Art and Design Technology

SUBJECT Curriculum Map

Intent

The Art curriculum aims to engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture of the country.  Students should be able to produce creative work, exploring their ideas and recording their experiences. They should also become proficient in drawing, painting, printmaking, photography, sculpture and other art, craft and design techniques.  They should be able to evaluate and analyse creative works using the language of art, craft and design, know about great artists, craft makers and designers and understand the historical and cultural development of their art forms.

 

 

Implementation
Term 1   2   3  
Year 7 The Formal Elements & Portraiture

 

Students will be introduced to self‐portraits and the various ways these can be produced to appreciate the different ways in which artists show themselves through self-portraits.

The students’ ability when using a pencil and paint brush will expand.

Students will gain skills in drawing a self-portrait and to work in the style of the graphic designer and Illustrator Erica Burns. They will understand and identify the formal elements of art: tone, line, form, shape, texture and colour and learn how to make use of a wide range of tonal and shading techniques, being able to discuss tone and formal drawn elements used by themselves and others. They will learn how to draw from observation, developing an understanding of proportion and scale

 

Year 8 African Art – Colour Theory

 

Students will revisit (prior learning in year 7) and demonstrate their understanding of the formal elements of art: tone, line, form, shape, texture and colour.

They will learn how to make use of a wide range of tonal and shading techniques, be able to discuss tone and formal drawn elements used by themselves and others.

Students will learn how to draw from observation, developing an understanding of proportion and scale.

They must gain a clear understanding of colour theory with the ability to identify primary, secondary, tertiary and complementary colours as well as the ability to confidently mix colours.

Students apply mixing skills to create a monochromatic painting.

We are constantly creating cross curricular links with geography, languages and religious studies-learning about the origins of masks and their spiritual and/or religious properties. The students are introduced to masks and their various uses (tribal and cultural). This will enable students to design their own mask through the knowledge they have gained and to produce a successful 3D cardboard mask from a 2D design.

 

Year 9 The Elements in Art & Design- Natural Forms

 

Students will revisit prior learning (year 7 and year 8) and identify the formal elements of art: tone, line, form, shape, texture and colour.  They will learn how to make use of a wide range of tonal and shading techniques and be able to discuss tone and formal drawn elements used by themselves and others.

They will also learn how to draw from observation, developing an understanding of proportion and scale by looking at natural forms.

They will develop a clear understanding of colour theory with the ability to identify primary, secondary, tertiary and complementary colours as well as the ability to confidently mix colours.

Students will learn how to scale up a drawing using the grid techniques

They will understand a range of reasons, motivations and incentives for making a drawing.

Students will gain understanding of artists in how they create their work, then using these skills to create a response in the style of the artist, as well as the ability to use art terminology to describe and analyse the work.

 

Natural Forms Lino Printing

 

We will be looking closely at the work of artist William Morris. Students will respond to his work through a series of experimental prints using paper and other materials. There will be a focus on design, composition, layering and registering before they produce a final realisation.

Through the theme of Natural Forms students will create a mind map as a starting point for idea generation and personalisation.

 

Students will select an artist whose work relates to this theme and start to record from first hand in the style of their chosen artist.

 

Students will create a range of observational drawings from primary research, collected items and their own photography in a range of appropriate media exploring their theme visually in depth.  They will create drawings, thumbnail sketches and collages experimenting with different compositions, materials and colour palettes linking to their artist research and annotating ideas and improvements as the project progresses.

Natural forms – still Life

 

Students will record a wide range of observational studies from primary and secondary sources whilst experimenting with a range of materials, techniques, surfaces and processes.

 

Students will refine ideas and experiment with resources, media and materials.  They will experiment and explore the theme in more depth, analysing and developing ideas as the project progresses.

 

This will include experiments with different techniques such as paint, pens, inks, printing, mixed media, showing examples of testing and evaluating ideas.

 

Students will investigate other artists they have selected who link to their interests/theme and continue to experiment with different viewpoints and designs.

Year 10 Structures-Lino Printing-photography

 

Students will be looking closely at the work of artist Paul Catheral. Students will respond to his work through a series of experimental prints using paper and other materials. There will be a focus on design, composition, layering and registering before they produce a final realisation.

Students will create a range of observational drawings from primary research, collected items and their own photography in a range of appropriate media exploring their theme visually in depth.  They will create drawings, thumbnail sketches and collages experimenting with different compositions, materials and colour palettes linking to their artist research and annotating ideas and improvements as the project progresses.

