Art Curriculum Overview
“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
Art Curriculum Team Vision
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.
Art Curriculum Intent
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.
- Students understand proportion, perspective and how to represent a 3-dimensional image on a 2 dimensional plain.
- Students have a basic knowledge of painting technique and theory.
- Students produce original, imaginative and personal work.
- Students are able to talk about a range of artists and art movements linking to their work.
- Students will explore a wide range of media and processes.
- Students keep a sketchbook and understand how to develop a project and generate ideas.
- Students are able to reflect on their work and the work of others in order to progress.
Key Stage 4
- Students are able to develop highly original, personal and imaginative work.
- Students develop their own style and play to their strengths.
- Students are able to articulate and record their ideas clearly.
- Students develop a confidence and skill in the practical areas they choose to pursue.
- Students are willing to take risks and experiment.
- Students can critically analyse the work of artists.
- Students can use research to help develop their own work.
When and why.
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 students 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 as scaffolding is removed. The last project in Year 10 is set up as a mock of the externally set task so that students have a chance to experience the controlled practical element they will do in Component 2 of Year 11. At the start of Year 11 students revisit their projects from Year 10, improving and selecting work for their portfolios before undertaking the Component 2 externally set task in January.
Long Term Plan
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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Year 7
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Unit: Still Life - Drawing |
Unit: Still Life - Painting/Artists |
Unit: Still Life - Outcome
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Unit: Abstract Noise - Introduction to abstraction/Kandinsky |
Unit: Abstract Noise - Printing |
Unit: Abstract Noise - Clay Tile |
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Key Learning Students need to know and remember from this unit of work |
Pencil skills Line Tone/mark making Proportion Perspective 3D Shapes |
Colour mixing Colour theory Texture/mark making Brush skills Cezanne/Thiebaud artist research and analysis Post-impressionism Pop Art |
Application of all skills in term 1 & 2. Producing a larger scale observational painting of a Still Life. |
Wassily Kandinsky research and analysis (link to artist analysis skills from term 2) Abstraction Abstract expressionism Emotive colour (link to Term 2 colour mixing) Emotive mark making (links to term 2 mark making) Composition/Abstract design (links to drawing skills term 1) |
Poly-tile printing Relief printing (link to term 2 colour theory) |
Process of using clay Producing a clay tile Properties/limitations/uses of clay Use of clay tools How to join clay
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit. |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit. |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit. |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.
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Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.
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Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.
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Year 8 |
Unit: Natural Form – Learning about clay, Artist and Designs |
Unit: Natural Form – Producing a Clay ‘Pot’ |
Unit: Natural Form – Exploring form, colour and texture through ‘drawing’. |
Unit: Portraiture – Pencil Portraits
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Unit: Portraiture – Artists and Outcome (influential people) |
Unit: Monsters – Sculpture |
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Key Learning Students need to know and remember from this unit of work |
How Nature inspires artists. Analysis of the work of Kate Malone and other ceramicists. (builds on artist analysis skills in yr 7 term 2 & 4) Designing 3D work (building on design and 3D drawing skills from yr 7) The process of clay including 3D building and glaze. (building on knowledge and skills form Yr 7 term 6) |
Pinch Pot technique Coiling/hand building Limits/use of clay Scratch and slip (joining technique) Decorative techniques (building on knowledge and skills form Yr 7 term 6) |
Drawing technique Proportion Perspective Creating texture Explore a range of media Representation of value/tone (building on drawings skill term 1 - 3 yr 7)
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Position/shape of the features Basic portrait ‘guidelines’ Proportion of the features in relation to the face and one another. Tonal shading to show value (light and dark areas) (building on drawings skill term 1 - 3 yr 7)
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Analysis of portrait artists such as Stephanie Ledoux and Eduardo Bertone. (builds on analysis skills from term 1) Use of mixed media (builds on experience of a range of media in term 3) Painting with watercolour (builds on painting and colour mixing skills from Yr 7 term 2 & 3) Representing tone/value with paint in a portrait. Representing identity in a portrait (builds on knowledge of representation of abstract ideas from year 7 term 4-6) |
3D Design sketching (builds on skills/knowledge from term 1) Creating imaginative and original designs/work Manipulation of 3D media – mod-rock (builds on 3D making skills from term 2 but in new media)
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit. |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit. |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit. |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.
