Art

Learning Journey & Sequencing Rationale

In Art and Design learners focus on the formal elements of art and some basic principles of design; the building blocks of art. They look at how the elements and principles are used in famous historical artworks and how these can be applied to their own work.

Learners are encouraged to develop their understanding of art through the analysis of their work and the work of others. They learn to use specialist art vocabulary in order to explain their work and ideas.

Planned visits to galleries and other venues help to widen the experiences of learners and also provides contextual stimulus for the development of their own work and ideas.

Learners also learn about career opportunities within the creative industries and the contributions of those industries to the UK economy.

Sequencing in GCSE Art and Design

The Art and Design course comprises two Units. Unit 1 is the coursework portfolio (CP1) and is worth 60% of the overall grade. This Unit is completed over the first year of the course and introduces students to the Assessment Objectives (AO),

Marking Criteria, Expected Outcomes and Art Practise with Media and Materials, Techniques and Processes.

The course takes the form of a thematic enquiry and the umbrella topic is ‘Natural Forms’.

The second Unit is the Externally Set Task (EST2) worth 40% of the overall grade and is the exam element of the course. This exam period starts in January, when students are given their exam booklets, and is completed in early May, culminating in a 10 hour exam.
For the 21-22 cohort year 10 will run as usual. Year 11 will have two lessons a week to complete their coursework (CP1).

Rationale for Sequencing Year 10

Autumn term - Unit 1 CP1

Year 10 begins with students being introduced to the AO’s and explaining how marks are generated as well as best practise in the subject. Past examples are shown and dissected to demonstrate expected outcomes and how the marking criteria works.

A site visit to Kew Gardens occurs early in the first term. This visit is crucial in laying down a foundation for the coursework topic of Natural Forms. Students can create original photographic evidence, collect found objects/materials, produce sketches/painted studies, find information on relevant artists and generate starting points for the development of work and ideas. Students are encouraged to produce observational work based on natural form objects in order to support their work and to demonstrate their use of a variety of different media and materials. Although there is initial teacher input into the development of artist research students are encouraged to develop their own artist research in order to be more independent and less reliant on teacher-led suggestions.

Spring term

Students are encouraged from an early stage to begin thinking about their ideas for a final piece. The final piece is the synthesis of the research, recording, experimenting and evaluation that the students have undertaken. The AO’s are interwoven and marks are increased when students demonstrate focused and sustained development of their work and ideas. Ideas to be supported by referencing contextual sources. Practising with different materials, trying to solve problems as well as developing ideas are the main preoccupations of students before they have to make/create/produce their final pieces.

Summer Term

The Summer term is when students are developing their ideas into a final piece outcome. Most of the time will be spent annotating or completing past work and ensuring that any materials which are needed for their final outcomes are placed on order.

Y11 -CP1

The students of 2021-2022 will have one double lesson. After school clubs will run on Wednesday and Thursday with special consideration given to year 11 students.

Autumn 1

Students are recovering their work and trying to complete their final design ideas. Some have already started the

initial stages of their final outcomes. Deadline for CP1.

Autumn 2

Final Outcome Development. Students are focusing on AO4 (Realising intentions.)

5 hour PPE arranged to facilitate the production of the final pieces at the end of December.

Spring 1

Marking and Moderation of CP1 with results stored centrally via NC tracking sheet for KS4. Sketchbooks and Final Piece full Marking/Moderating- Rank order Applying WJEC National Standards.

Completion of practical/written tasks in accordance with teacher feedback after the marking/moderation of CP1.

Lessons and After school Clubs to run Wednesday and Thursday to focus on these areas:

AO1- Have ideas been developed through contextual investigations? Artist/contextual sources.

AO2- Is there enough evidence of extensive and relevant experimentation and refinement of ideas?

AO3 - Is there strong evidence of recording which supports ideas and is relevant to your outcomes

AO4- Is your final outcome fully supported by all of your research, investigations, experimenting and is it relevant to your intentions?

Spring 2 - Administration tasks- Labels, My Intentions Sheet, Marksheets, GDPR, Authentication Declaration.

Students ensure completion of all practical and written elements to their projects.

