T O P

Wade Deacon High School

Wade Deacon Trust

Art & Design

All students study Art and Design in Years 7 and 8.  Students who opt to take their studies further undertake a skills course in Year 9 before developing their creative ideas on the AQA GCSE Art and Design course in Years 10 and 11.  Art and Design is delivered in our purpose built Creative Studios, which are fully equipped with traditional and digital materials and resources.

 

Art and Design is taught in mixed ability groups.  Movement between groups occurs only if need arises.

 

In Years 7 and 8 students receive 1 hour of Art and Design per week.  Students in Year 9, 10 and 11 receive 5 hours of Art per fortnight.

 

GCSE art requires students to generate a portfolio of project work which demonstrates a mix of creative approaches.  In Year 11 they must plan for an externally-set task undertaken in examination conditions.  Preparation time is 6 weeks and the task is produced in two 5 hour sessions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum Overview

 

Year 7

 

Autumn Term

Introductory Assessment:  drawing, colour, pattern and construction

Introduction Project:

o    Researching

o    Analysis and Evaluation

o    Introduction to Developing Ideas

o    Making a final piece

 

Spring Term

Project 2:

o    Research

o    Analysis and Evaluation

o    Developing Ideas

o    Making a final piece

 

Summer Term

Project 3:

o    Research

o    Analysis and Evaluation

o    Developing Ideas

o    Making a final piece

 

After an initial 6 week assessment period, students will study a range of artists and craft-workers developing their skills in drawing, painting and 3-D work.  Multi-cultural and Early art form the basis of Year 7 projects.

 

As students become confident in an artistic skill they will receive an assessment to check how well they can use their skills independently.

 

Year 8

 

Autumn Term

Introductory assessement: drawing, colour, pattern and construction

Introduction Project:

o    Research

o    Analysis and Evaluation

o    Introduction to Developing Ideas

o    Making a final piece

 

Spring Term

Project 2:

o    Research

o    Analysis and Evaluation

o    Developing Ideas

o    Making a final piece

 

Summer Term

Project 3:

o    Research

o    Analysis and Evaluation

o    Developing Ideas

o    Making a final piece

 

Across the year students will study a range of designers, architects and commercial artists.  Drawing, painting and 3-D work is revisited, but using different techniques.   In addition to this students will experience mixed-media, ICT based art or Photography.   Mid period to Modern and Contemporary art forms the basis of Year 8 projects.

As students become confident in an artistic skill they will receive an assessment to check how well they can use their skills independently.

 

Year 9- GCSE Skills Year

 

Autumn Term

 

Introduction to the GCSE course including the examination boards assessment criteria

 

Skills Assessment Project:

o    Researching in depth

o    Analysis and Evaluation

o    Generating and Developing Ideas

o    Selecting the appropriate final idea

o    Making a final piece

 

Spring Term

Second skills project:

o    Researching in depth

o    Analysis and Evaluation

o    Generating and Developing Ideas

o    Selecting the appropriate final idea

o    Making a final piece

 

Summer Term

Third skills Project:

o    Researching in depth

o    Analysis and Evaluation

o    Generating and Developing Ideas

o    Selecting the appropriate final idea

o    Making a final piece

 

Across the year students will study a range of designers and art practitioners from a variety of backgrounds and eras.  A wider range of techniques are introduced and drawing, painting and 3-D work is revisited, but in more depth.  Students will be given more freedom to develop ideas, styles and methods of working.

 

As students become confident in an artistic skill they will receive an assessment to check how well they can use their skills independently.

 

Year 10- GCSE Year 1

 

Autumn Term:

Introduction Project

o    Researching in depth

o    Analysis and Evaluation

o    Generating and Developing Ideas

o    Selecting the appropriate final idea

o    Making a final piece

 

Spring Term

Second project:

o    Researching in depth

o    Analysis and Evaluation

o    Generating and Developing Ideas

o    Selecting the appropriate final idea

o    Making a final piece

 

Summer Term

Third Project:

o    Researching in depth

o    Analysis and Evaluation

o    Generating and Developing Ideas

o    Selecting the appropriate final idea

o    Making a final piece

 

Across the year students will study a range of designers and art practitioners from a variety of backgrounds and eras.  A wider range of techniques are introduced and drawing, painting and 3-D work is revisited, but in more depth.  Students are encouraged to develop original ideas, styles and methods of working.

 

As students become confident in an artistic skill they will receive an assessment to check how well they can use their skills independently.

