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KS3: Art

Statement of Inquiry

Understanding the formal elements of art helps me to interpret the expression intended by the artist

Key Concepts

Aesthetics

Assessment Criteria

A- Vincent van Gogh research page
C- Wax resist technique, light bulb – Michael Craig Martin
D-Yayoi Kusama Infinity Room

ATLs

  • Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)
  • Identify strengths and weaknesses of personal learning strategies (self-assessment)

Links to Prior Learning

Students from KS2 arrive in year 7 with different background knowledge and skills in Art and Design which is basic and focused. Historically students do not have a good understanding or knowledge of Artists, skills and processes.

Statement of Inquiry

Understanding the formal elements of art helps me to interpret the expression intended by the artist

Key Concepts

Aesthetics

Assessment Criteria

A- Vincent van Gogh research page
C- Wax resist technique, light bulb – Michael Craig Martin
D-Yayoi Kusama Infinity Room

ATLs

  • Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)
  • Identify strengths and weaknesses of personal learning strategies (self-assessment)

Links to Prior Learning

Students from KS2 arrive in year 7 with different background knowledge and skills in Art and Design which is basic and focused. Historically students do not have a good understanding or knowledge of Artists, skills and processes.

Statement of Inquiry

Environmental change can be represented through sustainable art’

Key Concepts

Change

Assessment Criteria

B- Sustainable Sticker design C&D- Final mixed media outcome that combines the use of a specific skill

ATLs

  • Delegate and share responsibility for decision-making
  • Apply existing knowledge to generate new ideas, products or processes

Links to Prior Learning

In year 7, term 1 and 2 students were introduced to the formal elements of art with a specific focus on the use of watercolour paints. Students will use these key skills for all drawn elements of this unit. In particular the ‘junk food’ lesson.

Statement of Inquiry

Environmental change can be represented through sustainable art’

Key Concepts

Change

Assessment Criteria

B- Sustainable Sticker design C&D- Final mixed media outcome that combines the use of a specific skill

ATLs

  • Delegate and share responsibility for decision-making
  • Apply existing knowledge to generate new ideas, products or processes

Links to Prior Learning

In year 7, term 1 and 2 students were introduced to the formal elements of art with a specific focus on the use of watercolour paints. Students will use these key skills for all drawn elements of this unit. In particular the ‘junk food’ lesson.

Statement of Inquiry

The Surreal style can be developed through personal expression and abstract thinking

Key Concepts

Development

Assessment Criteria

A- Surrealism Research Slides- Digital Piece of work B- Loui Jouver Deconstructed portrait- Inspired outcome

ATLs

  • Make connections between various sources of information
  • Give and receive meaningful feedback

Links to Prior Learning

Students were taught how to use tone in term 2 and will implement this skill when producing their hybrid animals. In addition they will be using water colour to add texture with watercolour paints that will be taught across term 1 and 2 of unit 1

Statement of Inquiry

The Surreal style can be developed through personal expression and abstract thinking

Key Concepts

Development

Assessment Criteria

A- Surrealism Research Slides- Digital Piece of work B- Loui Jouver Deconstructed portrait- Inspired outcome

ATLs

  • Make connections between various sources of information
  • Give and receive meaningful feedback

Links to Prior Learning

Students were taught how to use tone in term 2 and will implement this skill when producing their hybrid animals. In addition they will be using water colour to add texture with watercolour paints that will be taught across term 1 and 2 of unit 1

Statement of Inquiry

Exploring perspective as a compositional method allows us to orientate ourselves in space and time

Key Concepts

Perspective

Assessment Criteria

C-One point perspective cityscape D- Cardboard relief landscape

ATLs

  • Create original works and ideas; use existing works and ideas in new ways
  • Give and receive meaningful feedback

Links to Prior Learning

–

Statement of Inquiry

Exploring perspective as a compositional method allows us to orientate ourselves in space and time