 

Through the theme of Structures students will create a series of prints based on the architectural structure of The Convent and also the structures of London’s iconic buildings and their local areas.

 

Students will gain and improve skills in Photography and Photoshop.

 

Students will select an artist whose work relates to this theme and start to record from first hand in the style of their chosen artist.

 

Portraiture

 

Students will revisit portraiture and the key features and concepts of portraiture, and

various artists and styles associated with this subject matter including contemporary artists Marion Bolognesi, Luke Dixon, Pablo Picasso and watercolour/ gouache/acrylic painting techniques/ brush skills.

 

Students will analyse and evaluate their work reflecting on links to their artist research.

They will develop observation skills when collecting information and communicating ideas and develop analytical and intuitive capabilities through the appropriate use of materials, processes and techniques to develop an individual response and adapt ideas to meet different purposes and make connections with the work of others.

 

Graphic Communication/Messages

 

Students will gain knowledge and understanding of typography and combining text and image. Students will create a range of observational drawings from primary research, collected items and their own photography in a range of appropriate media exploring their theme visually in depth.  They will create drawings, thumbnail sketches and collages experimenting with different compositions, materials and colour palettes linking to their artist research and annotating ideas and improvements as the project progresses.

They will experiment and develop a varied range of printmaking technique. Students will create a range of typographical statement pieces linked to the theme of Messages (past exam paper).

 

Year 11 Project 1 Freedom

 

Students will visually explore the theme of ‘Freedom’ by telling a story through their investigations and development of ideas.  The work must be clearly linked and annotated with Art key words throughout.  Students need to show an element of creative risk, experimentation and personal decision‐making discussing reasons for their choices.  This will form a body of work gaining marks for each of the assessment objectives.

 

Project 1 Freedom

 

Students will continue to explore their theme of ‘Freedom’ which will cover the following: research and investigation (looking at a range of artists to inform your theme, analysing their work both through written and visually); experimenting with different techniques and materials (students should try out a range of different materials, mix them up and make notes on how their thoughts and opinions); developing ideas (being open to possibilities, linking ideas to the project title and linking to research). Students will have 5 hours (1 school day) to produce an ambitious, largescale final piece as a personal response.

 

Timed final piece over 2 weeks of lessons.

 

Ideas will be informed by an understanding of their research and context.  Students will develop and refine their ideas through experimentation, using a range of relevant resources, media, material, techniques and processes.

 

 

Year 12 Contemporary Portraiture

 

We will revisit key features and concepts of portraiture, various artists and styles associated with this subject matter including contemporary artists Marion Bolognesi, Cliff Mathews, Shepard Fairey, Luke Dixon, Ian Mc Arthur, Guy Denning and Pablo Picasso as well as watercolour/acrylic painting techniques/ brush skills /soft pastels/oil pastels/ pencil tonal and photography.

Students will analyse and evaluate their work reflecting on links to artist research and develop observation skills when collecting information and communicating ideas and analytical and intuitive capabilities through the appropriate use of materials, processes and techniques. Students will develop an individual response and adapt ideas to meet different purposes and make connections with the work of others.

Pop Art -Graphic Communication-Screen Printing

 

Building on from the portraiture project students will learn about Pop Art and study the Art Movement and a range of prominent artists. They will research elements of popular culture in their life to develop and refine a design that incorporates their portrait. Print‐making techniques will be introduced, and connections will be made to the movement Pop Art and why so many artists use print‐making.

 

Past Paper exam theme (AQA)

‘Elements’ or ‘My Surroundings’

Students will explore their theme which covers the following: research and investigation (looking at a range of artists to inform their theme, analysing their work both in writing and visually); experimenting with different techniques and materials. Students will practise their final idea and show how it links to the artists they have studied and interpret their work in a personal way.  They will produce a final piece plan and complete a controlled assessment piece which links to all their development work in any appropriate media.

Year 13  

Personal Investigation/Essay-Personal study

Students are Introduced to the Personal Investigation.

Choose a Starting Point – Create Working Title.

 

This is a practical investigation supported by written material.

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes.

The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation.

The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials.

The investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople.

 

Exam

Students will have 10 hours (2 school days) of controlled

assessment time to produce an

ambitious final piece as a personal response to their theme.

 

Covid 19 – Exam

 

NO EXAM

Timed final piece over 2 weeks of lessons.

Students will be issued with an exam paper from AQA, they will choose ONE question to work from and then have a limited number of weeks to carefully research their thoughts and ideas in response to this theme.

This could take the form of a workbook/sheets filled with primary research, artist connections and

exploration studies linked to the theme.

