Art & Design

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Arts and Design/Photography Faculty

Curriculum Intent

The Art and Design/Photography Faculty, as stakeholders, have had input into the design of the curriculum and share its vision and rationale.

Art and Design is a subject that predominantly utilises creativity. This is at the core of the department’s teaching and learning as there is a high demand for creative thinkers and producers, in creative and other sectors.

Our curriculum aligns with the whole school intent. Our biggest aim in the department is to individually nurture this creativity in our students. Students have to develop and refine their work over sustained periods of time to produce individual work, with fixed deadlines. These are skills that are essential to their life after their education; so the skills and practices they gain from the course are explicitly linked to skills that will serve them well in work-related environments. These skills go beyond what is needed to get good grades at exam level and focus on equipping our students with the skills needed to be creative, to organise, to reflect and to self-improve.

The department’s aim is to also provide students with the connection and relevance of these skills to the creative arts industries by offering a range of in school and out of school opportunities. These skills are developed in lessons through 1:1 sessions arranging portfolios for an interview, developing and nurturing students individually and enhancing student ability to verbalise their visual literacy skills; resulting in confident presentations that demonstrate strong communication skills and cultural awareness within our students. This is an important aim of the department as it provides relevance to all we do within our teaching and extracurricular activities, be it explicitly or subtly. These opportunities are also explicitly evident in the following extracurricular activities:

  • Trips.
  • Internal Exhibitions.
  • External Exhibitions and Competitions.
  • Work experience within the department.

The main purpose of providing these opportunities is to motivate students as to why they create artwork and to provide them with a clear pathway to the next steps. This gifts students a platform in which they can build a network with universities, lecturers, galleries, arts councils and professionals in the creative industries, or transfer these established skills in other sectors.

PROGRAMME OF STUDY OVERVIEWS

YEAR GROUP

TERM 1

TERM 2

TERM 3

TERM 4

TERM 5

TERM 6

7

Journeys

Journeys

Visual Language

Visual Language

Natural Form

Natural Form

8

Animal Kingdom

Animal Kingdom

Viewpoints

Viewpoints

Surreal / Illusion

Surreal / Illusion

9

Metamorphosis

Metamorphosis

Places / Spaces

Places / Spaces

Icons

Icons

10

Internal / External

Internal / External

Sense of Place

Sense of Place

Sense of Place

Human Condition 1

11

Human Condition 1

Human Condition 1

Human Condition 1

Human Condition 2

Human Condition 2

Human Condition 2

 

 

  • We aim to introduce students to a wide range of artistic disciplines to develop their creative skills, confidence and experience.
  • This includes: Drawing, Painting, Collage, Printmaking, Sculpture, Textiles, Photography, Graphic design.
  • Relevant and contemporary examples are used throughout the curriculum themes to create links in student’s knowledge and understanding of visual communication.

Curriculum Implementation

Learning schemes throughout the department are intrinsically linked to working in the creative industries. These can be either subtly or explicitly displayed in our learning schemes and curriculum.

This is evidenced throughout the department but notable cases are:

  • Gaining awareness of cultural similarities and differences.
  • Working and completing individual work to a brief.
  • Responding to individual, tailored targets.
  • Working towards internal exhibitions.
  • Working towards external exhibitions.
  • Working towards competitions.
  • Creating work based on original independent ideas.
  • Responding to a brief in a multi-sensory approach.
  • Visuals, audio, sculpture, ICT etc.
  • Interpreting research to originate new concepts.

Sheets we use to support our teaching:

  • Using Research Purposefully – guides and facilitates independent learning for research activities.
  • Exam TimeLine - guides and facilitates independent learning for individual development.
  • Typology – on example of a brief given to students to interpret individually

We recognise that our students come with diverse experiences and knowledge and aim to draw upon this knowledge in individual discussions about their work. 

Trips take place within the department across all key stages. The benefits of a trip extend beyond enriching the curriculum and enhance their work-related skills. These skills can be:

  • Meeting gallery advisors and other professionals and utilising their communication/presentations skills through discussions.
  • Seeing how a gallery/exhibition is curated for a public audience.
  • Studying the journey/context of the artwork for public display.
  • Responding to different cultural aspects of artwork exploring diversity in others’ cultures.
  • Creating work in a different environment responding to a brief.
  • Personal organisation in following itineraries/locations/timings.
  • The trip to The Henry Moore Foundation at the end of KS3 is explicitly linked to textile design/how artwork is made and sold/how the practices of art and design fit within contemporary design.

