Mathematics - Year 7

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Below you will find more specific information about the curriculum in Art for students who have chosen this subject for GCSE, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts

#1 Making Marks, Images and Artefacts #2 Communication and Expression #3 Meanings and Interpretations

#4 Traditions, Conventions and Rules #5 Experimentation, Play and Risk

#6 Heart, Mind, Body and Soul #7 Values and Purposes

Please click here for Subject Key Concepts.

Curriculum Overview for the Year - Year 10

Year 10

Theme

(Outcome)

Painting, Sculpture, Photo as Final Piece (all 4 AOs)

ANALYSIS AND DEVELOPMENT OF KEY ARTIST’S IMAGE – IDENTITY AND SELF-EXPRESSION.

Theme

(Outcome)

Summer Exam –‘IDENTITY’

Supporting Studies (all 4 AOs) + 10 hr. Exam Piece - Painting, Sculpture, Photo

Processes & Skills

Development of ideas

Investigation and experimentation

Recording: visual and written.

Realisation of processes and outcomes

Close observed work – natural objects unsighted drawing – natural object. Close observed work – as a variety of paces - fast and slow, range of media expressive and graphic. Annotate/evaluate

Study of specific images – use f the view-finder – translation of art section into very sequence of images. Students’ choice of artist; choice of section, choice of material may vary. Annotate/evaluate

Students’ choice of artists/artists work – students identify specific genes – students’ research theme to enrich ideas – development of inappropriate media. Annotate/evaluate

Students to make choices and commitment towards a completed image. Students to make progress toward and complete image. Sketchbook work sequential progression. Annotate/evaluate

Processes & Skills

Development of ideas

Investigation and experimentation

Recording: visual and written.

Realisation of processes and outcomes

Define the term Identity

Look examples of artists’ work that deal with the theme of identity. Analyse, describe and evaluate specific images that are about the theme of Identity.

Self-audit: Students ask questions of themselves - likes, loves, hates, phobias, memories, hopes, friends, family…

Study of specific images – use of the view-finder – translation of art section into very sequence of images. Cézanne, Picasso, Basquiat, Folk-art, tattoos, etc… choice of section, choice of material may vary. Annotation/evaluation – empathy.

Students’ choice of artists/artists work – students identify specific genre – students research key skills, techniques and styles to enrich ideas and understanding – development of appropriate media. Annotate/evaluate

Elements

Formal Elements- Colour, line, shape, texture, tone, form

Sketchbook work

Annotation- Visual and Written, Description, analysis, evaluation and reflection

Developed outcomes

Development and variation

Comparisons: similarities and differences

Elements

Formal Elements- Colour, line, shape, texture, tone, form

Sketchbook work

Annotation- Visual and Written, Description, analysis, evaluation and reflection

Developed outcomes

Development and variation

Comparisons: similarities and differences

Contexts

Range of artists work, natural phenomena/object, sketchbook us, oil pastel, paint, pen, pencil – (increasing range of materials).

The creative process

Contexts

What does ‘Identity’ mean?

How have artists used the theme of ‘Identity’ in their artwork?

How can ‘Identity’ be expressed through portraiture?

How can ‘Identity’ be expressed through spaces, places and/or the environment?

How can ‘Identity be expressed though the Formal Elements?