Students will continue to develop a body of work in response to their theme.

Ideas will be informed by an understanding of their research and context.  Students will develop and refine their ideas through experimentation, using a range of relevant resources, media, material, techniques and processes.

 

 
Year 7 Graphic Communication

CAROUSEL

 

Typography & Perspective Drawing / Poster Design

 

Students are introduced to perspective drawing and how it can be applied to interior design and how it is used in the design world.

Students gain skills in 1–Point Perspective and in applying tone to a

3-dimensional drawing. They will apply knowledge and new skills to a 1point perspective landscape drawing and to gain knowledge and understanding in 2 -point perspective drawing and create a fantasy cityscape- with the application of tone.

 

Students learn how to make use of a wide range of tonal and shading techniques and be able to discuss the purpose of formal elements used in design and graphics. They will design and make a poster advertising a current art exhibition. Students will gain knowledge and understanding of the first poster designed and its history.

Typography and advertising are introduced. This will expand and deepen students’ knowledge and understanding of media and advertising and its global impact.

Students will learn about the principles of typography and will apply this knowledge to their own personal outcome.

 

 
 

Year 8 Textiles

CAROUSEL

 

Essentials for personal health and hygiene.

 

Students will respond to a design brief:

 

‘Top Shop have asked you to design and make a drawstring fabric bag for teenage

girls to keep essential personal items i.e. Mask, hand gel, hair scrunchy and tissues

The bag will need to be fun and upbeat as well as practical. It will need to have a small pocket and applique designs to incorporate the Top shop linked hearts logo.

The ribbon of the bag needs to be decorated with hearts to represent Top Shop’.

 

In so doing they will gain: basic hand and machine sewing skills; design and make for purpose and production skills; 2-d design layout; patterns and prototypes; templates and pattern cutting- (translating these from paper to fabric); 2-d designing to 3-d making; product testing and evaluating industrial process; applique; construction and finishing; final evaluation and assessment

 

 
Year 9

Fashion & Textiles

 

Introduction to Textile, Sewing Equipment, Weaving, Embroidery Stitches, Lady Bug Pin Cushion

 

Through this unit students will develop the opportunity to learn skills such as problem solving, creative thinking, visual awareness and independence which are invaluable not only in textile and fashion but to their future career.

Students will understand and identify the design elements in textile: line, shape, texture and colour; how to draw from observation, developing an understanding of proportion and scale.

 

They will gain a clear understanding of colour theory with the ability to identify primary, secondary, tertiary and complementary colours as well as the ability to confidently mix colours.

 

They will understand that fabrics are made from fibers; gain knowledge of the different types of fibers; skillfully weave fibers into different patterns, using wool/ embroidery threads and a plastic fabric weave loom. They will be able to list the different equipment used in sewing and explain what each are used for. They will complete a driving test and sewing machine assessment and learn skills across with weave, print, embroidery, stencil, applique and embellishment, as well as learning pattern cut and garment construction.

 

Design and make an individual small lady bug pin cushion to be used in upcoming projects.

 

Fabric Decoration Techniques, Seam construction, Fastenings, Decorative Cushion/ Tote Bag.

 

Students will explore and learn the art of different surface decoration techniques such as stencilling, block printing, lino cut, applique, tie and dye, hand and machine embroidery, crayon batik, patch work and quilting.

 

They will be able to define fastenings; describe the different types of fastenings; attach a zipper and make a button hole with button attached.; explain what a seam is and the different types of seams; understand the concept of neatening seams

 

Students will produce 3 methods of neatening seams- zig-zag stitching closed seams and open seams. They will look closely at the work of fashion designers and artists. They will design and make a decorative contemporary cushion using at least 2-3 skills learnt.

               

 

Trial of Mock coursework – Constructing a Child’s Dress

Students will analyse a vocational brief and research ideas to complete the making a child’s dress using the theme “Specie”.

They will identify and list a broad range of research ideas that can be used to undertake the research brief; record ideas into a sketchbook and include annotations; research into inspirational sources such as animals, habitats, colours, shapes, textures, forms and information about the environment and loss of habitats such as graphics and statistics.

 

They will make notes on how the sources and materials inspire them; research into artists and designers they think are relevant to the project; determine the formal elements, design principles.

 

They will enhance their understanding of pattern markings – copying these onto pattern pieces drawn and cut out (using commercial patterns to create dress templates).

They will prepare fabric and pattern layout, step by step pinning pattern to fabric; complete pinning pattern to fabric and cut out pattern from fabric; transfer the pattern markings to their cut-out fabric (darts are indicated by dots in a long triangular shape); complete surface design on front panel of dress relating to their chosen specie.

