Art

Students learn to communicate their ideas visually through exploring visual elements, using a variety of media, materials, techniques and processes. They work with traditional and new media, developing confidence, competence, imagination and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which they were made. Students are encouraged to reflect critically on their own and each other’s work and also on the work of artists, designers and craftspeople in order to further develop ideas and understand techniques & genres.

Art and Design is a popular choice for students in GCSE. The GCSE course encourages an adventurous and enquiring approach to art and design. They learn to think and act as artists, craftspeople and designers, working creatively and intelligently.

Teachers

Ms W Briggs - Subject Leader

Ms A Eastham - Teacher of Art

Key Stage 3

In Key Stage 3, students have one session per week. They learn about how to communicate ideas visually using a broad range of media, materials, techniques & processes. Students look at, discuss and reference the work of artists, designers & craftspeople from the past & present day and from a range of cultures and traditions. Students develop their creativity, ideas and increase proficiency in their execution. They develop a critical understanding of artists, designers and craftspeople and learn how to form reasoned judgements which can inform their own work.

The students study the following units:

Year 7

  • An introduction to visual communication
  • Urban Landscapes
  • Colour, symbolism & design

Year 8

  • The nuts and bolts of drawing, painting and making
  • Futurism
  • Scale, colour & abstraction

Year 9

  • Design and decoration
  • Masks
  • An individual study

Key Stage 4

GCSE in Art & Design

Exam Board: AQA

Year 10

  • Refining key knowledge, skills, techniques and processes.
  • Developing an individual unit of work from a choice of given starting points.
  • Additional outcomes to stretch and further showcase skills in last term’s unit of work and/or a second unit of work.

Year 11

  • Portfolio presentation
  • Developing a body of work in response to an externally set assignment and planning the final outcome carried out under examination conditions.
  • Final outcome in response to externally set assignment.
  • Portfolio of work is 60% of the final mark. Externally set assignment is 40% of the final mark.

Portfolio

Each student must select and present a portfolio representative of their course of study. The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written annotation. Work selected for the portfolio should be presented in an appropriate format and could include: mounted studies, sketchbooks, visual diaries, journals, design sheets, design proposals, models, maquettes, prototypes, storyboards, video, photographic or digital presentations, records of transient and site-specific installations.

The portfolio must include both:

  1. A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
  2. A selection of further work resulting from activities such as trials and experiments; skills based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

Externally set assignment

AQA will provide a separate externally set assignment with seven different starting points. Students must select and respond to one starting point. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point.

The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time. Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives and evidence of drawing activity and written annotation. Students must identify and acknowledge sources which are not their own.

Assessment Objectives

The exams and non-exam assessment will measure how students have achieved the following assessment objectives:

  • 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.

Key Stage 5

A Level in Art & Design

Exam Board: AQA

  • A level Art is studied in years 12 & 13
  • In year 12 & term 1 of year 13 the focus is a personal investigation which forms 60% of the final grade.
  • In terms 2 & 3 of year 13 the focus is an externally set assignment which forms 40% of the final grade.

Component 1 Personal investigation

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.

The written material must confirm understanding of creative decisions, providing evidence of all four assessment objectives by:

  • clarifying the focus of the investigation
  • demonstrating critical understanding of contextual and other sources
  • substantiating decisions leading to the development and refinement of ideas
  • recording ideas, observations and insights relevant to intentions by reflecting critically on practical work
  • making meaningful connections between, visual, written and other elements.

The written material must:

  • be a coherent and logically structured extended response of between 1000 and 3000 words of continuous prose.
  • include specialist vocabulary appropriate to the subject matter
  • include a bibliography that identifies contextual references from sources such as: books, journals, websites, through studies of others’ work made during a residency, or on a site, museum or gallery visit
  • be legible with accurate use of spelling, punctuation and grammar so that meaning is clear.
    • There is no restriction on the scale of practical work produced. Students should carefully select, organise and present their work for their Personal investigation to ensure it is well structured and provides evidence that meets the requirements of all four assessment objectives.
    • The personal investigation will be assessed as a whole. Evidence of meeting the requirements of all four assessment objectives must be provided in both the practical and written material.

Component 2 Externally set assignment

The question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one.

Preparatory work should be presented in any suitable format, such as mounted sheets, design sheets, sketchbooks, workbooks, journals, models and maquettes.

Supervised time – 15 hours

Following the preparatory period, students must complete 15 hours of unaided, supervised time.

The assessments will measure how students have achieved the following assessment objectives:

  • AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
  • AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
  • AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
  • AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.