Year 7: Curriculum Intent

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During year 7 the focus is on introducing students to the formal elements and basic core skills. Students will connect their own work to art movements and artists from history and the present day, beginning to appreciate and understand the historical and cultural development of their art forms.

Year 7 Essential Knowledge Summary

Schemata 1: Natural Forms - Tone, Colour and the Formal Elements

(Observational drawing)

Schemata 2: Natural Forms – Autumn Leaves

(Artist research and wax resist outcome)

Schemata 3: Natural Forms – Patterns in Nature

(Artist research and the creative industries)

Composite Knowledge: Pupils will gain an understanding and form opinions of ‘what is art?’.

Pupils will gain a holistic understanding of the formal elements and basic core skills in art using these to developing drawing skills.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• The Guardian article: Now please pay attention everybody. I’m about to tell you what art is. Germaine Greer.
• Introduction to line, shape, form and tone (Pencil)
• Introduction to mark making and texture (Pen)
• Introduction to colour and colour wheel (Coloured pencil)

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Record observations using pencil, applying knowledge of line, shape, form and tone.
• Record observations using pen, applying knowledge of mark making and texture.
• Record observations using coloured pencils, applying knowledge of colour and colour mixing.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions of ‘What is art?’ (reading text)
• Working from more complex imagery when recording observations.

Composite Knowledge: Pupils will connect their own work to the work of other artists inspired by natural forms, beginning to appreciate and understand the historical and cultural development of their art forms.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to Georgia O’Keeffe and other relevant artists throughout history.
• Researching and selecting appropriate images and information.
• Introduction to water colour paint and wax resist
• Developing colour theory (hot and cold colours)
• Introduction to repeating an image (tracing paper)

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Presenting research creatively and effectively.
• Recreating artists work applying knowledge of pencil crayon and colour mixing.
• Developing a final piece to demonstrate knowledge of repeating an image, colour theory/mixing and brush control when painting.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions on the work of others .
• Presenting a personal realisation, using complex imagery. Evidencing strong understanding and relationships with the work of artists researched.

Composite Knowledge: Pupils will widen their knowledge of the creative industries and artists from history to the present day beginning to appreciate and understand the historical and cultural development of their art forms.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to the world of work and the textile industries.
• Introduction to William Morris, Timorous Beasties and other relevant artists throughout history.
• Researching and selecting appropriate images and information.

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Making independent choices
• Presenting research creatively and effectively.
• Recreating artists work applying knowledge of pencil crayon and/or water colour.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions on the work of others.
• Developing research and ideas with creativity. Realisation evidences a personal original design, evidencing strong links and understanding of the work of artists researched.

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Schemata 3: Natural Forms – Patterns in Nature

(Repeat pattern design and print outcome)

Schemata 4: Natural Forms – Seashells

(Artist research and mixed media)

Schemata 4: Natural Forms – Seashells (Mixed media final outcome)

Composite Knowledge: Pupils will gain an understanding of repeat pattern and how to develop designs ideas into print.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Developing knowledge of repeat pattern (creating own design)
• Introduction to creating a Poly Print

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Procedural Knowledge:

• Developing ideas into a personal repeat pattern design
• Creating a repeat pattern final piece to demonstrate knowledge of designing and repeating an image and skill level when creating a printing block and print.

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Upper Hierarchical Knowledge:

Developing ideas into a personal, original and detailed design and realisation. Evidencing strong understanding and relationships with the work of artists researched.

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Composite Knowledge: Pupils will widen their knowledge of drawing skills and the work of other artists from history to the present day that have been inspired by natural forms and nature.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Recap line, shape, form, mark making, tone and texture (Pencil)
• Introduction to Jo Sheppard and other relevant artists throughout history.
• Researching and selecting appropriate images and information.
• Introduction to oil pastel, chalk pastel.

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Procedural Knowledge:

• Record observations using pencil, applying knowledge of line, shape, form, mark making, tone and texture.
• Recreating artists work applying knowledge of oil pastel and chalk pastel.

