In the Art department at St Julie’s, individual creativity is nurtured and celebrated. We believe that Art is an integral part of a child’s education and it is our responsibility to equip young people with the vocabulary, knowledge and practical skills to communicate their views and experiences of the world to others. Our curriculum encompasses the arts and cultural learning and encourages our students to gain an awareness, empathy and appreciation of difference and diversity.
At KS3, students are introduced to the formal elements through observational drawing to paint handling and Colour Theory; they are used as the building blocks for creating and talking about Art and Design throughout the Key Stages. Each theme begins with recording and exploring their observations and experiences from a variety of primary and secondary sources. As the projects develop, pupils are introduced to a range of creative making skills through practical lessons, which are underpinned by research into artists, craftspeople and designers from a variety of movements and cultures. To support their research skills, students are exposed to subject specific terminology that develops and enhances their vocabulary and their ability to confidently express their views and informed opinions. These skills are built upon with increasing depth and complexity as learners progress throughout their art education. In all project areas students will have opportunities to review and evaluate learning through annotation allowing for critical commentary and sharing ideas related to their own work against the work of others.
Through our learning journey we aim to inspire students to take creative risks and demonstrate resilience, enhancing their ability to become autonomous learners and reflective practitioners. This critical thinking allows the students to investigate their ideas through visual language, whilst deepening their understanding and forming opinions of Art and Design throughout history and its role in today’s society.
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Y7 Art |
1. Sept -Feb
2. Feb - July |
Everyday Objects
Exploring Cultures
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Building on aspects of KS1 and KS2 prior learning:
Unit 1 – Everyday Objects: Students will develop their visual recording skills through primary images, observational drawings and exploration of the formal elements. They will develop confidence when using line, tone, and mark-making to add depth, detail and texture to drawings. Students will explore colour theory and composition and gain skills in watercolour painting, colour mixing and blending and apply these to their work. Students will be introduced to mixed media including layering, collage and assemblage to create tactile artwork.
Unit 2 – Exploring Cultures: Students will explore the meaning of culture discovering the wider social and historical context. They will develop their knowledge of the formal elements through colour and pattern and combine these with images and symbols and create personal responses to the chosen culture. This will include surface design and pattern through exploring print and ceramics.
As the projects develop, students are introduced to a range of creative making skills through practical lessons, which are underpinned by research into artists, craftspeople and designers from a variety of movements and cultures. Students will create an Art History timeline and understand where artists and art movements sit, their influences and their significance. To support their research skills, students are exposed to subject specific terminology that develops and enhances their vocabulary and their ability to confidently express their views and informed opinions. These skills are built upon with increasing depth and complexity as learners progress throughout their art education. In all project areas students will have opportunities to review and evaluate learning through annotation allowing for critical commentary and sharing ideas related to their own work against the work of others.
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Assessment 1 Drawing Task
Assessment 2 Research Task
Assessment 3 Personal response/final outcome
Assessment 4 Drawing/Design Task
Assessment 5 Research Task
Assessment 6 Personal response/final outcome
Other forms of assessment used throughout the projects: Peer assessment Self-assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
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Y8 Art |
1.
2.
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Close Ups
Our City
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Building on knowledge and skills from year 7:
Unit 1 –Close Ups: Students will continue to develop their visual recording skills creating their own concertina sketchbooks and focus on the formal element of pattern. Students will study the links between Art and Science. They will develop confidence when using watercolour, inks and coloured pencil developing their understanding and application of colour theory. Students will develop their printing skills from year 7 through creating stencils and screen printing onto cloth to create bold, vibrant prints. They will look at textile artists and use embroidery and embellishment techniques to enhance their prints.
In Unit 2 –Our City: Students will create urban sketches and make links with Liverpool’s rich architectural heritage. They will develop their drawing skills through studying perspective and using the grid method as a drawing tool to improve the accuracy of their drawing. Students will develop their use of watercolours through experimentation and manipulation to create tints, tones, shades and textures. They will create a piece of work in response to local architectural styles whilst looking at local contemporary and traditional artists.
