Albert Einstein famously said: “Creativity is contagious, pass it on,” and here in the Visual Arts Faculty, we couldn’t agree more!
We are a team of creatives, and are passionate about evolving, exploring and discovering. Today’s learners are tomorrow’s artists, photographers and designers, and we are committed to giving our students the thorough artistic grounding that they need in order to excel.
Alongside studying the work and style of canonical greats, we also ensure that we teach our students cutting-edge techniques and the newest ways of working. Our schemes of work are centred on teaching powerful knowledge, but have sufficient time built in to allow students to explore, create and flex their artistic skillsets.
All students have the opportunity to work with a wide variety of media and techniques, and older students can choose their specialism with confidence, in areas such as:
- Fine Art,
- Textiles,
- Fashion,
- Printmaking,
- Ceramics,
- Mixed Media,
- Three Dimensional, and
- Photography
As a faculty, we aim to:
- Introduce a range of two- and three-dimensional art and design activities to encourage confidence and progression.
- Provide opportunities for creative responses to a variety of stimuli, and encourage selection and control of appropriate tools and materials.
- Consider works of art, craft and design from a wide range of times and cultures, and (where possible) respond to them through practical work.
- Allow learners time and space to experiment with materials and ideas in a supportive and creative environment.
- Provide students with opportunities to evaluate and reflect upon their own and others’ work.
- Model appreciation of the contribution made by artists, craft workers and designers, and teach students how to respond thoughtfully, critically and imaginatively to existing ideas.
- Develop pupils’ enthusiasm and greater awareness of art and artists.
- Promote students’ visual literacy by creating and understanding art as a form of visual communication.
- Provide opportunities to experience and work with real life artists, designers and crafts people through visits, trips and our visiting artist programme.
You can find more information on our visual arts subjects by exploring the links below.
Year 7 overview
Students will begin the year with a baseline piece to enable teachers to identify areas of strength and areas for development. Their first few weeks of students’ secondary art education is all about developing a secure skills base.
When students are confident in the fundamentals, we move on to an exploration of the Mexican festival known as Día de Muertos, or Day of the Dead. In spite of its macabre name, this festival is actually a celebration of life, and the richly colourful and creative artwork produced for the festivities gives students the chance to appreciate the cultural traditions that influence art.
Within this project, pupils will build upon their drawing skills, utilising their understanding of colour theory as well as enjoying the opportunity to create three dimensional dioramas.
As students progress through Year 7, they move on to a study of organic forms. They will develop their 2D skills by painting and drawing, as well as building upon their knowledge of photography. Throughout the year, we introduce students to the works of a range of artists, as well as critical studies, shaping them into reflective and creative practitioners.
Term 1
Basic Skills
Day Of the Dead
Term 2
Day Of the Dead
Organic Forms
Term 3
Organic Forms
Homework
Home learning for the visual arts is varied and flexible. While we set specific tasks like research, artist critique, 2D and 3D project work, we also encourage children to try to reflect constantly on the visual beauty of the world around them. If art teaches us anything, it is that the world in which we live is our inspiration. The flexibility afforded by the openness of the half termly projects means that students become increasingly observant and appreciative of their own sources of day-to-day inspiration.
Term 1a Project: Basic Skills
Students are asked to act upon the feedback given by teachers on their observational drawing of a still life.
Students will be asked to study from Knowledge Organiser.
Term 1b Project: Day of The Dead
Students are asked to research this cultural festival, as well as the artist Thaneeya McCardle.
Students are asked to produce a 3D diorama model, displaying a scene representing the festival.
Students will be asked to study from Knowledge Organiser.
Term 2a Project: Day of The Dead
Students are asked to complete design work, and research clay to help develop understanding for their clay outcomes.
Students will be asked to study from Knowledge Organiser.
Term 2b Project: Organic Forms
Students are asked to take a series of photographs inspired by the artist Dawn Eaton, in order to support their observational drawings. Students will also complete a series of drawings of organic forms.
Students will be asked to study from Knowledge Organiser.
Term 3a Project: Organic Forms
Students are asked to research the artist Dawn Eaton and complete an artist page.
Students will be asked to study from Knowledge Organiser.
Term 3b Project: Organic Forms
Students are asked to produce an art timeline from 1900 – 2000 to develop understanding of the main art movements.
Students will be asked to study from Knowledge Organiser.
Year 8 overview
Students’ second year of visual arts education builds upon the study of organic forms by beginning with a thematic unit entitled “Little Creatures,” which focuses especially on drawing and mixed media/ Textiles. The surprising beauty and intricacy of these creepy crawlies encourages students’ creativity with colour and fine line work, as well as technical expertise. Students are encouraged to work through setbacks by editing, re-working, and reflecting upon research undertaken into the work of other artists.
