Welcome to Art
Why learn Art, Craft & Design?
Purpose of study Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. 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.
The national curriculum for art and design aims to ensure that all students:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
Art Curriculum Overview
Please click the year group and half-term to view additional information.
| Half Term 1 |
| Knowledge |
| Part A (SBL) - Drawing |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Part B (ABH) - Textiles |
| Introduction to textiles |
| Handsewing, machine sewing |
| Skills / application of knowledge |
| Observational drawing |
| Sweets – spheres, cubes |
| convergent (more prescribed) |
| Basic hand stitches |
| Straight machine stitch |
| convergent (more prescribed) |
| Contextual Studies |
| Why is Art so Weird? |
| https://www.youtube.com/watch?v=6jhG7T1y_vk |
| Is colour Art or Science? |
| https://youtu.be/Ny-tVIqdY8A |
| Sara Graham |
| Vincent Vangogh |
| George Seurat |
| Textile artists: |
| Lucy Sparrow |
| Holly Levell |
| Pop art |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS1 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination |
| KS1 to use a range of materials creatively to design and make products |
| KS1 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space |
| KS2 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] |
| Assessment |
| DC1 PROVE IT – Drawing outcome. |
| I can demonstrate the techniques of tones, gradual shading and mark making. |
| Baseline assessment - observation drawing |
| DC1 PROVE IT – Textile outcome. |
| I can demonstrate surface decoration techniques and basic hand and machine stitches. |
| Textile piece |
| Half Term 2 |
| Knowledge |
| Part A (SBL) - Drawing |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Part B (ABH) - Textiles |
| Introduction to textiles |
| Handsewing, machine sewing |
| Skills / application of knowledge |
| Observational drawing |
| Sweets – spheres, cubes |
| convergent (more prescribed) |
| Basic hand stitches |
| Straight machine stitch |
| convergent (more prescribed) |
| Contextual Studies |
| Why is Art so Weird? |
| https://www.youtube.com/watch?v=6jhG7T1y_vk |
| Is colour Art or Science? |
| https://youtu.be/Ny-tVIqdY8A |
| Sara Graham |
| Vincent Vangogh |
| George Seurat |
| Textile artists: |
| Lucy Sparrow |
| Holly Levell |
| Pop art |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS1 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination |
| KS1 to use a range of materials creatively to design and make products |
| KS1 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space |
| KS2 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] |
| Assessment |
| DC1 PROVE IT – Drawing outcome. |
| I can demonstrate the techniques of tones, gradual shading and mark making. |
| Baseline assessment - observation drawing |
| DC1 PROVE IT – Textile outcome. |
| I can demonstrate surface decoration techniques and basic hand and machine stitches. |
| Textile piece |
| Half Term 3 |
| Knowledge |
| Part A (SBL) - Drawing |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Part B (ABH) - Textiles |
| Introduction to textiles |
| Handsewing, machine sewing |
| Skills / application of knowledge |
| Observational drawing |
| Sweets – spheres, cubes |
| convergent (more prescribed) |
| Basic hand stitches |
| Straight machine stitch |
| convergent (more prescribed) |
| Contextual Studies |
| Why is Art so Weird? |
| https://www.youtube.com/watch?v=6jhG7T1y_vk |
| Is colour Art or Science? |
| https://youtu.be/Ny-tVIqdY8A |
| Sara Graham |
| Vincent Vangogh |
| George Seurat |
| Textile artists: |
| Lucy Sparrow |
| Holly Levell |
| Pop art |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS1 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination |
| KS1 to use a range of materials creatively to design and make products |
| KS1 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space |
| KS2 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] |
| Assessment |
| DC1 PROVE IT – Drawing outcome. |
| I can demonstrate the techniques of tones, gradual shading and mark making. |
| Baseline assessment - observation drawing |
| DC1 PROVE IT – Textile outcome. |
| I can demonstrate surface decoration techniques and basic hand and machine stitches. |
| Textile piece |
| Half Term 4 |
| Knowledge |
