Why do we learn art education?
Art forms a language which complements those of the literary, mathematical, scientific, imaginative, and factual based subjects.
A high-quality art and design education does 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 are able to think critically and develop a more rigorous understanding of art and design. They also learn how art and design both reflect and shape our history, and contribute to the culture, creativity, and wealth of our nation.
Our students have many ideas and Art and Design provide wonderful platform to deliver imagination and creativity. Making Art is liberating, challenging, and exciting – it offers the prospect of analysis, experimentation and risk-taking. Pupils have the opportunity to choose to work across all the disciplines, allowing for individually tailored portfolio.
Head of Department
Ms Nitya Paul
Our approach
Our teaching covers many skills but the essential aims are to stimulate curiosity, individuality, expressive confidence, independent learning and awareness for culture.
All students produce creative work, exploring their ideas and recording their experiences.
They become proficient in drawing, painting, sculpture and other art, craft, and design techniques. The students evaluate and analyse creative works using the language of art, craft and design They learn about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Year 7 - Art Education
| Autumn |
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•To build confidence in their drawing skills, printing, watercolour painting and collage skills. •To be able to draw the proportions of the face accurately, to be able to create portraits using a variety of different styles and techniques. •To understand the origins of portraiture and how this has developed through history from tradition Renaissance painting to digital graphics like emojis. •To be able to present their own work clearly and sequentially. To develop portraits using a variety of different styles. •To refine works through critical analysis •To understand how portraiture first began and how different artists would create portraits in their own personal style. •To respond to the work of Leonardo Da Vinci, Chuck Close, David Hockney and Frida Kahlo •To be able to discuss art and artists’ ideas confidently and express own ideas using appropriate fine art language. •To be able to explain how their work has been influenced at each stage of its development. •To be able to write about their own work using a range of appropriate specialist vocabulary. •To understand how artists use a range of different materials and techniques to create artworks. •To understand how artists use images, colour, composition to communicate a message |
| Spring |
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•To build confidence in their drawing skills, printing, watercolour painting, and collage skills. •To be able to draw the proportions of the face accurately, to be able to create portraits using a variety of different styles and techniques. •To understand the origins of portraiture and how this has developed through history from traditional painting to digital graphics like emojis. •To be able to present their work clearly and sequentially. To develop portraits using a variety of different styles. •To refine works through critical analysis •To understand how portraiture first began and how different artists would create portraits in their style. •To respond to the work of Leonardo Da Vinci, Pablo Picasso, Kehinde Wiley, David Hockney, and Frida Kahlo •To be able to discuss art and artists’ ideas confidently •To be able to explain how their work has been influenced at each stage of its development. •To be able to write about their work using a range of appropriate specialist vocabulary. •To understand how artists, use a range of different materials and techniques to create artworks. •To understand how artists use images, colour, and composition to communicate a message. |
| Summer |
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Diet (food and drink) Consumer awareness Food choice Food labelling Cooking of food- Heat transfer Preparation and handling skills Food Safety Links to active lifestyle (physical activity) Overview of sessions: Basic technical terms such as: Bacteria, baking, boiling, bridge hold, claw grip, food poisoning, cuts of vegetables, food hygiene |
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Practical sessions Include: Fruit salad Pasta bake Fairy cakes Muffin Final practical assessment Basics of knife safety and technical terminology/Eatwell guide/functions of nutrients Safe use of cookers Types of vegetables - nutritional value of fruit and vegetables Cultures and cuisines - foods from around the world Food storage - food handling and personal hygiene Time planning and equipment Evaluation and planning Final assessment |
Year 8 - Art Education
| Autumn |
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•To build confidence in their drawing, typography and print-making skills •To be able to use text and colour to communicate a message, to be able to draw the proportions of the food items and food advertising. To be able to creatively respond to daily food items and food logos using a variety of different styles and techniques. •To be able to present their work clearly and sequentially. •To develop creative responses to food using a variety of different styles. •To refine works through critical analysis •To understand how artists, respond to food items and food logos. •To respond to the work of Wayne Thiebaud, Andy Warhol, Vincent Van Gogh, and Luke Lucas. •To be able to discuss art and artists’ ideas confidently and express ideas using appropriate fine art language. •To be able to explain how their work has been influenced at each stage of its development. •To be able to write about their work using a range of appropriate specialist vocabulary. •To understand how artists use text to create artworks. •To understand how artists use images, colour, composition to communicate a message. |
