year 7 autumn 1 autumn 2 spring 1 spring 2 summer 1 summer...

Art and Design: Year 7 Pupils will be introduced to a variety of Media, Become more proficient in recording the elements, be taught to analyse, annotate and create from imagination.

Year 7 Autumn 1

Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Theme if applicable Fantastic Beasts X:\Art\Year 7\Y7 fantastic beasts MONSTERS

Fantastic Beasts Under the sea

X:\Art\Year 7\Y7 - Under the sea

Under the sea Britishness

X:\Art\Year 7\y7 - britishness teacups

Britishness

Key skills and concepts Pupils will be initially assessed by an observational still life and evaluation. Pupils will be introduced the elements of Tone and Mark making and texture.

Pupils will be introduced to key elements of colour and techniques of graduation, layering and overlapping. Evaluating and annotating process.

Pupils will be introduced the elements of shape and form. Pupils will experiment with the illusion of depth using colour and scale.

Pupils will be given direction on creating a composition and produce a mixed media final piece. Evaluating and annotating process.

Investigate and debate the idea of ‘being British’ Introduced to graphic illustration skills of blending and graduating to achieve tone. Also the ability to produce a range of colour tones by. Pressure and value

Produce a 3 dimensional sculpture of a tea cup from a NET illustrated by British iconography.

Application of skills and concepts

Using mark making to create texture. Line to create pattern and colour and pencil to create tone. X:\Art\Year 7\Y7 fantastic beasts MONSTERS

Pupils will use animal skins to demonstrate through sample format using Pen, pencil, paint and inks.

Using watercolours to create washes. Oil pastel to create a resist technique. Pencil to produce sea creatures with particular emphasis on line tone and form.

Pupils will produce an under the sea composition. Pupils will demonstrate skills developed and use watercolour, pen and colour pencil to complete

Introduced to graphic illustration skills of blending and graduating and overlapping to achieve colour. And the ability to produce a range of colour tones by. Pressure and value.

Pupils will create a range of compositions and choose best use of iconography for their composition Pupils will produce a card tea cup from a 2D net. using colour tonal work to decorate. And then construct in 3D.

Prior knowledge revisited

Shape, pressure, presentation

Tone, mark making and texture.

Shape, form, layering, mark making and sketching

Shape, form, layering, mark making, tone and ink work

Tone, layering creating a composition. Form and sketching

Tone, layering creating a composition, Form, graduating, blending, sketching.

SEN consideration Lots of visuals. Labelling to reinforce memory. Direct TA if applicable

Annotation and evaluation laminates available. Direct TA if applicable

Lots of visuals. Labelling to reinforce memory. Direct TA if applicable

Annotation and evaluation laminates available. Direct TA if applicable Sea life outlines.

Lots of visuals. Labelling to reinforce memory. Direct TA if applicable

Annotation and evaluation laminates available. Direct TA if applicable Instruction sheet can accompany Net construction.

Stretch and challenge High level of discussion and annotation required. Reference to culture and mythology

Presentation using washes and creative labels.

Further investigation based on either the illustrations from the little mermaid or water babies.

Discussion of work of illustrator in order to strengthen visual impact of own work.

Pupils can research the cultural diversity in Great British and Design a t-shirt

3D cake and saucer can also be made to accompany cup.

Engagement of groups of learners (Boys/PP/LAC)

Lots of visuals. Using sketchbooks Sampling on smaller scale.

Using sketchbooks to work in to build up to final outcome.

Pupils will have an opportunity to explore a variety of new media and processes.

Some pupils may wish to add to their surface decoration with layering tissue paper if not achieving through the washes.

Pupils will have a range of iconography to choose from. They will also have the chance to collect their own iconography that interests them.

Work is based on personal choices.

Communication Reading, writing and oracy.

Pupils are expected to have read at least one literary great for homework. Pupils will be describing and discussing in lesson, creatures attributes, habitats and cultural impact.

Pupils will be labelling new techniques. Annotating samples and evaluating their learning and progress throughout the project. Letter to JK Rowling – persuasive and descriptive language. Letter layouts.

Pupils are encouraged to read the ‘the little mermaid’ or ‘the water babies’.

Pupils will be labelling new techniques. Annotating samples and evaluating their learning and progress throughout the project.

Discussion on place and location, being British. Class debate to challenge misconceptions and Q and A to encourage wider thinking.

Pupils will be evaluating design on merit and success criteria. Pupils will be writing a letter to the queen.