| Part A (SBL) -Painting (Water Colour) |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Part B (ABH) - Sculpture |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Skills / application of knowledge |
| Painting (water colour) |
| Introduction to Colour Theory; |
| Mixing paint |
| Applying paint |
| Creating a composition |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Patterns; mixed media |
| Plastiplay/ Air drying clay |
| 3D Coil pot |
| 3D pinch pot |
| divergent (less prescribed) |
| Contextual Studies |
| Why is Art so Weird? |
| https://www.youtube.com/watch?v=6jhG7T1y_vk |
| Is colour Art or Science? |
| https://youtu.be/Ny-tVIqdY8A |
| Sara Graham |
| Vincent Vangogh |
| George Seurat |
| Textile artists: |
| Lucy Sparrow |
| Holly Levell |
| Pop art |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS1 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination |
| KS1 to use a range of materials creatively to design and make products |
| KS1 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space |
| KS2 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] |
| Assessment |
| DC2 PROVE IT – Painting outcome. |
| I can demonstrate the techniques of colour theory, applying paint with control and applying tones of tints and shades. |
| Create a piece of work inspired by an artist that demonstrates my painting skills. |
| DC2 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of techniques when using a variety of 3D materials. |
| Manipulation of 3D materials. Form the shape of a vessel using the pinch pot/coil pot technique |
| Half Term 5 |
| Knowledge |
| Part A (SBL) -Painting (Water Colour) |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Part B (ABH) - Sculpture |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Skills / application of knowledge |
| Painting (water colour) |
| Introduction to Colour Theory; |
| Mixing paint |
| Applying paint |
| Creating a composition |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Patterns; mixed media |
| Plastiplay/ Air drying clay |
| 3D Coil pot |
| 3D pinch pot |
| divergent (less prescribed) |
| Contextual Studies |
| Why is Art so Weird? |
| https://www.youtube.com/watch?v=6jhG7T1y_vk |
| Is colour Art or Science? |
| https://youtu.be/Ny-tVIqdY8A |
| Sara Graham |
| Vincent Vangogh |
| George Seurat |
| Textile artists: |
| Lucy Sparrow |
| Holly Levell |
| Pop art |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS1 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination |
| KS1 to use a range of materials creatively to design and make products |
| KS1 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space |
| KS2 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] |
| Assessment |
| DC2 PROVE IT – Painting outcome. |
| I can demonstrate the techniques of colour theory, applying paint with control and applying tones of tints and shades. |
| Create a piece of work inspired by an artist that demonstrates my painting skills. |
| DC2 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of techniques when using a variety of 3D materials. |
| Manipulation of 3D materials. Form the shape of a vessel using the pinch pot/coil pot technique |
| Half Term 6 |
| Knowledge |
| Part A (SBL) -Painting (Water Colour) |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Part B (ABH) - Sculpture |
| Basic Skills in Art |
| The Art Elements |
| Line, Tone, Shape & Form, Texture, Colour, Pattern |
| Skills / application of knowledge |
| Painting (water colour) |
| Introduction to Colour Theory; |
| Mixing paint |
| Applying paint |
| Creating a composition |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Patterns; mixed media |
| Plastiplay/ Air drying clay |
| 3D Coil pot |
| 3D pinch pot |
| divergent (less prescribed) |
| Contextual Studies |
| Why is Art so Weird? |
| https://www.youtube.com/watch?v=6jhG7T1y_vk |
| Is colour Art or Science? |
| https://youtu.be/Ny-tVIqdY8A |
| Sara Graham |
| Vincent Vangogh |
| George Seurat |
| Textile artists: |
| Lucy Sparrow |
| Holly Levell |
| Pop art |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS1 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination |
| KS1 to use a range of materials creatively to design and make products |
| KS1 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space |
| KS2 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] |
| Assessment |
| DC2 PROVE IT – Painting outcome. |