As the projects develop, students are introduced to a range of creative making skills through practical lessons, which are underpinned by research into artists, craftspeople and designers from a variety of movements and cultures. Students will continue to add to their Art History timeline and understand where artists and art movements sit, their influences and their significance. To support their research skills, students are exposed to subject specific terminology that develops and enhances their vocabulary and their ability to confidently express their views and informed opinions. These skills are built upon with increasing depth and complexity as learners progress throughout their art education. In all project areas students will have opportunities to review and evaluate learning through annotation allowing for critical commentary and sharing ideas related to their own work against the work of others.
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Assessment 1 Drawing/Design Task
Assessment 2 Research Task
Assessment 3 Personal response/final outcome
Assessment 4 Drawing/Design Task
Assessment 5 Research Task
Assessment 6 Personal response/final outcome
Other forms of assessment used throughout the projects: Peer assessment Self-assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
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Y9 Art |
1.
2.
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Environmental Issues
Identity
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Building on knowledge and skills from year 8:
Unit 1 –Environmental Issues: In Unit 1 – Environmental Issues: Students will understand the importance and purpose of art in society and how it can be used as a tool to communicate their views and opinions on social and environmental issues. They will research a contemporary issue and create a 3D response using mixed media and recycled ephemera. Students will work as part of a group and develop skills in 3D construction, manipulation and translating design ideas into sculptural pieces of art.
In Unit 2 –Identity: Students will discover how artists portray their identity through their artwork, focusing on Art with a message and current social issues in the media. They will recall their knowledge of collage, print and composition and use these to create powerful pieces of artwork. They will be introduced to how artists combine imagery and words within Art, developing their use of typography and lettering.
As the projects develop, students are introduced to a range of creative making skills through practical lessons, which are underpinned by research into artists, craftspeople and designers from a variety of movements and cultures. Students will continue to add to their Art History timeline and understand where artists and art movements sit, their influences and their significance. To support their research skills, students are exposed to subject specific terminology that develops and enhances their vocabulary and their ability to confidently express their views and informed opinions. These skills are built upon with increasing depth and complexity as learners progress throughout their art education. In all project areas students will have opportunities to review and evaluate learning through annotation allowing for critical commentary and sharing ideas related to their own work against the work of others.
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Assessment 1 Research Task
Assessment 2 Personal response/final outcome
Assessment 3 Drawing/Design Task
Assessment 4 Personal response/final outcome
Other forms of assessment used throughout the projects: Peer assessment Self-assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
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Art and Design encourages self-expression and creativity and can build confidence as well as a sense of individual identity. Creativity can also help with wellbeing. Studying art helps to improve analytical, communication and research skills, it enables pupils to develop their critical thinking and the ability to interpret the world around them. Engagement with the arts helps young people develop a sense of their own identity and value. This in turn develops personal responsibility within their school and wider community. Arts and cultural learning encourage awareness, empathy and appreciation of difference and diversity and the views of others. The creative industries generate £84.1 billion to the United Kingdom (UK) economy each year and employ over 2.8 million people. Unlike many industries, the creative industries continue to grow each year. Learning through and about the arts enriches the experience of studying while at school as well as preparing students for life after school.
Students studying GCSE Art, Craft and Design will practically explore themes through a range of two-dimensional and/or three-dimensional processes and media. Emphasis will be placed on student’s recording of ideas, the practical application of skills and the development of relevant critical and contextual sources such as the work of artists, craftspeople and designers. Students will develop an understanding of the different purposes, intentions and functions of art, craft and design as appropriate to their own work. They will build upon the skills introduced at KS3 whilst being encouraged to work with more independence and purpose. The KS4 curriculum is divided into two components. Component one consists of students creating a portfolio of their own work based on a series of themes and is worth 60% of the final grade, component two is an externally set task worth 40% of the final grade. Throughout the course students will complete a variety of skills workshops to deepen their knowledge and understanding of different techniques and media. These are designed to build technical skills and confidence whilst exposing students to different ways of working before embarking on more independent study for their personal responses and outcomes. The workshops are complemented by exposure to the working practices of a variety of artists, designers, craftspeople or cultures.
Pupils will develop skills in recording experiences and ideas and in selecting and organising visual images. This will be done through photography and drawing; importance will be placed on collecting and working from primary images. This allows students to create innovative and personal work based on their own observations. Observational drawing underpins each theme, pupils will revisit the formal elements taught at KS3 and use these to refine their skills of observation. Pupils will experiment with a variety of techniques and media and use these to explore and communicate their ideas visually in a skilful and effective way. They will be encouraged to review and modify their work as it progresses, making artistic decisions and judgements based on their own and others’ evaluations. Ideas will be planned and developed to create outcomes that link with their work. Pupils will apply their knowledge and understanding to create personal responses to the theme.
