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Art Curriculum Plan

SUBJECT:  Art

 

CURRICULUM PLAN 

 

Art Curriculum intent statement

The Art curriculum at St Edmund’s begins by introducing students to the basic principles of art and the Art Movement Timeline, whilst also encouraging students to refine their practice through reflecting and improving their work each cycle. Students are given the opportunity to research, explore and interpret a wide variety of artists and techniques. Students are able to use a variety of materials and mediums and are encouraged to think of the wider social and cultural understandings behind the artwork and therefore deepen the meaning of their own intentions. 

 

Key Stage 3 

Students are introduced to a variety of mediums and concepts in KS3, and are taught foundation skills to enable them to break down barriers to their own ability. Students at this stage often enter KS3 with a pre-conceived idea as to whether they enjoy Art or not, so the aim is to enable all students to access and flourish in their own way by being taught accessible techniques in a safe environment, as well as concepts and ideas that I believe they would not usually encounter in their day to day life. The curriculum has changed over the past few years in order to prepare students for GCSE art and for St Edmund’s students to gain confidence in their Art ability. Students are taught about proportions, colour mixing, texture, composition, analysis, evaluating, painting and collage, amongst other techniques. 

 

Key Stage 4   

Students use skills taught in KS3 to flourish and take on a new level of autonomy in KS4. The beginning is very much structured to allow students to understand certain processes however students are then introduced to artists and encouraged to respond in their own ways, and develop their own ideas the more they move on through the course. It is a two year course and students create at least 3 projects plus an exam unit and lots of small studies based on trips or competitions. 

 

The National Curriculum 

We have not deviated from the National Curriculum in this subject. 

 

Purpose of study  

Art, craft and design embody some of the highest forms of human creativity.  

A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.  

As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design.  

They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.  

 

Aims: 

The national curriculum for art and design aims to ensure that all pupils:  

  • produce creative work, exploring their ideas and recording their experiences  
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques  
  • evaluate and analyse creative works using the language of art, craft and design  
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.  

 

Attainment targets: 

By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the programme of study. 

Art and design Subject content: 

Key stage 3 Pupils should be taught to develop their creativity and ideas and increase proficiency in their execution.  

They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.  

Pupils should be taught:  

  • to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas  
  • to use a range of techniques and media, including painting  
  • to increase their proficiency in the handling of different materials  
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work  
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.  

 

By the end of Key Stage 2 

Pupils should be taught: 

  • about great artists, architects and designers in history 

They should be able to: 

  • Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. 

  • to create sketch books to record their observations and use them to review and revisit ideas 

  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] 

 

 

SUBJECT KEY CONCEPTS / COMPOSITES 

 

 

Key Stage 3 Art 

 

Early art, Rennaisance, Baroque, Impressionism, Post-Impressionism, Fauvism, Expressionism, Cubism, Surrealism, Contemporary, abstract, shape, tone, line, perspective, watercolour, colour mixing, colouring pencils, pen, mark-making, mixed media. 

 

Key Stage 4 Art 

 

Architecture, expressionism, religious art, line, colour, tone, print, negative/positive space, development of ideas, experimentation, realisation of ideas, composition, botanics, manipulate, 3d, reflections, responses, context, cultural,  

 

CURRICULUM PLAN: KEY STAGE 3 

 

Year 7 

Year 8 

Year 9 

Knowledge 

Pupils will know: 

  • The etymology of Art. 

  • Basic colour theory. 

  • Art in the early ages and after the fall of Rome. 

 

 

 

We have chosen to teach this knowledge because we have decided to work chronologically with regards to Art History. It is important for children understand the meaning of ‘Art’ and the etymology.  

Pupils will know: 

  • Impressionist, Post-Impressionist, Fauvist, Expressionist, Cubist and Surreallist Artists. 

  • What the key characteristics and origins of each movement are. 