| I can demonstrate the techniques of colour theory, applying paint with control and applying tones of tints and shades. |
| Create a piece of work inspired by an artist that demonstrates my painting skills. |
| DC2 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of techniques when using a variety of 3D materials. |
| Manipulation of 3D materials. Form the shape of a vessel using the pinch pot/coil pot technique |
| Half Term 1 |
| Knowledge |
| Part A (SBL) -Painting |
| Basic skills part 2. |
| Environments |
| Landscapes |
| Colour part 2 |
| Part B (ABH) - Sculpture |
| Sculpture mobile using 3D materials |
| Skills / application of knowledge |
| Painting (acrylic) |
| Landscapes |
| Painting Perspective |
| Composition |
| Environments |
| Landscapes |
| Landscape painting |
| Sculpture |
| 3D media |
| Foam board |
| Wire |
| Divergent (less prescribed) |
| Contextual Studies |
| What is Impressionism? |
| https://www.youtube.com/watch?v=nesTk_6j-0c |
| Landscape artists: |
| David Hockney |
| The Impressionism - Monet, Post impressionism - Van Gogh. |
| Neo Impressionism – Seurat (Pointillism) |
| 3D/Sculptors/ceramists: |
| Alexander Calder |
| Henry Moore |
| Barbra Hepworth |
| Links to prior learning |
| Year 7 use of the formal elements Year 7 |
| Observational drawings/ Painting |
| Year 7 colour theory |
| Year 7 Colour part 1 |
| Year 7 Sculpture |
| Plastiplay/Air drying clay |
| 3D Coil pot |
| 3D pinch pot |
| Assessment |
| DC1 PROVE IT - Painting outcome. |
| I can demonstrate perspective/composition, when painting, whilst being inspired by an artist style. |
| Painting development using varying techniques. |
| DC1 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of skills and mediums, when producing a sculpture whilst being inspired by sculptural artists. |
| Sculpture: Use a range of techniques. |
| Half Term 2 |
| Knowledge |
| Part A (SBL) -Painting |
| Basic skills part 2. |
| Environments |
| Landscapes |
| Colour part 3 |
| Part B (ABH) - Sculpture |
| Sculpture mobile using 3D materials |
| Skills / application of knowledge |
| Painting (acrylic) |
| Landscapes |
| Painting Perspective |
| Composition |
| Environments |
| Landscapes |
| Landscape painting |
| Sculpture |
| 3D media |
| Foam board |
| Wire |
| Divergent (less prescribed) |
| Contextual Studies |
| What is Impressionism? |
| https://www.youtube.com/watch?v=nesTk_6j-0c |
| Landscape artists: |
| David Hockney |
| The Impressionism - Monet, Post impressionism - Van Gogh. |
| Neo Impressionism – Seurat (Pointillism) |
| 3D/Sculptors/ceramists: |
| Alexander Calder |
| Henry Moore |
| Barbra Hepworth |
| Links to prior learning |
| Year 7 use of the formal elements Year 7 |
| Observational drawings/ Painting |
| Year 7 colour theory |
| Year 7 Colour part 1 |
| Year 7 Sculpture |
| Plastiplay/Air drying clay |
| 3D Coil pot |
| 3D pinch pot |
| Assessment |
| DC1 PROVE IT - Painting outcome. |
| I can demonstrate perspective/composition, when painting, whilst being inspired by an artist style. |
| Painting development using varying techniques. |
| DC1 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of skills and mediums, when producing a sculpture whilst being inspired by sculptural artists. |
| Sculpture: Use a range of techniques. |
| Half Term 3 |
| Knowledge |
| Part A (SBL) -Painting |
| Basic skills part 2. |
| Environments |
| Landscapes |
| Colour part 4 |
| Part B (ABH) - Sculpture |
| Sculpture mobile using 3D materials |
| Skills / application of knowledge |
| Painting (acrylic) |
| Landscapes |
| Painting Perspective |
| Composition |
| Environments |
| Landscapes |
| Landscape painting |
| Sculpture |
| 3D media |
| Foam board |
| Wire |
| Divergent (less prescribed) |
| Contextual Studies |
| What is Impressionism? |
| https://www.youtube.com/watch?v=nesTk_6j-0c |
| Landscape artists: |
| David Hockney |
| The Impressionism - Monet, Post impressionism - Van Gogh. |
| Neo Impressionism – Seurat (Pointillism) |
| 3D/Sculptors/ceramists: |
| Alexander Calder |
| Henry Moore |
| Barbra Hepworth |
| Links to prior learning |
| Year 7 use of the formal elements Year 7 |
| Observational drawings/ Painting |
| Year 7 colour theory |
| Year 7 Colour part 1 |
| Year 7 Sculpture |
| Plastiplay/Air drying clay |
| 3D Coil pot |
| 3D pinch pot |
| Assessment |
| DC1 PROVE IT - Painting outcome. |
| I can demonstrate perspective/composition, when painting, whilst being inspired by an artist style. |
