Art - Winterstoke Hundred Academy

Learning in Art and Design offers students the opportunity to respond to the world around them through visual means and drives children’s intellectual, emotional, moral and physical engagement in the world. The arts can empower young people, giving them the confidence to express, create, challenge and explore. Art is an inclusive subject, allowing all pupils to create meaningful and personal work that they are proud of. Art will teach powerful transferable skills such as problem solving, collaboration, perseverance and resilience. At Winterstoke Hundred Academy we aim to develop our student’s skill to make marks, confidence to experiment and willingness to take risks.

The aim is to employ the skills previously learnt at lower key stages, encouraging and supporting our students to gradually work more independently; taking more ownership of their work and what they study. We aim to encourage our students to witness real artwork in person, further developing their cultural capital. We aim to develop their views and opinions, as well as how to critique the artwork of others. To recognise the value and influence of key figures/movements in art history and the impact this has had on contemporary and the current art scene.

An excellent art curriculum (as detailed below) is broad, innovative, engaging and enjoyable. It is immersive and multidisciplined, providing a space for students to learn, practice and develop a range of skills.

	Term 1	Term 2	Term 3		Term 4	Term 5	Term 6
Year 7	The Natural World – How has the natural world inspired artists and designers? Understanding how to use the visual/formal elements of art to depict the Natural World. Students will explore the key elements in art: line, tone, value, shape, form and pattern. Moving through to exploring colour theory and application.				Ethnology: How have other artists & craftspeople communicated their cultural heritage through the arts? Understanding the world around us and how art has been used to communicate unique experiences in different cultures. Students will be introduced to a range of artists, craftspeople, and designers from different historical periods and cultures. They will be given opportunities to learn about, research and explore these artists and the concepts in which they worked
Year 8	Creatures and Characters: To build upon and develop students’ knowledge, understanding embedded in year 7. Year 8 students will be encouraged to work more independently, developing imaginative and original artwork. This project will provide the opportunity to use visual means to communicate their own imaginative 2D and 3D ideas to an audience. Students will be encouraged to be creative, conceptual and experimental with their work – which are important transferrable skills.				The Environment: Students will be given the opportunity to be creative, conceptual and experimental with their work – these are important skills that pupils will require moving forward. They will better understand the importance of imagination when creating and developing their own ideas and to understand that Art can be a tool for social change.
Year 9	Sign of the Times – Exploring the traditions, characteristics, & meaning of art in other cultures. The project will explore different aspects of contemporary culture & the world you line in. Students will discover the different things that make the present different from the past. Together with exploring ideas of the future through investigating retrofuturism and ideas from the past. The work aims to encourage students to think about their own future and what that might look like through a prism of positivity, creativity and hope. To understand the importance of surrealism and other art movements in the development of art history and develop creativity through experimenting with a range of media.			Identity – Equity, Diversity, Inclusivity, Representation. The study of the human form is a critical element of Art and Design. Pupils will be asked to engage with the idea of identity, which will aid their understanding of themselves and others. They will be given the opportunity to engage with a range of important artworks & interpret them. They will be shown how to use visual means to communicate their own ideas about themselves or others to an audience. Students will explore how artist’s and photographers show the relationships between people by painting and collaging together photographs of them in a creative way. Students will learn how to explain their thought processes.

Art – GCSE AQA

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Areas of study

The GSCE Art course consists of two components, comprising a ‘Portfolio’ (worth 60% of their final GCSE grade) selected from the course of study and an ‘Externally set assignment’ (worth 40% of their final GCSE grade), the specification provides our students with a range of creative, exciting and stimulating opportunities to develop and explore their personal interests in art and design.

It allows for progression from Key Stage 3 whilst providing a strong foundation for further study at AS and A-level as well as vocational pathways. To support this progression, the assessment objectives, structure and titles are very similar to those detailed in the AS and A-level Art and Design specification.

In Component 1 (Portfolio) and Component 2 (Externally set assignment/exam) students are required to work in one or more area(s) of fine art, such as those listed below:

• Drawing,

•Painting

• Sculpture

•Installation

•Lens-/light-based media

•Photography and the moving image

•Printmaking

•Mixed media

•Land art.

They may explore overlapping areas and combinations of areas.

In year 10 students explore a range materials and techniques to broaden their knowledge and understanding of the possibilities in art and discover where their strengths lie in either 2D, 3D materials or a combination of both. They will build a portfolio of work during their first year, up until they begin their exam project in the January of year 11.

The 10hr exam is practical and involves a set theme (by the exam board) in January of year 11. Students will research and explore this theme and relative artists, leading them to create a practical and personal response during the exam, usually sat in April of year 11.

Students are provided with a basic range of materials to use in lesson along with sketchbooks and a carry folder to look after their work.

Art – A Level – AQA

	Art
	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Year 12	Component 1: Personal investigation (worth 60% of their final A Level grade) This is a practical investigation supported by written material. 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. The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation. The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials. The investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople. The written material 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. The written material must: Be a coherent and logically structured extended response of between 1000 and 3000 words of continuous prose. Include specialist vocabulary appropriate to the subject matter. Include a bibliography that, identifies contextual references from sources such as: books, journals, websites, through studies of others’ work made during a residency, or on a site, museum or gallery visit. Be legible with accurate use of spelling, punctuation and grammar so that meaning is clear. Students can present the written material as a single passage of continuous prose or as a series of shorter discrete, but linked, passages of continuous prose incorporated within the practical work. There is no restriction on the scale of practical work produced. The personal investigation will be assessed as a whole. Evidence of meeting the requirements of all four assessment objectives must be provided in both the practical and written material.
Year 13	Component 1: Personal investigation (worth 60% of their final A Level grade) (see above)		Component 2: Externally set assignment (worth 40% of their final A Level grade) Separate question papers will be provided for each title. Each question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one. Preparatory period – from 1 February. Following receipt of the paper students should consider the starting points and select one. Preparatory work should be presented in any suitable format. Supervised time/exam – 15 hours (usually April of Year 13) Following the preparatory period, students must complete 15 hours of unaided, supervised time. In the 15 hours students must produce a finished outcome or a series of related finished outcomes, informed by their preparatory work. Students may refer to their preparatory work in the supervised time, but it must not be added to or amended. 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. Students will be assessed on their ability to work independently, working within the specified time constraints, and developing a personal and meaningful response. There is no restriction on the scale of work produced. Students should carefully select, organise and present work to ensure that they provide evidence which meets the requirements of all four assessment objectives. Students are provided with a basic range of materials to use in lesson along with sketchbooks and a carry folder to look after their work.