Art

Key Stage 4

Key Stage 4AQA | Art and Design | GCSE | Art and Design 

Key Stage 5

AQA | Art and Design | AS and A-level | Art and Design

Learning Journey 

St Bede’s Catholic School and Byron Sixth Form College considers the greatest impact of the curriculum to be high rates of student progress. We aim to show progress in:

• Producing creative and personalised sketchbooks that show a range of techniques and skills using different materials.
• Homework tasks embedded in their sketchbooks to demonstrate consolidation of their learning.
• Students increasing their proficiency in handling different materials both in two-dimensional and three- dimensional tasks.
• Their knowledge about art history and key artists from across the world.
• Writing tasks that evaluate the works of their own and that of others to strengthen the visual impact of their work.

Students mimic the course of a GCSE project by establishing the key assessment objectives. Pupils develop ideas, explore a range of media, refine artwork, and present their work creatively. These are skills that involve a challenge balancing all the drawing, painting and annotating skills from previous years.

Year 10

-Japanese Edo Art Paintings of Figures, Animals and Landscapes

-Natural Forms GCSE Artwork

All pupils explore different approaches to Japanese Art. They develop skills and knowledge of Japanese design and research how their art style has developed from the East and West. Students produce a series of paintings influenced by Japanese Edo Kite designs. This challenged their KS4 knowledge and students then develop their observational drawing skills from secondary and primary sources. Students explore media and materials whilst learning about colour, texture, composition, and scale.

Year 11

-Portrait Project

-Self Directed Brief

Throughout history artists have been intrigued by the human form and have attempted to capture images and likenesses of their subjects and themselves. In this project, pupils expect to study a famous artists known for their portraits and try to imitate their style. All students produce their own self portrait in their chosen artist’s style. Followed by a project set by the exam board AQA. Students construct a portfolio based on a chosen theme from the exam paper. Students explore their own chosen artists and produce an outcome based on their project research in a 10-hour exam.

Year 12

-Architecture

-Illustration

Students observe artists and craftspeople that have looked at the effects of time, season, light, shadow, texture, and mood to influence their work. Students use familiar landscapes to produce paintings, relief pieces and sculptures. Modern Illustration can be found in many areas of consumer promotion and packaging. Boutique shops use quirky carrier bags designs; phone companies use product packaging and even Art galleries use promotional materials from posters, books, bags, or fliers to promote specific exhibitions. Students respond to a brief to create their own illustrative project.

Year 13

-Self Directed Brief

-Exam Project

This project is designed to be a personal investigation of a theme that is chosen by students. This is to show that students have developed on an intellectual, analytical as well as artistic level. In this project, students are encouraged to make direct connections with the work of artist’s, craftspeople, designers, an art movement, or a culture whilst producing an independent art portfolio. Following this advanced course is an exam project set by AQA. Students construct an advanced portfolio based on a chosen theme from the exam paper. Students explore their own chosen artists and produce an outcome based on their project research.

Accurate, regular assessment enables an informed and systematic judgement to be made about a pupil’s knowledge, understanding, skills and attitude. Pupils are provided with feedback and set ‘perfecting our work’ targets to close any learning gaps.

Teachers provide a language-rich environment. Key tier 2 and tier 3 vocabulary is mapped out carefully across the curriculum to enable our pupils to learn the correct words and phrases in the right order. A phonics-led approach is used to improve reading and spelling. Carefully selected texts are used to foster a culture of scholarly reading.

Pupils are given opportunities to consider how their learning links to future study and careers, and the importance of British Values.

The Art curriculum is enriched to include experiences outside the classroom, such as:

• Being involved with competitions
• Exhibiting work to showcase student talent
• Creating murals or displaying art work around the school
• Providing art clubs to encourage bespoke art material development

Homework tasks allow pupils to:

-consolidate learning
-complete artwork to show effective progress and sketchbook cohesion
-promote independent learning
-ensure skills and techniques are practiced at home
-identify misconceptions and targets for students

GCSE 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.

Practical Work

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.

In Component 2 (externally set assignment) students respond to a starting point provided by AQA. This response provides evidence of the student’s ability to work independently within specified time constraints, realise intentions that are personal and meaningful and explicitly address the requirements of all four assessment objectives.

Literacy

Students are required to annotate their portfolios and artwork to show reflection. They will analyse artist style and comment of influences that they have used in their work.

Key Stage 5 Assessment Objectives

Assessment objective 1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

Assessment objective 2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.

Assessment objective 3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

Assessment objective 4 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 investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople.

The written material must confirm understanding of creative decisions, providing evidence of all four assessment objectives by:

• clarifying the focus of the investigation
• demonstrating critical understanding of contextual and other sources
• substantiating decisions leading to the development and refinement of ideas
• recording ideas, observations and insights relevant to intentions by reflecting critically on practical work
• making meaningful connections between, visual, written and other elements.