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Upper Hierarchical Knowledge:

Working from more complex imagery when recording observations and artist recreation.

Composite Knowledge: Pupils will consolidate their knowledge of a range of materials through the production of a mixed media final piece.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Developing knowledge of water colour and pencil crayon.
• Introduction to composition when composing a final outcome.

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Procedural Knowledge:

• Recreating artists work applying knowledge of pencil crayon and water colour.
• Developing a final piece to demonstrate knowledge of drawing and the formal elements, composition and skill level when working with a choice of oil pastel, chalk pastel, water colour and pencil crayon.

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Upper Hierarchical Knowledge:

Realisation develops a complex and detailed final outcome, using the full range of materials and processes.

• Final Composite Knowledge: Year 7 End Point
• Drawing skills - line, shape, form, tone, mark making, texture, repeat pattern
• Colour theory – Primary and Secondary colours, colour mixing, hot and cold colours
• Artist research – Georgia O’Keeffe, William Morris, Timorous Beasties, Jo Sheppard
• Materials and processes – pencil, fineliner, pencil crayon, water colour, wax resist, poly block print, oil pastel, chalk pastel
• Final outcome – Wax resist leaf composition, Repeat pattern poly print, Mixed media shell composition
• Careers – Artist, Textile industry

Year 8: Curriculum Intent

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During year 8 the focus is on extending student’s knowledge and increasing proficiency in the core skills covered in year 7. Students will be introduced to new skills and artists, working with a range of Sculptural techniques while extending their knowledge and understanding of an increased number of artists, architects and art movements.

Year 8 Essential Knowledge Summary

Schemata 1: Architecture – Perspective

(Perspective drawing)

Schemata 2: Architecture – Local Landmarks

(Artist research and Paper Sculpture)

Schemata 2: Architecture – Local Landmarks

(Artist research and Paper Sculpture)

Composite Knowledge: Pupils will gain an understanding of how to look at a piece of Art. Pupils will extend their knowledge and increase proficiency in the core skills covered in Y7 and will gain an understanding of drawing in perspective.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Reading articles: Tate gallery ‘A guide to slow looking’ and ‘Slow Art in an Age of Speed.’ Jonathan P Watts.
• Introduction to one point perspective and the effect of viewpoint. (Pencil)
• Introduction to the work of David Bushell.
• Introduction to image transfer techniques

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Record observations using pencil and coloured pencil, applying knowledge of perspective and the effect of viewpoint.
• Developing own David Bushell inspired drawing demonstrating knowledge of repeating an image and drawing in line. (building on Y7 skills)
• Recreating the work of David Bushell using oil pastel transfer

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Upper Hierarchical Knowledge:

• Exploration, applying the technique of ‘ Slow looking’ when looking at the work of others (reading text)
• Working from more complex observation imagery when drawing in perspective and creating David Bushell inspired piece and oil pastel transfer.

Composite Knowledge: Pupils will connect their own work to the work of other artists and Architects inspired by buildings, beginning to appreciate and understand the historical and cultural development of their art forms.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to the world of work and becoming an Architect.
• Introduction to Rob Dunlavey and other relevant artists through history.
• Researching and selecting appropriate images and information.
• Introduction to paper sculpture

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Presenting research creatively and effectively. (building on Y7 skills)
• Recreating artists work applying knowledge of pencil crayon and fineliner.
• Developing own representation of a local landmark reflecting the style of Rob Dunlavey as part of paper sculpture final piece.

Upper Hierarchical Knowledge:

• Exploration, applying the technique of ‘ Slow looking’ and forming own opinions on the work of others.
• Presenting a personal realisation with a complex detailed design. Evidencing strong understanding and relationships with the work of artists researched.

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Composite Knowledge: Pupils will connect their own work to the work of other Architects and artists inspired by buildings, developing their knowledge of paper sculpture.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to Architect Antoni Gaudi
• Introduction to Architect Friedensreich Hundertwasser and other relevant architects through history.
• Developing knowledge of paper sculpture.