| Painting development using varying techniques. |
| DC1 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of skills and mediums, when producing a sculpture whilst being inspired by sculptural artists. |
| Sculpture: Use a range of techniques. |
| Half Term 4 |
| Knowledge |
| Part A (SBL) -Drawing |
| Basic skills part 2. |
| Drawing - Architecture |
| Part B (ABH) - Textiles |
| Part 2 textiles |
| Variety of handsewing/ machine sewing |
| Environment |
| Fast fashion sustainability |
| Skills / application of knowledge |
| 2 point perspective |
| Building drawings |
| Graffiti |
| Building with graffiti |
| Mural Design |
| Textiles mixed media piece |
| Transfer pastels |
| Mixed media |
| Poly print |
| Hand/machine variety of stitches |
| Convergent (more prescribed) |
| Divergent (less prescribed) |
| Contextual Studies |
| What is Impressionism? |
| https://www.youtube.com/watch?v=nesTk_6j-0c |
| Barbra Gilhooly |
| Hundertwasser |
| Art Nouveau Architecture |
| Iris Van Herpen |
| Textile artists: Carolyn Saxby |
| Links to prior learning |
| Year 7 use of the formal elements Year 7 |
| Observational drawings/ Painting |
| Year 7 colour theory |
| Year 7 Colour part 1 |
| Year 7 textiles |
| Textiles |
| Basic hand stitches |
| Straight machine stitch |
| Assessment |
| DC2 PROVE IT – Drawing /mixed media outcome |
| I can demonstrate perspective, when using a variety of media, whilst being inspired by an artist. |
| Building drawings. |
| DC2 PROVE IT - Textile outcome. |
| I can demonstrate a variety of surface decoration techniques and a variety of hand and machine stitches. |
| Textile outcome – shorts/skirt. |
| Half Term 5 |
| Knowledge |
| Part A (SBL) -Drawing |
| Basic skills part 2. |
| Drawing - Architecture |
| Part B (ABH) - Textiles |
| Part 2 textiles |
| Variety of handsewing/ machine sewing |
| Environment |
| Fast fashion sustainability |
| Skills / application of knowledge |
| 3 point perspective |
| Building drawings |
| Graffiti |
| Building with graffiti |
| Mural Design |
| Textiles mixed media piece |
| Transfer pastels |
| Mixed media |
| Poly print |
| Hand/machine variety of stitches |
| Convergent (more prescribed) |
| Divergent (less prescribed) |
| Contextual Studies |
| What is Impressionism? |
| https://www.youtube.com/watch?v=nesTk_6j-0c |
| Barbra Gilhooly |
| Hundertwasser |
| Art Nouveau Architecture |
| Iris Van Herpen |
| Textile artists: Carolyn Saxby |
| Links to prior learning |
| Year 7 use of the formal elements Year 8 |
| Observational drawings/ Painting |
| Year 7 colour theory |
| Year 7 Colour part 2 |
| Year 7 textiles |
| Textiles |
| Basic hand stitches |
| Straight machine stitch |
| Assessment |
| DC2 PROVE IT – Drawing /mixed media outcome |
| I can demonstrate perspective, when using a variety of media, whilst being inspired by an artist. |
| Building drawings. |
| DC2 PROVE IT - Textile outcome. |
| I can demonstrate a variety of surface decoration techniques and a variety of hand and machine stitches. |
| Textile outcome – shorts/skirt. |
| Half Term 6 |
| Knowledge |
| Part A (SBL) -Drawing |
| Basic skills part 2. |
| Drawing - Architecture |
| Part B (ABH) - Textiles |
| Part 2 textiles |
| Variety of handsewing/ machine sewing |
| Environment |
| Fast fashion sustainability |
| Skills / application of knowledge |
| 4 point perspective |
| Building drawings |
| Graffiti |
| Building with graffiti |
| Mural Design |
| Textiles mixed media piece |
| Transfer pastels |
| Mixed media |
| Poly print |
| Hand/machine variety of stitches |
| Convergent (more prescribed) |
| Divergent (less prescribed) |
| Contextual Studies |
| What is Impressionism? |
| https://www.youtube.com/watch?v=nesTk_6j-0c |
| Barbra Gilhooly |
| Hundertwasser |
| Art Nouveau Architecture |
| Iris Van Herpen |
| Textile artists: Carolyn Saxby |
| Links to prior learning |
| Year 7 use of the formal elements Year 9 |
| Observational drawings/ Painting |
| Year 7 colour theory |
| Year 7 Colour part 3 |
| Year 7 textiles |
| Textiles |
| Basic hand stitches |
| Straight machine stitch |
| Assessment |
| DC2 PROVE IT – Drawing /mixed media outcome |
| I can demonstrate perspective, when using a variety of media, whilst being inspired by an artist. |
| Building drawings. |
| DC2 PROVE IT - Textile outcome. |
| I can demonstrate a variety of surface decoration techniques and a variety of hand and machine stitches. |
