Curriculum intent:

Disciplinary knowledge through understanding the Representation of Art, exploring the how, what, where, why. This is explored throughout KS3/4/5, growing in complexity through the projects/years. During year 7 Medieval art, students learn and begin questioning how humans started to be recognised as craftspeople with creative skills, being employed as stonemasons, wood carvers etc . This leads on to students developing an understanding of the rise of the artist, in the year 8 Italian Renaissance project. Students are therefore left, at the end of year 8, with a comprehensive understanding of how the discipline of ‘art’ was born. For students who opt to continue to study art in year 9 this understanding is made more complex when they study how artists are recognised for their artistic skills and social, political, religious, cultural commentary they make through their work or “arts for art” sake. This provides students with a deep understanding of what it means to be ‘an artist’, thus allowing students to recognise, appreciate and understand a range of art purposes and disciplines, and for them to be able to make informed choices when selecting their own artists/ area of study at KS4 and 5. Trips to galleries also help students to be exposed to a wide and diverse range of art and art forms, giving them the opportunity to see artwork “in the flesh” and to explore art production.

Substantive knowledge, covering the formal elements of art and art principles of design. During year 7, students are introduced to the formal elements of art and how they underpin all art made. The Induction project focusses on the four elements linked to observational drawing and students develop an understanding of these and their practical use. For example, students learn about line and tone, producing simple mark making, tonal ladders and drawing tasks, using graphite pencil. This leads to year 8, where students revisit line and tone, but build upon their proficiency of blending, shading and more complex contour mark making, using charcoal and pen.

By year 9, students explore how line can be used to capture more intricate detail and expressive mark making. Another example of the progression of student understanding and practical application of formal elements, is the focus on colour and pattern. In the year 7 Medieval art and natural forms projects, students use colour theory (primary, secondary, complementary and harmonious colours) within their church interior drawings and print plate designs. The print plate designs are based on a motif and are used to produce a simple repeat pattern.

Colour theory is then revisited in the year 8 Art of East Asia project, where students learn how to use shades, tints and tones when using watercolours. In year 9, students go back to pattern and learn about geometric and organic shapes within more complex pattern designs. Year 9 students are introduced to the art principles of design, in the dwellings and identity projects, using this knowledge within their own clay vessel designs and painting compositions.

The knowledge and practical uses of the formal elements of art and principles of design enables students in KS4/5 to make confident and informed decisions on how to, recognise, comment on and utilise these within their own artwork.

Procedural knowledge, developing an understanding of and the ability to use, a range of processes and techniques, materials and equipment.

During year 7, students are taught; basic shading skills and colour pencil blending, hand built clay pieces, block watercolour painting technique and simple poly print process.

As they move through into year 8, students learn to apply colour pencils by layering different shades and using complex blending/burnishing techniques. We then introduce specific brush painting skills and subtlety of layering watercolour to produce mixed tonal ranges as well as shades,tints and tones. In the year 9 dwellings project, students learn more complex clay techniques and construct coil vessels. During the Identity Project, students are taught rendering techniques (sophisticated mark making) using oil pastel are introduced to acrylic painting techniques, using the previous knowledge of colour theory, mixing tonal ranges and layering, covered in  years 7 and 8.

This provides KS4/5 students with a deeper knowledge and proficiency of a range of processes and techniques, to select and build on in their chosen areas of study.

Exam board: GCSE: OCR Art and Design - Fine Art specification.

A Level: AQA Art and Design - Fine Art specification

Key Stage 3
	Autumn Term 1	Autumn Term 2
Year 7	Induction	Induction
Year 8	Italian Renaissance	Italian Renaissance
Year 9	Dwellings	Dwellings

Key Stage 3
	Spring Term 1	Spring Term 2
Year 7	Mediaeval Art	Mediaeval Art
Year 8	Art of East Asia	Art of East Asia
Year 9	Design inspired by nature	Design inspired by nature

Key Stage 3
	Summer Term 1	Summer Term 2
Year 7	Natural Forms	Natural Forms
Year 8	Design inspired by nature	Design inspired by nature
Year 9	Identity	Identity

 

Key Stage 4
	Autumn Term 1	Autumn Term 2
Year 10	Skills, techniques, processes and knowledge covering four OCR assessment objectives	Skills, techniques, processes and knowledge covering four OCR assessment objectives
Year 11	C1 -Coursework Portfolio  - topic is student choice	C1 -Coursework Portfolio  - topic is student choice

Key Stage 4
	Spring Term 1	Spring Term 2
Year 10	Students start GCSE Component 1 - coursework portfolio, topic is student choice	Students start GCSE Component 1 - coursework portfolio, topic is student choice
Year 11	Component 2 Externally set task - unseen paper	Component 2 Externally set task - unseen paper

Key Stage 4
	Summer Term 1	Summer Term 2
Year 10	Continue Component 1 - coursework portfolio	Continue Component 1 - coursework portfolio
Year 11	Component 2 externally set task - unseen paper	Component 2 externally set task - unseen paper

Key Stage 5
	Autumn Term 1	Autumn Term 2
Year 12	Workshops developing artistic skills, techniques, processes and contextual understanding	Workshops developing artistic skills, techniques, processes and contextual understanding
Year 13	Component 1 - Personal investigation	Component 1 - Personal investigation

Key Stage 5
	Spring Term 1	Spring Term 2
Year 12	Students start Component 2 Exam, topic is student choice	Students start Component 2 Exam, topic is student choice
Year 13	Component 2 - Externally set assignment	Component 2 - Externally set assignment

Key Stage 5
	Summer Term 1	Summer Term 2
Year 12	Continue component 2 exams, topic is student choice	Continue component 2 exams, topic is student choice
Year 13	Component 2 - Externally set assignment	Component 2 - Externally set assignment