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Procedural Knowledge:

• Developing own representation of local landmarks reflecting the style of Antoni Gaudi and Friedensreich Hundertwasser as part of paper sculpture final piece.

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Upper Hierarchical Knowledge:

• Presenting a personal response and realisation with a complex detailed design. Evidencing strong understanding and relationships with the work of artists researched.

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Schemata 3: Architecture – Forgotten Places

(Drawing skills, Artist research)

Schemata 3: Architecture – Forgotten Places

(Designing and Cardboard construction)

Schemata 4: Architecture – Interiors

(Artist research and Mixed media)

Composite Knowledge: Pupils will widen their knowledge of drawing with a range of media and the work of other artists from history to the present day that have been inspired by Architecture.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to the work of artist Ian Murphy.
• Introduction to the work of sculptor John Brickels.
• Developing knowledge of line, shape, form, and tone when working with a range of media and surfaces.

(Pencil, biro, pencil crayon)

• Developing knowledge of mark making and texture.

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Procedural Knowledge:

• Presenting research creatively and effectively. (building on Y7 skills)
• Recreating artists work applying knowledge of a range of media and mark making techniques.

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Upper Hierarchical Knowledge:

• Exploration to form own opinions on the work of others, including keywords in detailed annotation.
• Presenting research with creativity, evidencing strong links to the artists work.
• Working from more complex imagery when recording observations and artist recreations.
• Using different marks for each part of the building to show a variety of texture processes and details.

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Composite Knowledge: Pupils will develop and refine their own ideas, connecting their own work to the work of other artists inspired by buildings, developing knowledge of cardboard construction techniques through the production of a final piece.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to the world of Architecture.
• Introduction to drawing for different purposes and presenting ideas.
• Introduction to cardboard construction techniques.

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Developing ideas into a 3D building design.
• Creating a 3D final piece demonstrating knowledge of layers and other cardboard construction techniques.

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Upper Hierarchical Knowledge:

• Presenting a personal response and realisation with a complex, multi layered design and evidencing strong links to the work of artists researched.

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Composite Knowledge: Pupils will connect their own work to the work of other artists inspired by buildings and interiors, beginning to appreciate and understand the historical and cultural development of their art forms.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Developing knowledge of the world of Architecture.
• Introduction to artist David Hockney
• Introduction to artist Patrick Caulfield
• Introduction to Collage and developing knowledge of oil pastel and colour blending.

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Recreating the work of others applying knowledge of oil pastel and collaging techniques.
• Developing a personal piece demonstrating understanding of the artists studied and skill level when working with a choice of oil pastel, collage or a combination of mixed media.

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Upper Hierarchical Knowledge:

• Working from more complex imagery when recording observations and artist recreations.

Final Composite Knowledge: Year 8 End Point

• Drawing skills – One point perspective, line, shape, form, tone, mark making, texture.
• Artist research – David Bushell, Rob Dunlavey, Antoni Gaudi, Friedensreich Hundertwasser, Ian Murphy, John Brickels, David Hockney, Patrick Caulfield, Diébédo Francis Kéré, Lesley Lokko.
• Materials and processes – pencil, pencil crayon, felt tip, oil pastel transfer, water colour, wax resist, biro, oil pastel, collage, paper sculpture, cardboard construction.
• Final outcome –Perspective drawing, building paper sculpture, 3D cardboard building, mixed media interior.
• Careers – Illustrator, Architect, Artist, Sculptor.

Year 9: Curriculum Intent

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During year 9 the focus will be on further developing student’s creativity, enabling them to make choices within their work while developing their own ideas independently and experimenting with a wide range of media. Students will gain confidence when analysing their own and others work and will have a good understanding of the history of art, craft, design and architecture, including art movements from history to the present day.