| Textile outcome – shorts/skirt. |
| Half Term 1 |
| Knowledge |
| Part A (SBL) -Drawing |
| Portraits |
| Part B (ABH) -Textiles |
| Fashion design |
| Skills / application of knowledge |
| Portraits Drawing from Direct observation |
| Proportions |
| Stencil /print |
| Textiles Skull stencil |
| Hand/machine sewing (more complex) |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Contextual Studies |
| Portrait artists: |
| Allison Kunath |
| John Singer Sargent |
| Fashion: |
| Vivienne Westwood |
| Alexander McQueen |
| Links to prior learning |
| Year 7 & 8 Observational drawing skills |
| Year 7 textiles |
| Basic hand stitches |
| Straight machine stitch |
| Year 8 textiles |
| Hand/machine variety of stitches |
| Assessment |
| DC1 PROVE IT - Drawing outcome. |
| I can demonstrate the formal elements, refine detail and proportion when sketching a portrait. |
| Reflection: Use of the formal elements |
| DC1 PROVE IT - Textile outcome. |
| I can demonstrate more complex surface decoration techniques and more complex hand and machine stitches. |
| Textile mixed media kimono top: Understanding and skill of handling of different materials. |
| Understanding of art and about the history of art including periods, styles and major movements. |
| Half Term 2 |
| Knowledge |
| Part A (SBL) -Drawing |
| Portraits |
| Part B (ABH) -Textiles |
| Fashion design |
| Skills / application of knowledge |
| Portraits Drawing from Direct observation |
| Proportions |
| Stencil /print |
| Textiles Skull stencil |
| Hand/machine sewing (more complex) |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Contextual Studies |
| Portrait artists: |
| Allison Kunath |
| John Singer Sargent |
| Fashion: |
| Vivienne Westwood |
| Alexander McQueen |
| Links to prior learning |
| Year 7 & 8 Observational drawing skills |
| Year 7 textiles |
| Basic hand stitches |
| Straight machine stitch |
| Year 8 textiles |
| Hand/machine variety of stitches |
| Assessment |
| DC1 PROVE IT - Drawing outcome. |
| I can demonstrate the formal elements, refine detail and proportion when sketching a portrait. |
| Reflection: Use of the formal elements |
| DC1 PROVE IT - Textile outcome. |
| I can demonstrate more complex surface decoration techniques and more complex hand and machine stitches. |
| Textile mixed media kimono top: Understanding and skill of handling of different materials. |
| Understanding of art and about the history of art including periods, styles and major movements. |
| Half Term 3 |
| Knowledge |
| Part A (SBL) -Drawing |
| Portraits |
| Part B (ABH) -Textiles |
| Fashion design |
| Skills / application of knowledge |
| Portraits Drawing from Direct observation |
| Proportions |
| Stencil /print |
| Textiles Skull stencil |
| Hand/machine sewing (more complex) |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Contextual Studies |
| Portrait artists: |
| Allison Kunath |
| John Singer Sargent |
| Fashion: |
| Vivienne Westwood |
| Alexander McQueen |
| Links to prior learning |
| Year 7 & 8 Observational drawing skills |
| Year 7 textiles |
| Basic hand stitches |
| Straight machine stitch |
| Year 8 textiles |
| Hand/machine variety of stitches |
| Assessment |
| DC1 PROVE IT - Drawing outcome. |
| I can demonstrate the formal elements, refine detail and proportion when sketching a portrait. |
| Reflection: Use of the formal elements |
| DC1 PROVE IT - Textile outcome. |
| I can demonstrate more complex surface decoration techniques and more complex hand and machine stitches. |
| Textile mixed media kimono top: Understanding and skill of handling of different materials. |
| Understanding of art and about the history of art including periods, styles and major movements. |
| Half Term 4 |
| Knowledge |
| Part A (SBL) - Painting |
| Painted Portraits |
| Part B (ABH) - Sculpture |
| 3D Masks |
| African Culture |
| Masks |
| Skills / application of knowledge |
| Portraits painted (gouache) |
| 3D Masks |
| Mod-Rock |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Contextual Studies |
| Portrait artists: |
| Modigliani |
| James Hague |
| Picasso (Portraits) |
| Picasso – Guernica |
| African culture – masks |
| Theodore Major (portraits) |
| Links to prior learning |
| Year 7, 8 & 9 Observational drawing skills |
| Year 7 and 8 colour theory |
| Year 7 and year 8 use of 3D material and techniques |
| Assessment |
