Art

Vision

At Birchwood we aim to deliver a broad and balanced curriculum for all children that links to the school values of;

Knowledge – to learn new things, to learn from successes and failures, to learn to adapt and do things better

Aspiration – to inspire inquisitiveness & curiosity, to strive for excellence in trying to produce the best outcomes and to enjoy their experience of Art

Kindness – to be empathetic in understanding the intentions of the production of art, to encourage a calm, thoughtful and positive learning environment where students support each other and enjoy each other’s progress and to reflect on their own and other’s achievements.

We want to inspire a love of art and creativity that allows students to create practical work, explore their ideas and record their experiences in many different forms whilst increasing their understanding and awareness of art and its place in society. Students study the disciplines of drawing, painting, printing, 3D work & other art, craft, and design techniques. Our KS3 curriculum is based around the building blocks of the formal elements of Art (line, tone, colour, shape, pattern, form & texture). These elements are linked to everything we see and do and are weaved into and revisited throughout all the KS3 projects & into the KS4 projects where we take a thematic approach to learning.

We aim for students to develop a greater awareness of artists, crafts makers & designers by analysing their work and expressing reasoned judgements that can inform their own work. Contextual sources are embedded into the curriculum across both key stages and within all projects to build cultural capital and link to the world we live in and to young people’s own interests. Our project themes aim to engage all and enable students to develop a passion for the subject by gaining new ways of seeing, thinking, doing and being. Most of all we want all children to enjoy and achieve through their art experience whilst developing valuable transferable skills for future careers and life.

How do we build on what students learn at KS2?

We want to ensure that our students are thoroughly supported in their transition from KS2 to KS3 art. In order to do this, we work with local primary schools so that our curriculums complement one another. In year 7, we purposely prioritise revisiting and rebuilding on the following:

The formal elements of art: line, tone, colour, shape, pattern & texture
Drawing from different sources and from observation
Links to artists, craftspeople & designers
Developing & recording ideas in a sketchbook
Experimenting with various art, craft & design techniques to further develop their visual language and practical skills

How do we cover the KS3 National Curriculum and beyond?

We believe that covering the KS3 National Curriculum is hugely important, but we also recognise how crucial it is for students to be exposed to wider knowledge beyond this.

We ensure that we cover the KS3 National Curriculum by covering following with students:

Using a range of techniques to record their ideas in sketchbooks as a basis for exploring their ideas
Using a range of techniques and media, including painting
Increasing their proficiency in the handling of different materials
Analysing and evaluating their own work and that of others, in order to strengthen the visual or applications
Developing a critical understanding of art, craft and design expressing reasoned judgements that can inform their own work
Learning about different artist, art periods, styles and movements

Beyond the curriculum, we provide:

GCSE Art club
GCSE Intervention sessions & workshops
Enrichment sessions
Whole-school house challenges which are centred on national and international competitions and events
Faculty trips – local & national
Visits to FE college end of year shows

What do we cover in KS4 and how do we aspire towards KS5?

We ensure that our curriculum builds on key concepts that are covered in key stage 3.

Year 10: Developing a GCSE Portfolio of work through analysing artists, experimenting with different materials and techniques, recording ideas in a sketchbook, presenting final outcomes and making a strong personal response to the starting point theme.

Year 11: Developing GCSE Portfolio & an Externally Set Assignment using the project structure to recap on different drawing, painting and other media as well as introducing new techniques, processes and materials at a more sophisticated level, providing a tool belt of practical applications needed to pursue more independent creative lines of enquiry along an open-ended theme/framework. They will be encouraged to analyse, explore and develop ideas at a deeper level through more extended written annotation, reflections and judgements to enable them to examine their own practise and their identity as an artist and present a body of work which encompasses a range of techniques, styles and approaches.

We want to ensure that our students are ready for life beyond KS4. As part of this preparation, we dedicate time to:

Discussion of diverse careers available to them in the creative industries.
Raising awareness of the different creative pathways available to them beyond GCSE.
Developing their research, organisation, resilience, initiative, problem-solving and communication skills to provide foundations for every aspect of school life and beyond.