A typical overview of trips that take place over an academic year:

  • KS5 Trip to London Galleries.
  • KS4 Sense of Place Trip
  • KS3 Trip to The Henry Moore Foundation – images to support this case.
  • Trips to local galleries/exhibitions across all Key Stages – powerpoint to support this case.

Internal exhibitions take place throughout the year to display successes and to consolidate academic courses. There are many collaborative qualities that can be learnt from this process, as well as individually selecting their strongest work for public view. These skills can be:

  • Utilising presentations skills through discussions on their work.
  • Offering creative and technical, constructive criticism.
  • Completing a creative, individual journey, resulting in an outcome that consolidates all research and technical refinement.
  • Developing skills in displaying for a public audience.
  • Responding to different cultural aspects of artwork exploring diversity in other’s cultures.
  • Experience in gallery curation and the skills needed to prepare and exhibit artwork professionally.
  • Constructing the gallery space to be audience ready. (Building, painting, clearing and hanging)

KS3 and KS4 St Ives Exhibitions provide an insight into the preparation needed to reach a GCSE/A Level Exhibition and are intended to be aspirational for lower school students to make higher quality work.

A typical overview of Internal Exhibitions that take place over an academic year:

  • KS3 Photography exhibitions of student work: on-going throughout the year.
  • KS3 Art and Design work exhibitions of student work: on-going throughout the year.
  • KS4 Year 10 Art and Design Sense of Place Exhibition.
  • KS4 Year 11 GCSE Exhibition.
  • Year 12/13 Art and Photography Exhibition.

Artist and designers are constantly creating work and it is our commitment to our students that we are constantly reflective in our own creative practice and contemporary subject knowledge. This constant staff reflection is key to offering our students a broader arts education and offering more approaches to their learning.

Curriculum Impact

Regular summative assessment takes place in the form of conversations and written target. Each student is included in the direction of their own work, choosing their artist and the materials they working in. Examples of this teaching could be:

  • Through 1:1 conversations, identify strengths and areas for improvement in their work.
    • Tease answers out of the students so they are leading their learning
    • Number/Bullet point the areas they identify for improvement in language they will understand so they will understand any written feedback, outside of the conversation
    • Prioritise their tasks in to achievable steps, stating numerically which task needs to be completed first. This will balance their workload to free them up for more challenging tasks.
    • Keep targets short and concise with key vocabulary.
  • To instil confidence and to avoid ambiguity, in written/verbal feedback provide clarity on:
    • Their idea
    • Their chosen technique.
  • Create a tailored plan for them spanning over a series of lessons.

Frequent, Internal standardisation meetings between all staff and all student books offer the chance for every student to have targets created by more than one member of staff, utilising more subject specialisms and knowledge of the art world.

Examination Board: Edexcel Syllabus: 1AD0

Student guide for Art GCSE

Is this the right subject for me? This course is suitable for those of you who:

  • Enjoy making art
  • Enjoy the work of artists and designers
  • Enjoy learning new process
  • Enjoy visits to galleries, museums, workshops and studios.

What will I learn?

The GCSE course covers a range of activities and in-depth assignments. You will have the opportunity to experiment with a variety of media in order to explore your strengths and preferences. Whatever you choose, the main aim of the course is to develop your visual language skills and for you to build a personal portfolio of work to progress to further courses or employment. You will have the opportunity to specialise in one discipline of your preference after being introduced to many processes and approaches through workshops or work in a variety of art practices such as fine art painting, sculpture, textiles, photography, drawing, collage etc.

How will I be assessed?

Edexcel’s GCSE Art and Design is made up of 2 units.

  • Unit 1: Personal Portfolio in Art and Design – internally set and marked; assessed through controlled assessment. 60% of overall mark
  • Unit 2: Externally Set Assignment in Art and Design – theme set by EDEXCEL and internally marked. 40% of overall mark. Each unit is assessed separately out of 72 marks. It is standardised by the Art department and then moderated by a representative from the exam board at the end of the course.

What can I do after I have completed the course?

On completion of your GCSE Art and Design course, you could progress to further education. Courses include:

  • BTEC National Diploma in Art and Design.  There are one and two-year courses available.
  • Specialist Diploma in Creative Media
  • GCE A Level in Art and Design or Photography
  • This course will also demonstrate your dexterity and you will have a portfolio of work that will evidence your ability to pursue a two-year GCSE course in Art and Design, covering different assignments and producing a range of work. This may compliment your applications to take apprenticeships or other courses, in local design offices, graphics companies and retail, web, design and other practical based careers.

If you would like further information please see Miss C. Thomas, Head of Art & Design.