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Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.
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Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit. |
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Year 9 |
Unit: Architecture |
Unit: Photography - Camera skill workshops. |
Unit: Illustration - Fairy Tale/Nursery Rhyme Character design – research and experiments. |
Unit: Illustration - Fairy Tale/Nursery Rhyme Character design - outcome |
Unit: Printing (Day of the Dead) – research and designs |
Unit: Printing Outcomes – Lino Print/mono printing. |
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Key Learning Students need to know and remember from this unit of work |
Concept design Responding to a brief 3D design 3D model making Card construction (builds on 3D drawing skills from year 8 & 9 as well as 3D making skills, this time linking to carrers) |
Parts/functions of a DSLR camera Framing Focus points Depth Of Field/Aperture Exposure/shutter speed |
Analysis of illustrators such as: Quentin Blake, Nick Sharratt, Eric Carle and Tim Burton. (builds on analytical skills) Exploring a range of illustration styles and techniques. (builds on use of mixed media techniques from year 8) Producing illustrations in response to a brief. (builds on development of own ideas from year 7 & 8 and links to careers) |
Producing an original illustration in response to a brief. Selecting appropriate media and techniques. (builds on use of mixed media techniques from year 8) (builds on development of own ideas from year 7 & 8 and links to careers)
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Exploring ‘The Day of the Dead’ festival. Producing designs inspired by a cultural festival. Learning about print making – lino, woodcut, screen printing etc.
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Producing a lino cut print inspired by Day of the Dead skulls. (builds on knowledge of printing from yr 7 term 4-6) (builds on illustration skills from term 3 & 4) |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit |
Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit
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Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit
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Assessment Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit
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Year 10
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Unit: Skill Workshops Natural World (Project 1) |
Unit: Skill workshops Natural World (project 1) Leading into Personalisation of project. |
Unit: Natural World (project 1) - Personalisation and outcome.
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Unit: Extended Project 2 - Mock - Choice of Themes
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Unit: Extended Project 2 - Mock (Choice of Themes)
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Unit: Extended Project 2 - Mock (Outcome & 5 hr mock experience)
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Key Learning Students need to know and remember from this unit of work |
Taking quality photos Approaches to drawing Painting skills Print making Sculpture Mixed Media Displaying and annotating work |
Artist analysis Developing personal and meaningful ideas Experimentation Annotation Producing outcomes Exploring the Assessment Objectives Term 1 & 2 builds on skills from KS3 in developing your own work through a sketchbook/project with the aim of moving towards more independence in following coursework projects. |
Producing a personal and meaningful response that realise your intentions. |
Producing an extended project from a selection of themes. Building on skills and knowledge from Term 1-3 Build understanding of Component 2 and the controlled element. Skills and knowledge of building and developing a project from term 1 & 2 used here but with wider freedom in choice of directions – scaffolding slowly removed. |
Producing an extended project from a selection on themes.
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Producing an extended project from a selection on themes. Producing a personal and meaningful response that realises your intentions. Experiencing 5 hours of controlled practical time in preparation for component 2 in year 11 |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.
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Year 11
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Unit: Extended Project 2: Mock (Outcome)
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Unit: Preparing component 1 portfolio (finishing off, display, extensions of project 1 & 2 etc.) |
Unit: Component 2 Externally Set Task - Exam board releases project themes for students to work from.
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Unit: Component 2 Externally Set Task (set by exam board and released in January) |
Unit: Component 2 Externally Set Task – 10 Hour controlled practical time (Outcome) |
Unit: Course complete |
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Key Learning Students need to know and remember from this unit of work |
Producing an extended project from a selection on themes. Producing a personal and meaningful response that realises your intentions. |
Selecting work to be assessed as part of component 1 portfolio. Acting on feedback and next steps. Presenting and displaying work |
Selecting a theme from the component 2 paper Research Experimentation Recording ideas Producing outcomes Pupils should be, from their experience of year 10, confident to independently tackle this task. |
Research Experimentation Recording ideas Producing outcomes |
Research Experimentation Recording ideas Producing outcomes Producing a final outcome in the 10 hour controlled time (practiced in year 10) |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |
Assessment ‘Live Marking’ with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given. |