“Art and Design lessons will be accessible and enjoyable to all, they will stimulate curiosity, boost creativity and give everybody the confidence and skills to make their mark”
Accommodation for Art & Design is provided in a suite of rooms within an Annexe block, which is shared with the Music and Design & Technology Departments. The main teaching area on the ground floor comprises of a general art room and pottery workshop with kilns and storeroom beyond. There are also facilities for computer-aided design work, both within the department and in a computer room, providing individual, and group work.
Key stage 3
Art and Design is a popular subject within the school. We have high standards and give students every opportunity and encouragement to learn and succeed in this subject.
At key stage 3 (KS3) we focus on building skills in drawing, painting, printmaking and 3D modelling. Students learn to keep a sketchbook where they research artists, experiment and develop ideas. The academic year is divided into 3 major projects, each with its own theme. Each project studied in KS3 is designed to provide opportunities to build on research skills, include opportunities to experiment with ideas and materials and produce work that will be exhibited at the end of year. The KS3 course will promote careers in Art and Design and be a foundation of skills for those wishing to continue onto our GCSE course in Art and Design. An end of year exhibition will showcase work from all the students in KS3.
Year 7
Term 1EXPLORATION PROJECT- ILLUSTRATION, COLLAGE |
| Students will study the artwork of illustrators El Gato Gomez and Jonathan Klassen, taking inspiration from the techniques used by these artists to recreate their own mixed media collages. As part of this unit of work students will research famous explorers and pioneers of air and space travel including Ernest Shackleton, Mae Jemison and Neil Armstrong |
Term 2PORTRAITURE- PAINTING, 3D |
| Students will study the artwork of Jean Michael Basquiat and Brno Del Zou taking inspiration from the techniques used by these artists to recreate their own experimental self-portrait. As part of this unit of work students will produce a self-portrait using pencil and a clay sculpture that exaggerates facial proportions. |
Term 3COLOUR- CHARCOAL and PASTELS |
| Students will study the digital and painted landscapes of fine artist David Hockney. They will visit the ‘bondu’ to collect natural forms and will experiment with different colour combinations to produce their own vibrant artwork. They will use oil pastels and incorporate both complementary and harmonious colour schemes in their drawings of plants indigenous to our local surroundings. |
Year 8
Term 1POP UP PROJECT- PEN and INK DRAWING |
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Students will study the styles and techniques of illustrators John Kenn Mortensen and Jon Burgerman taking inspiration from these contemporary illustrators to create their own pop up card. They will experiment with the design of their own animated characters and research careers in the field of commercial Art and Design. |
Term 2MAKING A COIL POT- 3D CLAY MODELLING |
| Students will explore the career of a ceramicist and then design and make their own coil pot using traditional clay modelling methods. They will make pencil and charcoal drawings of natural forms that will be used as inspiration for the decoration of their pots. |
Term 3A CONCEPT IN A BOX- MIXED MEDIA |
| Students will research artists Tom Phillips, Claire Brewster, Shannon Rankin and Joseph Cornell. They will take inspiration from the techniques used by these artists by incorporating maps, texts and boxes into their own artwork. They will use written texts to produce blackout poetry and make a mini sculptural installation that is derived from found objects, a box and a collection of words. They will learn how to represent their own thoughts and ideas through non-representational art and understand the importance and relevance of conceptual art. |
Year 9
Term 1MYTHICAL BEASTS- DIGITAL, WATERCOLOUR |
| Students will study the street artist Phlegm and the photography and mixed media specialist Charlotte Carron. They will use traditional collage techniques and Photoshop to create their own part human, part animal, mythical beast. They will discuss the ethical implications of human and animal DNA experimentation and produce a pen and watercolour outcome to this project. |
Term 2ARCHITECTURE- 3D CARD CONSTRUCTION |
| Students will explore the career of an architect and then design and make a building that will demonstrate a range of 3D modelling skills. They will begin the project by researching styles and traditions in architecture, generate their own ideas through drawing and eventually realise their intentions using clay and card construction techniques. |
Term 3ANIMAL CAMOFLAGUE- ETCHING, PAINTING |
| Students will research animals native to Cyprus and create an etching using traditional intaglio printmaking techniques. They will use mono printing and acrylic painting techniques to develop a large-scale response on the theme of animal camouflage. |
How are students taught?
At Key Stage 3, students are timetabled for one double lesson (two hours) of Art and Design per fortnight, and are taught in mixed ability groups.
How will students be assessed
Students are assessed on their ability to accurately record the visual elements. They will be assessed throughout each project with a summative assessment taking place at the end of each term or unit of work.
How much homework can students expect?
At the start of the year all students will receive a timetable of all homework that will be set in that academic year. They will receive 4 homework tasks per term and these will be directly linked to the projects that they have studied. All parents should ask to see a copy of the homework timetable that can be found in the front of student’s sketchbooks.
How can parents help?
Parent’s can help students through encouragement and praise, monitoring homework tasks, taking an interest in their children’s Art sketchbook and attending exhibitions of their children’s artwork.
Key stage 4
Art and Design is a challenging subject that develops each student’s ability to appreciate the visual world and respond to it in a creative way.