The fine drawing skills that students tend to hone during the little creatures unit are put to good use in the final unit of year 8, where students embark upon a thematic study entitled “Cultures.” Building on their Día de Muertos work in year 7, students are encouraged to research and subsequently emulate the style favoured by a particular culture. Alongside their now-embedded 2D practical skills, students are encouraged to employ the art form of sculpture, which allows further stretch and breadth to their creative endeavours.
Students’ will continue to use a variety of materials and techniques to inspire both 2D and 3D outcomes, and are becoming increasingly competent, self-critical artists.
Term 1
Basic Skills
Little Creatures
Term 2
Little Creatures
Cultures
Term 3
Cultures
Homework
Home learning for the visual arts is varied and flexible. While we set specific tasks like research, artist critique, 2D and 3D project work, we also encourage children to try to reflect constantly on the visual beauty of the world around them. If art teaches us anything, it is that the world in which we live is our inspiration. The flexibility afforded by the openness of the half termly projects means that students become increasingly observant and appreciative of their own sources of day-to-day inspiration.
Term 1a Project: Basic Skills
Students are asked to reflect upon teacher feedback from their symmetrical zentangle assessment, and complete teachers’ suggested actions.
Students will be asked to study from Knowledge Organisers.
Term 1b Project: Little Creatures
Students are asked to complete a research page on their favourite insect.
Students will be asked to study from Knowledge Organisers.
Term 2a Project: Little Creatures
Students are asked to research and collect information on the works of the artist Sue Brown. They will use Brown’s work as inspiration when designing their outcome. Students are asked to reflect upon teacher feedback, and complete teachers’ suggested actions.
Students will be asked to study from Knowledge Organisers.
Term 2b Project: Cultures
Students are asked to research and collect imagery from a variety of cultures.
Students will be asked to study from Knowledge Organisers.
Term 3a Project: Cultures
Students are asked to research the works of artists Steve Wintercroft and Iain Macarthur.
Students will be asked to reflect upon teacher feedback on their work, and to complete any suggested actions.
Students will be asked to study from Knowledge Organisers.
Term 3b Project: Cultures
Students are asked to complete a mask design, ready for them to create in school.
Students are asked to reflect upon teacher feedback, and complete teachers’ suggested actions.
Students will be asked to study from Knowledge Organisers.
Year 9 overview
Students’ third year of secondary visual arts education begins with a thematic study entitled “Architecture.” They will explore a range of different architecture from around the world, considering the different influences that sit behind the buildings that have been created across the ages. Students will develop both their artistic and practical skills, and will have the opportunity to work with wide range of media, employing an increasingly broad range techniques with confidence.
This year will see an increased emphasis on the role of the artist within society, and students will be encouraged to express their views on the works of a range of influential artists and architects.
Students’ will continue to hone skills with a thematic unit entitled “Portraiture,” which focuses especially on drawing and mixed media. Students will learn the fundamentals of how to draw a portrait accurately, including the creation of detailed facial features and the mathematical proportions of the face. From this technical jumping-off point, students are then able to flex their creativity and explore the theme of ‘identity’ through portraiture.
Students who choose to go on to study the visual arts at Key Stage 4 and beyond have a broad and thorough understanding of the subject, and are competent in a range of mediums.
Term 1
Basic Skills
Architecture
Term 2
Architecture
Portraiture
Term 3
Portraiture
Homework
Home learning for the visual arts is varied and flexible. While we set specific tasks like research, artist critique, 2D and 3D project work, we also encourage children to try to reflect constantly on the visual beauty of the world around them. If art teaches us anything, it is that the world in which we live is our inspiration. The flexibility afforded by the openness of the half termly projects means that students become increasingly observant and appreciative of their own sources of day-to-day inspiration.
Term 1a Project: Basic Skills:
Students are asked to research the works of the artist John Piper as an introduction to the theme of architecture. They will reflect upon teacher feedback and complete actions on their John Piper assessment.
Students will be asked to study from Knowledge Organisers.
Term 1b Project: Architecture:
Students are asked to take a series of photographs that will support their observational drawings of buildings.
Students will be asked to study from Knowledge Organisers.
Term 2a Project: Architecture:
Students are asked to research the artist Ian Murphy and his work, as inspiration for their final project outcome.
Students will be asked to study from Knowledge Organisers.