Numeracy Introduced to the Concepts of scale and proportion.

Introduced to tessellation and recap repeat pattern.

Introduced to the Concepts of scale and proportion, Depth and placement.

Scale and proportion, Depth and placement.

Concept of dimension. Measurements and placement

Using a net to construct a form. 2D to 3D.

Assessment Baseline assessment will be carried out through moderation WWW? EBI?

Formative and summative WWW? EBI?

Formative and peer WWW? EBI?

Summative assessment plus dept moderation.



Homework tasks / SKO Long term Sculpture to be created at home, can work with

Letter to Jk Rowling. SKO

Jelly fish SKO

research and present: work of artist Yellena James

Collect images for mood board SKO

Letter to the queen SKO

family member to share skills. Pencil study of pet.

Completion of the sculpture project.

Broadening Horizons EG. SMSC/BV, Cultural opportunities, Careers, Speakers, Shows, Experiments, Investigations, Clubs, Visits

Family Challenge Families encourage to visit FREE museums, galleries.

Art club Family Challenge Families encourage to visit FREE museums, galleries


Art club Investigate public art

Art and Design: Year 7 Pupils will be introduced to a variety of Media, Become more proficient in recording the elements, be taught to analyse, annotate and create from imagination.

Year 7 Autumn 1

Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Theme if applicable Dia de los Muerteos

Dia de los muertos In the style of In the style of Portraits/insects Portraits/insects

Key skills and concepts Pupils will be recapping and deep investigating of colour theory. Pupils will be introduced to the cultural festival of Dia De los meurtos.

Develop colour schemes, repeat pattern and consider composition. Evaluating and annotating process.

Understanding of art movements. Investigate and experiment with a range of Painting styles, using mark making, layering and colour mixing

Developing own style based on investigation in the style of impressionist artists. Complete abstract section of infamous paintings. Evaluating and annotating process.

Pupils will work on one of 2 projects either portraits or insects. Pupils will look at structure and form of the face or insect. Portraits: will investigate the work of Teesha Moore and develop collage, and using text. Using resist, collage, graphic illustration Insects: will use the mutations from the wildlife in Chernobyl. Using resist , embroidery, collage, sculpture techniques and applique

Pupils will produce either a collaged outcome or a relief piece, based on their sample development. Evaluating and annotating process.


Pupils will investigate main theory of colour. They will look are colour schemes, like contrasting, hot/cold, complimentary, monochromatic.

Using Mexican folk patterns to create a decorative pattern on a sugar skull template Pupils will discuss and research the work and life of Frieda Kahlo

They will investigate the attributes of a number of Artist across the impressionist movement. Discuss the impact of the movement on the art world.

Pupils will experiment with mark making in the style of a variety of artists in a range of media.

Pupils will be given a starting point that will encourage them think beyond the original image. Whether that be someone’s inner thoughts and dreams or a national disaster and the future sustainability of the planet. Pupils will collage, gather ideas and create bright colourful forms and shapes on their chosen

Pupils will create collaged piece. Pupils will build up the skills needed for their chosen project. One will be relief, textiles and montage.


Shape, primary colours presentation.

Composition, pattern, colour schemes, layering and collage

layering, mark making and sketching

layering, mark making and sketching

Tone, layering creating a composition. Form, shape, pattern, dimension, layering, embroidery, collage, annotating.

Tone, layering creating a composition. Form, shape, pattern, dimension, layering, embroidery, collage, annotating.

SEN consideration Lots of visuals. Labelling to reinforce memory. Direct TA if applicable Annotation and evaluation laminates available.

Stretch and challenge High level of discussion and annotation required. Reference to colour use, mood and atmosphere.

Artist research and analysis of Frieda Kahlo. Discussion on cultural aspects of different celebrations in regards to the dead.

Compare and contrast the work of a major artist from 2 other movements.

Looking at the renaissance in style and marks in comparison

Artist research of Teesha Moore. Base dairy entry on personal experiences and personalised meaning Research the background to Chernobyl and current dangers and or possible pollutants that may will cause mutations in insects

Additional layering of graphic text to apply to the thoughts. Embellishments to textile pieces using beading and sequinning.


Lots of visuals. Using sketchbooks Sampling on smaller scale.

Using sketchbooks to work in to build up to final outcome.

Pupils will have an opportunity to explore a variety of new media and processes.


Pupils will have a range of iconography to choose from. They will also have the chance to collect their own iconography and text that interests them.