Students will complete a dress and hand in their final work.

Year 10

Fashion & Textiles

 

Trial of Mock Exam Practical Work – Constructing a Child’s Dress (Follow up work from year 9), Preparation for exam coursework- Introduction

Students will follow up from year 9 work to complete a child’s dress by applying techniques learnt such as: applique, embroidery, Lino-cut, stenciling. They will gain understanding and experience in pattern markings- copying these onto pattern pieces drawn and cut out (using commercial patterns to create dress templates). Students will prepare fabric and pattern layout, step by step pinning pattern to fabric then complete by pinning the pattern to the fabric and cutting out the pattern from the fabric. Students will then transfer the pattern markings to their cut-out fabric.

Students will follow up from year 9 work to complete a child’s dress by applying techniques learnt such as: applique, embroidery, Lino-cut, stenciling.

 

Coursework Begins: October 2020

 

Component One- Generating Ideas in Art and Design (Folder)

Practical research and investigation through a combination of observation, experience and practice with design, techniques into design brief.

 

Students will explore practical activities through mood boards, brainstorms and rapid prototype or samples.

They will integrate the use of drawing and written annotations into working practice. They will research inspirational resources.

 

They will also explore activities using different fabric decorations and techniques as well as research into artists and designers.

 

Students will use a range of 2D and 3D processes based on research to generate of ideas relating to chosen textile piece.

 

Component 2: PRACTICAL SKILLS

 

Students will construct a garment.

 

Final improvement of coursework, preparation of component 3

 

Component 3 – Practice

Responding to a client’s brief- teacher and students will review the sample assessment materials to help students to prepare of this section of the exam. This will be released in Feb.

 

Year 7 FOOD Topics: Safety in the Food Room, Personal and Food Hygiene, Cooking Equipment, Weighing and Measuring, Knife Skills, Eatwell Guide

 

Students will understand the importance of handwashing when handling food to prevent the spread of bacteria including COV-19.

They will follow strict health and safety rules and standard procedures in the kitchen to ensure that food is safe to eat. They will learn how to use and demonstrate safe use of equipment in the kitchen, including the hob and oven.

Students will learn basic cooking skills needed to prepare healthy meals and make smarter food choices in the future.

They will plan, prepare and cook a range of products using accurate weighing, measuring and cooking techniques. They will understand the importance of the Eat well Guide, describing how each section is beneficial to our health.

Students will evaluate food products using the five senses and consider healthier choices that could be made and to learn how to follow a recipe and understand the importance of working methodically to produce a quality outcome.

 

 
Year 8 FOOD Students will follow up on health and safety procedures in food preparation from year 7. They will describe what causes food poisoning and symptoms associated with the illness and follow up on the Eatwell Guide looking at Protein Foods in particular.

 

Protein Foods:

Students will understand what are protein foods and how it benefits the body.

Explain the different types of protein, giving examples of food.

Describe the difference between HBV and LBV foods.

 

Eggs

They will also gain understanding and knowledge of the uses and properties of eggs in cooking by demonstrating skills in the preparation of a dish.

 

   
Year 11

GCSE

FOOD

 

Preparation of NEA Task2 (Food Preparation Task) which will be released in September 2020.

 

RESEARCH

 

Students will carry out research in preparation for their assessment.

 

DEMONSTRATING TECHNICAL SKILLS

Students will select three dishes to make which allow them to showcase their technical skills to make for their final menu. The final dishes will relate to the task and research and be dishes that have not been made previously.

 

PLANNING FOR THE FINAL MENU

Students will then justify the appropriateness of the final dishes in terms of technical skills, nutrition, ingredients, cooking methods, food provenance, sensory properties and portion size.

 

They will produce a detailed time plan for the production of the final three dishes including appropriate techniques. Within the plan, food safety principles will be demonstrated when storing, preparing, cooking and presenting the final dishes.

 

MAKING THE FINAL DISHES- PRACTICAL EXAM (3HRS). THIS WILL TAKE PLACE ON THE 11TH AND 12TH MARCH 2021

STUDENTS WILL MAKE 2 DISHES

They will select and use equipment for different technical skills in the preparation and cooking of the final three dishes. They will show knowledge and application of food safety principles (including temperature control) when storing, preparing, cooking and presenting the final three dishes.