Term 2b Project: Portraiture:
Students are asked to take a series of portrait photographs inspired by the artist Bruno Del Zou, which will support their observational drawing.
Students will be asked to study from Knowledge Organisers.
Term 3a Project: Portraiture:
Students’ are asked to research the artist Picasso to develop their knowledge of how historical greats inspire contemporary artists.
Students will be asked to reflect upon teacher feedback on their work, and to complete any suggested actions.
Students will be asked to study from Knowledge Organisers.
Term 3b Project: Portraiture:
Students will be asked to reflect upon teacher feedback on their work, and to complete any suggested actions.
Students will be asked to study from Knowledge Organisers.
Year 10 overview
KS4 pupils follow the AQA Art courses. The course structure consists of 60% coursework and 40% controlled assessment.
We aim to develop creativity to its full potential and provide pupils with a broad range of creative techniques. Pupils develop skills in a multitude of areas, working to a specific project brief.
GCSE Art and Design: Pupils explore specific briefs through recording observations relevant to intentions, experimenting with different materials and referencing critical studies. Their research will inform a final outcome that represents their artistic journey.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
GCSE Fashion: Pupils explore specific briefs through recording observations relevant to intentions, experimenting with different textile techniques and fabrics to create samples and referencing critical studies. Their research will inform a final outcome that represents their artistic journey. Pupils will be introduced to the sewing machine including a range of sewing, embellishment and construction techniques.
Details of this specification can be found here: https://qualifications.pearson.com/en/qualifications/btec-nationals/art-and-design-2016.html
GCSE Photography: Pupils explore specific briefs through recording observations relevant to intentions, experimenting with different photographic techniques and referencing critical studies. Their research will inform a final outcome that represents their artistic journey. Pupils will be introduced to the camera including a range of digital manipulation programmes.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
Term 1
GCSE ART & DESIGN
Food
GCSE TEXTILES
Pop Art
GCSE PHOTOGRAPHY
Growth and Decay
Term 2
GCSE ART & DESIGN
Food
GCSE TEXTILES
Pop Art
GCSE PHOTOGRAPHY
Growth and Decay
Portraiture
Term 3
GCSE ART & DESIGN
Personal Project
GCSE TEXTILES
Pop art
Botanical Gardens
GCSE PHOTOGRAPHY
Portraiture
Homework
Home learning is an important element of all visual arts courses. Tasks set are varied, ranging from research, artist critique, and 2D and 3D project work. We also encourage our artists to voluntarily engage in their own personal art work during their free time; spending time working on proactively on artistic technique is important across all disciplines, as is taking the time to reflect upon and evaluate one’s own work.
Year 11 overview
KS4 pupils follow the AQA Art courses. The course structure consists of 60% coursework and 40% controlled assessment.
GCSE Art and Design: Pupils continue to explore specific briefs, building upon skills and techniques learnt in Year 10.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
GCSE Art Textiles: Pupils continue to explore specific briefs, building upon skills and techniques learnt in Year 10.
Details of this specification can be found here: https://qualifications.pearson.com/en/qualifications/btec-nationals/art-and-design-2016.html
GCSE Photography: Pupils continue to explore specific briefs, building upon skills and techniques learnt in Year 10.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
Term 1
GCSE ART & DESIGN
Personal Project
GCSE TEXTILES
Botanical Gardens
GCSE PHOTOGRAPHY
Architecture
Term 2
GCSE ART & DESIGN
Examination prep and controlled assessment.
GCSE TEXTILES
Examination prep and controlled assessment.
GCSE PHOTOGRAPHY
Examination prep and controlled assessment.
Term 3
GCSE ART & DESIGN
Examination prep and controlled assessment.
GCSE TEXTILES
Examination prep and controlled assessment.
GCSE PHOTOGRAPHY
Examination prep and controlled assessment.
Homework
Home learning is an important element of all visual arts courses. Tasks set are varied, ranging from research, artist critique, and 2D and 3D project work. We also encourage our artists to voluntarily engage in their own personal art work during their free time; spending time working on proactively on artistic technique is important across all disciplines, as is taking the time to reflect upon and evaluate one’s own work.
Year 12 overview
A Level Fine Art: Students will be given a specific project brief to investigate. They are encouraged to independently study and include a range of critical references to inform their practical studies. Emphasis is placed on students reflecting on their findings, and how these inform the next steps of their artistic journey. Throughout the year students are introduced to a wide variety of 2D and 3D art forms to increase their knowledge and creative skills. Students will end the year with a controlled assessment.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/as-and-a-level
A Level Photography:
Students will be given a specific project brief to investigate. They are encouraged to independently study and include a range of critical references to inform their practical studies. Emphasis is placed on students reflecting on their findings, and how these inform the next steps of their artistic journey. Throughout the year students are introduced to a wide variety of digital and traditional photographic techniques to crease their knowledge and creative skills.