Pupils will expected to read, summarise and provide written insight into the work of Frieda Kahlo

Pupils will be givin a reading list and websites on SKO to accompany this project


Pupils will be evaluating design on merit and success criteria. Pupils will be writing a letter to the queen.

Numeracy Pupils will be looking at the dimension of a circle, angles and measurements, division, concentric circles, using a protractor.

Pattern, repeat pattern, rotations symmetry,

Introduced to the Concepts of scale and proportion, Depth and placement.

Scale and proportion, Depth and placement.



Ratio in colour mixing

Assessment Baseline assessment will be carried out through moderation WWW? EBI?

Formative and summative WWW? EBI?





Homework tasks / SKO Practice tasks using protractor and measuring angles. Research on definitions and colour schemes. Recycled cool colour wheel.

Research Frieda Kahlo SKO tasks

Compare and contrast of movements SKO

research and present: The work of either Claude Monet or Vincent Van Gogh. Present a piece in the style of in colour pencil

Collect images for mood board Research and present: The work of Teesha Moore. Higher level SKO tasks

Completion of any work to date.


Family Challenge Families encourage to visit FREE museums, galleries.


Art club Visit the walker gallery to see first-hand the impressionist landscapes and compare with renaissance.

Subject: GCSE Art, craft and Design.

Year 9 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Theme if applicable Expression of Me Expression of Me Still Life Still Life Trees The Body Key skills and concepts Introduction to the

concept of self-expression through Art. Looking at journaling techniques.

Continuation of self-expression work. Including element of self-portrait and layering.

What is still life? Looking at traditional still life painting versus more modern ideas from Cubism to Abstract.

Using toys as still life subjects. Looking at brightly coloured realistic artwork. Photorealism.

Using trees as a source of inspiration. Looking at natural shapes, patterns and textures within trees.

Using the body and face as inspiration for artwork. Self-initiated project with independent outcomes.


Looking at the work of Roxanne Coble and experimenting with mixed media collage.

Drawing ‘blown up’ portrait. Pencil drawing, tonal shading.

Observational drawing. Different drawing techniques and skills.

Colour mixing, blending, shading. Modelling 3D forms

Using mixed media techniques to produce a variety of images based on trees.

Drawing skills and techniques learnt throughout the year – tonal shading, composition, proportion, etc…


Revisiting colour mixing, pattern and painting techniques covered in Y8.

Tonal shading techniques from Y7 and 8. Using collage and layering.

Existing drawing skills: proportion and composition.

Revisiting existing painting skills but expanding on and improving common mistakes.

Collage techniques and layering.

Drawing skills and techniques learnt throughout the year – tonal shading, composition, proportion, etc…

SEN consideration Lots of visuals and resources to stimulate ideas.

Support taking photographs of each other.

Laminates to help structure written research. Variety of drawing materials. Staggered instructions.

Photorealism issues…break down into steps. Modelling spheres.

Ability to use media more freely to get a looser, more abstract effect. Contrast to previous project.

Some direction may be required for final piece. Scaffold possible ideas.

Stretch and challenge Looking at other journal artists. Using personal artefacts.

Combining techniques learnt. Making printing blocks to add layered texture.

Reflections and ideas should be relevant and use Art terminology. Research own Artists not just those given.

Adding other media to enhance realism. (Pencil, pen)

Combining previous techniques. Physical texture versus visual texture.

Independent project. Sourcing own artists research, own composition.


Project inspired by own personal interests, so these can be encouraged as expression.

Rule out possible issues with portrait photographs – could use favourite

Looking at non-traditional drawing methods such as ink, card manipulation,

Use of toys – different toys can be selected to give an element of choice to selection.

Contrast to previous project. Ability to be a lot more free with materials.

Independent project – the ability to make own choices to engage on own learning.

celebrity? Family member?

etc… to engage all learners.


Researching artists, comprehension and summarising; personal thoughts about art.

Reflections and ideas – annotation in relevant Art terminology


Reflections and ideas – annotation in relevant Art terminology



Numeracy Compiling book…paper folding techniques.

Scale and proportion – facial features Cropping

Scale, proportion and composition.

Cropping Perspective – Foreground, middle ground and background.

Proportion

Assessment Teacher and self-assessment throughout using GCSE Assessment Objectives.

Teacher and self-assessment throughout using GCSE Assessment Objectives.





Homework tasks / SKO Gathering personal ephemera and materials. Researching journal artists.