| DC2 PROVE IT - Painting outcome. |
| I can demonstrate refinement and detail, when producing a portrait painting, whilst being inspired by an artist style. |
| Painting and mixed media application skills. |
| DC2 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of 3D materials and techniques when producing a mask inspired by art history and cultures. |
| Manipulation of 3D materials. Form and shape control of medium. |
| Refining work as it progresses. |
| Half Term 5 |
| Knowledge |
| Part A (SBL) - Painting |
| Painted Portraits |
| Part B (ABH) - Sculpture |
| 3D Masks |
| African Culture |
| Masks |
| Skills / application of knowledge |
| Portraits painted (gouache) |
| 3D Masks |
| Mod-Rock |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Contextual Studies |
| Portrait artists: |
| Modigliani |
| James Hague |
| Picasso (Portraits) |
| Picasso – Guernica |
| African culture – masks |
| Theodore Major (portraits) |
| Links to prior learning |
| Year 7, 8 & 9 Observational drawing skills |
| Year 7 and 8 colour theory |
| Year 7 and year 8 use of 3D material and techniques |
| Assessment |
| I can demonstrate refinement and detail, when producing a portrait painting, whilst being inspired by an artist style. |
| Painting and mixed media application skills. |
| DC2 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of 3D materials and techniques when producing a mask inspired by art history and cultures. |
| Manipulation of 3D materials. Form and shape control of medium. |
| Refining work as it progresses. |
| Half Term 6 |
| Knowledge |
| Part A (SBL) - Painting |
| Painted Portraits |
| Part B (ABH) - Sculpture |
| 3D Masks |
| African Culture |
| Masks |
| Skills / application of knowledge |
| Portraits painted (gouache) |
| 3D Masks |
| Mod-Rock |
| convergent (more prescribed) |
| divergent (less prescribed) |
| Contextual Studies |
| Portrait artists: |
| Modigliani |
| James Hague |
| Picasso (Portraits) |
| Picasso – Guernica |
| African culture – masks |
| Theodore Major (portraits) |
| Links to prior learning |
| Year 7, 8 & 9 Observational drawing skills |
| Year 7 and 8 colour theory |
| Year 7 and year 8 use of 3D material and techniques |
| Assessment |
| I can demonstrate refinement and detail, when producing a portrait painting, whilst being inspired by an artist style. |
| Painting and mixed media application skills. |
| DC2 PROVE IT – Sculpture outcome. |
| I can demonstrate a variety of 3D materials and techniques when producing a mask inspired by art history and cultures. |
| Manipulation of 3D materials. Form and shape control of medium. |
| Refining work as it progresses. |
| Half Term 1 |
| Knowledge |
| Introduction – Skills |
| Skills / application of knowledge |
| Skills based workshops |
| Experiments based on artists |
| Artist Annotations – opinions about the work of others. |
| Links to prior learning |
| Building on KS3 curriculum |
| skills |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO4 |
| Half Term 2 |
| Knowledge |
| Introduction – Skills |
| Skills / application of knowledge |
| Skills based workshops |
| Experiments based on artists |
| Artist Annotations – opinions about the work of others. |
| Links to prior learning |
| Building on KS3 curriculum |
| skills |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO5 |
| Half Term 3 |
| Knowledge |
| Introduction – Skills |
| Skills / application of knowledge |
| Research into the theme of your choice. |
| 1. Spider diagram with images |
| 2. Secondary source images internet, pinterest -Moodboards |
| Creating mood boards, developing skills of layout and composition. |
| Taking photographs, using rules of third, zoom etc |
| 3. Primary source images – photographs |
| 4. Theme other relevant research – Moodboards |
| Observational techniques using the formal elements. Looking at three-dimensional form and shape. |
| 5. Observational drawing |
| 6. Research Annotations - research links to personal intentions |
| 7. Artists/ Designers research |
| Links to prior learning |
| Building on KS3 curriculum and Year 10 Introduction to skills |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO6 |
| Half Term 4 |
| Knowledge |
| A sustained project. The Everyday |
| Skills / application of knowledge |
| Using the initial research of Mood boards , photographs, observational drawing of the research of the chosen artists we are creating and developing samples and techniques for experimentation purposes |