Students will end the year with a controlled assessment.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/as-and-a-level
BTEC Fashion: Students are introduced to a range of techniques designed to develop their practical skills. They will explore surface pattern using a variety of materials as well as pattern drafting and construction methods. Students will take inspiration from a range of designers and artists to inform their studies. They will use their research to design and make a miniature collection. Students will also develop skills in visual merchandising and fashion styling.
Details of this specification can be found here: https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Art-and-Design/2016/specification-and-sample-assessments/btec-l3-nat-diploma-in-art-and-design-spec.pdf
Term 1
A LEVEL FINE ART
Unit 1: Threshold Concepts
A LEVEL PHOTOGRAPHY
Unit 1: Threshold Concepts
BTEC FASHION & CLOTHING
Unit 5: Developing an art and design portfolio
Unit 14: Textile materials techniques and processes.
Unit 15: Fashion materials, techniques and processes
Term 2
A LEVEL FINE ART
Unit 1: Developing a personal theme
A LEVEL PHOTOGRAPHY
Unit 1: Developing a personal theme
BTEC FASHION & CLOTHING
Unit 1: Visual Recording and Communication (unit is assessed externally)
Unit 3: The Creative process
Unit 5: Developing an art and design portfolio
Term 3
A LEVEL FINE ART
Unit 1: Personal Investigation
A LEVEL PHOTOGRAPHY
Unit 1: Personal Investigation
BTEC FASHION AND CLOTHING
Unit 2: Critical and Contextual Studies in Art and Design (unit is assessed externally)
Unit 4: Materials, Techniques and Processes in Art and Design
Unit 5: Developing an art and design portfolio
Homework
Homework consists of a variety of differentiated tasks. These include research, artist critique, visiting exhibitions, 2D and 3D project work. Homework will aid student learning and demonstrate student understanding on a regular basis.
Year 13 overview
A Level Fine Art: Pupils will complete a personal investigation in which they will explore ideas and concepts that are of particular interest. They are encouraged to explore a variety of artistic pathways, study a wide variety of artists and push their creative boundaries through a variety of media. Pupils are reflective and continuously review their artistic journey in order to inform future ideas. In term 3 pupils will focus on completing their controlled assessment.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/as-and-a-level
A Level Photography: Pupils will complete a personal investigation in which they will explore ideas and concepts that are of particular interest. They are encouraged to explore a variety of photographic techniques and processes, study a wide variety of artists and push their creative boundaries through a variety of media. Pupils are reflective and continuously review their artistic journey in order to inform future ideas. In term 3 pupils will focus on completing their controlled assessment.
Details of this specification can be found here: https://www.aqa.org.uk/subjects/art-and-design/as-and-a-level
BTEC Fashion: Pupils continue to develop their practical skills in garment construction and textile techniques. They will also learn how to promote themselves as artists and work towards a final collection, which will be showcased at a fashion event.
Details of this specification can be found here: https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Art-and-Design/2016/specification-and-sample-assessments/btec-l3-nat-diploma-in-art-and-design-spec.pdf
Term 1
A LEVEL FINE ART
Unit 1: Personal Investigation
A LEVEL PHOTOGRAPHY
Units 1: Personal Investigation
BTEC FASHION & CLOTHING
Unit 3: The Creative process
Unit 4: Materials, Techniques and Processes in Art and Design
Unit 5: Developing an art and design portfolio
Term 2
A LEVEL FINE ART
Unit 1: Personal Investigation
Unit 2: Externally set assignment (Preparation)
A LEVEL PHOTOGRAPHY
Units 1: personal Investigation
Unit 2: Externally set assignment (Preparation)
BTEC FASHION & CLOTHING
Unit 5: Developing an art and design portfolio
Unit 7: Developing and Realising Creative Intentions (unit is assessed externally)
Term 3
A LEVEL FINE ART
Unit 2: Controlled Assessment
A LEVEL PHOTOGRAPHY
Unit 2: Controlled Assessment
BTEC FASHION AND CLOTHING
Unit 5: Developing an art and design portfolio
Unit 7: Developing and Realising Creative Intentions (unit is assessed externally)
Homework
Homework consists of a variety of differentiated tasks. These include research, artist critique, visiting exhibitions 2D and 3D project work. Homework will aid student learning and demonstrate student understanding on a regular basis.