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The De La Salle Academy

The De La Salle Academy

The De La Salle Academy

Inspiring People;
Breaking Boundaries

Art

 

Directorate Staff
Miss J. Talbot

Curriculum Intent

‘Art helps us see connections, and brings a more coherent meaning to our world’

The Art Department at The De La Salle Academy is committed to promoting moral, social and personal progression. We aim to provide students with the ability to explore their own experiences and revolutionise them into Art.

In this way, students can express themselves and communicate their creative ideas to others, regardless of talent or ability. Art encourages students to think differently, giving them the ability to work collaboratively and innovatively. As a subject, we aim to promote successful, independent learners, who make excellent progress through an enjoyment of learning.

Across both key stages, we have a clear aim to develop and improve learners’ experience and understanding of creating Art through skill development, incorporating the formal elements: line, tone, texture, colour, form and shape. Student’s skills are developed upon year by year. As students’ progress we engage in traditional methods of Art such as drawing and painting, however, they will also work with 3D materials, printmaking and digital processes.

Learning activities and Teaching approaches.
 A range of teaching and learning approaches will be implemented with the aim of ensuring pupils are provided with opportunities to:

  • Produce creative, stimulating work, which explores their ideas and records their experiences.
  • Become proficient in drawing, painting, three dimensional sculpture and other Art, Craft and Design techniques.
  • Analyse and evaluate creative works using the language of Art, Craft and Design.
  • Have a broad knowledge of great artists, craft makers and designers, and understand the historical and cultural development of their work.

Curriculum Implementation

 

 

 

 

Year 7.
Students will follow schemes of work linking directly to the formal elements of art. This is intended to provide learners with fundamental artistic skills and knowledge. The delivered units of work are exciting and engaging, intended to stimulate creativity and promote expression. The use of various media has been incorporated into the scheme of work, to introduce learners to a variety of materials. Themes such as colour, identity and surrealism will be explored.

Year 8.
In Year eight, students will be building on their existing knowledge. They will engage in a scheme of work which allows them to explore the formal elements at a deeper level. Our boys will learn techniques required to strengthen and improve painting, drawing, and three dimensional modelling. In Year eight, artist analysis will be introduced. Students will be encouraged to evaluate their work and the work of others. Themes such as still life, portraiture and urban art will be explored.

Year 9.
As students choose their options in year nine, this year is used as a preparatory year for GCSE. Students will follow a scheme of work which allows them to engage with all four of the assessment objectives used at GCSE level. These being: AO1: Develop ideas through investigations, demonstrating critical understanding of sources, AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes, AO3: Record ideas, observations and insights relevant to intentions as work progresses and AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Themes such as cakes and sweets and mythical creatures will be explored.

Assessment.
In year seven, our boys will complete a baseline assessment. This will then inform their targets and work within the classroom. At key stage three, students are assessed regularly throughout the term against the MIKE criteria. This has been devised from the National Curriculum aims, focusing on: making. Investigation knowledge and evaluation.

Students are regularly given verbal and written feedback in the form of a WWW and an EBI (What went well, even better if). During lesson time, they are given Dedicated Independent Reflection Time (DIRT) to respond to their feedback, and set personal targets.

Year 10.
In year 10, students will be studying Art and Design at GCSE level. Students will build upon prior knowledge, and develop their techniques and skills to make informed creative decisions. Teacher led workshops will be delivered in the first term, allowing students to gain a feel of GCSE standards, and refresh their skills. Through both independent and group work, students will develop drawing and painting skills, explore working in three dimensions, and create mixed media artworks as well as explore digital and traditional methods.

Students are given the chance to enrich their minds, and delve into traditional and contemporary media's. Through further artist analysis, they will deepen their understanding of artistic disciplines, how they contributed to our history, and influence our future. In order to promote higher order thinking skills, critical thinking is incorporated into the delivered scheme of work. This allows for the boys to meet the assessment objectives for GCSE Art & Design.

Year 11.
In year 11, as the course progresses, students are encouraged to work independently, developing personal ideas, within the framework of a provided theme. Year 11 is when the boys will sit their exam. Two to three units of coursework are ideally produced, and in January of Year 11 students will begin to work on their Externally Set Task. This consists of approximately eight weeks exploration of a chosen topic and ten hours to produce a final piece.

Assessment.
At key stage four, students are assessed against the Assessment Objectives, each weighting 25%. These are: AO1: 25% Develop ideas through investigations, demonstrating critical understanding of sources. AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to intentions as work progresses. AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Component one of the GCSE consists of a portfolio of work, weighting 60%, and the externally set exam weighting 40%.

Curriculum Impact