| 8. Experiments based on artists |
| 9. Artist Annotations - opinions about the work of others. |
| * MY CREATIVE STATEMENT COMPLETION OF THIS SECTION IS COMPULSORY |
| Complete and submit this statement with your work as it may be beneficial to the moderation process and will be referred to when it is assessed. |
| Explain the MAIN IDEA for this assignment. |
| Links to prior learning |
| Building on KS3 curriculum and Year 10 Introduction to skills |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO4 |
| Half Term 5 |
| Knowledge |
| A sustained project. The Everyday |
| Skills / application of knowledge |
| Preparatory period followed by 10 hours of supervised time |
| 40% of GCSE |
| 10. Initial design ideas - thumbnail sketches |
| Generating ideas form the samples, techniques and artist influence |
| The generation of ideas continues |
| 11. Design ideas |
| 12. Design Annotations – how has your research inspired your design ideas |
| 13. Experiments based on ideas |
| 14. Annotations - review of experiments |
| 15. Developed design ideas |
| Links to prior learning |
| Building on KS3 curriculum and Year 10 Introduction to skills |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO4 |
| Half Term 6 |
| Knowledge |
| A sustained project. The Everyday |
| Skills / application of knowledge |
| Developing a final response using skills developed and techniques learned |
| 16. Refined ideas/ experiments |
| 17. Final design/ outcome |
| Plan of practical outcome |
| * MY CREATIVE STATEMENT COMPLETION OF THIS SECTION IS COMPULSORY |
| Complete and submit this statement with your work as it may be beneficial to the moderation process and will be referred to when it is assessed. |
| Describe the CONTEXT (influences, purposes and meanings) of your work. |
| Links to prior learning |
| Building on KS3 curriculum and Year 10 Introduction to skills |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO4 |
| Half Term 1 |
| Knowledge |
| A sustained project. |
| Skills / application of knowledge |
| Personal response |
| 18. Plan - preparation for 10 hours |
| Photographs of progress |
| 19. Photos of stages of progress |
| Links to prior learning |
| Building on Year 10 |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO4 |
| Half Term 2 |
| Knowledge |
| A sustained project. |
| Skills / application of knowledge |
| Personal response |
| 20. Annotations - the journey links back to research/artists |
| * MY CREATIVE STATEMENT COMPLETION OF THIS SECTION IS COMPULSORY |
| Complete and submit this statement with your work as it may be beneficial to the moderation process and will be referred to when it is assessed. |
| REFLECT on your work critically as it progresses and on its completion. |
| Links to prior learning |
| Building on Year 10 |
| Assessment |
| EDUQAS Assessment objectives AO1, AO2, AO3, AO4 |
| Half Term 3 |
| Knowledge |
| Preparatory period |
| Skills / application of knowledge |
| Externally set assignments 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. |
| * MY CREATIVE STATEMENT COMPLETION OF THIS SECTION IS COMPULSORY |
| Complete and submit this statement with your work as it may be beneficial to the moderation process and will be referred to when it is assessed. |
| Explain the MAIN IDEA for this assignment. |
| Describe the CONTEXT (influences, purposes and meanings) of your work. |
| Links to prior learning |
| Building on Year 10/11 |
| Half Term 4 |
| Knowledge |
| 10 hours of supervised time |
| Skills / application of knowledge |
| Preparatory period followed by 10 hours of supervised time . 40% of GCSE |
| * MY CREATIVE STATEMENT COMPLETION OF THIS SECTION IS COMPULSORY |
| Complete and submit this statement with your work as it may be beneficial to the moderation process and will be referred to when it is assessed. |
| REFLECT on your work critically as it progresses and on its completion. |
| Half Term 5 |
| Skills / application of knowledge |
| Non-exam assessment (NEA) set and marked by the school/college and moderated by EDUQAS during a visit. Moderation will normally take place in June. |
| Half Term 6 |
| Skills / application of knowledge |
| Non-exam assessment (NEA) set and marked by the school/college and moderated by EDUQAS during a visit. Moderation will normally take place in June. |
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