Subject Overview/Intent

Art Subject Overview/Intent

General Subject Overview

‘The aim of art is to represent not the outward appearance of things, but their inward significance.’

Aristotle

The Art and Design department has been the creative heart of the school for many years. It also has consistently achieved excellent exam grades and has gained a well-deserved reputation for the quality of  its work. Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils 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.

Art and Design Key Stage 3 Rationale (PDF)

 

Ormiston Chadwick Academy Art Department Schemes of Work 
TERM 1  TERM 2  TERM 3 
Year 7 
Basic skills / Formal Elements / 3D shaded shapes

 

 

Jasper Johns Numbers 

 

Cubist portraits Pablo Picasso  African masks 
Year 8 
 

Year 8 shading pages personalied 

 

 

Zentangle surface pattern insects 

 

Jon Burgerman illustrations trainer design  Pop Art portraits 
YEAR 9 
 

Fine art – Aaron Kraten illustration artist 

Paint blending / basic skills 

Textiles – Various skills building, feltmaking, batik, embroidery, tie die 

Fine art – Skateboard designs 

Textiles – sewing machine training 

Fine art – Architecture research boards, photography 

Textiles – begin coursework Priscilla Jones / Poppy Treffery 

YEAR 10 
Fine Art – Architecture drawing skills, 3D buildings 

Textiles – complete year 9 coursework 

 

Fine Art – Modern Icons paintings  

Textiles – Garments, Vivienne Westwood, Alexander McQueen 

 

YEAR 11 
Coursework 

Sept – Nov 

 

Existing Coursework Improvements 

Dec 

 

 

Externally Set Task (40%) 

Title chosen from exam paper 

Jan – May 

 

Key Stage 3 National Curriculum for Art and Design link:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239062/SECONDARY_national_curriculum_-_Art_and_design.pdf 

Key Stage 4 Exam board link: (Fine Art)  

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/fine-art 

Key Stage 4 Exam board link: (Textiles) 

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/textile-design 

Year 7

The Year 7 course is designed to unify the varied art experiences gained at primary schools. Pupils explore the work of abstract expressionist painter Jasper Johns which builds up their basic art skills and knowledge. The main objective of Year 7 is to mprove pupils’ ability to work with basic skills and improve their painting and drawing confidence and ability. During Year 7 pupils research Johns’ work for home learning and produce designs and outcomes based on this style.

All pupils will have produced a range of research drawing and shading techniques in their sketchbooks. Font, text and image will be a main feature to create a basis for exploring these basic techniques. Most pupils will produce an A3 size outcome based on their knowledge from sketchbook work.

Year 8

The course content for Year 8 reinforces and then extends the foundation of knowledge, experience, understanding and skills laid down in Year 7 which then informs their chose. During Year 8 pupils develop their use of colour, showing use of colour blending and tonal colour. Projects included are ‘Bugs and Insects’, producing insect drawings, which clearly show the finer detail and the patterns of the insect. As students are introduced to their option choices, the department delivers a wide range of skills and research based projects so it gives students an informed and appropriate basis for the right choice for them. Schemes of work are tailored to suit the students’ interests and needs and expectations for students are high, therefore the outcomes reflect the expectations.

Year 9 Art and Textiles

During Year 9 pupils will have undertaken artist research tasks and analysis of contemporary artists and illustrators such as Aaron Kraten and develop into their own versions inspired by his painting techniques. Pupils have developed drawings with an element of their own interests or influences through individual research. They have had the opportunity to experiment with collage using paint, paper, news print, layering etc.

Year 10 and 11 Art

In Year 10 students embark on their GCSE studies and therefore follow a varied programme of study designed to provide every student with a final opportunity to demonstrate their skills, knowledge and understanding to their full potential with regard to satisfying the exam board’s requirements (AQA). The Fine Art GCSE course is a popular option choice and the department is justifiably proud of the results achieved by the students. Year 10 and 11 students follow AQA’s endorsed Fine Art GCSE course. It is a two year course and the endorsement course involves students working in two or more of the following areas:

● Painting

● Mixed Media

● Sculpture

● Printmaking

● Photography

The Fine Art course is based on a selection of coursework (60%) and final exam (40%). Fine Art students develop their drawing, research pages into canvases, large scale pieces and through the use of ICT. They have developed their research and drawings of the designs to the best standard possible. As with the coursework, presentation, explanation and thoroughness are all very

important.

Year 10 and 11 Textiles

The Art Textile course is based on a selection of coursework (60%) and final exam (40%). Textile students develop their design ideas, producing a minimum of three designs per project. They shouldn show clear links to their research. They make one of the designs to the best standard possible. As with the coursework, presentation, explanation and thoroughness are all very important.

Art instagram page: https://www.instagram.com/oca_art/

Marking, feedback and homework Policy for Art

Purpose and Aim

Marking and Feedback – Within the faculty we aim to provide all students with timely, high quality feedback on the work they are producing in lesson and at home. Our marking should provide information regarding how well students performed during a particular piece of work, their progress to date and feedback on their effort and AtL. Students should then respond in a positive manner to this by improving their work to ensure they make further progress. This process should ensure all students make progress and address misconceptions in their learning.

Homework – We aim to set homework that stretches and challenges students so they make further progress. Homework should be used to allow students to recap and consolidate their learning as well as acquire more knowledge.

Procedures

KS3 – At KS3 in art, SoW for each project varies in the time scale delivered. Students will complete a mini knowledge test every 8 weeks. Teachers will deep mark students’ work using the marking sheet every 8 weeks. These two forms of assessments will alternate so students will receive an assessment

(marking or test) every 4 lessons. This marking and feedback can be presented in a number of ways. There is a faculty marking sheet which staff can use if they wish. Marking must be clear and in line with the whole school policy. Student response will take the form of the students acting upon the targets set.

Homework will be set twice during each scheme of work cycle. The homework will relate to the learning taking place at the time in class.

KS4 – At KS4 SoW can vary in length. We will deep mark every 8 lessons and light mark every 8 lessons. These two forms of assessments will alternate so students will receive an assessment (marking or test) every 4 lessons. The deep mark will take place as a lesson ensuring the students understand the full mark scheme and how to achieve their target grade or higher. Following this deep mark during the lesson, students will respond to targets set to improve their work. The teacher will then check these improvements and where appropriate, re grade work 2 weeks later. There will be a second lighter mark every 8 lessons. This will use the mark scheme and targets indicating to students where they are presently at and how to improve. This marking and feedback can be presented in a number of ways. There are two department marking sheet which staff can use if they wish. Marking must be clear and in line with the whole school policy. Student response must take place. There will be no green pen but evidence will show students acting upon the advice set by the teacher.

Homework will be set in the form of revision. In year 11, students have weekly examination questions; their homework is to prepare adequately for these tests. In years 9 and 10, students will be expected to revise and prepare for the assessments taking place every other week.

Quality assurance process

Each half term, a book trawl will take place. The HoD will collect at random a selection of books from each teacher. These books will then be scrutinised using the whole school book trawl policy. Photographic evidence will be collected during the review. Each member of the team will then receive a photo sheet detailing what was seen in books. A judgement on the quality of marking and feedback will be given along with targets and areas for improvement. If the judgement made shows that marking and feedback is satisfactory or less, a further book trawl will be repeated within 3 weeks to ensure improvements are made. A judgement will then be reached about the quality of marking and feedback across the faculty and reported in the DSEF. The HoD will delegate, on occasion, book trawls to other members of the faculty as and when appropriate.

 

Marking Policy

Art Marking Policy