Art & Design

Key Stage 3 Key Stage 4 Key Stage 5

National Curriculum

The Ecclesbourne School follows the 3 Year National Curriculum

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils 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, creativity and wealth of our nation.

Aims:  The national curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • 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

Curriculum Intent

Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgments that can inform their own work.

Pupils should be taught:

  • to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
  • to use a range of techniques and media, including painting
  • to increase their proficiency in the handling of different materials
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

The KS3 programme is devised to ensure students use the knowledge of skills, techniques, processes and artists to creatively respond to the world around them. It will ensure students are equipped and ready to extend their studies and appreciate Art in their wider lives beyond KS3 at the end of year 9.

CURRICULUM IMPLEMENTATION

 

 

Term

Content

Year 7

Autumn Term

1

· Baseline Drawing Test

A Baseline Drawing Test will be completed in the first few weeks of the autumn term in year 7.

· Visual Elements

Exercises and activities that explore the visual elements (line, tone, colour, pattern, textures, shape, form and space) will be covered. Opportunities to explore different drawing, painting, collage and mixed media work will be created.

Simple colour theory will be explored.

Students will learn about artists, designers and craft workers from different times and places which will be linked to both the visual element tasks and the following portraiture project.

Some of the artists that may be covered include:

  • Vincent Van Gogh
  • Rembrandt Harmenszoon van Rijn
  • Andy Warhol
  • Chuck Close
  • Julian Schnabel
  • Pablo Picasso / Lisa Ruyter
  • Leonardo Da Vinci
  • Julian Opie

2

· Visual Elements (continued)

Exercises and activities that explore the visual elements (line, tone, colour, pattern, textures, shape, form and space) will be covered. Opportunities to explore different drawing, painting, collage and mixed media work will be created.

Simple colour theory will be explored.

Students will learn about artists, designers and craft workers from different times and places which will be linked to both the visual element tasks and the following portraiture project.

Some of the artists that may be covered include:

  • Vincent Van Gogh
  • Rembrandt Harmenszoon van Rijn
  • Andy Warhol
  • Chuck Close
  • Julian Schnabel
  • Pablo Picasso / Lisa Ruyter
  • Leonardo Da Vinci
  • Julian Opie

· Portrait Project

A sequence of activities exploring portraiture will be undertaken. Students will learn about proportion, scale and expression before creating their own self portrait response.

GRADED TASK: Self Portrait

 

Spring Term

3

· Portrait Project (continued)

A sequence of activities exploring portraiture will be undertaken. Students will learn about proportion, scale and expression before creating their own self portrait response.

GRADED TASK: Self Portrait

· Independent Task

An independent task will be set that enables students to take risks and experiment with styles and working methods of their choice. Students will complete a portrait of a member of the family, a friend or a well-known person in the style of a significant artist.

GRADED TASK: Student response to the Independent Task

4

· Portrait Project (continued)

Part of this half term may be used to complete the self-portrait responses.

A sequence of activities exploring portraiture will be undertaken. Students will learn about proportion, scale and expression before creating their own self portrait response.

GRADED TASK: Self Portrait

· Gargoyle Ceramic Project

Research into the architectural features will be completed along with drawing and design tasks.

Following this preparatory work students will create their own clay gargoyle exploring simple ceramic techniques and processes.

GRADED TASK: Ceramic Gargoyle

Summer Term

5

· Gargoyle Ceramic Project (continued)

Research into the architectural features will be completed along with drawing and design tasks.

Following this preparatory work students will create their own clay gargoyle exploring simple ceramic techniques and processes.

GRADED TASK: Ceramic Gargoyle

6

· Gargoyle Ceramic Project (continued)

Research into the architectural features will be completed along with drawing and design tasks.

Following this preparatory work students will create their own clay gargoyle exploring simple ceramic techniques and processes.

GRADED TASK: Ceramic Gargoyle

· Summer Photography Competition

Students participate in the annual Photography Competition. They will be asked to take an exciting, humorous, though provoking and well composed photographic image over the summer holiday.

 

Term

Content

Year 8

Autumn Term

1

*Subject teachers may change the order of the tasks and projects set throughout the year.

· Three Dimensional Multicultural Construction Project

Research work from non-western cultures and societies (selected by the teacher) to broaden appreciation and understanding of art work from around the world.

Previous work set by subject teachers have covered themes including:

  • Native American Totem Poles
  • Aboriginal Art
  • African Masks
  • Mexican Day of the Dead ceramic skulls
  • Japanese inspired constructed textiles

Students will use materials to create a three dimensional response to the work. For example clay, papier-mâché, mod-roc, wooden and fabric constructions or other mixed media assemblages might be explored.

GRADED TASK: 3D response to the multi-cultural theme.

2

· Three Dimensional Multicultural Construction Project (continued)

Research work from non-western cultures and societies (selected by the teacher) to broaden appreciation and understanding of art work from around the world.

Previous work set by subject teachers have covered themes such as:

  • Native American Totem Poles
  • Aboriginal Art
  • African Masks
  • Mexican Day of the Dead ceramic skulls
  • Japanese inspired constructed textiles

Use materials to create a three dimensional response to the work.