Photographs of self, family members and famous idols. Completion of final piece.

Own research of still life Artists

Still life compositions in bedroom

Drawings and Photographs of trees

Completion of work


Encouraged to visit museums and galleries to observe self-expression. Discussion on Art careers in relation to artists observed.

Looking into historical depictions of self.

Exhibition visits and after school Art sessions.

After school Art sessions.



Year

Subject: Photography The Elements of Photography (This is a working document and is subject to change w ithout prior notice)


Theme if applicable Key skills and concepts Students must show knowledge

and understanding of:

Photography a working

vocabulary and specialist

terminology that is relevant to

their chosen area(s) of

Photography.

Students may use traditional

methods and/or digital

techniques to produce images.

Appreciation of viewpoint,

composition, aperture, depth of

field, shutter speed and

movement

Students must show

knowledge and

understanding of:

relevant materials,

processes,

technologies and

resources

Elements of

Photography

Appreciation of

viewpoint,

composition,

aperture, depth of

field, shutter speed

and movement

Students should be

aware of the four

assessment

objectives to be

demonstrated in the

context of the content

and skills presented

and of the

importance of

process as well as

product.

Working to a Design Brief and deadline E.g. Architecture. Experimental imagery

Students should be

aware of the four

assessment

objectives to be

demonstrated in the

context of the content

and skills presented

and of the

importance of

process as well as

product.

Working to a Design Brief and deadline E.g. Architecture. Design Briefs are set by the classroom teacher depending on the class.

Students learn how to analyse photographic sources and document their response. They use the resulting insights to inform the development of their own ideas. The process students follow could be informed by a school-organised museum or gallery visit, or through working with a visiting local photographer. They build upon initial experiences in response to a mini brief. This allows them to incorporate, develop and practise the newly acquired skills and understanding.

By combining the chosen camera approaches with ideas sourced from studying a selection of images from appropriate photographers. For example, for control of shutter speed a suitable contextual comparison might be the work of Ernst Haas, Stoffel de Roover, Bill Wadman or examples of sports photography. A suitable contextual comparison for aperture control might be portraiture by Bill Brandt, landscapes by Ansel Adams or natural forms by Edward Subject teach has the freedom to choose their own selection of photographers and artists.


Understand how a camera works Students should use sketchbooks/workbooks/journals to underpin their work where appropriate. They may wish to develop their drawing skills in order to produce storyboards,

Introduced to the Elements of photography. Leading Lines, shape, Form, Texture, Colour etc. the ability to explore elements of visual language, line, form,

The ability to respond to an issue, theme, concept or idea, or work to a brief or answer a need in Photography

How images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the time and place in which they were created

They build upon initial experiences in response to a mini brief. This allows them to incorporate, develop and practise the newly acquired

Pupils follow a Design Brief and are guided by the Tasks to develop and refine their skills.

Year

thumbnail sketches and/or diagrams, where appropriate. They learn a range of basic skills and gain an understanding of technical principles that will enable them to realise and develop their skills and ideas in future projects. Students begin to acquire a technical vocabulary, which helps them to express their analysis of photographic sources. Students study the effects of changing: • camera aperture, position and point of focus to control depth of field • camera shutter speed and motion to record movement. They learn how to use shutter speed control to record the frozen moment in time and shutter control to record the passage of time as blurred movement • camera position and viewpoint to explore detail and/or abstraction

colour, pattern and texture in the context of Photography

skills and understanding.

A “mini brief” scenario could be used to teach students how to make critical and contextual analysis of appropriate sources. Encourage students to record ideas visually and through written analysis of these introductory experiences.


KS3 The Elements of Art and Processes

Understand how a camera works relevant materials, processes, technologies and resources Understand camera position and viewpoint to explore detail and/or abstraction

Elements of Photography, how a camera works. relevant materials, processes, technologies and resources




SEN consideration Lots of visuals. Labelling to reinforce memory

Lots of visuals. Lots of visuals. Lots of visuals. Labelling to reinforce memory

Lots of visuals. Adjusted design brief if necessary

Lots of visuals. Labelling to reinforce memory

Year

Labelling to reinforce memory. Support mats.

