ARTIST OF THE WEEK
‘’Art is not what you see, but what you make others see”. - Edgar Degas
Faculty Leader of Arts - J. Bowens
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Deputy Head of DNA - H. George
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KS5 Lead - G. Schless
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Teacher of Art - Z. Parker
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Teacher of Art - D. Bampanioti
Design & Art Gallery
Key stage 3, GCSE and A Level Art and Design exhibitions take place in the summer term each year. The art exhibitions celebrate exciting artworks showcasing a broad range of creative skills from our talented Art and Design students. Warmly welcome students, family, friends and colleagues to see the ambition and diversity of work across the variety of specialisms we deliver in our curriculum.
Design & Art Exhibition '23 '22
We believe the design of our KS3 provision not only fully meets the National Curriculum but exceeds it. We have carefully designed and revised the sequencing of schemes of learning to optimise learning and ensure that students gain the best knowledge, by building on key skills every year to create a natural progression and embed deep-rooted art practice. Our DNA faculty combines Art and design into six specialist areas: Drawing, Fine Art, Textiles, Photography, Graphics and Elements and principles. Here, students identify, apply and develop the fundamental techniques, terminology, materials and processes of each DNA specialism, creating a solid knowledge platform and opportunity for more informed option choices at GCSE. Students have one double lesson of DNA per week and are taught on a six-week carousel.
This ensures that all students are given the opportunity to cover all specialist areas.
Key Stage 3/4/5 Celebratory Work
Key Stage 3 Overview
The emphasis in Year 7 is to introduce students to the fundamentals of all six specialisms.
This allows students a platform from which to build for their future learning. It is expected that students will learn how to use materials and equipment sensibly, safely and creatively and demonstrate an appropriate level of knowledge and maturity in their work. The emphasis in Year 8 is on broadening the range of materials and processes with which students work and embed a creative process. It is expected that students will demonstrate maturity, and an understanding of art processes and develop a more personal approach to their work than in Year 7. The emphasis in Year 9 is on more challenging concepts. We encourage the students to research in order to build on and develop their ideas in the production of a range of final outcomes. This process encourages students to demonstrate maturity, a deeper understanding and a more personal approach to their work in preparation for GCSE.
Year 7 Topics
Drawing: Mark-making, qualities of marks with Line, Texture, and Tone. Art History Context.
Elements and Principles: Elements Introduction - Line, Texture, Form, Shape, Colour, Value, Space & Composition.
Fine Art: Sculpture, Constructing and modelling using clay and cardboard. Art historical context.
Graphics: Logos, branding and colour association.
Photography: Sun prints, Positive and negative shapes.
Textiles: Tie-Dye, Batik, Embroidery. Combining techniques to make Fabric Book. Art History Context.
Year 8 Topics
Drawing: Tone, 3D and Drama, Portraiture, Colour pencil, Oil pastel and a range of other mediums. Art History Context.
Elements and Principles: Further studies on the Elements of Art - Line, Shape, Colour, Value, Space and Composition.
Fine Art: Painting, Colour mixing and brush control skills using watercolour and acrylic paint. Art historical context.
Graphics: typography, typographical illustration & illuminated letters.
Photography: Montage, Collage, Mix-Media and joiners.
Textiles: Block Print, Stencil Print, Applique. Combining techniques to make Bunting. Art History Context.
Year 9 Topics
Drawing: Observation, Still life, Viewfinder technique, Positive and Negative Shapes, Perspective. Art History Context.
Elements and Principles: Project-based experimentation using the Elements of Art - Line, Shape, Colour, Value, Space and Composition.
Fine Art: Printing, Mono printing and relief printing techniques, with a focus on lino printing and colour reduction process. Art historical context.
Graphics: Stencilling, Street Art, Photoshop Introduction. Art History Context.
Photography: Shoot cycle, Montage, Photoshop introduction. Art History Context.
Textiles: Felting, Yarn-wrapping, Patchwork. Combining techniques to make, Quilt or
Wall-hanging. Art History Context.
Key Stage 3 Homework
Homework is set fortnightly as lessons are taught in doubles once a week. Tasks range from artist research, extended writing, photography and observational drawing.
Key Stage 4 Overview
We offer an extensive range of subjects at GCSE to enable all artists of differing talents and interests to access the visual arts. We believe we provide every learner with a range of subjects as broad as ours. Every student regardless of prior ability can achieve, and previous trends show that they often overreach their predicted grades. The KS4 curriculum and provision has been designed to allow students to develop knowledge and understanding during the course, through a variety of learning experiences and approaches, including engagement with sources. This allows them to develop the skills to explore, create and communicate their own ideas. There are four possible qualifications on offer: students can only study one of either Art or Graphics or Textiles, but any of these can be studied alongside Photography.