Students will cover the following topics in preparation for the final exam:

1.  Technologies developments associated with better health and food production, GM foods.

2. Food Additives

3. Processing and production

4. Food Provenance

5. Food Marketing

 

Y12 GCSE Photography

1 year

Still Life – Black & White Photography

 

Students are to be introduced to the work of a Karl Blossfelt /Arjan Benning/Ryo Owahda

 

Students will gain skills and knowledge in researching and working in the style of a photographer. They will gain understanding of the elements in art & design. They will gain and develop skills in using an SLR.

Students will learn about composition and create their own compositions with objects and natural forms. They will also be working in the style of Arjan Benning -White Still Life artist/photographer

Students will be working with photoshop to manipulate photographs into symmetry patterns in the style of the artist-photographer Ryo Owahda.

Students gain skills in using Photoshop to manipulate photographs and gain skills in using a variety of techniques to enhance the photography.

Students will learn about the history of photography and will have the opportunity to experience what it was and still is like to develop your own photographs from a negative in our new dark room.

To gain knowledge and experience in using an enlarger and chemicals to create photograms.

 

B&W Portraiture/Colour portraiture

 

Students are to be introduced to the work of a variety of portrait photographers.

 

Teacher introduces colour portrait photography to the students. They will gain skills and knowledge in researching and working in the style of a photographer. They will gain understanding of the elements in art & design.  They will convey colour and demonstrate the understanding of the colour wheel through experimenting with colour gels and artificial lighting.

 

Students will improve and develop skills in using an SLR and gain skills in using Photoshop to manipulate and/or enhance photographs.

 

Exam

 

Students will usually have 10 hours (2 school days) of controlled

assessment time to produce a portfolio of work and a personal response to their theme.

 

Coved 19 – Exam

 

NO EXAM

Timed final piece over 2 weeks of lessons.

 

Y12 A Level

Photography

 

Nature and the environment

 

Mind Map What is photography?

 

Intro to Dark Room

 

To research Edward Weston

B/W Still Life students use the photography studio to set up still life compositions inspired by Edward Weston. They look at a range of photographers and artists.

 

Students will also look at the work of still life photographers Tony Jolly and Richard Wentworth.

 

Students are introduced to colour still life photographers, gaining skills and knowledge in researching and working in

the style of a photographer and they will gain experience in creating photograms in the dark room. They will gain experience in layering images and improving their photoshop skills.

 

Our Society

 

Students are introduced to Studio portraiture and learn about women and Identity in photography and the media from the 1920s to the present date.

 

Students will create a shoot based on the themes Location and street photography, my environment and my postcode

 

 

Transformation

 

Students will develop their skills using photoshop for Image manipulation and also use the camera to create tricks and techniques in photography.

 

Personal Investigation

 

Personal Investigation/Essay-Personal study

 

Students are Introduced to the Personal Investigation.

Choose a Starting Point – Create Working Title.

 

This is a practical investigation supported by written material.

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes.

The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation.

The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials.

The investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople.

 

Y13

ALevel Photography

Personal Investigation/Essay-Personal study

 

Students are Introduced to the Personal Investigation.

Choose a Starting Point – Create Working Title.

 

This is a practical investigation supported by written material.

Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes.

The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation.

The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials.

The investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople.

 

Exam

 

Students will have 10 hours (over 2 weeks) of controlled

assessment time to produce an

ambitious final piece as a personal response to their theme.

 

Covid 19 – Exam

 

NO EXAM

Timed final piece over 2 weeks of lessons.

Students will be issued with an exam paper from AQA. They will choose ONE question to work from and then have a limited number of weeks to carefully research their thoughts and ideas in response to this theme.

This could take the form of a workbook/sheets filled with primary research, artist connections and exploration studies linked to the theme.

Students will continue to develop a body of work in response to their theme.

Ideas will be informed by an understanding of their research and context.  Students will develop and refine their ideas through experimentation, using a range of relevant resources, media, material, techniques and processes.

 

 

 

Impact: 

Progress is measured in data captured through assessment tasks which are related to the student’s recent learning. These tasks measure the capability of the students to demonstrate each of the main areas of study, from recording, refining, experimenting, use of materials, analysis and personal response.  The assessment data is used to inform teaching and planning and helps shape and re‐define the schemes of learning to best fit with raising the achievement of students in line with the GCSE assessment format. Students will learn to think creatively, analyse works of art, utilise problem solving skills and improve and refine their visual communication skills. Core vocabulary is used throughout and tested on a regular basis through memory platforms, lesson annotation and homework tasks. Students engage very well in Art and are often asking for more homework and attending lunch and after school clubs to further their knowledge and understanding.