Year 9 Essential Knowledge Summary

Schemata 1: Food Art – Mixed Media

(Recording Observations and Mixed Media)

Schemata 2: Food Art – Autumnal Foods

(Recording Observations and Mixed Media)

Schemata 3: Food Art – Inspirational Artists

(Artist research)

Composite Knowledge: Pupils will gain an understanding and form opinions around the question ‘Why study art?’.

Pupils will increase their proficiency in drawing, extending the knowledge and skills covered in Y7 and Y8 to experiment with a wider range of media and surfaces.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Reading articles: Tate gallery ‘Why study art?’
• Develop knowledge of line, shape, form and tone (Pencil, building on Y7 and Y8 skills)
• Introduction to tertiary and complementary colours, developing knowledge of colour mixing (Coloured pencil, building on Y7 and Y8 skills)

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Record observations using pencil, applying knowledge of line, shape, form and tone.
• Record observations in colour, using coloured pencils, oil pastels, water colour paint and paper collage applying knowledge of colour and colour mixing.

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Upper Hierarchical Knowledge:

• Exploration to form own opinions of ‘Why study art?’ (reading text)
• Working from more complex imagery and mixed media techniques and processes when recording observations.

Composite Knowledge: Pupils will continue to increase their proficiency in drawing extending the knowledge and skills acquired to date to experiment further with an increasing range of media and surfaces. Pupils will consider drawing for different purposes.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to drawing for different purposes
• Developing knowledge of a wide range of mark making techniques. (Building on Y7 and Y8 skills)
• Developing knowledge of image transfer – oil pastel transfer. (Building on Y8)
• Introduction to chalk board drawing
• Introduction to mono printing

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Record a series of observations using pen, white pencil crayon, oil pastel transfer and mono print with a focus on mark making techniques.
• Recording observations on a range of different surfaces and creating own through watercolour washes.
• Presenting drawing work creatively and effectively working with independence.

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Upper Hierarchical Knowledge:

• Working from more complex imagery when recording observations and working with a greater range of mark making techniques to skilfully show texture processes.

Composite Knowledge: Pupils will connect their own work to the work of other artists inspired by food, extending their knowledge of artists from Y7 and Y8 to cover a wider range of artists and art movements from past to present day, understanding the historical and cultural development of their art forms.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to Sarah Graham, Joel Penkman, Wayne Thiebaud and other relevant artists throughout history.
• Researching and selecting appropriate images and information.
• Recapping the materials used so far in Y7, Y8 and Y9.
• Develop knowledge of the creative industries and world of creative work

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Making independent choices, selecting an appropriate artist to focus on.
• Recreating artists work selecting appropriate materials to work with.
• Presenting research creatively and effectively working with independence.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions on the work of others and explaining choices. Evidencing strong understanding and relationships with the work of artists researched.
• Applying keywords and specialist language to annotations.
• Selecting more complex artist imagery and media processes.

Schemata 3: Food Art – Final Piece

(Mixed Media)

Schemata 4: Food Art – Pop Art

(Artist research)

Schemata 4: Food Art – Pop Art

(Screen printing)

Composite Knowledge: Pupils will consolidate their knowledge of a wide range of drawing materials and understanding of the artists researched through the production of a creative and independent final outcome.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Develop knowledge of composition
• Further develop knowledge of colour and colour theory
• Further develop knowledge of a wide range of media and application techniques

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Procedural Knowledge:

• Developing a personal final piece to demonstrate knowledge of drawing and the formal elements, composition and skill level when working from a wide selection of suitable materials.

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Upper Hierarchical Knowledge:

• Developing a complex and detailed realisation and final outcome, successfully selecting from the full range of materials and processes to showcase strengths.

Composite Knowledge: Pupils will connect their own work to a range of artists who were part of the Pop Art movement, beginning to appreciate and understand the historical and cultural development of their art forms.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to the work of artist Roy Lichtenstein.
• Introduction to the work of artist Andy Warhol.
• Researching and selecting appropriate images and information.
• Developing knowledge of colour and suitability of materials to purpose.