KS3 Subject Overview

Year 7 Overview
18 lessons on rotation	THE FORMAL ELEMENTS & INSECTS PROJECT
Learning Question Overview of Key knowledge	‘What are the 6 Formal Elements of Art and how do we use them in our work?’ · Identify the formal elements of art & how they contribute to different artistic outcomes · Record using sketch, lines & mark-making effects to describe texture and surface qualities in their work · Explore Sgraffito technique to create a drawing · Create a Zentangle pattern · Practise how to create tone & show light, shadows and form in a drawing · Experiment with painted marks using traditional/unconventional materials · Make Paper Art & constructed collage sculptures inspired by an artist · Present Critical Studies/Artist Research
Why	The students arrive into KS3 with varying degrees of art education. This first project secures the foundation blocks in drawing techniques to enable students to develop in confidence and skill and to be able to communicate effectively using the visual language of the 6 formal Elements of Art and apply these in their work.
Building and revisiting from KS2	What are the formal elements of Art? What is a drawing? What are the rules? What is a primary/secondary source? Why do we use mark-making effects? What is tone/tonal shading? How do we use a sketchbook? How do we make links with artists?
Assessment	Recall of key words to retain key knowledge – Recall 5. RAP Sgraffito technique drawing Students will explore and record their ideas in a sketchbook – self assess, peer assess and reflect thought and opinions through oracy & written form KAST test end of rotation Verbal over the shoulder from teacher
Year 8 Overview · Developing Knowledge & skills from prior learning and learning more!
18 lessons on rotation	PORTRAITS PROJECT
Learning Question Overview of Key knowledge	‘What are portraits and how do we draw them?’ · Develop drawing, linear effects, shape & pattern further · Experiment with various drawing techniques – grid method & overlay drawings · Understand what is a portrait & the proportions of a face · Draw from observation using various media · Practise blending techniques with coloured pencils · Identify & use harmonious colour schemes · Make a self-portrait image inspired by an artist · Present critical studies/Artist Research
Why	This second project allows students to expand on their drawing skills further & explore the elements of art line, colour, shape & pattern in more depth. They will explore the broad theme of Portraits and the diverse approach from various artists of different eras and styles and use selected artist to influence their own self-portrait mixed media image.
Building and revisiting From Y7	What are the 6 elements of Art? What do we mean by “weight of line”, mark-making effects & Zentanle patterns? How do we use the colour wheel & what are harmonious or warm/cool colour schemes? What is an observational drawing? What is a primary/secondary source? How do we use annotation in a sketchbook? How do we make links with artists? Write about artist using more descriptive language and form own reasoned judgements
Assessment	Recall of key words to retain key knowledge – Recall 5. RAP Artist research page Students will explore and record their ideas in a sketchbook – self assess, peer assess and reflect thought and opinions through oracy & written form KAST test end of rotation Verbal over the shoulder from teacher
Year 9 Overview Pushing the limits / Inspire!
18 lessons on rotation	EVERYDAY OBJECTS PROJECT
Learning Question Overview of Key knowledge	‘What are Everyday Objects and how have different artists approached this theme? · Develop observational drawing skills · Experiment with grid drawing method to achieve accuracy · Understand what the element tone is & how it’s used in a drawing · Explore Monoprinting technique & its properties · Practise colour mixing/colour schemes · Practise watercolour techniques & acrylic paint effects · Demonstrate compositional skills · Present critical studies/Artist Research ’
Why	This final project students are introduced to more contemporary artists and explore new materials, skills and techniques and develop their drawing, painting and printing skills further linked to the theme of everyday objects. Students can use their own personal possessions to create artwork and explore the diverse approach from various artists on this theme to inspire their own outcomes.
Building and revisiting from Y7 & Y8	What are the 6 elements of Art? What is an observational drawing? What is a primary/secondary source? How do we use the colour wheel to mix and blend colours, describe tones & tints? How do we use annotation in a sketchbook? How do we make links with artists? Continue to write about artist using more descriptive, analytical & evaluative language and form own reasoned judgements. How do we present a personal response in our work?
Assessment	Recall of key words to retain key knowledge – Recall 5. RAP watercolour & biro composition Students will explore and record their ideas in a sketchbook – self assess, peer assess and reflect thought and opinions through oracy & written form KAST test end of rotation Verbal over the shoulder from teacher

KS4 Curriculum Overview

Aim and Objectives

The WJEC Eduqas GCSE in Art and Design is designed to provide engaging, challenging, coherent and meaningful learning experiences through a flexible structure that supports the sequential and incremental development of creative practice. Our rewarding and immersive programme of study broadens experience, develops imagination and technical skills, fosters creativity and promotes personal and social development. The focus of the course is to nurture an enthusiasm for Art, Craft and Design and, through a broad introductory foundation programme, to develop critical, practical and theoretical skills that enable students to gain a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields.