 

 

We have chosen to teach this knowledge because it can be added chronologically to their Art Movement timeline 

Pupils will know: 

  • Summaries and key features of Surrealist, Op Art, Pop Art and Contemporary Art movements 

  • Key artists from these movements, 

 

We have chosen to teach this knowledge because at this point we want to use a more mature approach, allowing students to have a little more freedom with their work, in order to use the skills they have learnt over the past two years. 

Skills 

Pupils will be able to: 

  • Mix colours accurately 

  • Discuss the origins of Art  

  • Discuss various ways in which art has changed over the ages 

  • Draw using the rules of perspective 

  • Use a variety of tone 

  • Draw from life 

Pupils will be able to: 

  • Demonstrate the use of tone using single stroke mark-making (pencil and pen) 

  • Draw landscapes using the laws of perspective 

  • Use and blend oil pastels 

  • Select colours using a colour wheel. Complimentary, triad, harmonious 

  • Evenly blend from dark to light 

  • Create paper collages 

Pupils will be able to: 

  • Draw using perspective 

  • Draw animals in a more effective way using shapes 

  • Draw using texture 

  • Draw using and deception and illusion techniques via use of contour lines and spacing 

  • How to develop their ideas in a conceptual way 

  • How to experiment with appropriate mediums 

 

Cultural Capital 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Etymology of Art 

  • Art  

  • Art of the Early and middle ages 

  • Religious iconography 

  • Rennaissance Art 

  • Skill and perspective being used in realism 

  • Baroque Art 

  • Grandiouse art 

 

This will enhance cultural capital because a lot of these concepts and movements/eras are rarely spoken about within school. I want students to feel like they have achieved and understood something they would otherwise never know, even into adulthood. 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Impressionism 

  • Post-impressionism 

  • Fauvism 

  • Expressionism 

  • Cubism 

  • Surrealism 

 

 

 

 

 

 

 

This will enhance cultural capital because students may have heard of the artists associated with these movements eg. Van Gogh or Salvador Dali, but not delved into the artists themselves or their beliefs and reasons behind their artwork. 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Surrealism 

  • Op Art 

  • Pop Art 

  • Contemporary Art 

 

 

 

 

 

 

 

This will enhance cultural capital because this is the kind of modern art knowledge still used around them every day. I want students to be able to think like an artist and analyse WHY artists do what they do. Students will have the contextual knowledge to ground their understanding of the themes they study. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • Their ability to mix colours 

  • Their ability to draw faces accurately 

  • Their ability to draw using the rules of perspective 

  • Their ability to use a variety of tone 

  • Their ability to draw from life 

 

Pupils will have been assessed on: 

  • Their use of tone using single stroke mark-making 

  • Their ability to draw landscapes using the laws of perspective 

  • Their ability to blend oil pastels 

  • Their ability to select colours using a colour wheel.  

  • Their ability to evenly blend from dark to light 

  • Their ability to create paper collages 

  • Their response to other artists’ methods. 

Pupils will have been assessed on: 

  • Creative ability to create surrealist animals 

  • Texture drawing 

  • Drawing using shapes 

  • Accurate proportions 

  • Optical illusions 

  • Contourlines  

  • Colour theory 

  • Depth of concepts used  

  • Development of ideas 

  • Experimentation with mediums 

  • Quality of work 

 

 

CURRICULUM PLAN: KEY STAGE 4 ART 

 

Year 10 

Year 11 

Knowledge 

Pupils will know: 

The seven elements of art: 

  • Line 

  • Shape, 

  • Space 

  • Value 

  • Form 

  • Texture 

  • Colour 

 

 

Some forms of religious architecture 

Artists who focus on architecture in their work 

Expressionist artists 

Botanical Artists 

Viewpoint Artists 

 

We have chosen to teach this knowledge because… 

It focuses more intensely on certain parts of their previous curriculum.  

Pupils will know: 

  • About artists who use art to portray an emotion or opinion 

  • How to use materials appropriately 

  • How to select appropriate materials based on contextual and cultural connections 

 

There will be a continuous use of prior knowledge and skills but this year will focus mainly on development of ideas to create meaningful, personal responses. 