Range of artists’ work, natural phenomena/object,

sketchbook use, oil pastel, paint, pen, pencil –

Klee, Kandinsky, Pollock, De Kooning, Twombly, Monet, Klimt, etc…

Curriculum Overview for the Year - Year 11

	Autumn Term		Spring Term		Summer Term
	A		B
Year 11	*Theme* (Outcome)	Mock Exam ‘WRAPS’ Supporting Studies (all 4 AOs) + 10 hr. Exam Piece - Painting, Sculpture, Photo	*Theme* (Outcome)	Summer Exam EXTERNALLY SET ASSIGNMENT (ESA) Supporting Studies (all 4 AOs) + 10 hr. Exam Piece - Painting, Sculpture, Photo THEME SET BY EXAM BOARD
	Processes & Skills	Development of ideas Investigation and experimentation Recording: visual and written. Realisation of processes and outcomes Define the term Wraps Research examples of artists’ work that deal with the theme of wraps. Analyse, describe and evaluate specific images that are about the theme of Wraps. Self-audit: Students ask questions of themselves - likes, loves, hates, phobias, memories, hopes, friends, family… Study of specific images – use of the view-finder – translation of art section into very sequence of images. Cézanne, Picasso, Basquiat, Folk-art, tattoos, etc… choice of section, choice of material may vary. Annotation/evaluation – empathy. Students’ choice of artists/artists work – students identify specific genre – students research key skills, techniques and styles to enrich ideas and understanding – development of appropriate media. Annotate/evaluate	Processes & Skills	Development of ideas Investigation and experimentation Recording: visual and written. Realisation of processes and outcomes Define the term SET BY THE EXAM BOARD Research examples of artists’ work that deal with the theme SET BY THE EXAM BOARD. Analyse, describe and evaluate specific images that are about the theme. Self-audit: Students ask questions of themselves. Study and analysis of specific images– interpretation and translation of art section into very sequence of images. Students to rely on artists known to them as well as those not. Annotation/evaluation – empathy. Students’ choice of artists/artists work – students identify specific genre – students research key skills, techniques and styles to enrich ideas and understanding – development of appropriate media. Annotate/evaluate
	Elements	Formal Elements- Colour, line, shape, texture, tone, form Sketchbook work Annotation- Visual and Written, Description, analysis, evaluation and reflection Developed outcomes Development and variation Comparisons: similarities and differences	Elements	Formal Elements- Colour, line, shape, texture, tone, form Sketchbook work Annotation- Visual and Written, Description, analysis, evaluation and reflection Developed outcomes Development and variation Comparisons: similarities and differences
	Contexts	What does ‘Wraps’ mean? How have artists used the theme of ‘Wraps’ in their artwork? How can ‘Wraps’ be expressed through portraiture? How can ‘Wraps’ be expressed through spaces, places and/or the environment? How can ‘Wraps be expressed though the Formal Elements?	Contexts	What does the theme set by the exam board’ mean? How have artists EXPLOITED the theme of set by the exam board in their artwork? How can the theme set by the exam board be expressed through portraiture? How can the theme set by the exam board be expressed through spaces, places and/or the environment? How can the theme be expressed though the formal elements?

Useful documents:

Please click here for a PDF of curriculum overview - Year 10.
Please click here for a PDF of curriculum overview - Year 11.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mr Leonowicz if you have any questions.

Please click on the questions below to find out more.

Which exam board will students be examined by?

Pearson/Edexcel

How are groups organised?

We organise our classes by mixed ability. The students have five one-hour lessons per fortnight.

What characteristics does a successful student have in this subject?

The most successful students in Art will be curious, creative and imaginative. They will enjoy the process of creating images and artefacts that expresses their personal identity

What will students learn at this level?

KS4

Component 1 (60%) and Component 2 (40%)

Students will learn:

How sources inspire the development of ideas
The ways in which meanings, ideas and intentions can be communicated through visual and tactile language
The characteristics, properties and effects of using different media, materials, techniques and processes
the different purposes, intentions and functions of art
To develop their ideas through investigations informed by selecting and critically analysing sources
To refine their ideas as work progresses through experimenting with media, materials, techniques and processes
To record their ideas, observations, insights and independent judgements, visually and through written annotation
To use drawing skills for different needs and purposes
To realise personal intentions through the sustained application of the creative process

What skills will students develop at this level?

A wide range of practical art skills
Analytical and evaluative skills
Visual Communication skills
Health and safety
Teamwork
Creative Problem solving

How will students learn at this level?

Most learning in Art will be through doing, making and creating works of art. Practicing skills and reflecting on the processes and outcomes.
Looking at and thinking about the work of other artists, and how it could affect the students’ own artwork.
Use a sketchbook to record and track processes and progress.

How will students’ learning be assessed at this level?

Component 1 (60%) starts at the beginning of Year 10 and continues to the Autumn term in Year 11. Students will produce a Personal Portfolio which will demonstrate how well students have developed, explored, recorded and presented their artwork.
Component 2 – The Externally Set Assignment (40%) – is a project that lasts for about ten weeks and culminates in a 10 hour period of sustained and unaided focus.

When do key assessments take place?

Component 1: Year 10 summer exam June; Year 11 Mock exam December.
Component 2: ESA April of Year 11

How can parents/carers support students’ learning?

Parents and carers should be curious about the student’s work and progress.
Visit galleries and museums
Encourage the use of a personal journal/scrap book

What equipment do students need for this subject?

An optional Art pack is provided.

How does this subject link to other subjects?

English: Written annotations and narratives
History: Contexts and artefacts
Science: Processes of enquiry
Drama: Visual Communication and Expression
Technology: Practical skills

What websites or resources may be helpful to support students’ learning?

Exam Board information

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

The Art Department is open every lunchtime, and specifically two lunchtimes and once after school every week where staff are available.

Gallery visits in Year 10 and Year 11

What sort of careers can this subject lead to?

https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/creative-arts-and-design/creative-jobs

What does student work look like in this subject at this level?

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FTeaching-and-learning-materials&filterQuery=category:Pearson-UK:Document-Type%2FExemplar-material

Knights Templar

GCSE Art