We pride ourselves on having very high expectations and providing an exciting and innovative learning environment.
Our intent within Art & Design is to nurture and embed life skills which can be utilised throughout life, allowing students to embrace their creativity while developing independent, self-confident learners. Our cultural capital opportunities will encourage students to appreciate the work of others within real-life situations, opening eyes onto the world beyond the school gates. Our ambitious, accessible curriculum offers set high expectations and aspirations across a range of specialisms to ensure students to go on to lead happy and successful lives.
The schemes of work aim to challenge and inspire all learners in Art and Photography. We constantly review and improve our projects to ensure that pupils are engaged, learn new skills and develop independence and creative thinking.
So, if you like Art and it's The Right Fit for you - why don't you click here to see where it can take you?
Year 7
Students study three main projects: Portraiture, Fantastical Places and Landscape, with a focus on learning three key skills within each project. The Portraiture unit focuses exclusively on tone, mark making and colour, whilst the Fantastical Places project teaches students about perspective, fantasy-based imagery and pattern. The Landscape project consolidates students' knowledge and understanding of perspective, whilst also introducing students to collage and texture. Throughout the year, students will start to develop analytical skills, and create inspired outcomes which reflect their understanding of other artists' work.
Year 8
Students study three main projects: Headlines, Macro and Food, with a focus on learning three key skills within each project. The Headline project teaches students about the role Art can play in responding to social, cultural, environmental and political issues. Students learn how to incorporate text and typographic elements into artwork, in order to create visual commentary and imply narrative. The Macro project instills basic photography skills, and students learn how to photographically capture intricate surface details and contour lines on natural forms. Students will also learn about the direct link between Photography and Art, and how these two disciplines can inspire and inform the other. The Food project provides students with the opportunity to develop skills in 3-dimensional construction, learn about the Pop Art movement, and create visual advertisements based on the visual elements of Pop Art. Throughout this year, students continue to develop their analytical skills, and create inspired outcomes with increasing complexity.
Year 9
Students study three main projects: Still Life, Steampunk and Printing, with a focus on learning three key skills within each project. In the Still Life project, students are taught how to combine multiple medias together into an outcome and learn how media selection can inform compositional arrangements. The Steampunk project teaches students how to critically observe the work of others, and how to create conceptually rich personal outcomes in response to observed aesthetics. Students will also become familiar with relief art, and gain experience in producing relief outcomes. The Printing project will develop students' knowledge and practical skills in producing mono prints, lino prints and etchings.
GCSE Art and Design: Fine Art Exam board: AQA
At Key Stage 4, students undertake three major projects: Identity (coursework 1), Fear, comfort & obsessions (coursework 2) and an externally set assignment (exam project).
The two coursework projects together equate to 60% of the GCSE
The externally set assignment/exam project equates to 40% of the GCSE
For each project, students will create portfolio work that meets the four main GCSE assessment criteria:
- AO1 - Developing ideas
- AO2 - Refinement of ideas
- AO3 - Recording of ideas
- AO4 - Presenting a personal and meaningful response
Coursework - Component 1 (60% of GCSE)
Students will generate, develop and refine visual ideas through investigating the work of other artists and visual sources, and by using a wide range of techniques and skills to create highly personalised outcomes. All of this work will be recorded in the form of sketchbooks, and presented work.
Externally-Set Assignment - Component 2 (40% of GCSE)
Students are to choose one question from a range of questions supplied by the exam board. Following receipt of the paper, students need to consider their starting points and select one. Students prepare for the 10-hour exam period by producing a portfolio of work, and plan the outcome(s) they are going to produce in the exam period. Preparatory work and the work produced during the 10 hours of supervised time will be assessed together, as a whole, against all four assessment objectives.
GCE Art & Design: Fine Art
Exam board: AQA
Component 1: Personal investigation (60% of A Level)
Students initially undertake a series of skills based creative workshops which refine their artistic abilities, and familiarises students with the GCE course requirements. Leading on from this, 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. There is no restriction on the scale of practical work produced. It 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.
Component 2: Externally-set assignment (40% of A level)
Students are to choose one question from a range of questions supplied by the exam board. Following receipt of the paper, students need to consider their starting points and select one. Students prepare for the 15-hour exam period by producing a portfolio of work, and plan the outcome(s) they are going to produce in the exam period. Preparatory work and the work produced during the 15 hours of supervised time will be assessed together, as a whole, against all four assessment objectives.
- Mrs K Cato - Curriculum Leader
- Mr E Clayton - Assistant Curriculum Leader and Art Teacher
- Ms J Clarke - Food and Design Teacher
- Mr D Cunningham - Teacher of Art & Drama
- Mrs K Gibbs - Art and Photography Teacher
- Miss S Houston - Art and Photography Teacher
- Ms S Rogerson - Food, Design and Technology Teacher
- Ms J Hawes - Technician
- Mr P Bates - Technician
- Mrs A Watkinson - Technician