The written material must:

• be a coherent and logically structured extended response of between 1000 and 3000 words of continuous prose.
• include specialist vocabulary appropriate to the subject matter
• include a bibliography that, identifies contextual references from sources such as: books, journals, websites, through studies of others’ work made during a residency, or on a site, museum or gallery visit
• be legible with accurate use of spelling, punctuation and grammar so that meaning is clear.

Progression Map

Intent

At St Bede’s, our intention is for our students to develop their artistic ability by:

• Creating sketchbook work that showcases their talents using our key artistic concepts of drawing, painting, annotating, and composing work.
• Providing a broad and balanced education which help young people showcase to their full artistic potential. This is through the diverse range of media and skillsets that we teach in the classroom.
• Creating artistic responses that reflect personal fulfilment, aesthetic awareness, and the capacity to make informed creative judgements.
• Resourcing within a climate of open-ended experimentation and having the freedom to make creative choices.
• Realising 2D and 3D Art and Design differences through elements of sculpture in parts of the sequence of learning.
• Developing skills in mark making with a variety of media for a range of purposes including recording, exploring, expressing, communicating, and imagining.
• Constructing skills with a wide range of materials; to cut, shape and join materials confidently, safely, and sensitively; to take pride in craftsmanship.
• Talking and writing about visual and tactile qualities of the natural and man-made environment.
• Criticising visual images of many kinds; evaluations of their own and others work; engaging and make informed judgements about artefacts and relating them to a variety of cultural, economic, historical, and social contexts.
• Having high expectations with an all-inclusive approach to learning art styles.
• Ensuring scaffolded skills are taught in a sequential manner that produces creative final outcomes.

Students experience at KS2

• The art department works alongside many primary schools in our trust with dedicated workshops.
• We have co-designed the curriculum at many KS2 primary schools in order to develop drawing and painting skills with line, tone, pattern, texture and shape. By the time students come into Year 7, they are able to develop the basic skills and knowledge into more challenging shapes and compositions though a variety of different projects; fruit, pop art and aboriginal culture.
• Y6 Open Evenings have creative art activities to make students feel comfortable with working in a specialised classroom.
• Any KS2 students who feel the need to have personalised tours of the department are welcomed to view the artwork and facilities on display.

Key Concepts

Drawing 

Students learn a variety of drawing techniques and are challenged to use pen and ink, coloured pencils, crayons, erasers, and a variety of paint with their given art tasks. In Year 7, students develop observational skills by looking at fruit compositions, whereas Year 8 involves complexity in drawing symmetric insect designs. In Year 9 drawing skills are enhanced as they explore natural forms to develop realism in their work. Students will also draw in illustrative styles to draw like artists from around the world. Their drawings will become more complex as they include more intricate detail.  Year 10 create a range of artwork which increases in scale and students face an additional challenge of trying out new media. In Year 11 students draw complicated facial features and expressions, combining all the drawing skills learned from a range of experimental work.

Sixth Form- Year 12 students draw architectural structures using perspective and proportion, whilst year 13 become increasingly harder choosing complex imagery in self-directed compositions.

Painting 

In year 7, painting is used to show basic understanding of colour mixing and the differences between primary and secondary colours. With this knowledge they apply dotted patterns to aboriginal artefacts to show application of their painterly skills. Year 8’s explore how paint can be used in a looser style using watercolours which can be more difficult as students need to think creatively about how brushstrokes can flow in different directions. Year 9’s produce shell paintings that show the transition of tone and texture. This is a refined painting skill that challenges students to be creative and knowledgeable about their artistic choices. Year 10 predominantly starts as a Japanese project which explores blending techniques and evolves into acrylic skull painting. A range of painting techniques from artists around the world inspire students in year 11.

Sixth Form- Both year 12 and 13 students develop advanced painting skills choosing complex imagery and self-directed compositions. Painting skills like impasto art using palette knives or painting portraits using coloured grounds can be suggested dependent on the theme choices from student portfolios.

Annotation 

Throughout each year group a wide range of vocabulary is introduced to students. This is for pupils to know how to write and talk about artwork in a thoughtful manner. Writing is just as important for students to do in Art because alongside their projects students must be able to articulate about what they have learned and how they have achieved it. In year 9 students consider writing about what influences the choices they make about creating artwork which involves higher order thinking. Year 10 and 11 explores GCSE assessment criteria which involves recording ideas in written format. This involves constant referencing to the formal elements and their own opinions to show sophisticated reflection as work progresses.

Sixth Form- Students create written essays that range from 1500-3000 words describing their creative journeys. Throughout sketchbook work sixth formers are expected to reflect in a sophisticated, academic manner to show thorough explanations about their recorded ideas.