For example clay, papier-mâché, mod-roc, wooden and fabric constructions or other mixed media assemblages might be explored.

GRADED TASK: 3D response to the multi-cultural theme.

Independent Task

An independent task will be set that enables students to take risks and experiment with styles and working methods of their choice. Students will complete a model based on their ideas using a ‘multicultural theme’ and selection of materials / methods of construction.

GRADED TASK: Student response to the Independent Task

Spring Term

3

· Perspective tasks

Develop understanding of perspective (linear, one / two point and aerial or atmospheric perspective).

Complete a two point perspective drawing task to test what they have learned in their class work.

GRADED TASK: Two Point Perspective drawing.

4

· Perspective tasks (continued)

Develop understanding of perspective (linear, one / two point and aerial or atmospheric perspective).

Complete a two point perspective drawing task to test what they have learned in their class work.

GRADED TASK: Two Point Perspective drawing.

Summer Term

5

· Landscape Project

Artists that depict landscape scenes in different ways will be studied. Students will explore images from the locality and further afield. Experimentation with different media, materials, techniques and methods will be undertaken before a final, personal response to the landscape theme will be produced.

Some of the artists that may be covered include:

  • Vincent Van Gogh
  • John Constable
  • Robert Genn
  • Friedensreich Hundertwasser
  • Lisa Ruyter

GRADED TASK: Landscape response

6

· Landscape Project (continued)

Artists that depict landscape scenes in different ways will be studied. Students will explore images from the locality and further afield. Experimentation with different media, materials, techniques and methods will be undertaken before a final, personal response to the landscape theme will be produced.

Some of the artists that may be covered include:

  • Vincent Van Gogh
  • John Constable
  • Robert Genn
  • Friedensreich Hundertwasser
  • Lisa Ruyter

GRADED TASK: Landscape response

· Summer Photography Competition

Students participate in the annual Photography Competition. They will be asked to take an exciting, humorous, though provoking and well composed photographic image over the summer holiday.

· Year 8 Creative Workshops

During the summer term workshops are held that allow some Year 8 students to explore an unusual theme or method of working for an entire day. Students that have shown a keen interest and a willingness to work hard are selected for these workshops that have included elements of photography, Photoshop, assemblage, collage and spray paint in recent years.

 

Term

Content

Year 9

Autumn Term

1

· Aerial Perspective Project

Studies and ideas based on views of the landscape from above will be completed.

Research into artists such as Wayne Thiebaud, David Hockney and Piet Mondrian will be made to consider different artistic styles and methods.

Ideas for a canvas painting will be devised.

Painting techniques will be explored.

GRADED TASK: Canvas painting

· Independent Task

An independent task that enables students to take risks and experiment with styles and working methods of their choice. Students will complete a piece of two or three dimensional work in response to the natural world.

GRADED TASK: Student response to the Independent Task

2

· Aerial Perspective Project (continued)

Studies and ideas based on views of the landscape from above will be completed.

Research into artists such as Wayne Thiebaud, David Hockney and Piet Mondrian will be made to consider different artistic styles and methods.

Ideas for a canvas painting will be devised.

Painting techniques will be explored.

Following the preparatory tasks in the first half term designs for the canvas painting will be finalised and the canvas itself produced.

GRADED TASK: Canvas painting

Spring Term

3

· The Natural World

This project will enable students to develop the essential skills of working from direct observation. Students will observe and explore the visual characteristics of a variety of natural forms such as shells, sea urchins, poppy heads, flowers, leaves, conker shells etc.

The will create work from a wide range of starting points through drawing, painting and mixed media methods.

Some of the artists that may be covered could include:

  • Elizabeth Blackadder
  • Georgia O’Keefe
  • Henri Matisse
  • Anselm Kiefer
  • Janet Fish
  • Charles Belle
  • Karl Blossfeldt
  • Ernst Haeckel
  • Peter Randall-Page

GRADED TASK: Natural Forms Outcome

4

· The Natural World (continued)

This project will enable students to develop the essential skills of working from direct observation. Students will observe and explore the visual characteristics of a variety of natural forms such as shells, sea urchins, poppy heads, flowers, leaves, conker shells etc.

The will create work from a wide range of starting points through drawing, painting and mixed media methods.

Some of the artists that may be covered could include:

  • Elizabeth Blackadder
  • Georgia O’Keefe
  • Henri Matisse
  • Anselm Kiefer
  • Janet Fish
  • Charles Belle
  • Karl Blossfeldt
  • Ernst Haeckel
  • Peter Randall-Page

GRADED TASK: Natural Forms Outcome

Summer Term

5

· Advanced Skill and Techniques Project

Work created for this project will build on the knowledge and experience gained throughout the previous KS3 projects. The theme used for this project may change each year or simply be an extension of work already started however it will always contain activities that develop drawing, painting and making skills.

Previous themes have included the ‘Olympics’, ‘Identity’, Key features of different ‘Decades’, ‘Birds’, ‘Abstract Painting’, ‘The locality’ and ‘Sea life’.