Labelling to reinforce memory. Support mats

Direct TA if applicable PP, Class charts

Labelling to reinforce memory Direct TA if applicable PP, Class charts

Direct TA if applicable PP, Class charts

Stretch and challenge Independent learning Extension tasks

Independent learning Extension tasks Experimental imagery



Independent learning Independent learning Extension tasks Experimental imagery



Lots of visuals. Using sketchbooks Sampling on smaller scale. After school sessions

Using sketchbooks to work in to build up their own record that can be referred back to. After school sessions






Development of sketch books and technical terms

Written annotation Development of sketch books and technical terms





Numeracy Shutter speeds, Aperture

Shutter speeds, Aperture

Shutter speeds, Aperture, Rule of Thirds, Composition




Assessment Peer and self-evaluation Formative and Summative

Peer and self-evaluation, Formative and Summative





Homework tasks / SKO

Complete all relevant work in sketch book

Learn how the shutter speeds work and what they are used for.

Courage to visit the Open Eye Photography gallery in Liverpool

Collect appropriate imagery on their own photographic devices relevant to the current design brief




Family Challenge Pupils encourage to visit FREE museums, galleries.

Family Challenge Pupils encourage to visit FREE museums, galleries





Subject: GCSE Art, craft and Design.


Theme if applicable Structures - cells structure - cells Cells Cells Arts Award Arts Award Key skills and concepts Introduction to the

concept of natural structures through Art. Looking at journaling techniques.

The work will be a Continuation of natural structures with a focus on cells.

Pupils will identify, prepare and develop an appropriate realisation of intentions

Realisation of a thoughtful, mature, skilled outcome.

Pupils will be taking park in an arts qualification linked with local production company ‘Imagimirium’

Investigate and plan for a costume design for a character/profile in a Shakespeare performance.


Introduction to the work of : - Klari Reis -Julie Dodd -Emily Barletta -William Loveless

Drawing ‘blown up’ sections manipulating materials. Dying, cutting, hand embroidery and embellishment

Graphic fashion/ interior product illustration. Use of silhouettes

Pupils will be producing either a: -panel -cushion -belt -collar -scarf

Pupils will, research, plan and design a concept piece, based on a theme for a client/ character.

Pupils will produce a mood board, samples, skill share and performance review.


Revisiting colour mixing, pattern and painting techniques covered in Y8.

Revisiting colour mixing, pattern and embroidery. Presentation skills will have been taught at this point.

Composition, focus and outcomes. Presentation

Revisiting existing painting skills but expanding on and improving common mistakes.

Design illustration, research and presentation, sampling and manipulation

Further information to be decided with external moderator

SEN consideration Lots of visuals and resources to stimulate ideas. Exemplar work to set standards Laminates to help structure written research. Variety of drawing materials. Staggered instructions. Some direction may be required for final realisation. This can be done through teacher discussion. Scaffold possible ideas.

Stretch and challenge Pupils should use their knowledge to pursue their studies and investigate themes and Artists. Independent development of sample, prep and final pieces are encouraged.

Students should have developed skills and be using knowledge to engage with independent and wider thinking. Pupils should further the work and techniques of designer that work in their chosen area. Hundertwasser and Wassily Kandinsky could be used to stretch understanding and connections with the use of colour, shape and pattern by Cell Artists.




Project inspired by own personal interests, so these can be encouraged as expression. Pupils make independent decisions, take risks in their work Looking at non-traditional methods such as ink, fabric manipulation, etc… to engage all learners.

Independent project – the ability to make own choices to engage on own learning. Resources provided.


Researching artists, comprehension and summarising; personal thoughts about art. Appropriate written communication is presented in an appropriate manner as the creative journey evolves. Reflections and ideas – annotation in relevant Art terminology Where appropriate!!

Numeracy Mixing ratios Scale Proportion, pattern concentric shapes. placement

Enlargement Scale Proportion, pattern concentric shapes. placement

Scale, proportion and composition. Body proportions

Cropping

Assessment Teacher and self-assessment throughout using GCSE Assessment Objectives. Where and when appropriate. Teacher discussion, explanation and promt will happen on daily basis to a rotation of pupils. Summative assessment will happen twice yearly

Pupils will be give verbal feedback and checklists. Project Work will be externally moderated.

Homework tasks / SKO Gathering personal images and materials on theme and Artists Researching journal artists. SKO tasks

Continued development of sample pieces, improving the consistency of new skills taught

Research of designers A range of designs/ illustrations of outcome intentions

Completion of Research of past and contemporary costume designers



Encouraged to visit museums and galleries. Science and technology museum. Independent investigations

Cultural use of embellishment in textiles.

Exhibition visits and after school Art sessions.