Year 10 Topics
Art & Design: Formal Elements, Habitation, Summer assignment - Identity
Graphics: Graphics Handbook, Habitation, Summer assignment - Identity
Photography: Formal elements, Habitation, Summer assignment - Identity
Textiles: Textiles handbook, Habitation, Summer assignment - Identity
Year 11 Topics
Art & Design: Fragments, Externally Set Assignment
Graphics: Fragments, Externally Set Assignment
Photography: Fragments, Externally Set Assignment
Textiles: Fragments, Externally Set Assignment
Key Stage 4 Homework
Homework is set weekly to fortnightly as required to support the lesson content. Tasks are often important research or preparation for the lessons. At certain stages in the projects, tasks are designed for completion at home. Tasks range from artist research, extended writing, photography, and hand stitching to observational drawing.
How is this qualification assessed?
Art and Design: Edexcel Unit 1 Coursework 60% Unit 2 Externally Set assignment 40%
Graphics: WJEC Unit 1 Coursework 60% Unit 2 Externally Set assignment 40%
Photography: AQA Unit 1 Coursework 60% Unit 2 Externally Set assignment 40%
Textiles: AQA Unit 1 Coursework 60% Unit 2 Externally Set assignment 40%
All work, coursework and the externally set assignment, are internally standardised and marked. We rigorously moderate and standardise the assessment of our students across different teachers and teaching groups, to ensure that all candidates at the centre have been judged against the same standards. If two or more teachers are involved in marking, one of them is designated as responsible for standardising the assessments of all teachers at the centre. Ultimately the responsibility lies with the head of the department but all views and opinions are weighed up before final submission to the relevant exam boards.
The department aims to ensure that all teachers regularly update their moderation training every 2 to 3 years, in line with advice given by AQA, WJEC and Pearson Edexcel.
How is this subject assessed?
Every term students are formally assessed by their subject teacher and given targets and predictions. Each term students are also informally assessed through the use of EBI proforma sheets, verbal feedback, and peer and self-assessment. This has proven to have the greatest impact on the teaching and learning within our department. We believe effective modelling is a key component of assessment, therefore teacher exemplars, past work and demonstrations are always used in each lesson as visual learning is of utmost importance to effective Art and Design teaching.
How does this subject fulfil SMSC needs?
Social development in art and design is important and we achieve this through open dialogue
and discussion about the process of making and evaluating works of art. Group work and class discussions allow students to build confidence when using specialist vocabulary. We encourage independent thinking that will enable students to develop their ideas and intentions and properly express them.
Moral development through art and design is often reached through the study of other artists and practitioners. Students study a wide range of artworks that often have strong moral aspects or are politically motivated. The use of recycling and environmentally-friendly materials is of great importance to our department and recycled materials are often included in the classroom to educate our students of the importance of sustainability.
Spiritual development in art and design is very important. The process of creative thinking and innovation inspires students to bring out undiscovered talents, which in turn breeds a
self-confidence and belief in their abilities.
Cultural development is carefully designed and delivered in all our courses. We place particular importance on student knowledge and understanding of artists’ ideas, and concepts, identifying how meanings are conveyed. We achieve a rich and diverse art education due to the use of techniques and processes from around the world and of varying traditions, beliefs, religions and cultures. Through the use of art history and critical and contextual studies, we actively seek to connect students with current artists throughout history, and from different backgrounds or underrepresented groups and communities.
How does the subject challenge more able pupils?
With the input of all teachers in the department, we have been able to develop effective independent work for the most able in a variety of ways, for example: more complex questioning, alternative learning objectives, independent projects and the study of more challenging artists, differing media and processes and personal experimentation.
What provision is made for pupils with SEND?
Within our department, pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity. Students are given the opportunity to develop personal themes allowing success for every level of learner.
Enrichment and extra-curricular opportunities
We are proud of our extra-curricular opportunities of which there are many and encourage all students to be curious, courageous and original. In doing so, it enlivens and complements the academic life in a way that exists beyond the art rooms. The department has an open-door policy for older students and runs art clubs for younger students on specific days during lunchtime and after school. We offer one-to-one support outside of lessons and also encourage students with personal projects to build confidence, creativity and a lifelong love of learning. We organise and run educational visits to galleries, studios, and creative workshops, and encourage live projects with the local community wherever possible.