Key Concepts

Perspective

Assessment Criteria

C-One point perspective cityscape D- Cardboard relief landscape

ATLs

  • Create original works and ideas; use existing works and ideas in new ways
  • Give and receive meaningful feedback

Links to Prior Learning

–

Statement of Inquiry

Artists represent their interpretations of time, space and place through landscapes

Key Concepts

Time, Space and Place

Assessment Criteria

B, C, D

ATLs

  • Give and receive meaningful feedback
  • Create original works and ideas; use existing works and ideas in new ways

Links to Prior Learning

Using knowledge of perspective and the use of foreground, middle-ground and background learnt in term 1 and 2 of year 8

Statement of Inquiry

Artists represent their interpretations of time, space and place through landscapes

Key Concepts

Time, Space and Place

Assessment Criteria

B, C, D

ATLs

  • Give and receive meaningful feedback
  • Create original works and ideas; use existing works and ideas in new ways

Links to Prior Learning

Using knowledge of perspective and the use of foreground, middle-ground and background learnt in term 1 and 2 of year 8

Statement of Inquiry

Identities can be expressed through various art styles

Key Concepts

Identity

Assessment Criteria

A, B

ATLs

  • Set goals that are challenging and realistic
  • Use a variety of media to communicate with a range of audiences

Links to Prior Learning

Students will use tone to recreate a detailed drawing of the lips – tone was taught in detail in term 2 of year 7

Statement of Inquiry

Identities can be expressed through various art styles

Key Concepts

Identity

Assessment Criteria

A, B

ATLs

  • Set goals that are challenging and realistic
  • Use a variety of media to communicate with a range of audiences

Links to Prior Learning

Students will use tone to recreate a detailed drawing of the lips – tone was taught in detail in term 2 of year 7

Statement of Inquiry

Genres in art explore a variety of forms linked to the artist’s personal and cultural background

Key Concepts

Form

Assessment Criteria

A, B, C, D

ATLs

  • Collect, record and verify data
  • Use effective learning strategies in subject groups and disciplines

Links to Prior Learning

Students will be using colour theory, shape and form – learnt in year 7, term 1 and 2

Statement of Inquiry

Genres in art explore a variety of forms linked to the artist’s personal and cultural background

Key Concepts

Form

Assessment Criteria

A, B, C, D

ATLs

  • Collect, record and verify data
  • Use effective learning strategies in subject groups and disciplines

Links to Prior Learning

Students will be using colour theory, shape and form – learnt in year 7, term 1 and 2

Statement of Inquiry

Visual culture can be used as a method of communication with an audience

Key Concepts

Communication

Assessment Criteria

B, C, D

ATLs

  • Focus on the process of creating by imitating the work of others
  • Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Links to Prior Learning

Students will be learning to analyse students’ work in detail in relation to thir current topic. This skill has been taught in year 8 term 3

Statement of Inquiry

Visual culture can be used as a method of communication with an audience

Key Concepts

Communication

Assessment Criteria

B, C, D

ATLs

  • Focus on the process of creating by imitating the work of others
  • Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Links to Prior Learning

Students will be learning to analyse students’ work in detail in relation to thir current topic. This skill has been taught in year 8 term 3

Statement of Inquiry

–

Key Concepts

–

Assessment Criteria

–

ATLs

–

Links to Prior Learning

–

KS4: GCSE Art

Vision Statement

At the Hundred of Hoo, we nurture talent and ensure that pupils’ creativity knows no limits. The Art department offers a range of courses that enables pupils to explore a range of different media, processes and techniques ensuring that pupils gain valuable opportunities to develop and display thought-processes that lead to incredible artistic results. One opportunity is to produce a portfolio of work that can support progression higher education. The course provides pupils with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in Art. Pupils develop their ability to actively engage in the processes of Art, to build creative skills through learning and practical workshops, to develop imaginative and intuitive ways of working and developing knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.