Prior Learning and Progression

This specification builds on subject content which is typically taught at key stage 3 and provides a suitable foundation for the study of Art at either AS or A level. In addition, the specification provides a coherent, satisfying, and worthwhile course of study for learners who do not progress to further study in this subject.

Year 10

Why?

Component 1: The Portfolio, provides opportunities for students to explore and cultivate important skills, knowledge and understanding through a variety of experiences. These may include using resources (such as the local environment, gallery visits, workshops or other sources) to carry out focused research which supports purposeful developments. During the course, students should be encouraged to experiment, collaborate, make informed creative decisions and innovate. Careful consideration of the selection and presentation of their work should also be encouraged. The primary purpose of this course is to develop a confident approach that will support students’ creative journeys in the latter part of Component 1 and throughout Component 2 and beyond.

5 x lessons a fortnight

Term 1

Term 2

Term 3

Learning Question

Overview of Key knowledge

Component 1: Portfolio 60%

‘How do we start to visually explore the theme ‘Organic Forms’?’

• the work and approaches of artists, craftspeople, or designers from contemporary and/or historical contexts, periods, societies and cultures

• contemporary and/or historical environments, situations or issues

• other relevant sources researched by the student in the chosen qualification title and area(s) of study

• the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including colour, line, form, tone and texture

• the characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they can be used in relation to students’ own creative intentions and chosen area(s) of study

• the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work.

Component 1: Portfolio 60%

‘How do we develop the theme in more depth to meet all assessment objectives? ‘

• the work and approaches of artists, craftspeople, or designers from contemporary and/or historical contexts, periods, societies and cultures

• contemporary and/or historical environments, situations or issues

• other relevant sources researched by the student in the chosen qualification title and area(s) of study

• the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including colour, line, form, tone and texture

• the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work.

Component 1: Portfolio 60%

‘How do we create meaningful and informed final outcomes to the project?’

• the work and approaches of artists, craftspeople, or designers from contemporary and/or historical contexts, periods, societies and cultures

• contemporary and/or historical environments, situations or issues

• other relevant sources researched by the student in the chosen qualification title and area(s) of study

• the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including colour, line, form, tone and texture

• the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work.

Building and revisiting

· Use a range of techniques to record their ideas in sketchbooks as a basis for exploring their ideas

· Use a range of techniques and media, including painting

· Increase their proficiency in the handling of different materials

· Analyse and evaluate their own work and that of others, in order to strengthen the visual or applications

· Develop a critical understanding of art, craft and design expressing reasoned judgements that can inform their own work

· Learn about different artist, art periods, styles and movements

· Use a range of techniques to record their ideas in sketchbooks as a basis for exploring their ideas

· Use a range of techniques and media, including painting

· Increase their proficiency in the handling of different materials

· Analyse and evaluate their own work and that of others, in order to strengthen the visual or applications

· Develop a critical understanding of art, craft and design expressing reasoned judgements that can inform their own work

· Learn about different artist, art periods, styles and movements

· Use a range of techniques to record their ideas in sketchbooks as a basis for exploring their ideas

· Use a range of techniques and media, including painting

· Increase their proficiency in the handling of different materials

· Analyse and evaluate their own work and that of others, in order to strengthen the visual or applications

· Develop a critical understanding of art, craft and design expressing reasoned judgements that can inform their own work

· Learn about different artist, art periods, styles and movements

Assessment

Teacher assessed, and externally moderated.

Teacher assesses, and externally moderated.

