Chilton Trinity School

Art

Intent

“A work of art which did not begin in emotion is not art.” - Paul Cézanne

“Creativity takes courage.” - Henri Matisse

“Art washes away from the soul the dust of everyday life.” - Pablo Picasso

Big Ideas

Creating Artists

Promote creativity, imagination and self-expression.

Rich and diverse cultural experience.

Becoming proficient in a range of artistic media and techniques.

Confidentially use the language of art, craft and design.

Have a strong understanding of careers and art and designs role within society.

Key Stage 3

  • A focus on building skills and knowledge in areas such as drawing and painting to provide a strong foundation going forward in the subject.
  • Pupils have an understanding of proportion, perspective and how to represent a 3-dimensional image on a 2 dimensional plain.
  • Pupils have a basic knowledge of painting technique and theory.
  • Pupils produce original, imaginative and personal work.
  • Pupils are able to talk about a range of artists and art movements linking to their work.
  • Pupils will explore a wide range of media and processes.
  • Pupils keep a sketchbook and understand how to develop a project and generate ideas.
  • Pupils are able to reflect on their work and the work of others to order to progress.

Key Stage 4

  • Pupils are able to develop highly original, personal and imaginative work.
  • Pupils develop their own style and play to their strengths.
  • Pupils are able to articulate and record their ideas clearly.
  • Pupils develop a confidence and skill in the practical areas they choose to pursue.
  • Pupils are willing to take risks and experiment.
  • Pupils can critically analyse the work of artists.
  • Pupils can use research to help develop their own work.

How & When

Year 7 focuses on basic skill building to ensure a strong foundation from which to explore the subject. Key skills such as drawing and painting are re visited and built upon in year 8 and 9 – Art is a skill based subject and skills take practice. Throughout KS3 pupils produce projects in a similar style to GCSE so that those who opt for the subject in year 10 have a good understanding of how to approach their coursework. In KS4 pupils produce highly personalised work and spend year 10 producing projects towards their Component 1 portfolio. These projects start more guided and gradually allow a wider choice of artists and approaches. The last project in year 10 is set up as a mock of the externally set task so that pupils have a chance to experience the controlled practical element they will do in Component 2 of year 11. At the start of year 11 pupils revisit their projects from year 10, improving and selecting work for their portfolios before undertaking the Component 2 externally set task in January.

KS3 & KS4

Year  Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
7 Still Life: Drawing Still Life: Painting Skills Still Life: Producing and Outcome (painting/drawing) Abstract Sound: Learning to use Abstraction Abstract Sound: Producing a Clay Tile Abstract Sound: Producing a Printed Outcome
7 Assessment Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons.

Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons.

 Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons.
8 Identity: Portraiture basics, exploring artists and developing ideas Identity: Portrait Outcome Monster Sculptures? Natural Form: Recording form, colour and texture Natural Form: Research, developing ideas and designs) Natural Form: Producing a Clay 'pot'
8 Assessment Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons.
9 Architecture Photography: Camera use and Photoshop Illustration Illustration Lino Printing Lino Printing
9 Assessment Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons. Log Book with common misconceptions completed mid Unit and fed back to class as whole. Continuous verbal, formative, 'in the moment' feedback during lessons.
10

Mini Personal 

Project 1:

Colour

 Personal Project 2: My World Personal Project 2: My World Extended Project 3: Mock - Choice of Themes Extended Project 3: Mock - Choice of Themes Extended Project 3: Mock (Outcome & 5 hr time)
10 Assessment On going assessment of individual tasks - completed during lessons in a tutorial style On going assessment of individual tasks - completed during lessons in a tutorial style AQA AO Sheet used to give overall project grade On going assessment of individual tasks - completed during lessons in a tutorial style On going assessment of individual tasks - completed during lessons in a tutorial style AQA AO Sheet used to give overall project grade
11 Improving portfolio 'My World' Project Improving portfolio 'My World' Project Personal Project 3 Personal Project 3 Personal Project 3 and Portfolio selection and presentation
11 Assessment Portfolio Review - Tutorial and feedback. AQA AO Sheet used to give overall portfolio grade Portfolio Review - Tutorial and feedback. AQA AO Sheet used to give overall portfolio grade On going assessment of individual tasks - completed during lessons in a tutorial style On going assessment of individual tasks - completed during lessons in a tutorial style On going assessment of individual tasks - completed during lessons in a tutorial style

Extra Curricular

KS4 Drop in Support – Mon to Friday 3 to 4 PM

KS3 Art Club – Thursday 3  to 4 PM

Useful Links

AQA | Subjects | Art and Design

GCSE Art and Design - BBC Bitesize

Support Available

KS4 – Art Drop In

Monday to Friday 3 to 4 PM.