Next steps: A Level

B-Tech

Apprenticeships

Careers - UK Creative Industries

art gcse learner journey

unit overview - autumn term 1

Subject: Natural Forms – Introduction/Mind Map
Skills	Accuracy in mark making Able to use media and materials in an appropriate way Mastery of techniques and processes Use of specialist art vocabulary to analyse and annotate and complete ‘My Intentions’ sheet
Knowledge	Recognise and name the formal elements : Line, Shape, Form, Tone, Texture, Pattern and Colour Recognise artists, genres, art movements and their contextual values Appropriate use of specialist art vocabulary Health and safety
Rationale	Learners will develop their understanding of contextual issues. Repetition of art techniques develops personal skills and confidence. Specialist Art vocabulary is developed through the analysis of the work of others and through the annotation of own work. These combined activities will help learners to develop their own awareness of the world around them, equip them with the tools to make their own value judgements and give them the confidence to express those viewpoints with clarity.

unit overview - autumn term 2

Subject: Natural Forms - Kew Gardens
Skills	Able to use media and materials in an appropriate way Produce observational studies, including use of photographs Mastery of techniques and processes Use of specialist art vocabulary to analyse and annotate own work
Knowledge	Kew Gardens as historical, botanical and conservation site Recognise artists, genres, art movements and their contextual values, from Kew Gardens Appropriate use of specialist art vocabulary to explain visit
Rationale	Learners will develop their understanding of contextual issues relating to Kew, Marianne North, Shirley Sherwood. Specialist Art vocabulary is developed through the analysis of the work of others and through the annotation of own work. Learners become increasingly independent and can generate their own personal investigations and research. Develop engagement through the visit to Kew Gardens and develop research which is relevant to intentions. These activities will help to develop an appreciation of conservation, environment, botany and other green issues. The protocols of attending galleries and other public spaces will also be of value.

unit overview - spring term 1

Subject: Natural Forms – Observational Studies -
Skills	Accuracy in mark making Able to use media and materials in order to create primary observational studies of natural form objects Mastery of techniques and processes to develop observational work, including use of photography/Photoshop Selection of a variety of media and materials to create primary source observational studies Use of specialist vocabulary to annotate own work in order to explain work and ideas
Knowledge	Media and Materials – Use and selection of media, materials and equipment in an appropriate and effective way Relevant artist research – Contextual connections to support own developing work Specialist Art vocabulary Annotations to explain observational work
Rationale	Learners will try out different media and materials to develop their observational work, including photography and digital media. Their work will be informed and supported by primary source material. Specialist Art vocabulary is developed through the annotation of observational work and other studies. Ideas and work are developed and improved from initial observational studies right through to a final piece design. This will make learners look at things more carefully and to consider detail. They will appreciate the value of close observation through their own experiences.

unit overview - spring term 2

Subject: Exam
Skills	Accuracy in mark making Able to use media and materials in an appropriate way Mastery of techniques and processes Time management Use of specialist art vocabulary to analyse and annotate and complete ‘My Intentions’ sheet
Knowledge	Selection of Exam question Recognise artists, genres, art movements and their contextual values Appropriate use of specialist art vocabulary to produce analysis and annotations Use of media and materials Mark Scheme Exam regulations Health and safety within the classroom
Rationale	Learners will develop their understanding of contextual issues in order to develop their work Repetition of art techniques develops personal skills and confidence. Specialist Art vocabulary is developed through the analysis of the work of others and through the annotation of own work. Preparing for a 10 hour exam These activities will help the learners to develop skills of time management, working to deadlines and following a brief. These skills are an integral part of working in the creative industries.

unit overview - summer term 1 & 2

Subject: Natural Forms – Final Piece -
Skills	Accuracy in mark making Able to use media and materials in order to develop work and ideas to a conclusion Mastery of techniques and processes through experimentation Selection of media and materials to finalise designs Use of specialist vocabulary to annotate own work in order to explain ideas
Knowledge	Media and Materials – Use and selection Relevant artist research – Contextual connections Specialist Art vocabulary Art history relevant to intentions Layout for presentation of Final Piece
Rationale	Learners will produce plans for different designs related to the theme of the project. The work will be informed and supported by relevant contextual research. Specialist Art vocabulary is developed through the analysis of the work of others and through the annotation of own work. Ideas and work are developed and improved, by continuous experimentation and refinement, from initial observational studies right through to a final piece design. Learners see the value of planning. The final piece is an amalgam of all the prior work and a synthesis of ideas. The plan helps them to make sense of all the work completed and is a sort of resolution.

knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

Quiz themselves at home, using the read, write, cover, check method.
Practise spelling key vocabulary
Further researching people, events and processes most relevant to the unit.