Welcome to the Art department
Mrs S Cox – Head of Art
Mr P Watkins – Teacher of Art
Phase 2 (Years 7, 8 and 9)
At Phase 2, 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.
Throughout their time in Phase 2, students learn and understand about the formal element of Art. Students will learn about the art elements including line, shape, form, tone, texture, pattern, colour and composition. This will be delivered through a variety of topics and demonstrated through research, observation, development, experimentation and personal outcomes.
Aboriginal Art – Developing the formal element skills learnt during year 7. Students will be given the opportunity to research the history of Aboriginal Art. Using their knowledge create and develop their own Aboriginal inspired art.
Zentangle Still Life – Students will research still life artist, such as Cezanne and will develop their knowledge through traditional observational drawing and decorative patterns
Pop Art – Students will research the Pop Art movement and artists such as Lictenstein and Warhol. Looking closely at everyday objects, students will create a personal response.
Natural Forms – Focusing on the work of artist Angie Lewin, students will research and develop ideas that can lead them to experiment with printing through polyblock.
Phase 3 (Years 10 and 11)
At Phase 3, students study Art, Craft and Design, which build upon the key skills learnt at Phase 2. This promotes learning across a variety of experiences and through various processes, tools, techniques, materials and resources to generate different kinds of evidence of working and outcomes. This allows students to develop knowledge and understanding through a variety of learning experiences and approaches, including engagement to sources. This will allow them to develop the skills to explore, create and communicate their own ideas.
Art, Craft and Design GCSE
This course has been designed to allow students to develop knowledge and understanding through a variety of learning experiences and approaches. It will allow them to develop the skills to explore, create and communicate their own ideas. Students will demonstrate these skills through the development, refinement, recording, realisation and presentation of their ideas through a portfolio and by responding to an externally set assignment.
Students must explore and create work associated with areas of study from at least two from the following: Fine art, Graphic communication, or Three-dimensional design.
Component 1: Portfolio
A portfolio 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. Each student must select and present a portfolio representative of their course of study. The portfolio must include a sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
Component 2: Externally set assignment
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. AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point within 10 hours of supervised time.
AS & A2 levels in Art and Design, Graphics, Photography & 3D Design, Textiles, Foundation course in Art and Design, placement in the industry.
Degree level: all subjects related to Graphics, Fine Art, Photography, Sculpture, Fashion, Interior Design, Advertising, Architecture, Illustration etc.
Architecture, Graphics/Advertising, Illustration, Set Design (TV, Theatre), Teaching, Art Therapy, Graphic Designer, Professional Artist, Product Design, Ceramicist/Potter, Sculptor, Arts Curator/Administration, Conservation, Creative Art Director, Art Restoration, Jewellery Designer, Costume Designer, Furniture Designer & Manufacturer, Critic, Photography, Interior Designer, Animator, Computer Game Designer
AQA GCSE (9-1) in Art, Craft and Design
How it’s assessed
- 96 marks
- 60% of GCSE
How it’s assessed
- Preparatory period followed by 10 hours of supervised time
- 96 marks
- 40% of GCSE
Both components are Non-exam assessment (NEA) set by AQA; marked by the school/college and moderated by AQA during a visit.
Year 10 – Topics to be completed
|Term 1||Term 2|
|Autumn||Sustained Project 1 – The British Museum (Behind the Mask)||Sustained Project 1 – The British Museum (Behind the Mask)|
|Spring||Sustained Project 1 – The British Museum (Behind the Mask)||Sustained Project 2|
|Summer||Sustained Project 2||Sustained Project 2|
Year 11 – Topics to be completed
|Term 1||Term 2|
|Autumn||Sustained Project 2 – Plant forms in Printmaking|
|Spring||ESA. The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time.|
|Summer||Course Finished||Course Finished|
How parents can support
|Homework||Independent learning – use checklist sent home and given out in lesson to support|
|Exam Practice||5 hour mock exam in Year 10
10 hour mock exam in Year 11