Year 11

Why? Component 2: This component is set externally from the exam board and represents the culmination of students’ GCSE study and provides both focus and challenge. Students are required to develop a personal response to one of a varied range of stimuli within specified time constraints. Students must therefore bring together the best of their understanding, knowledge and skills built up over their course of study and demonstrate their highest achievement through this externally set assignment. The Externally Set Assignment materials consist of a series of assignments based on themes, visual stimuli and written briefs. Students are required to select one of the set assignments and develop it in the form of:

• a personal response

• a specific design brief

• or another suitable approach.

5 x lessons a fortnight

Term 1

Term 2

Term 3

Learning Question

Overview of Key knowledge

Component 1: Portfolio 60%

‘How do we make a more personal response to the theme?’

Key Knowledge and Skills:

• the work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures

• contemporary and/or historical environments, situations or issues

• other relevant sources researched by the student in the chosen qualification title and area(s) of study

• the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including colour, line, form, tone and texture

• the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work

Component 2: Externally Set Assignment 40%

‘How do I respond to my chosen starting point?’

Unlimited Preparation time followed by a

Practical examination: 10 hours

Key Knowledge and Skills:

. • the work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures

• contemporary and/or historical environments, situations or issues

• other relevant sources researched by the student in the chosen qualification title and area(s) of study

• the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including colour, line, form, tone and texture

• the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work

Component 2: Externally Set Assignment 40%

‘How do I respond to my chosen starting point and make a final 10 hour piece?’

Unlimited Preparation time followed by a

Practical examination: 10 hours

Key Knowledge and Skills:

• the work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures

• contemporary and/or historical environments, situations or issues

• other relevant sources researched by the student in the chosen qualification title and area(s) of study

• the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including colour, line, form, tone and texture

• the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work

Building and revisiting

· Use a range of techniques to record their ideas in sketchbooks as a basis for exploring their ideas

· Use a range of techniques and media, including painting

· Increase their proficiency in the handling of different materials

· Analyse and evaluate their own work and that of others, in order to strengthen the visual or applications

· Develop a critical understanding of art, craft and design expressing reasoned judgements that can inform their own work

· Learn about different artist, art periods, styles and movements

· Use a range of techniques to record their ideas in sketchbooks as a basis for exploring their ideas

· Use a range of techniques and media, including painting

· Increase their proficiency in the handling of different materials

· Analyse and evaluate their own work and that of others, in order to strengthen the visual or applications

· Develop a critical understanding of art, craft and design expressing reasoned judgements that can inform their own work

· Learn about different artist, art periods, styles and movements

· Use a range of techniques to record their ideas in sketchbooks as a basis for exploring their ideas

· Use a range of techniques and media, including painting

· Increase their proficiency in the handling of different materials

· Analyse and evaluate their own work and that of others, in order to strengthen the visual or applications

· Develop a critical understanding of art, craft and design expressing reasoned judgements that can inform their own work

· Learn about different artist, art periods, styles and movements

Assessment

Internally moderated & Externally assessed by a visiting examiner.

The same four assessment objectives apply across both components. Each assessment objective is equally weighted (25% each)

Below are the assessment objectives for this specification. Learners must demonstrate their ability to:

AO1 Develop ideas through investigations, demonstrating critical understanding of sources.

AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to intentions as work progresses. AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

Internally moderated & Externally assessed by a visiting examiner.

The Externally Set Assignment consists of two parts:

Part 1: Preparatory study period

• Externally Set Assignment materials set by WJEC are to be released to the students no earlier than 2 January (in the calendar year in which the assessment is to be taken) and will consist of assignments based on themes, visual stimuli and written briefs, which are to be presented to the student at the start of the preparatory study period.

• One of the assignments is to be selected by the student and used as a starting point from which to elicit a personal, creative response

. • Responses are developed during the preparatory study period. They should take the form of practical, critical and contextual preparatory work/supporting studies which inform the resolution of the student’s ideas in the 10 hours sustained focus study

. • The start of the preparatory study period is defined as the date upon which the externally set assignment materials are presented to the student. The preparatory study period may commence on or after 2 January. The preparatory study period finishes upon commencement of the sustained focus work.

Internally moderated & Externally assessed by a visiting examiner.

Part 2: 10 hour period of sustained focus work

• The resolution of the student’s ideas from the preparatory work must be completed during the designated 10 hours of sustained focus work.

. • Both the preparatory work and sustained focus work will be assessed together using the assessment objectives.