Course Outline/Assessment Methods

The AQA GCSE Art course has the following two units:

Component 1 - 60%

Coursework portfolio (60% of the course). Internally assessed and moderated by examiner visit to centre. 

All students complete and develop a range of skills based work in  Term 1 prior to starting a project.  

Students have the choice between the following projects; Natural  Forms, Identity, Food or Insects. This unit develops a broad range of  skills both 2D and 3D. Students will focus on observational drawing  skills using a range of materials and media. 3D work will be explored  through clay and relief work.  

Students will research a broad range of Artists based on their chosen  topic and develop their own skills within this using a variety of materi als, media and techniques.  

Externally set Assignment (40% of the course). Internally assessed and moderated by examiner visit to centre. Supervised  time:10 hours.  Students will choose a project from a list of options and complete an  independent study of the topic with a 10 hour exam focussing on a  final outcome 

Linked Sixth Form Courses:

  • Art and Design
  • Fine Art
  • Graphic Communication
  • Textile Design
  • Photography

Future Course/ Career Opportunities:

  • Graphic designer
  • Architects
  • Illustrators
  • Painters
  • Sculptors
  • Visual Merchandiser

Departmental Performance:

  • 2022/23: 9-4 – 71%
  • 2021/22: 9-4 – 75% 
  • 2020/21: 9-4 – 61%

KS4: GCSE Photography

Vision Statement

At the Hundred of Hoo, we nurture talent and ensure that pupils’ creativity knows no limits. The Photography department offers a range of courses that enable pupils to explore a range of different media, processes and techniques ensuring that pupils gain valuable opportunities to develop and display thought processes that lead to incredible artistic and photographic results. The new dark room provides a welcome addition to the current digital photography course and provides students with an understanding of the core techniques and processes that were used before the digital era. Many students have not experienced the use of film or use of a darkroom, and it will provide a valuable insight into a range of techniques and process. The process of creating exciting prints will be a rewarding process that will reveal new horizons in students photography abilities.

The opportunity to produce a portfolio of work that can support progression for prospective employers or to use to help secure a place in Higher Education. The course provides pupils with a wide range of creative, exciting and stimulating opportunities and to explore their interests in ways that are both personally relevant and developmental in photography. Pupils develop their ability to actively engage in the processes of photography, to build technical skills through learning and practical workshops, to develop imaginative and intuitive ways of working and developing knowledge and   understanding of cameras, editing techniques and technologies in historical and contemporary contexts, societies and cultures.

Course Outline/Assessment Methods

The AQA GCSE Photography course has the following two units:

Component 1 - 60%

Coursework portfolio (60% of the course). Internally assessed and moderated by examiner visit to centre.

Students begin with a project focusing on the topic ‘Identity’ researching Photographers and taking photographs using a range of techniques and processes. Once completed students move on to the Independent project. This unit is based on a personal response to a chosen theme. Students will research a broad range of Photographers who focus on their chosen topic and develop their own skills within photography using a variety of camera and editing techniques, media and processes including Photoshop and Graphics tablets.

Externally set Assignment (40% of the course). Internally assessed and moderated by examiner visit to centre. Supervised time: 10 hours.

Students will choose a project form a list of options and complete an independent study of the topic with a 10 hour exam focussing on a final outcome.

Linked Sixth Form Courses:

  • Photography
  • Art and Design
  • Fine Art
  • Graphic Communication
  • Textile Design

Future Course/ Career Opportunities:

  • Fashion Photography
  • Forensic Photography
  • Journalist
  • Teaching
  • Visual Merchandiser
  • Graphic designer
  • Architects
  • Illustrators

Departmental Performance:

  • 2022/23: 9-4 = 85%
  • 2021/22: 9-4 = 91%
  • 2020/21: 9-4 = 80%
  • 2019/20: 9-4 = 91%

KS5: A Level Art

Vision Statement

At the Hundred of Hoo, we nurture talent and ensure that pupils’ creativity knows no limits. The Art department offers a range of courses that enable pupils to explore a range of different media, processes and techniques ensuring that pupils gain valuable opportunities to develop and display thought processes that lead to incredible artistic and photographic results. The opportunity to produce a portfolio of work that can support progression for prospective employers or to use to help secure a place in Higher Education. The course provides pupils with a wide range of creative, exciting and stimulating opportunities and to explore their interests in ways that are both personally relevant and developmental in art. Pupils develop their ability to actively engage in the processes of Art, to build creative skills through learning and practical workshops, to develop imaginative and intuitive ways of working and developing knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.