 

Skills 

Pupils will be able to: 

  • Research relevant and chosen topics 

  • Discuss relevance of research to work 

  • Discuss context of work 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

  • Create original and relevant responses 

Pupils will be able to: 

  • Research relevant and chosen topics 

  • Discuss relevance of research to work 

  • Discuss context of work 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

  • Create original and relevant responses 

Cultural Capital 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Religious art 

  • Church visit 

  • Botanical art 

  • Visit to gardens – hopefully Walmer Castle and Gardens 

  • Opinion through art 

 

This will enhance cultural capital because students can will be able to visit local places of interest that they may not have before. 

They will be taught to look at the world from a different angle and perspective. 

Students will be choosing the own themes to research and base their work upon, therefore aside from general art history conversations and starter activities, each student will be accessing different things. 

 

 

 

This will enhance cultural capital because it is personalised, and they will be researching and looking into topics, themes and styles that otherwise they wouldn’t ever come across or need to discuss. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • The AQA Art and Design assessment criteria for the exam.  

 

By twice a cycle, full project marking against the criteria.  

Pupils will have been assessed on: 

  • The AQA Art and Design assessment criteria for the exam.  

 

By twice a cycle, full project marking against the criteria. 

 

 

YEAR GROUP PLANS 

Year 7 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

Basic structure and characteristics of art of the early and middle ages 

 

 

 

 

 

 

Pupils will be able to: Draw portraits in proportion 

Create their own version of religious iconography. 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Religious Art 

  • Early and middle age Art 

  • The different religious stories told through Baroque Art. 

 

 

 

Pupils will have been assessed on their ability to draw using  guidelines. Pupils will be required to draw faces using proportions and then create a religious icon piece of artwork. 

Pupils will know: 

Rules of perspective 

Rennaissance Art 

 

 

 

 

 

 

 

Pupils will be able to: Draw using perspective 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

How we take perspective for granted and need to break it down to understand it. 

 

 

Pupils will have been assessed on their ability to draw from life using perspective and tone by drawing a still life set up in lesson using tone.  

Pupils will know: 

The fundamentals of the Baroque art period. The fact that drama, exaggeration, and stories were requested by the catholic church and so the artists responded to this. 

 

Pupils will be able to: Draw the human form in proportion 

Describe average ratios of the human body shape 

Discuss techniques for gaining accurate proportions when drawing figures 

Draw moving figures 

Depict drama In their drawings 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

How light is portrayed in drawings 

Beauty and lavish details in Baroque Artwork. 

 

Pupils will have been assessed on their ability to represent a religious icon in a Baroque way using collage and other mediums. 

Pupils will know: 

The fundamentals of Romanticism, Neoclassicism and landscape art 

 

 

 

 

 

Pupils will be able to: 

Discuss key features of romanticism and art of the neoclassicist period. 

Draw an accurate landscape or seascape 

Paint using watercolours 

Mix paints 

Create washes. 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Why Romantic art came about 

Turner style painting 

Seascapes 

 

 

Pupils will have been assessed on their ability to draw a landscape and paint with watercolours to depict mood. 

Literacy 

Key terms: 

Religious icons 

Proportions 

Facial features 

Symmetry  

 

 

 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

Literacy 

Key terms: 

Perspective 

Proportion 

Vanishing points 

One point perspective 

Orthogonal lines 

 

 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

Literacy 

Key terms: 

Drama 

Tone 

Exaggeration 

Movement 

Form 

Human form 

Figure drawing 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

Literacy 

Key terms: 

Mood 

Composition 

Mixing 

Painting 

Blending 

Wash 

 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

Connections 

We have identified these connections to other subject areas:  

English: Studying Myths and Gods which came before this period. Beowolf, Chauser also studied in cycle 2. 