Visit to cockpit house to see the concept and realisation of set of costume designs.

Visit to Prescot woods to watch imaginariums production of Shakespeare.

Year

Subject: Art


Theme if applicable Illustration Project Illustration Project Illustration Project Illustration Project Independent Development

Independent Development

Key skills and concepts Looking at the work of illustrators and artist styles to come up with a range of artwork based upon a book/piece of literature of their choice.

Looking at the work of illustrators and artist styles to come up with a range of artwork based upon a book/piece of literature of their choice.



Preparing for Y11 coursework portfolio. Independent study that develops sustained project and allows pupils to play to their strengths and develop their own style/way of working.

Continuation of Summer 1


Artists study, styles, mark making. Initial ideas, mood boards. Looking at picture books and children’s literature.

Developing artwork within the theme. Look at key characters, settings, etc…and start to develop different artwork in a variety of styles. (inspired by artists studied)

Applying lettering – looking at typography styles and methods. Drawing own typeface, looking at how artists have used lettering within artwork – methods and rationale. Application of lettering element to own book project.

Coming up with a final piece/s to tie project together. Possible end points: Painting, booklet, prints, triptych, shadow box, etc… How to present a personal and meaningful response.

Looking at work within portfolio so far, coming up with own personal direction and plan for developing work further into independent study. Illustration project can be developed further by incorporating a different book, same book but different style. Previous projects can also be revisited and linked into illustration project.



Artist study and developing ideas.

Drawing skills, mark making, paint work, colour mixing, and development of ideas.

Artist study, drawing skills. Graphic design

Drawing, painting, presentation skills

Developing silks from previous projects.


SEN consideration Support with choice of book. Some direction needed and lots of visual resources and book summaries available.

Scaffold outcomes and use key pieces to demonstrate expectations.

Resource sheets with step by step letter forming. Examples of typefaces.



One to one support to ensure on target. Help with direction and possible outcomes.

Year

Stretch and challenge Choice of book theme can add element of challenge. Linking their own artists to the style of book/story.

Further study in chosen styles, working at home, gallery visits. Researching illustrators.

Own hand drawn lettering…what can you do with it? How could you develop it further?

Final piece own choice. Push to come up with different ideas that play to strengths.

Push to come up with different ideas that play to strengths.



Support with choice of book. Some direction needed and lots of visual resources and book summaries available.

Scaffold outcomes and use key pieces to demonstrate expectations. (Possible Illustrator visit?)

Trying different implements/tools to draw letters. Look at freehand random letters versus measured, accurate lettering.

Final piece own choice. Push to come up with different ideas that play to strengths. Scaffold outcomes and use key pieces to demonstrate expectations.

Final pieces own choice. Push to come up with different ideas that play to strengths. Scaffold outcomes and use key pieces to demonstrate expectations.



Use of story books, story summaries. How to illustrate stories and show meaning. Genres.


Using words, letterforms.


Use of key terminology, self-assessment and critique.


Numeracy Measuring, lines, plotting letters.

Some assembly, measuring depending on final outcome.





Teacher assessment of portfolio so far using GCSE Assessment Objectives.


Homework tasks / SKO Produce piece of literature of choice to use for project: child’s story, picture book, classic or contemporary.

Further study for project


Completion of work Completion of work Completion of work


Looking closely at the work of the Illustrator




Art careers discussion Art careers discussion

Year

Subject: Photography The Elements of Photography (This is a working document and is subject to change w ithout prior notice)


Theme if applicable

Key skills and concepts

Development phase Year 10 Directed project Students respond to a teacher- devised and directed project which establishes clear parameters, constraints and requirements within the context of the school’s chosen areas of study. Working to a Design Brief and deadline Subject teacher will choose their own brief dependent on class.

Students

should be

aware of the

four

assessment

objectives to be

demonstrated

in the context of

the content and

skills presented

and of the

importance of

process as well

as product.

Working to a Design Brief and deadline

Students

should be

aware of the

four

assessment

objectives to

be

demonstrated

in the context

of the content

and skills

presented and

of the

importance of

process as

well as

product.

Working to a Design Brief and deadline

Students respond to a teacher- devised and directed project which establishes clear parameters, constraints and requirements within the context of the school’s chosen areas of study.

Students respond to a teacher- devised and directed project which establishes clear parameters, constraints and requirements within the context of the school’s chosen areas of study.