| Spring |
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Diet (food and drink) Consumer awareness Food choice Food labelling Cooking of food- Heat transfer Preparation and handling skills Food Safety Links to active lifestyle (physical activity) Overview of sessions: Basic technical terms such as: Bacteria, baking, boiling, bridge hold, claw grip, food poisoning, cuts of vegetables, food hygiene |
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Practical sessions Include: Fruit salad Pasta bake Fairy cakes Muffin Final practical assessment Basics of knife safety and technical terminology/Eatwell guide/functions of nutrients Safe use of cookers Types of vegetables - nutritional value of fruit and vegetables Cultures and cuisines - foods from around the world Food storage - food handling and personal hygiene Time planning and equipment Evaluation and planning Final assessment |
| Summer |
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•To build confidence in their drawing, typography, printing, and painting skills. •To be able to use text and colour to communicate a message, to be able to experiment with different painting techniques. •To consider proportion and composition whilst exploring typography using different styles and techniques. •To be able to present their work clearly and sequentially. •To develop typography using a variety of different styles. •To refine works through critical analysis •To understand how to create different fonts and create a finished body of work in the form of a book. •To respond to different fonts and artistic typography. •To be able to discuss art and artists’ ideas confidently and express my ideas using appropriate fine art language. •To be able to explain how their work has been influenced at each stage of its development. •To be able to write about their work using a range of appropriate specialist vocabulary. •To understand how artists use text to create artworks. •To understand how artists use images, colour, composition to communicate a message. |
Year 9 - Art Education
| Autumn |
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iet (food and drink) Consumer awareness Food choice Food labelling Cooking of food - Heat transfer Preparation and handling skills Food Safety Links to active lifestyle (physical activity) Overview of sessions: Basic technical terms such as: Bacteria, baking, boiling, bridge hold, claw grip, food poisoning, cuts of vegetables, food hygiene |
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Practical sessions Include: Fruit salad Pasta bake Fairy cakes Muffin Final practical assessment Basics of knife safety and technical terminology/Eatwell guide/functions of nutrients Safe use of cookers Types of vegetables - nutritional value of fruit and vegetables Cultures and cuisines - foods from around the world Food storage - food handling and personal hygiene Time planning and equipment Evaluation and planning Final assessment |
| Spring |
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•To understand how artists, create realistic and surreal representations of different plants and insects. •To respond to the work of Damien Hirst, Tim Coffey, Jennifer Angus, and Maria Sibylla Merian •To be able to discuss art and artists’ ideas confidently •To be able to explain how their work has been influenced at each stage of its development. •To be able to write about their work using a range of appropriate specialist vocabulary. •To understand how artists use text to create artworks. •To understand how artists use images, colour, composition to communicate a message. |
| Summer |
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By the end of the unit students will have a clear understanding of how natural forms are often the inspiration for designers and architects. They will know what biomimicry is, and how architects take ideas from nature to design and create ergonomic buildings. In relation to their local context and the world, students will study the Gherkin, Sydney Opera House and the Eden Project. They will also have a deep understanding of what sustainability is, why it is important in architecture and how these principles can be applied to their own designs. Students also undertake a depth study of the late Iraqi-British, female architect Zaha Hadid. They will consider some of her most important works, explore some of her most iconic buildings and follow her design process from sketchbook to completion. Students start by developing their ability to sketch natural forms through observation. These sketches will form the basis of a portfolio of sketches and designs that chart their work from design to creation of their 3D models. Following this, students begin to hone their skills of 3D modelling, first by working with non-traditional materials (card and paper), and eventually by using paper and wire to create their finished design. In following this process, students will be able to take a design process from observational sketches, designs based on natural forms to the creation of prototypes and 3D models for their designs. |
Year 10 - Art Education
| Autumn |