Science: Structure of drawing 

Maths: Ratio and division 

RE: Religious Icons – symbols – christianity 

History: Medieval living 

Connections 

We have identified these connections to other subject areas: 

Maths: Similarity – scaling of objects – perspective 

History: Renaissance – Architecture and paintings.  

 

Connections 

We have identified these connections to other subject areas: 

Science: Movement and physics 

PE: Movement of figures 

Connections 

We have identified these connections to other subject areas: 

English: Romanticism 

History: Georgian living – Gainsborough  

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

Sequencing 

We have chosen this method of sequencing in Year 7 because we have decided to work chronologically. As the cycles go on through KS3, students will huild up their own History of Art timeline that they will keep adding to. 

It builds on the work done in Year 6 by focussing more on Art History, concepts and traditional art skills. 

It leads to the work that will be done in Year 8 by chronologically following on the timeline. Year 7 forms a complete basis and discusses the origin of Art. Year 8 focusses on the artists that followed, in the 19th and 20th century. 

 

YEAR GROUP PLANS 

Year 8 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

The key characterisrics of the arts and crafts movement. 

The key artist. William morris, and the beleifs and morals that these artists lived by. 

 

Pupils will be able to: Draw natural forms and demonstrate an understanding of self improvement 

Draw natural forms which could become repeat patterns like the Arts and crafts movement artists. 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

The beliefs of the A&C movement artists 

The processes the artists used 

The anti industrial revolution and pro artisan work made. 

 

 

 

 

 

Pupils will have been assessed on their ability to draw natural forms in an accurate and delicate way, suitable to create a repeat pattern from. 

Pupils will know: 

Impressionist and Post-impressionist artwork and artists 

Characteristics of Impressionist artwork. 

 

 

 

 

 

Pupils will be able to: Draw landscapes using markmaking techniques 

Draw landscapes using colours to depict light. 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Texture being captured through marks. 

Light and tone being captured through only mark making and zero blending. 

Emotion and weather being portrayed by marks. 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on their ability to draw using tone and texture using markmaking to depict light and dark, weather, and texture. 

 

Pupils will know: 

Fauvist and Expressionist artwork and artists 

 

 

 

 

 

Pupils will be able to: Use oil pastels, by selecting colours that fit with the movements shown 

Use expressive techniques to complete their work.  

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

How Fauvist artists altered the way colour was used in artwork. 

How expressionist artists altered the way materials were used in artwork. 

 

Pupils will have been assessed on their use of colour and expression by using oil pastels. 

 

Pupils will know: 

Cubist techniques and artists 

 

 

 

 

 

 

 

 

Pupils will be able to: 

Break up and arrange objects and details and redraw them 

Evenly blend tone from dark to light  

Apply cubist viewpoint techniques to their work 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Why Cubists worked from multiple viewpoints in one piece of work 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on their ability to deconstruct and redraw objects in the style of Cubist artists. 

 

Literacy 

Key terms: 

Markmaking 

Landscapes 

Texture 

Light 

 

 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

 

Literacy 

Key terms: 

Complementary colours 

Fauvism 

Expressive 

 

 

 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

 

Literacy 

Key terms: 

Cubism 

Blending 

Tone 

Gradient 

Viewpoints 

Deconstruction 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

Literacy 

Key terms: 

Concept 

Dreams 

Composition 

Realism 

Collage  

 

 

Reading opportunities: 

Lesson information on the board, Art History information, homework research projects, example analysis and evaluations 

 

Connections 

We have identified these connections to other subject areas:  

Maths: repetition, scaling, reflection, pattern, tessellation 

 

 

Connections 

We have identified these connections to other subject areas: 

MFL: French artists and landscapes – artists like Monet. 