Work covered is often linked to Year 9 summer term events:

Year 9 Annual Art Trip

This is for students that have selected to take the subject further at GCSE level. Previous trips have been to the Yorkshire Sculpture Park, The Hepworth Wakefield and Tate Liverpool.

Artist in Residence

This is for students that have selected to take the subject further at GCSE level. Previous residencies have seen students work with a wide range of artists to create wire bird sculptures, large scale cardboard figures, glass panels, felt imagery, expansive colour paintings and most recently ceramic lanterns.

6

· Advanced Skill and Techniques Project (continued)

The work created for this project will build on the knowledge and experience gained throughout the previous KS3 projects. The theme used for this project may change each year or simply be an extension of work already started however it will always contain activities that develop drawing, painting and making skills.

Previous themes have included the ‘Olympics’, ‘Identity’, Key features of different ‘Decades’, ‘Birds’, ‘Abstract Painting’, ‘The locality’ and ‘Sea life’.

Work covered is often linked to Year 9 summer term events:

Year 9 Annual Art Trip

This is for students that have selected to take the subject further at GCSE level. Previous trips have been to the Yorkshire Sculpture Park, The Hepworth Wakefield and Tate Liverpool.

Artist in Residence

This is for students that have selected to take the subject further at GCSE level. Previous residencies have seen students work with a wide range of artists to create wire bird sculptures, large scale cardboard figures, glass panels, felt imagery, expansive colour paintings and most recently ceramic lanterns.

 

GRADED TASK: Drawing Test

Extra Curricular Activities

  • Year 7 Lunchtime Art Club
  • Y8 Creative workshops for selected students (summer term)
  • Y9 Art trip for prospective GCSE students (summer term)
  • Y9 Artist in Residence workshops for prospective GCSE students (summer term)
  • KS3 Photography Club
  • KS3 ‘Wellbeing Wednesdays’ – Mindfulness colouring
  • KS3 Lunchtime – Open access and homework support

Resources

 

Course Assessment

Grade Assessment Criteria
9 Students have an exceptional ability to develop ideas through creative and purposeful investigations, and engage with and demonstrate critical understanding of sources; to thoughtfully refine ideas with discrimination, and to select and purposefully experiment with appropriate media, materials, techniques and processes; to skilfully and rigorously record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses; to competently present a personal and meaningful response and realise intentions with confidence and conviction and to demonstrate understanding of visual language.
8 Students have a highly developed ability to effectively develop ideas through creative and purposeful investigations and to demonstrate critical understanding of sources; to thoughtfully refine ideas and to select and purposefully experiment with appropriate media, materials, techniques and processes; to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses; to competently present a personal and meaningful response and realise intentions with confidence and conviction and to demonstrate understanding of visual language.
7 Students have an increasingly developed ability to develop ideas through creative and purposeful investigations, and a highly developed ability to demonstrate critical understanding of sources. Students have an increasingly developed ability to thoughtfully refine ideas and highly developed ability to select and purposefully experiment with appropriate media, materials, techniques and processes. Students have an increasingly developed ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Students have an increasingly developed ability to competently present a personal and meaningful response and realise intentions with confidence and conviction and a highly developed ability to demonstrate understanding of visual language.
6 Students have a consistent ability to develop ideas through purposeful investigations and to demonstrate critical understanding of sources; to thoughtfully refine ideas and to select and purposefully experiment with appropriate media, materials, techniques and processes; to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses; to competently present a personal and meaningful response and realise intentions and to demonstrate understanding of visual language.
5 Students have a generally consistent ability to develop ideas through purposeful investigations and to demonstrate critical understanding of sources; to thoughtfully refine ideas and to select and purposefully experiment with appropriate media, materials, techniques and processes; to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses; to competently present a personal and meaningful response and realise intentions and to demonstrate understanding of visual language.
4 Students have a moderate ability to develop ideas through purposeful investigations and to demonstrate critical understanding of sources; to thoughtfully refine ideas and to select and purposefully experiment with appropriate media, materials, techniques and processes; to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses; to competently present a personal and meaningful response and realise intentions and to demonstrate understanding of visual language.
3 Students have a sound ability to develop ideas through purposeful investigations and to show understanding of different sources; to refine ideas and to select and experiment with appropriate media, materials, techniques and processes; to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses; to present a personal and meaningful response which realise intentions and to show understanding of visual language.
2 Students have a developing ability to create different ideas and to show understanding of different sources; to refine ideas and to select and experiment with appropriate media, materials, techniques and processes; to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses; to present a personal and meaningful response and realise intentions and to show understanding of visual language.
1 Students have some ability to develop ideas and to show understanding of sources; to refine ideas and to select different media, materials, techniques and processes; to record ideas, observations and insights both in a visual and written form; to present a personal response and realise intentions and to show understanding of visual language.
 

If you have any questions or queries relating to the Art curriculum please email headofart@ecclesbourne.derbyshire.sch.uk for more information.