Pupils extend their skills and understanding in response to a project that provides the opportunity to contribute to the requirements of all the assessment objectives. Students take increasing responsibility for the development and direction of their creative journey in preparation for Component 2. Teachers introduce the starting points with appropriate resources, for example a PowerPoint presentation of possible sources, such as the work of photographers. Encourage students to research and analyse their own sources in relation to their chosen starting point or theme.


Understand how a camera works Students should use sketchbooks/workbooks/journals to underpin their work where

The ability to respond to an issue, theme, concept or idea, or work to a

How images and artefacts relate to social, environmental,

Give students an opportunity to fully engage with a teacher-determined theme

Give students an opportunity to fully engage with a teacher-determined theme

Students should be aware of the four

assessment objectives to be

demonstrated in the context of the

Year

appropriate. They may wish to develop their drawing skills in order to produce storyboards, thumbnail sketches and/or diagrams, where appropriate. They learn a range of basic skills and gain an understanding of technical principles that will enable them to realise and develop their skills and ideas in future projects. Students begin to acquire a technical vocabulary, which helps them to express their analysis of photographic sources. Students study the effects of changing: • camera aperture, position and point of focus to control depth of field • camera shutter speed and motion to record movement. They learn how to use shutter speed control to record the frozen moment in time and shutter control to record the passage of time as blurred movement • camera position and viewpoint to explore detail and/or abstraction

brief or answer a need in Photography How images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the time and place in which they were created

cultural and/or ethical contexts, and to the time and place in which they were created

and make a personal response when developing, refining and recording their ideas. They are introduced to teacher- selected sources, but are also encouraged approach to the areas of study and ways of working in a photographic context, this directed project gives students an understanding of the requirements of the assessment objectives and how to provide evidence of these across Component 1 as a whole. Students

and make a personal response when developing, refining and recording their ideas.

content and skills presented and of the

importance of process as well as

product.

Working to a Design Brief and deadline • gather and document experiences of a school organised museum or gallery visit, or work with a visiting photographer • use sources by learning how to effectively access, retrieve and subsequently record information relevant to the project theme

Students continue to develop knowledge and understanding of the skills and approaches learnt in the Introductory phase thereby building upon prior learning. They explore visual concepts such as abstraction, realism, distortion, surrealism, viewpoint, close-up, contrast and tone. They are introduced to teacher- selected sources, but are also encouraged to independently research further appropriate examples.

• make clear, explicit connections between their selected sources and the development of ideas in their practical work

Year

• use the results of their analysis of connections between sources and the development of their ideas • explore and refine their ideas through trials and experimentation in any appropriate photographic media • record their ideas, insights and observations about others’ and their own work with relevant written annotation and drawing activity.


Students must show knowledge

and understanding of:

Photography a working

vocabulary and specialist

terminology that is relevant to

their chosen area(s) of

Photography.

Students may use traditional

methods and/or digital

techniques to produce images.

Appreciation of viewpoint, composition, aperture, depth of field, shutter speed and movement

Understand how a camera works relevant materials, processes, technologies and resources Understand camera position and viewpoint to explore detail and/or abstraction

Students must

show

knowledge and

understanding

of: relevant

materials,

processes,

technologies

and resources

Elements of

Photography

Understand how a camera works relevant materials, processes, technologies and resources Understand camera position and viewpoint to explore detail and/or abstraction Students must show knowledge and understanding of: relevant materials,




Year

Appreciation of viewpoint, composition, aperture, depth of field, shutter speed and movement

SEN consideration

Lots of visuals. Labelling to reinforce memory

Lots of visuals. Labelling to reinforce memory. Support mats.

Lots of visuals. Labelling to reinforce memory. Support mats

Some direction may be required for final piece. Scaffold possible ideas

Lots of visuals. Labelling to reinforce memory Direct TA if applicable PP, Class charts

Lots of visuals. Labelling to reinforce memory Direct TA if applicable PP, Class charts

Stretch and challenge

Independent learning Extension tasks Provide opportunities for extension work to students who progress their ideas thoroughly and with pace. Encourage them to develop. • an idea, to conduct further research and study of relevant sources • a singular outcome into a “series” • an idea, by incorporating additional areas of camera or manipulation skills.

Independent learning Extension tasks Experimental imagery Provide opportunities for extension work to students who progress their ideas thoroughly and with pace. Encourage them to develop. • an idea, to conduct further research and study of relevant sources • a singular outcome into a “series” • an idea, by incorporating additional areas of camera or manipulation skills.