Pupils will develop their analytical and evaluative skills through critically reflecting on their own work and that of other artists. Pupils are encouraged to source their own artists references; this ensures that students remain engaged with their work and create personal responses to themes. They will develop their use of specialist art vocabulary and understand the importance of supporting opinions with reasoning. They will be able to articulate their thought process from initial ideas and observations, processes, experiments and discoveries through to the realisation of their ideas. Pupils will be encouraged to reflect on their work, justify their creative decisions and learn from any challenges they faced.
The Art department sets high expectations for the presentation of work, pupils are encouraged to take pride in their work and to present their work creatively. Art is a visual subject and as such we recognise the importance of modelling, we use practical demonstrations to introduce new techniques, addressing possibilities and misconceptions through discussion, experimentation and further demonstration. Exemplar work and sharing of best practice is used to set high expectations, to build students confidence, and to inspire and challenge them. Assessment is used to give personalised feedback to students that is specific to their work. This encourages students to refine work and to reflect on it as it progresses. Peer and self-assessment are used to support the development of work whilst providing opportunities for discussion and reflection.
The externally set task provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and understanding in response to their selected starting point. The preparatory work must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from their starting point, through to their realisation of intentions in the 10 hours of supervised time. All pupils are expected to develop a strong body of independent work that fully supports the practical work undertaken in classroom-based sessions. All practical work is underpinned and supported by relevant and appropriate critical studies.
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Y9 Art |
3. |
Bugs & Beasts |
Unit 3 Bugs & Beasts: Introduction to GCSE Art and Design including the assessment objectives and exemplar work. Establishing expectations and standards for presenting work. Students will respond to a set starting point sourcing primary research through photographs; students are encouraged to visit the world museum to collect their own images to work from. Students will refine their drawing skills introduced at KS3 and develop their use of the formal elements. Emphasis will be placed on drawing for a purpose through observational and experimental drawing. Students will be introduced to a variety of presentation methods. Pupils will be exposed to different artists/designers/craftspeople work
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Assessment: 3 X Practical assessment |
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Y10 Art |
1.
2.
3. |
Bugs & Beasts
Component one: Portfolio Global Cultures
Global Cultures |
Students will develop their creative making through skills workshops which will include oil pastels, painting, sculpture and printing. Students will develop skills in describing, analysing and evaluating artwork and using it to inspire, develop and improve their own work. Students will develop their use of annotation and reflective recording using specialist art vocabulary.
Students will look at the work of another culture, learning how the ideas, customs and social behaviour of a particular people can influence the art that it creates. They will then apply their own knowledge, skills and techniques to develop responses influenced by their research. Pupils will explore portraiture, architecture, observational drawing, pattern, colour and traditional artwork from their chosen culture. Students will source their own primary research through photographs; pupils are encouraged to visit the world museum and local galleries to collect their own images to work from. Students will respond to the theme and develop skills in research, recording ideas, analysis, planning and design. Skills workshops will include batik and acrylic paint, ceramics and print. Students will also develop the skills taught during the previous project. Students will study a range of contemporary and traditional artists, eventually selecting their own artists and use these to inform their work. They will creatively present their research and combine different artists to create personal responses. This process will be supported with compare and contrast activities which will develop pupils use of specialist art vocabulary.
Students will develop skills in creating extended independent work, creating a response to a theme and presenting work ready for display. Pupils will look at a range of careers in the creative industries and the impact of the creative industries on the UK economy. Students will learn about the education and career pathways available to them.
Students will work independently and collect and present their visual research, recording ideas and primary research and using it to inform their work. Students will select and research artists/designers/craftspeople/cultures that relate to their theme. They will use annotation and reflection to document and evaluate their design decisions.
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Assessment: 9 x practical assessments |
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Y11 Art |
1.
2.
3.
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Global Cultures
Component two: Externally Set Assignment |
Students will continue to experiment and refine their practical work. They will plan for and design a personal response to their work. Students will experiment with composition, colour, materials and media. The final outcome must show strong links to the developmental work and to the artists and Culture studied. Students will use reflective recording to explain how and why ideas have developed. Students will create a final response to their work. This should be a visual conclusion that links all their work together.
