunity to select an independent theme to respond to practically and theoretically, which prepares them for the skills needed at GCSE. Develop their ability to work collaboratively to solve more complex problems and demonstrate a growing ability to refine their work and produce outcomes of value and competence. |
Year 10 | Students begin to select and investigate an Art movement of their choice where they are able to create a personal sketchbook to record their observations and use them to review and revisit ideas. Introductory period to improve their mastery of Art and Design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay). Develop their ideas through investigation, demonstrating critical understanding of sources and learning about great artists, architects and designers in history. |
Year 11 | Students are expected to respond to the work of others showing clear development in their ideas, depth of experimentation of media and proficiency of recording skills. For every component studied, students will produce a creative body of work which culminates in a refined and finished outcome. As students’ progress, they should be able to think critically and develop a more rigorous understanding of Art and Design. They should also know how Art and Design both reflect and shape our history and contribute to the culture, creativity and wealth of our nation. This is done through personal study and practical investigations. |
Year 12 | Students are expected to work with a more sophisticated visual language, overcome the challenges of working on varying scales and take a dynamic approach to media. Students develop more complexity in their skill base and they independently begin to negotiate meaning within their practice, working towards refined final outcomes. |
Year 13 | Portfolio preparation and personal investigation provide students with transferable skills such as; innovation, creativity, lateral thinking skills and an ability to work with sustained focus. All of these improve their employability and prepare the students for their application process for university. |
Key Stage 4 (KS4) and Key Stage 5 (KS5) only:
What exam board/syllabus do you teach?
GCSE Art and Design (unendorsed) Edexcel
GCE Art and Design (unendorsed) Edexcel
Why have you chosen this syllabus?
The course offers students an intellectually stimulating, creative, practical and personal learning experience. It aims to offer students opportunities to explore and investigate areas of personal interest and curiosity. This is done through visual research and experimentation.
In what ways is it suited to your students?
Typically, lessons will include discussions, practical work, presentations, tutorials, visual research and skills/materials workshops. There will be opportunities to take part in Art competitions, extra-curricular workshops and visits to galleries, museums and lecture talks.
Curriculum Implementation
The subject specific habits and behaviours we develop (or intend to develop) in our students
Subject Specific Habits and Behaviours | How we embed these in our students |
| To enhance pupils’ understanding and enjoyment of the observed world through the arts. To enable children to record from first-hand experience and from imagination, and to select their own ideas to use in their work. To develop creativity and imagination through a range of arts experiences, including Art and Design. To improve the children’s ability to control materials, tools and techniques in the visual arts. To increase the pupil’s critical awareness of the roles and purposes of the arts in different times and cultures. To foster an enjoyment and appreciation of the arts. To enable children to engage with a varied range of arts experiences. To encourage and enable children to appreciate, reflect on and make value judgements about the quality of their work and that of others. To encourage development of confidence, self-esteem and maturity through valued participation in arts activities. | High expectations of students made clear by the use of well-judged examples and demonstrations with good opportunities to refer to professional work. Consistent use of students’ ideas, observations, experiences, skills, demonstration and judicious use of teacher-talk, high-quality feedback by teachers during lessons and precise marking. Skilled use of information and communication technology (ICT). Strong subject knowledge, evident through our ability to use appropriate examples of Art, Craft and Design when presenting imagery and information creatively and provocatively. Well judged use of particular teaching strategies for different groups, adapted spontaneously in response to students’ reactions. |
Academy Ethos
Academy Curriculum Intent | How our department’s curriculum content and teaching approaches reflect the whole Academy ethos |
| A Curricular and Pastoral commitment to Micah 6v8: Do justice, love kindness and walk humbly with your God. High Expectations of students’ behaviour for learning, learning progress and respect for our community. A commitment to make learning enjoyable, engaging, relevant and challenging. A commitment to develop knowledge, skills and character. Consistency and fairness in approach and routines. Excellent and developing subject knowledge which inspires confidence in students. Effective collaboration across all parts of the Academy. Highly skilled teaching which deepens understanding and stimulates curiosity. A willingness to embrace research and innovation in order to enhance the learning potential of our students. Recognising and rewarding effective use of learning habits as well as academic achievement. | Art and Design stimulate creativity and promotes imagination. It provides a variety of sensory experiences and a unique way of understanding and responding to the world. It enables students to communicate what they see, feel and think through the use of colour, texture, form, pattern, construction and different materials and processes. Students become involved in shaping their environments through Art and Design activities. They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meanings through the work of artists and designers. Through learning about the roles and functions of Art, they can explore the impact it has had on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all our lives. |
Implementation
Academy Ethos
Micah 6v8: Do justice, love kindness, and walk humbly with your God | ||||
Curriculum Content Opportunities | Curriculum Delivery Opportunities | |||
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| Kindness |
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| Humility |
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Please click here to access the full Art and Design curriculum document.