In Art, Design and Technology we believe in celebrating our creativity. As George Bernard Shaw said, “Imagination is the beginning of creation”. Art, Design and Technology contribute to our learning and faith community by:
In Key Stage 3 pupils follow a programme of study designed to equip them with a foundation of artistic skills. All our programmes of study have been written to develop pupil’s creativity and confidence. Where possible we have tried to develop cross-curricular links, in particular with English, languages and Science.
In Year 7 pupils have the opportunity to work in a variety of media including; pencil, paint, printmaking and clay. They are introduced to the formal elements of art such as shape, line, colour and form, by looking at the work of artists and art from other cultures.
Pupils will be introduced to portraiture by learning about proportion and how to draw a self-portrait. They will be taught how to apply tone and identify areas of light and dark. Pupils will learn about the colour wheel and use water colour paints to mix tones. Using the work of Van Gogh, they will then look at the links between colour and emotion, before developing their own portrait based on Van Gogh’s portrait work.
Pupils will use The Utter Zoo Alphabet, a poem by Edward Gorey, as a platform to develop their own “creature” illustration, using the work of illustrator Sara Fanelli to help them produce a mixed-media response. They will be encouraged to consider composition, background and foreground, selection of media and how different textures, paper and patterns work together in an image. They will use different typographies to add text about their creature to the finished illustration.
Pupils will research art from Africa. They will use their research to produce designs for two outcomes; a print and a coil pot. This will be pupils’ first introduction to printmaking; using a material called Poly Block they will produce a repeat print. They will use a method known as “coiling” to produce a clay pot.
In Year 8 pupils work in a variety of media including; pencil, paint, construction, clay, wax crayon and printmaking. Three units of work introduce pupils to the formal elements of art such as shape, line, colour and form by looking at the work of artists and art from other cultures.
Pupils study the Mexican Day of the Dead festival, learning about the history of the festival and Spanish words for different artefacts and confectionary. Pupils will use imagery and their own ideas to develop and design a “pretty study” box such as those used by Mexican people to remember the dead. They produce a 3D mixed-media piece based on their design, using collage, paint and clay.
Pupils will focus on Still Life. They will examine the formal elements and build on knowledge of shape, line, tone and composition. Using the work of Cubist artist Picasso, pupils will learn about angles, tessellation, overlapping and planes of light and use this knowledge to develop their own Cubist style still life. In this unit pupils will have the opportunity to develop research, presentation and drawing skills, as well as their knowledge of artists’ techniques.
Pupils will study the Austrian artist Friedensreich Hundertwasser with a particular focus on his buildings and landscape pieces. They will examine his techniques and produce a range of studies in response to this. They will create a scratch board, utilising wax resist and linoleum to produce a printing block and a collaged landscape, considering background, foreground, pattern, shape and line.
Pupils are taught in mixed-ability groups at Key Stage 3. At the start of the year pupils sit a baseline assessment from which a target grade is generated.
Pupils are set homework every fortnight. Tasks are designed to extend classroom learning and refine skills. Homework is marked in line with school policy. Marked homework is dated and carries the pupil’s target grade, so that progress may be tracked. Each term pupils have a graded homework. A graded summative assessment is given at the end of each project. Every pupil has a personal assessment booklet, a document which is embedded into our lesson planning and teaching and used to focus each pupil’s learning by monitoring progress and teacher assessment on a weekly basis.
The Key Stage 3 art club allows pupils the opportunity to work collaboratively on in-house projects and city-wide contests such as Leeds in Bloom and projects in conjunction with Leeds Art Gallery. The club takes place on Mondays at lunch time. In recent years we have entered the Saatchi schools prize and a number of our students have featured in the open show at Leeds Art Gallery. The art department has links with Leeds College of Art and Design, where pupils take part in Saturday school and after-hours sessions. We have forged strong links with the Breeze organisation; our pupils are involved in its art activities during school holidays and at weekends.
The GCSE course in Art and Design begins in Year 9. An externally set task makes up 40% of the final grade; course work is currently worth 60%.
In Year 9 pupils are introduced to the assessment objectives and structure of the course. Tasks set help pupils gain marks in each objective. Teaching takes a thematic approach as pupils study a Still Life theme throughout the year.
Pupils build basic skills in a range of media. They look at the formal elements in art such as; shape, line and tone. In various still life compositions they are taught how to refine these skills. They study colour theory and mixing and are introduced to acrylic paints, oil pastel, ink and pastel. They look at the work of artists in order to appreciate, analyse and understand artworks. By group discussion and the use of writing frames they begin to form their own opinions about art and they learn how to write about artwork.