Question paper issued by the exam board. Supporting studies and preparatory work. Students will select a theme from the question paper and produce a portfolio of work based on this theme. They will gather primary source material through photography and drawing. Carry out artist research and analysis including compare and contrast activities. Students will experiment with a variety of techniques using monochrome, colour and mixed media, refining their work as it progresses. They will annotate and reflect on their work to inform their design decisions. Students will plan and design their personal response to the theme and practice their final piece.
Re-visit coursework and present work for display. |
Assessment: 9 x practical assessments
Portfolio is teacher assessed and externally moderated.
10-hour period of sustained focused work. Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Teacher assessed and externally moderated. |
A Level Art & Design can help students develop an extensive variety of both creative and technical skills. A strong artistic background can cultivate lots of different transferable skills including creativity, problem solving, organisation, time management and contextual interpretation. Students will learn communication skills, in particular how to express concepts and feelings, an ability to appreciate the visual world and to respond to it in a personal and creative way. Students will develop a working knowledge of materials, practices and technology in one or more of the disciplines within art. They will develop the skills to interpret and convey ideas, thoughts and feelings using art, craft and design. Students will develop imaginative, experimental and creative powers as well as critical and analytical documenting skills. Students will interpret the work of other artists/designers/craftspeople/cultures developing their analytical and evaluative skills and use them to reflect upon their own work and development. They will develop their use of specialist vocabulary and the knowledge and understanding of the place of art, craft and design in history and in contemporary society. Students will be introduced to a variety of experiences, employing a range of media, processes and techniques. This will involve skills workshops that provide students with opportunity to explore and experiment with different techniques and media. Students will explore the role of arts and culture in the creative industries and the education and career pathways available to them. Students will develop a portfolio of work by building upon the knowledge, understanding and skills gained with greater depth of study. An extended written element will complement this project in which students choose an idea to investigate, analyse and respond to. Students will complete an externally set assignment, creating a portfolio of supporting studies/preparatory work based upon one of the externally set stimulus. Responses take the form of integrated practical and critical preparatory work which informs and relates to a 15-hour period of sustained focus in which the student brings their work to a conclusion under supervised conditions.
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Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
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Y12 Art |
1.
2. & 3. |
Introduction to A Level Art and Design Skills workshops
Personal Investigation |
Introduction to A Level Art and Design including the assessment objectives and exemplar work. Establishing expectations and standards for sketchbook presentation of work. Teacher led skills workshops including drawing, mark making, painting, printing, collage, mixed media. Collecting primary source work. Annotation and reflective practice, research and analysis including critical and contextual studies.
Development, experimentation, combining and refinement of skills. In depth artist research will support and enhance practical work. Students will analyse images, recording their initial reactions to the work of others. They will develop skills in describing, analysing and interpreting work and use these to form judgements and evaluations based on their findings. Exploration of the creative industries, education and career pathways.
Independent work in response to a chosen theme. Students will create a portfolio of work. They will collect primary source work through photography and drawing. Use research and analysis of artists/designers/craftspeople/cultures to support and enhance their own work. Develop their creative making skills through experimentation and refinement. Ideas and decisions will be documented through annotation and reflective recording. |
Assessment: 9 x practical assessments. 3 x written assignments.
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Y13 Art |
1.
2.
3. |
Personal Investigation
Externally Set Assignment
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Development of Personal Investigation. Experimentation and refinement of work. Planning and design. Critical and contextual studies. Annotation and reflective recording. Final piece(s). Pupils will present a meaningful response that realises intentions and where appropriate makes connections between visual and other elements. Art essay
Question paper issued by the exam board Preparatory Study Period: Gathering primary source materials based on a set theme. Research and analysis including critical and contextual studies. Experimentation and refinement. Planning and design development for a personal response.
Refining coursework and presenting work for display. |
9 x practical assessments 3 x written assignments. All work produced for the personal investigation will be marked as a whole and internally marked and verified, and externally moderated. 15-hour period of sustained focused work: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements. All work produced for the externally set assignment will be marked as a whole and internally marked and verified, and externally moderated.
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| Headteacher: Mrs. K. McCourt | |
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Speke Road, Liverpool, L25 7TN |
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0151 428 6421 |
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0151 421 1399 |
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reception@stjulies.org.uk |
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@StJulies | @StJuliesNotices |
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