ART, CRAFT AND DESIGN

CURRICULUM INTENT

Art, craft and design is valued as an important part of our children’s entitlement to a broad and balanced curriculum. It provides our children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas.

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
To ensure all pupils:
1. Produce creative work, exploring their ideas and recording their experiences.
2. Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
3. Evaluate and analyse creative works using the language of art, craft and design.
4. Know about great artists, craft makers and designers, and understand the historic and culural development of their art forms.

Curriculum Implementation
The teaching and implementation of the art, craft and design curriculum ensures a well-structured approach to this creative subject. The children are taught art both as a stand-alone subject and as part of termly topic work.
The work of famous local, national and international artists are explored to enhance the children's learning.
Summative assessments take place throughout the year and progress and attainment are recorded against age related expectations of attainment. This information is used to inform future lessons;ensuring children are supported and challenged appropriately.
Further information is gathered through project books, homework books, personal project development books, lesson observations and pupil discussion (group and individual); highlighting strengths and achievement and any improvements, knowledge and skills that still need to be embedded.

KEY STAGE 3
Pupils are taught techniques and to develop these techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Autumn Term
- Students will understand categories of colours, including primary, secondary, tertiary, warm and cool colours.
- Students will understand how to mix a range of colours including tints, tones and shades.
- Students will understand how to use a range of shapes, lines and marks when creating.
- Students will understand how colour schemes are selected.
- Students will understand how to decide on their own colour scheme and how this can be applied to their own practice.
- Students will understand how to use a range of formal elements whilst respecting the customs and design rules of a chosen culture.
- Understand how artists incorporate meaning into their artwork.
- Students will understand how to add meaning to their own artwork.
- Understand how artists incorporate messages into their artwork.
- Students will understand how to add visual messages to their own artwork.

Spring Term
- Students will understand how to use a range of marks to record.
- Students will understand how to build tone with these marks.
- Students will understand how to evaluate artwork aesthetically.
- Students will understand how to apply the lessons they have learnt from artists and apply it to their own practice.
- Students will understand how to use a range of marks to record successfully.
- Students will understand how to build tone and texture with these marks.
- Students will understand how to evaluate artwork aesthetically, in relation to cultural concepts.
- Students will understand what identity means.
- Students will understand how to portray their own identity within a piece of artwork.
- Students will understand what a primary source is.
- Evaluate artwork aesthetically in relation to concepts, messages and meanings.
- Apply the lessons learnt from their own practice, both visually and conceptually.

Summer Term
- Students will understand the difference between 2D and 3D forms.
- Students will understand how to translate 2D forms into 3D creations.
- Students will understand how to translate 2D form into 3D form, whilst respecting cultural traditions.
- Students will understand the properties of different materials and how they can be
combined.
- Students will understand the properties of different materials and how they can be
combined with concepts to convey messages and meanings.
- Students will understand how to record their thoughts through visual means in their
sketchbooks.
- Students will understand how these observations are recorded over time.
- Students will successfully understand how to record their thoughts through visual means in their sketchbooks.

- Students will understand how these observations can be linked together to portray a particular theme.

- Students will understand how their own observations can be linked together to portray a particular theme, with visual and conceptual thinking.

KEY STAGE 4

Introductory Phase
- Students are introduced to a range of short term activities related to the coverage of the areas of GCSE Art, Craft and Design.
- Students will explore and experiment with a variety of materials and processes and techniques and investigate different kinds of sources.
- Students will explore a variety of approaches to drawing and written annotation.

Throughout the introductory phase, students will be provided with opportunities to explore and investigate different ways of working in response to key aspects of Art, Craft and Design. Students can work in sketchbooks or select a variety of other surfaces on which to record their observations, ideas and insights. They can work in 2D or 3D and a range of sizes and styles using a selection of media, techniques and materials. Students can select and use a variety of traditional and/or experimental recording, mark making and drawing materials such as:
Charcoal, pastel, graphite, coloured pencils, biro, pen, ink, paint, printing, resist techniques, stitched, collage, mixed media techniques, digital recording, sculpting.

Development Phase
- Students build on their initial experiences, knowledge, understanding and skills development from the introductory phase.
- Students to focus on a project of their choice from the exam board set titles. Some of this will be directed.
- Students will have the opportunity to fully engage with a project of their choice and a given theme, making a personal response when developing, refining and recording ideas.
- Students learn to effectively access, document, and process information in preparation for project work.

Extension Opportunities

Students could work on developing:
- A personal response to a project title of choice.
- An idea to be extended to add to an existing portfolio.

Students could work on developing:
- An idea to include further research and a study of relevant sources.
- The nature of a singular outcome into a ‘series’.
- Practice by exploring and applying additional materials, processes and techniques.

Sustained Phase and Independent Learning:
- Students move from dependence on directed teaching and learning to independence as they work on an extended project. The project is a response to a choice of several exam board set starting points.
- Students independently research potential additional sources and associated references.

- The emphasis on delivery of this phase is on one to one exchanges rather than whole group teaching.
- Students are required to build on individual experiences and achievements from the earlier phases.

Externally Set Assignment Phase:
SA papers are available to students from 2nd January. A preparatory period is followed by 10 hours
of supervised, unaided work in which students are required to realise their intentions.
In the time in between sessions and once the supervised time is completed, students may not add to or amend their preparatory work.
Preparatory work must be stored under secure conditions between sessions and after the completed time. 
Preparatory work must be available to students throughout the 10 hours of supervised time.
All work completed during the 10 hour period must be clearly labelled as such.

Selection of Portfolio:
Students to review, select and present their portfolio for the final submission alongside the ESA.
The component requirements must be fulfilled from the selection of work.
Work can be submitted in any appropriate format.

The work chosen for submission must include:
 Coverage of the four assessment objectives.
 A sustained project evidencing the journey from initial engagement to the realisation of intentions.
 A selection of further work undertaken during the student’s course of study.
 Evidence of drawing activity and written annotation.