Pupils use a Pop Art brief to research artwork and to develop their own ideas based on the movement. They work in pastel, pencil, oil pastel, water colour and acrylic. They use photography, photo manipulations and different print making methods such as poly block, lino and mono printing. They have the opportunity to use 3D materials such as wire mod roc and clay. They learn how to present and annotate their work
Pupils produce a final piece, bringing together all their research and development work. Choices of media are made by pupils; they may work on a painting, produce a sculpture or use mixed-media.
Pupils study the theme of Natural World in Year 10, undertaking coursework tasks to satisfy GCSE assessment criteria, whilst learning skills for independent study. Teaching methods include group work, teacher-led discussions and workshop style lessons. Lesson objectives focus pupils learning of AQA assessment criteria.
Pupils are introduced to a range of artists who use common starting points but produce different outcomes. Learners analyse the work of the artists and develop ideas based on techniques and concepts studied. They are given access to a range of media and are asked to experiment to produce desired outcomes. Pupils may use photography, paint, printing, pastel, oil pastel, plaster casting, carving, clay, wire, mod roc, pencil, fabric, Brusho inks and batik. Pupils are shown how to use the different media and have the opportunities to try them out before selecting materials to develop and refine their ideas.
Pupils continue creative explorations; they use microscopes to produce observational studies and produce a range of samples and maquettes (small scale models or rough drafts of unfinished sculptures) before beginning a final piece in response to their research and explorations.
Some time is given to completing a final piece, before pupils continue by using wet and dry 2D media to record primary and secondary sources, still using the theme of the natural world. They will use pen, pencil, paint, printing and collage in their observations. Towards the end of term pupils are given the Year 11 brief My World to research over the holidays.
Between September and January pupils are introduced to a number of artists who work under the title of My World. Learners are taught how to explore the artists’ work and how best to form a personal response using techniques and concepts observed. A mock-examination in December offers pupils an opportunity to produce a final response to the theme of My World.
From January to March pupils prepare a final response to the externally set GCSE examination paper (worth 40% of the overall grade). There are usually eight starting points from which to choose. Examination candidates must work independently to record, develop and refine ideas. During this period pupils are tracked and are given feedback each lesson to help them make progress. At the end of March pupils sit a 10 hour examination in which they must produce a final piece in response to their chosen starting point.
After the examination pupils have the opportunity to develop their coursework, ensuring that portfolios are complete for submission to external moderators.
Assessment is designed to monitor pupils’ progress, celebrate achievement and inform pupils specifically how to develop tasks and improve. Pupils are set homework every week; tasks can be extensions of classroom learning, research or collecting images. Individually set tasks encourage pupils to address specific issues requiring improvement. A graded homework is set every half term. Pupils’ work at home and in class is marked regularly using the standards of the GCSE examining body, so pupils are aware of the standards they have achieved and how to make further progress.
Pupils are invited to attend Art clubs at lunch time and after school on Wednesdays. In these sessions they will have the opportunity for ‘on to one’ tuition and time to discuss and develop their portfolios of work.
Art and Design: Fine Art
Board: AQA Subject Code: 8202
Component 1: Portfolio Percentage of total mark 60%
Internal non-examination assessment
A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing
the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the
student’s course of study.
The portfolio must include both:
1. A sustained project developed in response to a subject, theme task or brief.
2. A selection of further work.
Component 2: Externally set assignment Percentage of total mark 40%
Internal non-examination assessment
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.
There is a preparatory period followed by 10 hours of supervised time.
A student’s handbook is available from the AQA website and most good bookshops. The handbook breaks down the assessment
objectives and gives students tips for good results.
BBC Bite Size website is an excellent resource. It is simple and easy to access and has examples of students’ work to look at.
Places of interest/events to visit connected with syllabus. Access to a camera helpful in recording observations, ideas and
Leeds City Art Gallery
Yorkshire Sculpture Park
|www.tate.org.uk||Website of the Tate galleries of London, Liverpool and St Ives|
|www.postershop.co.uk||A helpful collection of art imagery|
|www.nationalgallery.org.uk||Website of the National Gallery, London|
|www.vam.ac.uk||Website of the Victoria and Albert Museum, London|
|www.thebritishmuseum.ac.uk||Website of the British Museum, London|
|www.24hourmuseum.org.uk||Access to 2,500 websites of galleries and museums|