Connections 

We have identified these connections to other subject areas: 

PE: Movement of figures – gymnastics and sports 

Connections 

We have identified these connections to other subject areas: 

Performing Arts: Kandinsky 

History: Nazi Germany – Bauhaus Architecture 

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

 

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

 

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

 

Learning at home 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

 

Sequencing 

We have chosen this method of sequencing in Year 8 because it leads on chronologically from Year 7, and teaches them about modern art movements from the late 1800’s onwards. Students may relate to this artwork a bit more, and it will allow for more creativity  

It builds on the work done in Year 7 using that knowledge to understand how artists moved on from the original ways of thinking, to transform art into what it is today.  

It leads to the work that will be done in Year 9 by ensuring students have at least a basic knowledge of the timeline of art up until the present todays. By this point, students should be able to place and distinguish a lot of the art movements, on a timeline, in order. 

 

YEAR GROUP PLANS 

Year 9 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

Surrealist artists and famous concepts such as ‘dream art’. 

 

 

 

 

 

 

 

Pupils will be able to: 

Create their own surrealist artwork using collage and mediums of their choice. 

Pupils will be able to draw animals in the style of a surrealist artist, in proportion and with accurate texture. 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Surrealism and the etymology of it being ‘Above Realism’ 

Do things need to be beautiful to be powerful? 

 

 

Pupils will have been assessed on their creativity and concepts by creating their own surrealist artwork based on a dream or something they want to say.. 

Pupils will know: 

Op Art artists and the key characteristics. 

What makes artwork 3D and how they can do it themselves. 

What makes something look like an optical illusion and how curves and contour lines can be used to do this. 

 

Pupils will be able to: 

Draw using lines, contour lines and spheres. 

Draw illusions that trick the mind. 

Shade neatly and effectively. 

Describe key artists and features of the Op Art movement. 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on their ability to draw an optical illusion by creating a final drawing using contours, spheres, lines and a tunnel in the background. These will look like ‘bouncy balls bouncing down a tunnel’ but will be 2D.  

Pupils will know: 

Pop art concepts 

Contextual information about Pop Art 

Key features of pop art 

Key artists 

 

Pupils will be able to: 

Draw in the style of a variety of pop artists, explaining why it is important and why the artist did so. 

Transmit messages through their artwork in the way that pop artists did. 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Propaganda 

Consumerism 

Social media 

Fame and celebrity life 

News 

 

Pupils will have been assessed on their ability to portray something powerful in a way that is accessible to all. 

Pupils will know: 

Key concepts of contemporary art. 

Key artists, mainly british eg Damien Hirst, Tracy Emin etc. 

 

 

 

 

 

Pupils will be able to: 

Discuss artwork in a mature and meaningful way. 

Analyse artwork in a written format. 

Design their own artwork based on something current, for them. 

Work on a continuous GCSE style project at school and at home. 

Discuss artwork like artists. 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Conceptual art like it had never been done before. 

The idea of more concept than visible skill. 

 

 

 

Pupils will have been assessed on their ability to create contextual, developed art pieces by marking the project as a whole as if it were GCSE. 

Literacy 

Key terms: 

Above realism 

Drawing without thinking 

Automatism 

 

Reading opportunities: 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

 

Literacy 

Key terms: 

Illusion 

Optical 

 

 

 

Reading opportunities: 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

 

Literacy 

Key terms: 

Consumerism 

Propaganda 

Onomatopoeia  

 

 

Reading opportunities: 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

Literacy 

Key terms: 

 

 

 

 

 

Reading opportunities: 

Consolidation of learning will take place at home by creating research information booklets on the Art Movements to add to their Timeline Folder. 

 

Connections 

We have identified these connections to other subject areas:  

English: Orwell – post ww1 – dystopia 

 

Connections 

We have identified these connections to other subject areas: 

Maths: 3D shapes and contours. Edges, sides. Using rulers.  

Connections 

We have identified these connections to other subject areas: 

RSE: Media and how messages are given. 

Connections 

We have identified these connections to other subject areas: 

RE: Believing in God. Evil and unanswered prayers. Media. Suffering. Ethics.  

English: Female voice. Inequality in the world. 

RSE: Emotions, mental health. Media. Bullying. 