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•To build confidence in their drawing, printing, painting skills. •To be able to respond to different period of architecture using colour, tone and line. To be able to draw the proportions of a building whilst recognising the different design aspects., To be able to create creative representations of architecture using a variety of different styles and techniques. •To be able to present their own work clearly and sequentially. •To develop architectural drawing using a variety of different styles. •To refine works through critical analysis •To understand how to create architectural drawings. •To respond to the work of different periods in history of architectural. •To be able to discuss art and artists’ ideas confidently and express own ideas using appropriate fine art language. •To be able to explain how their work has been influenced at each stage of its development. •To be able to write about their own work using a range of appropriate specialist vocabulary. •To understand how artists use text to create artworks. •To understand how artists use images, colour, composition to communicate a message. |
| Spring |
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AO1: Develop ideas through investigations, demonstrating critical understanding of sources To meet this assessment objective, students will demonstrate their ability to develop ideas through engagement with given or self-determined sources. Students may work from teacher-led, externally set, or self-generated starting points. They can follow any appropriate journey of investigation within their course of study and investigations into sources can be undertaken at any point in the creative process. AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques, and processes For this assessment objective students must demonstrate their ability to explore, progress, and refine their ideas through a developmental journey of experimentation, trials, samples and/or problem-solving as their work develops. |
| Summer |
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AO3: Record ideas, observations and insights relevant to intentions as work progresses For this assessment objective students will demonstrate their ability to record ideas, observations and insights through drawing and annotation and any other appropriate means as work progresses. Recording can take place at any stage of the creative process and can be evidenced in a wide variety of ways including visual, written and digital forms which may be presented singularly or in combination depending on student intentions. |
Year 11 - Art Education
| Autumn |
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| AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language For this assessment objective students will to demonstrate an ability to present a personal response that is both informed and meaningful. Personal responses can take a wide variety of forms and should reflect the knowledge, understanding and skills developed during the course of study. They can be evidenced at any stage of the creative process. |
| Spring |
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| EXAM PAPER |
| Summer |
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| EXAM PAPER |
Year 12 - Art Education
| Autumn |
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| In Component 1 the emphasis should be on the self-directed study based on a personal, issue, interest, or theme. They will be expected to work independently, demonstrating increasing confidence in their ability to explore and handle ideas, issues, themes, materials, techniques, and processes. The work they produce should take into account historical/ critical/contextual elements and evidence of how they have developed their ideas for an outcome or a series of outcomes. |
| Spring |
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| In Component 1 the emphasis should be on the self-directed study based on a personal, issue, interest, or theme. They will be expected to work independently, demonstrating increasing confidence in their ability to explore and handle ideas, issues, themes, materials, techniques, and processes. The work they produce should take into account historical/ critical/contextual elements and evidence of how they have developed their ideas for an outcome or a series of outcomes. |
| Summer |
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| AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language For this assessment objective students will to demonstrate an ability to present a personal response that is both informed and meaningful. Personal responses can take a wide variety of forms and should reflect the knowledge, understanding and skills developed during the course of study. They can be evidenced at any stage of the creative process. |
Year 13 - Art Education
| Autumn |
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| In Component 2 students should demonstrate greater maturity and depth in skills, knowledge, and understanding. The Externally set assignment provides opportunities for students to work in-depth, responding to one of a choice of broad starting points. They are expected to carry out research and provide investigations into their chosen theme, develop ideas and make connections with the work of others. Named artists, designers, craftspeople, and/or photographers are included in each starting point but students are free to consider other appropriate sources. In the 15 hours of supervised time, students produce an outcome or series of final outcomes which must be identified as such. |
| Spring |
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| EXAM PAPER |
| Summer |
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| EXAM PAPER |