 

Year 11- GCSE Year 2

 

Autumn Term

 

Reviewing and improving portfolio of work

Remove all references to reporting. This is all irrelevant and out of date.

Spring Term

Externally-Set Task: A project set by the examination board:

Researching the Externally-Set Task

Analysis and Evaluation of the Externally-Set Task

Generating and Developing Ideas for the Externally-Set Task

Selecting the appropriate final idea for the Externally-Set Task

Making a practice final piece for the Externally-Set Task

Summer Term

Making a final piece for the Externally-Set Task- undertaken in examination conditions in two 5 hour sessions

Completion and enhancement of all project work

Selection of best work for the portfolio of evidence

The year builds towards the externally set project which is worth 40% of the overall marks, and putting together a portfolio of work which best evidences the student’s skills in Researching, developing ideas, using materials and creating final pieces.

 

Reporting

 

Year 7

 

P2S 1: Students are awarded an initial attainment level based on the limited curriculum time they will have experienced.  Levels will be relatively low in comparison to other subjects.  This is due to a minimal coverage of art and design in primary school. Typical levels range from 2a-5c, with 5c being exceptional.

 

P2S 2: Students will be awarded an end of year MEG.  This will have been established through an introductory range of assessments and a project in the autumn term.  No student will be near to attaining their MEG. Some students may have moved up or down a sub-level due to the multi disciplined nature of the subject: students may excel with certain materials or techniques but find others more difficult to grasp.

 

P2S 3: Most Students will have moved up a sub-level. MEG may have been met or surpassed.

 

P2S 4: MEG should have been met or surpassed.

 

Year 8

 

P2S 2: Some students will have moved up a sub-level, but some do not.  This can be due to the multi disciplined nature of the subject.  Students may excel with certain materials or techniques but find others more difficult to grasp.

 

P2S 3: Most Students will have moved up a sub-level. MEG may have been met or surpassed.

 

P2S 4: MEG should have been met or surpassed.

 

Year 9

 

P2S 1: The MEG provided will be an indicator of the student’s end of Year 11 GCSE final outcome.  Grades are awarded holistically. The attainment grade reflects the standard (A*-U) that the work produced so far currently averages at. It is likely students will be below or even significantly below MEG at this stage, as they adjust to the requirements and demands of the GCSE course.

 

P2S 2: Some students will have moved up a grade, but some do not.  This can be due to the greater demands of the GCSE course, which requires consistent evidence of skills in a number of disciplines.  It can take some students longer to raise their competence in all the assessment areas.

 

P2S 3: Most Students will have moved up a grade. Some will be working at the skill level of their MEG.

 

P2S 4: The majority of students will have moved up a grade.  Some will be working at or even surpassing the skill level of their MEG

 

Year 10

 

P2S 1: The MEG provided will continue to be an indicator of the student’s end of Year 11 GCSE final outcome.  Grades continue to be awarded holistically. The attainment grade reflects the standard (A*-U) that the work produced so far currently averages at. This score presumes students would work to the same standard in the externally-set task.

 

P2S 2: Some students will have moved up a grade, but some do not.  This can be due to the greater demands of the GCSE course, which requires consistent evidence of skills in a number of disciplines.  It can take some students longer to raise their competence in all the assessment areas.

 

P2S 3: Most Students will have moved up a grade. Some will be working at the skill level of their MEG.

 

P2S 4: The majority of students will have moved up a grade.  Some will be working at or even surpassing the skill level of their MEG

 

Year 11

 

P2S 1: The MEG provided will continue to be an indicator of the student’s end of Year 11 GCSE final outcome.  Grades continue to be awarded holistically. The attainment grade reflects the standard (A*-U) that the work produced so far currently averages at. This score presumes students would work to the same standard in the Externally-Set task.

 

P2S 2: The majority students will have met or exceeded their MEG. This score presumes students would work to the same standard in the externally-set task.

 

P2S 3: The vast majority students will have met or exceeded their MEG. The score will factor in indicators from students preparation work for the externally –set task. Although this may mean some student’s attainment score could be lower, it does not take into account student performance in the 10 hour externally-set task.

 

 

 

 

Leader of Faculty

Mr D. Thompson

2 I/C

Mrs A. Manriquez

Teacher of Art

Ms K. Philbin

Teacher of Art

Ms J. Collin

Art & Design
Art is judged by opinion, and opinion is governed by taste. Design, is a skill that is taught and learned.

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