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Procedural Knowledge:

• Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
• Recreating artists work and making independent choices when selecting appropriate materials to work with.
• Presenting research creatively and effectively working with independence.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions on the work of others and explaining choices. Evidencing strong understanding and relationships with the work of artists researched.
• Applying keywords and specialist language to annotations.
• Selecting more complex artist imagery and media processes.
• Demonstrating a higher level of understanding of context when presenting work with creativity.

Composite Knowledge: Pupils will consolidate their knowledge of the Pop Art movement when designing and creating a screen print final outcome.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Introduction to screen printing
• Further develop knowledge of colour and colour theory

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Procedural Knowledge:

• Developing ideas into a personal screen print design
• Creating a personal final piece to consolidate knowledge of Pop Art and skill level when creating a screen print.

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Upper Hierarchical Knowledge:

• Developing ideas into a personal, original and detailed design and realisation, evidencing strong links and understanding of the work of artists researched.

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Final Composite Knowledge: Year 9 End Point

• Drawing skills – line, shape, form, tone, mark making, texture, composition
• Colour theory – tertiary colours, complementary colours.
• Artist Research - Sarah Graham, Joel Penkman, Wayne Thiebaud, Pop Art, Roy Lichtenstein, Andy Warhol.
• Materials and processes – pencil, pencil crayon, oil pastel, water colour paint, paper collage, fine liner, biro, white pencil crayon, oil pastel transfer, mono print, screen print.
• Final Outcome – mixed media final piece, Autumnal final piece, food composition final piece, Pop Art screen print.
• Careers – Coverage of extensive list of creative industries and world of creative work.

Year 10: Curriculum Intent

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The GCSE Fine Art course aims to promote learning across a variety of experiences and through various processes, techniques, materials and resources to generate evidence of a clear creative journey leading to informed and meaningful outcomes. During the course students are encouraged to develop a greater awareness and appreciation of the history of art and contemporary practice and students are offered the experience of working with a visiting practicing artist.

During Year 10 students will produce a series of work towards their Component 1 portfolio, covering all four AQA assessment objectives.

Year 10 Essential Knowledge Summary

Component 1: Animals

(Recording observations)

Component 1: Animals

(Artist research, experimenting and developing ideas)

Component 1: Animals

(Artist research, experimenting and developing ideas)

Composite Knowledge: Pupils will record ideas, observations and insights relevant to intentions as work progresses.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

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• Introduction to grid drawing method
• Further developing knowledge of a wide range of mark making techniques
• Further developing knowledge of image transfer techniques – pencil/ oil pastel transfer
• Introduction to recording observations through photography

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Procedural Knowledge:

• Create a series of close up studies applying knowledge of mark making, texture and image transfer techniques.
• Record observations using the grid method, applying knowledge of pencil, tone, mark making and texture.
• Record observations using colour, selecting appropriate media.
• Create a series of photographs from taxidermy experimenting with composition and viewpoint.

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Upper Hierarchical Knowledge:

Working from more complex imagery when recording observations. Working from personal photographs and/or collecting imagery independently to develop a series of further studies using media and processes of own choice.

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Composite Knowledge: Pupils will develop ideas through investigations, demonstrating critical understanding of sources.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

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• Introduction to a variety of Zentangle style pattern techniques
• Introduction to Iain Macarthur and other relevant artists throughout history.
• Researching and selecting appropriate images and information.

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Procedural Knowledge:

• Create a series of Zentangle style pattern studies.
• Recreating artists work selecting appropriate materials to work with.
• Presenting research creatively and effectively working with independence.
• Experiment with a variety of appropriate materials to develop personal ideas which evidencing strong links and understanding of the work of the artist researched.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions on the work of others and explaining choices.
• Applying keywords and specialist language to annotations.
• Selecting more complex artist imagery and media processes.
• Demonstrating a higher level of understanding of context when presenting work with creativity.