Course Outline/Assessment Methods

The AQA A-Level Art course has the following components:

Component 1 - 60%

Internally assessed and moderated by examiner visit to centre.

Students will complete one unit of work based on a personal investigation. Students will research a broad range of Artists who focus on these areas and develop their own artistic skills within Art using a variety of processes and techniques. Students must also complete an essay to support their portfolio of work.

Internally assessed and moderated by examiner visit to centre. Supervised time: 15 hours. Students will choose a project form a list of options and complete an independent study of the topic with a 15-hour exam focussing on a final outcome.

Skills for Success:

  • Develop observational drawing and tonal skills
  • Develop an artistic vocabulary
  • Analyse and evaluate contextual studies
  • Develop skills using a range of materials and media

Future Course/ Career Opportunities:

  • Designers
  • Architects
  • Illustrators
  • Painters
  • Sculptors
  • Fashion designers
  • Fashion buyers teachers
  • Visual merchandisers

Departmental Performance:

  • 2023/24: A*-C = 0%
  • 2022/23: A*-C = 100%
  • 2021/22: A*-C = 100%
  • 2020/21: A*- C = 100%
  • 2019/20: A*-B = 50% / A*-C = 100%

KS5: A Level Photography

Vision Statement

Our courses enable pupils to explore a range of different media, processes and techniques ensuring that there is something suitable for all interests. Photography gives pupils the opportunity to produce a portfolio of work that they can show to prospective employers or use to help secure a place in Higher Education. The course provide pupils with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental to photography. Pupils develop their ability to actively engage in the processes of photography to build technical skills through learning and practical workshops, to develop imaginative and intuitive ways of working and developing knowledge and understanding of cameras, editing techniques and technologies in historical and contemporary contexts, societies and cultures. The new dark room provides a welcome addition to the current digital photography course and provides pupils with an understanding of the core techniques and processes that were used before the digital era. Many pupils have not experienced the use of film or use of a darkroom, and it will provide a valuable insight into a range of techniques and process. The process of creating exciting prints will be a rewarding process that will reveal new horizons in pupils photography abilities.

Course Outline/Assessment Methods

The AQA A-Level Photography course has the following units:

Component 1 - 60% (96 marks)
Internally assessed and moderated by examiner visit to centre.

Pupils will complete one unit of work based on a personal investigation.

Pupils will research in depth a broad range of photographers who focus on these areas and develop their own photographic skills within photography using a variety of camera and editing techniques. Pupils must also complete an essay to support their portfolio of work.

Internally assessed and moderated by examiner visit to centre.

Pupils will choose a project from a list of options and complete an independent study of the topic with a 15-hour exam focussing on a final outcome.

Skills for Success:

  • Develop advanced skills in photography techniques and processes
  • Develop and in depth photographic vocabulary
  • Analyse and evaluate contextual studies
  • Develop skills producing high quality
    photographs using a range of editing techniques

Future Course/ Career Opportunities:

  • Fashion photographer
  • Film/video editor
  • Magazine editor
  • Forensic photographer
  • Freelance photographer
  • Journalist photographer
  • Teacher

Departmental Performance:

  • 2023/24: A*-C = 71.4%
  • 2022/23: A*-C = 85%
  • 2021/22: A*-C = 83.3%
  • 2020/21: A*-C = 100%
  • 2019-20: A*-B = 100%
  • 2018-19: A*-B = 100%