Learning at home 

Consolidation of learning will take place at home by creating research information on the Art Movements to add to their Timeline Folder. 

 

Learning at home 

Consolidation of learning will take place at home by creating research information on the Art Movements to add to their Timeline Folder. 

 

Learning at home 

Consolidation of learning will take place at home by creating research information on the Art Movements to add to their Timeline Folder. 

Learning at home 

Consolidation of learning will take place at home by creating research information on the Art Movements to add to their Timeline Folder. 

 

Sequencing 

We have chosen this method of sequencing in Year 9 because It moves chronologically through the Art History timeline, giving students contextual knowledge of the timings of world events too. 

It builds on the work done in Year 8 mainly by cultural knowledge but also we look back on themes such as texture, proportion, perspective, surreal and abstract concepts. 

It leads to the work that will be done in Year 10 by allowing the students to approach their cycle 4 project in the same way I would at the beginning of year 10. Students will be able to have a more autonomous approach to this project, with guidance from me. All skills learnt this year will be approached in a more mature way, with a heavy basis on analytical and conceptual thinking and writing skills. As well as planning and creating final pieces. 

 

YEAR GROUP PLANS 

Year 10 ART 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

Botanical Artists 

The seven elements of art: 

  • Line 

  • Shape, 

  • Space 

  • Value 

  • Form 

  • Texture 

  • Colour 

 

Pupils will be able to: 

Experiment with appropriate mediums  

Research relevant and chosen topics 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Botanical art 

  • Visit to gardens – hopefully Walmer Castle and Gardens 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on their overall projects by using the exam criteria Assessment Objectives out of 96. 

Pupils will know: 

Some forms of religious architecture 

Artists who focus on architecture in their work 

Expressionist artists 

 

 

Pupils will be able to: 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Religious art 

  • Church visit 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on their overall projects by using the exam criteria Assessment Objectives out of 96. 

Pupils will know: 

Continuation of cycle 2 work – Expressonism and Architecture 

New project: Viewpoint Artists – opinions and angles 

 

 

Pupils will be able to: 

  • Research relevant and chosen topics 

  • Discuss relevance of research to work 

  • Discuss context of work 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

  • Create original and relevant responses 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Opinion through art 

Composition of artwork 

Artists who have completed work of this style 

Students will be choosing their own themes and taking photographs of things relevant to them. 

 

Pupils will have been assessed on their overall projects by using the exam criteria Assessment Objectives out of 96. 

Pupils will know: 

Continuation of cycle 3 Viewpoint Artists – opinions and angles 

 

 

 

 

 

 

Pupils will be able to: 

  • Research relevant and chosen topics 

  • Discuss relevance of research to work 

  • Discuss context of work 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

  • Create original and relevant responses 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Opinion through art 

Composition of artwork 

Artists who have completed work of this style 

Students will be choosing their own themes and taking photographs of things relevant to them. 

 

Pupils will have been assessed on their overall projects by using the exam criteria Assessment Objectives out of 96. 

Literacy 

Key terms: 

See Above  

 

 

 

Reading opportunities: 

Art History information, example analysis and evaluations 

 

Literacy 

Key terms: 

Expressionism 

Religious Architecture 

 

Reading opportunities: 

Art History information, example analysis and evaluations 

 

Literacy 

Key terms: 

Viewpoints 

Opinions 

Conceptual 

 

Reading opportunities: 

Art History information, example analysis and evaluations 

 

Literacy 

Key terms: 

 

 

 

 

Reading opportunities: 

Art History information, example analysis and evaluations 

 

Connections 

We have identified these connections to other subject areas:  

Science: Accurate scientific drawings of flora and fauna. 

Music: Movement of line based on music pieces. 

Connections 

We have identified these connections to other subject areas: 

RS: Analysis and symbolism of architecture and religious symbols and icons.\ 

History: religious architecture 

Connections 

We have identified these connections to other subject areas: 

Connections 

We have identified these connections to other subject areas: 

RSE: Relationships  

Learning at home 

Consolidation of learning will take place at home by completing their coursework for at least an hour a week at home, depending on what work they personally need to do. 