Content of Course,
The GCSE Art, Craft & Design course aims to enable all Year 10 and Year 11 students to demonstrate growth and development of their creative powers and visual understanding. Art Classes are organised as mixed ability groups, following a syllabus leading to a common examination at the end of two years.
The Year 10 course seeks to develop and improve students’ skills and understanding of various art disciplines. Drawing is an important part of the course alongside painting, design work, mixed media, three-dimensional work and a study of artists and their work. Several pieces of work are undertaken in Year 10 and students are expected to prepare for these using sketchbooks. Homework is set once a week and is an integral part of the course.
In Year 11, students will use all the skills and knowledge developed in Year 10 to produce more individual based pieces of work. They are able to select the media and methods with which they wish to work.
The best work from Year 10 and Year 11 will be selected as the work to be assessed for the Controlled Assessment- Component 1.
It is important that students work hard at all times, as potentially, any of the work produced over the two years could be selected.
produced over the two years could be selected.
Typical assignments in GCSE:
Students will complete two taught projects responding to artists who have made artwork about the world we live in and one topic which they will select for themselves. Typical themes include, Identity, portraiture, the built and natural environments. Students will study the work of other artists and designers and make a range of practical responses in areas such as painting, printmaking, sculpture, textiles, mixed media and photography. They will take inspiration from their chosen artists and work in sketchbooks to develop their own ideas in relation to each project theme. Each project will conclude with a major piece of artwork that will be submitted for the end of course exhibition. This body of work is referred to as the Portfolio.
Summary of scheme of assessment:
Component 1: Portfolio
In Component 1 (portfolio) students develop responses to initial starting points, project briefs or specified tasks and realise intentions informed by research, the development and refinement of ideas and meaningful engagement with selected sources. Responses will include evidence of drawing for different purposes and needs and written annotation.
What’s assessed:
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A portfolio that in total shows coverage of the four assessment objectives:
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.
How is student’s work assessed?
At the end of the course in Year 11, each student displays their work in an exhibition showing the best work from their coursework and work completed during their externally set assignment. All students’ work is marked by the school and moderated by the exam board during a visit.
Component 1: Portfolio = 60% of GCSE
Component 2: Externally set assignment
What’s assessed:
Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.
For the Externally Set Timed Test, there will be a preparatory period followed by 10 hours of supervised time under examination conditions in which students produce their final response(s) to the examination theme.
How it’s assessed:
All students’ work is marked by the school and moderated by the exam board during a visit to the department.
Component 2: Externally set assignment = 40% of GCSE
Key stage 5
Entry requirements:
Usually, a GCSE pass at grade ‘5’ or above in Art is required. A commitment towards improving drawing and other skills is essential. Students will be expected to show the maturity to work in an independent, conscientious manner. Students must be prepared to make good use of study time.
This exciting and challenging course builds on the knowledge and skills acquired at GCSE and focuses on the full range of art and design practice and the integration of theoretical knowledge and understanding.
Content of Course:
The GCE in Art and Design has been designed to ensure that not only practical artistic skills and abilities should be developed in any course of study, but also that the study of art and design and its various contexts should form part of any student’s education.
Therefore, in addition to making artefacts, students are encouraged to reflect on their own work and on the work of others.
At the start of the course we will promote a wide range of recording skills followed by a variety of experimentation.
A Level – Two-year course
Component 1: Portfolio
Each student must include in their portfolio:
A selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study.
At least one extended collection of work or project, based on an idea, concept, theme or issue. This should demonstrate the student’s ability to sustain work from an initial starting point to a realisation. It should include evidence of their ability to research and develop ideas and link their work in a meaningful way to relevant critical/contextual materials.
What’s assessed:
A portfolio that in total shows coverage of the four assessment objectives:
The assessments will measure how students have achieved the following assessment objectives:
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.
Component 1: Personal investigation
This is a practical investigation supported by written material.
Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes.
The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation.
The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials.
The written material must confirm understanding of creative decisions, providing evidence of all four assessment objectives.
The written material must:
Be a coherent and logically structured extended response of between 1000 and 3000 words of continuous prose.
Component 1: Portfolio & Personal investigation = 60% of A Level
Component 2: Externally set assignment
This will consist of a choice of questions to be used as starting points. Students are required to select one. Coverage of all four assessment objectives must be evident.
Preparatory period + 15 hours supervised time
40% of A – level
How is student’s work assessed?
At the end of the course in Year 13, each student displays their work in an exhibition showing their best work from their coursework and work completed during their externally set assignment.
All students’ work is marked by the school and moderated by the exam board during a visit.
Higher education and career opportunities
The Art and Design A level qualification contributes to the UCAS points system for entry to all degree level courses.
Often, students who choose to study Art based degree courses attend a one-year Art Foundation Course in which they will sample various art and design disciplines. From these experiences, they will select an area of art specialism and apply for a three-year BA (Hons.) course in this subject area. Examples of art and design specialisms include: Fine Art (painting, printmaking, sculpture), Graphics,
Illustration, Computer Design, 3-Dimensional Industrial Design, Fashion and Textiles, Interior Design and Photography. It is also useful to study Art when considering a career in architecture.