Composite Knowledge: Pupils will develop ideas through investigations, demonstrating critical understanding of sources.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

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• Further developing knowledge of mark making, pattern and colour wash techniques
• Introduction to Ola Liola, Kris Tate and other relevant artists throughout history.
• Researching and selecting appropriate images and information.

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Procedural Knowledge:

• Create a series of colourwash pattern studies.
• Making independent choices, selecting artist to focus on.
• Recreating artists work selecting appropriate materials to work with.
• Presenting research creatively and effectively working with independence.
• Experiment with a variety of appropriate materials to develop personal ideas which evidencing strong links and understanding of the work of the artist researched.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions on the work of others and explaining choices.
• Applying keywords and specialist language to annotations.
• Selecting more complex artist imagery and media processes.
• Demonstrating a higher level of understanding of context when presenting work with creativity.

Component 1: Animals

(Artist research, experimenting and developing ideas)

Component 1: Animals

(Experimenting and developing ideas, presenting a personal response)

Component 1: Animals

(Presenting a personal response)

Composite Knowledge: Pupils will develop ideas through investigations, demonstrating critical understanding of sources.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

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• Introduction to a wide selection of related artists, further developing independent research skills
• Researching and selecting appropriate images and information.

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Procedural Knowledge:

• Making independent choices when researching and selecting an additional artist to focus on.
• Recreating artists work selecting appropriate materials to work with.
• Presenting research creatively and effectively working with independence.
• Experiment with a variety of appropriate materials to develop personal ideas which evidencing strong links and understanding of the work of the artist researched.

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Upper Hierarchical Knowledge:

• Further exploration, forming own opinions on the work of others and explaining choices.
• Applying keywords and specialist language to annotations.
• Selecting more complex artist imagery and media processes.
• Demonstrating a higher level of understanding of context when presenting work with creativity.

Composite Knowledge: Pupils will refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

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• Further developing knowledge of successful selection and refinement of ideas and materials
• Further develop knowledge of composition and successful final piece planning and presentation techniques.

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Procedural Knowledge:

• Develop ideas into a final piece plan.
• Begin to present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

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Upper Hierarchical Knowledge:

• Developing ideas into a personal, original and detailed realisation and design, evidencing strong understanding and relationships with the work of Photographers researched.

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Composite Knowledge: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

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• Further developing presentation skills

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Procedural Knowledge:

• Complete presentation of a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
• Present Component 1 portfolio of work.

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Upper Hierarchical Knowledge:

• Reflect critically on creative journey and its effectiveness in relation to the realisation of personal intentions.

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Final Composite Knowledge: Year 10 End Point

• Presentation of a selection of drawings, photographs and internet imagery where appropriate.
• Presentation of research into a range of relevant artists.
• Presentation of the development of personal ideas and experiments with a wide range of media.
• Presentation of a personal and meaningful response.

Year 11: Curriculum Intent

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The GCSE Fine Art course aims to promote learning across a variety of experiences and through various processes, techniques, materials and resources to generate evidence of a clear creative journey leading to informed and meaningful outcomes.

During the course students are encouraged to develop a greater awareness and appreciation of the history of art and contemporary practice and students are offered the experience of working with a visiting practicing artist.

During Year 11 students will complete their Component 1 portfolio and Component 2 externally set assignment.

Year 11 Essential Knowledge Summary

Component 1: Species, Skulls and Stems OR Architectural Decay

(Recording observations and Artist research)

Component 1: Species, Skulls and Stems OR Architectural Decay

(Experimenting and developing ideas, presenting a personal response)

Component 2: Externally Set Assignment

(Recording observations and Artist research)

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Composite Knowledge: Pupils will record ideas, observations and insights relevant to intentions as work progresses and develop ideas through investigations, demonstrating critical understanding of sources.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Further developing knowledge of recording observations through photography
• Further developing knowledge of the wide range of media available and the different qualities of each
• Further developing knowledge of the variety of ways available to record observations through drawing
• Introduction to a range of relevant artists throughout history.
• Researching and selecting appropriate images and information.