Introduce students to extension activities that open up further visual possibilities. This will enhance their learning experiences and extend their visual vocabulary.



Year


Lots of visuals. Using sketchbooks Sampling on smaller scale. After school sessions


Using sketchbooks to work in to build up their own record that can be referred back to. Design Brief, Chosen for suitability of class

Group work Using sketchbooks to work in to build up their own record that can be referred back to. Choice of design brief that can be differentiated by outcome. Clear tasks set After school sessions

Group work Using sketchbooks to work in to build up their own record that can be referred back to. Choice of design brief that can be differentiated by outcome. Clear tasks set After school sessions

Group Work Using sketchbooks to work in to build up their own record that can be referred back to. Choice of design brief that can be differentiated by outcome. Clear tasks set After school sessions


Development of sketch books and technical terms Understanding design brief

Written annotation Development of sketch books and technical terms





Numeracy Shutter speeds, Aperture

Shutter speeds, Aperture





Assessment Peer and self-evaluation Formative and Summative




Peer and self-evaluation, Formative and Summative Formative assessments take place at different stages to determine coverage of these objectives and identify areas for development.

Peer and self-evaluation, Formative and Summative Formative assessments take place at different stages to determine coverage of these objectives and identify areas for development.

Homework tasks / SKO

Complete all relevant work in sketch book

Learn how the shutter speeds work and what they are used for.

Visit Open Eye Photography gallery in Liverpool

Gather suitable visual information using own photographic devices



Broadening Horizons

Family Challenge Pupils encourage to visit FREE museums, galleries.

Family Challenge

Family Challenge

Family Challenge Family Challenge Family Challenge Pupils encourage to visit FREE museums, galleries

Year

EG. SMSC/BV, Cultural opportunities, Careers, Speakers, Shows, Experiments, Investigations, Clubs, Visits

Pupils encourage to visit FREE museums, galleries




Year

Subject: Art


Theme if applicable Chosen theme Illustration Project Independent Development

Independent Development

Key skills and concepts Pupils will respond to one of 3 starting points. Research, discuss and experiment

Develop and explore Looking at the work of illustrators and artist styles to come up with a range of artwork based upon a book/piece of literature of their choice.



Independently research sources, references and approaches

Developing artwork within the theme. Look at key characters, settings, etc…and start to develop different artwork in a variety of styles. (inspired by artists studied)

Applying lettering – looking at typography styles and methods. Drawing own typeface, looking at how artists have used lettering within artwork – methods and rationale. Application of lettering element to own book project.

Coming up with a final piece/s to tie project together. Possible end points: Painting, booklet, prints, triptych, shadow box, etc… How to present a personal and meaningful response.

Students create a personal and meaningful textile response to their chosen theme and present their completed final design solutions Previous projects can also be revisited and linked into illustration project.



Artist study and developing ideas.

Drawing skills, mark making, paint work, colour mixing, and development of ideas.

Artist study, drawing skills. Graphic design

Drawing, painting, presentation skills



SEN consideration Support with choice of book. Some direction needed and lots of visual resources and book summaries available.


Resource sheets with step by step letter forming. Examples of typefaces.



One to one support to ensure on target. Help with direction and possible outcomes.

Stretch and challenge Choice of book theme can add element of challenge. Linking their own artists to

Further study in chosen styles, working at home, gallery visits.

Own hand drawn lettering…what can you do with it? How

Final piece own choice. Push to come up with different



Year

the style of book/story.

Researching illustrators.

could you develop it further?

ideas that play to strengths.


Support with choice of book. Some direction needed and lots of visual resources and book summaries available.

Scaffold outcomes and use key pieces to demonstrate expectations. (Possible Illustrator visit?)

Trying different implements/tools to draw letters. Look at freehand random letters versus measured, accurate lettering.

Final piece own choice. Push to come up with different ideas that play to strengths. Scaffold outcomes and use key pieces to demonstrate expectations.




Students should take part in teacher and peer discussions regarding a range of approaches to the theme.



Numeracy Measuring, lines, plotting letters.

Some assembly, measuring depending on final outcome.





Teacher assessment of portfolio so far using GCSE Assessment Objectives.


Homework tasks / SKO Produce piece of literature of choice to use for project: child’s story, picture book, classic or contemporary.



Completion of work Completion of work Completion of work






Art careers discussion Art careers discussion

year 7 autumn 1 autumn 2 spring 1 spring 2 summer 1 summer...

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