Learning at home 

Consolidation of learning will take place at home by completing their coursework for at least an hour a week at home, depending on what work they personally need to do. 

Learning at home 

Consolidation of learning will take place at home by completing their coursework for at least an hour a week at home, depending on what work they personally need to do. 

Learning at home 

Consolidation of learning will take place at home by completing their coursework for at least an hour a week at home, depending on what work they personally need to do. 

Sequencing 

We have chosen this method of sequencing in Year 10 because we will cover all of the elements of art within the first cycle, exploring lots of different mediums in the process.  

It builds on the work done in Year 9 by building on the freedom they were introduced to in year 9 and using that. This year becomes more independent for them. 

It leads to the work that will be done in Year 11 by introducing them to the idea of development, experimentation and the planning and creation of original ideas that they will encounter in their exam.  

 

 

YEAR GROUP PLANS 

Year 11 ART 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

Continuation of cycle 4 

 Viewpoint Artists – opinions and angles 

 

 

 

Pupils will be able to: 

  • Research relevant and chosen topics 

  • Discuss relevance of research to work 

  • Discuss context of work 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

  • Create original and relevant responses 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

Opinion through art 

Composition of artwork 

Artists who have completed work of this style 

Students will be choosing their own themes and taking photographs of things relevant to them. 

 

Pupils will have been assessed on their overall projects by using the exam criteria Assessment Objectives out of 96. 

 

 

Pupils will know: 

4 weeks of this cycle to continue Viewpoints project – finishing with the mock exam – 5 hours in december.  

Exam unit starts January 1st. 

 

Pupils will be able to: 

  • Research relevant and chosen topics 

  • Discuss relevance of research to work 

  • Discuss context of work 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

  • Create original and relevant responses 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

This depends on their own topic of choice from the exam paper. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on their overall projects by using the exam criteria Assessment Objectives out of 96. 

 

 

Pupils will know: 

This depends on their chosen exam topic from the exam paper. 

 

 

 

 

Pupils will be able to: 

  • Research relevant and chosen topics 

  • Discuss relevance of research to work 

  • Discuss context of work 

  • Develop ideas through investigations 

  • Experiment with appropriate mediums 

  • Create original and relevant responses 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

This depends on their own topic of choice from the exam paper. 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the entire exam unit after the 10 hour exam, as 40% of their entire GCSE using AQA marking criteria. 

Pupils will know: 

Improvements needed to be made to their coursework 

 

 

 

 

 

Pupils will be able to: 

React on feedback given and complete last minute improvements on coursework unit before 31st May. 

 

 

Reading opportunities: 

Art History information, example analysis and evaluations 

 

Reading opportunities: 

Art History information, example analysis and evaluations 

 

Reading opportunities: 

Art History information, example analysis and evaluations 

 

 Reading opportunities: 

Art History information, example analysis and evaluations 

 

Connections 

We have identified these connections to other subject areas:  

RSE: Students viewpoints on topics such as mental health, the media. 

Connections 

We have identified these connections to other subject areas: 

 

 

Learning at home 

Consolidation of learning will take place at home by completing their coursework for at least an hour a week at home, depending on what work they personally need to do. 

 

Learning at home 

Consolidation of learning will take place at home by completing their coursework for at least an hour a week at home, depending on what work they personally need to do. 

 

Learning at home 

Planning for their exam can be done at home during this time. 

 

Sequencing 

We have chosen this method of sequencing in Year 11 because their course is now built around the PPE and Final Exam. They will be taught to plan ahead, work towards, and investigate a topic of their choice to culminate in a final piece which will be created in the 10 Hour exam.  

It builds on the work done in Year 10 by using all of those skills learnt and giving them the tools to choose their best skills and display their most successful techniques. 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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