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Procedural Knowledge:

• Take a series of photographs which relate to chosen theme, experimenting with composition, viewpoint and close up sections.
• Create a series of drawings working from own photographs selecting appropriate media and techniques.
• Recreating artists work selecting appropriate materials to work with.
• Presenting research creatively and effectively working with independence.
• Create a series of development pieces while working with the processes and techniques of researched artists.

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Upper Hierarchical Knowledge:

Working from more complex imagery when recording observations. Working from personal photographs and/or collecting imagery independently to develop a series of further studies using media and processes of own choice.

Researching additional related artists of own choice. Further exploration, forming own opinions on the work of others and explaining choices.

Demonstrating a higher level of understanding of context when presenting work with creativity.

Composite Knowledge: Pupils will refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Further developing knowledge of successful selection and refinement of ideas and materials
• Further develop knowledge of composition and successful final piece planning and presentation techniques.
• Further developing presentation skills

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Procedural Knowledge:

• Experiment with ideas and materials making links with the work of artists studied
• Selecting and developing ideas into a final piece plan.
• Complete presentation of a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
• Present Component 1 portfolio of work.

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Upper Hierarchical Knowledge:

Developing ideas into a personal, original and detailed realisation and design, evidencing strong understanding and relationships with the work of artists researched.

Reflect critically on creative journey and its effectiveness in relation to the realisation of personal intentions.

Demonstrating a higher level of understanding of context when presenting work with creativity.

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Composite Knowledge: Externally Set Assignment. (Component 2) Selecting from 7 starting points provided by the AQA examination board.

Pupils will record ideas, observations and insights relevant to intentions as work progresses and develop ideas through investigations, demonstrating critical understanding of sources.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Further developing knowledge of recording observations through photography
• Further developing knowledge of the wide range of media available and the different qualities of each
• Further developing knowledge of the variety of ways available to record observations through drawing
• Introduction to a variety of artists relevant to exam question
• Researching and selecting appropriate images and information.

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Procedural Knowledge:

• Take a series of photographs where appropriate to exam question
• Create a series of drawings selecting appropriate media and techniques.
• Recreating artists work selecting appropriate materials to work with.
• Presenting research creatively and effectively working with independence.

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Upper Hierarchical Knowledge:

Working from more complex imagery when recording observations. Working from personal photographs and/or collecting imagery independently to develop a series of further studies using media and processes of own choice.

Researching additional related artists of own choice. Further exploration, forming own opinions on the work of others and explaining choices.

Demonstrating a higher level of understanding of context when presenting work with creativity.

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Component 2: Externally Set Assignment

(Artist research, experimenting and developing ideas)

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Component 2: Externally Set Assignment

(Presenting a personal response)

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Composite Knowledge: Pupils will refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• Further developing knowledge of successful selection and refinement of ideas and materials
• Further develop knowledge of composition and successful final piece planning and presentation techniques.
• Further developing presentation skills

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Procedural Knowledge:

• Experiment with ideas and materials making links with the work of artists studied
• Selecting and developing ideas into a final piece plan.
• Present Component 2 Externally set assignment.

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Upper Hierarchical Knowledge:

Developing ideas into a personal, original and detailed realisation and design, evidencing strong understanding and relationships with the work of artists researched.

Composite Knowledge: Pupils will present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

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Component Knowledge:

Foundational Knowledge:

Declarative Knowledge:

• 10 Hour supervised time.
• Further developing presentation skills

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Procedural Knowledge:

• 10 Hour supervised time.
• Complete presentation of a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

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Upper Hierarchical Knowledge:

Present a skilful, well developed personal final outcome and realisation.

Final Composite Knowledge: Year 11 End Point

• Presentation of a selection of drawings, photographs and internet imagery where appropriate.
• Presentation of research into a range of relevant artists.
• Presentation of the development of personal ideas and experiments with a wide range of media.
• Presentation of a personal and meaningful response.
• Presentation of Component 1 portfolio
• Presentation of Component 2 Externally set assignment