Visual Arts KS4

  

Year 10 

Term 1

Term 2 Term 3 Term 4 Term 5 Term 6

AOs

Component 1:  Portraiture 

AO1: Develop ideas through investigations, demonstrating critical understanding of sources

Component 1: Portraiture

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

Component 1: Portraiture

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

Component 1: Portraiture

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.

Component 1: Portraiture

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.

Component 1: Landscape

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Skills

Introductory phase – Foundation Studies

This introductory topic is very teacher led to enable students to explore a variety of working methods and artistic techniques. 

Students will be introduced to the fundamentals of drawing facial features through formal drawing exercises and observational studies.

Research a diverse range of artists relevant to theme.

Develop ideas through critical studies and reproductions.

They will begin to explore and experiment within the theme, developing knowledge, understanding and skills through artist responses and analysis.

Introductory phase – Foundation Studies

Introduction to a range of appropriate materials, processes and techniques through teacher led, skills-based workshops.

Students will produce studies in response to a diverse range of artists and mediums within the theme. Building on formal element skills and understanding, from tone, line and shape to colour, mark making and form to generate ideas.

Introduce students to methods of critical analysis when engaging with sources or evaluating own successes.

Development Phase – Directed Project

Students respond to a teacher-directed project, which establishes clear parameters and constraints within a guided learning environment.

Students extend their practical experiences as they respond to the project, which in its structure and content promotes engagement with and coverage of the four assessment objectives.

Sub-themes within the unit of portraiture are explored independently through deep investigation, research and analysis. Make clear and explicit connections between selected sources and their own work.

Development Phase – Directed Project

Students need to make clear and explicit connections between sources and their practical work.

Students will produce a range of observational drawings in a variety of media and should incorporate personal photography as a means of initial reference.

There will be opportunities for initial research in the forms of drawing but photography will be encouraged using the resources available in the Department

Develop analytical skills, using relevant written annotation, when making observations of their own and others’ work

Explore and refine ideas through trial and experimentation in any appropriate media.
Development Phase – Directed Project

Experiment to refine and develop their ideas. Activities could include working with different combinations of materials, the application of techniques, alternative compositions or lighting, and alternative solutions to three-dimensional responses.

Explore and refine ideas through trial and experimentation in any appropriate media.
Final Outcome – Exam

Sustained Phase Introduction – Summer Homework

In this phase students move increasingly from dependence to independence as they work on an extended project.

Students independently research potential additional sources and associated references.

 

Component 1: Sustained Phase

 

 
 Component 2: ESA  

 

 

 

Year 11 

Term 1

Term 2 Term 3 Term 4 Term 5 Term 6

AOs

Component 1: Sustained Phase

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.

Component 1: Sustained Phase

AO3: Record ideas, observations and insights relevant to intentions as work progresses.

AO4: Present a personal and meaningful response that realises intentions and demonstrated understanding of visual language.

Component 2: ESA

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.

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

 

Skills

In this sustained project the intention is for students to show a purposeful and meaningful response when selecting and presenting their work. They need to explicitly evidence their personal journey, from initial engagement with their chosen starting point, to the realisation of intentions. These intentions could take the form of a series of outcomes and might involve a combination of materials.

Students independently research potential additional sources and associated references.

Develop the context of work through research and study.

Explore and respond to a variety of contextual sources.

Use drawing methods and media appropriate to the preferred working methods and chosen context.

Students need to explicitly evidence coverage of all four assessment objectives, drawing for different purposes and needs and written annotation.

Observe and record from a variety of sources – Primary and Secondary.

Experiment to refine and develop their ideas. Activities could include working with different combinations of materials, the application of techniques, alternative compositions or lighting, and alternative solutions to three-dimensional responses.

Refine ideas to produce a final response.

Review and evaluation for reflection and improvement time.

Externally set assignment (ESA) papers are available to students and teachers from 2 January.

A preparatory period is followed by 10 hours of supervised, unaided work in which students are required to realise their intentions.

Students need to demonstrate their ability to work independently, under supervised conditions, as they progress their ideas to the realisation of intention.

All preparatory work leads up to personal response or final piece. To make a successful final piece:

  • Clearly link final piece with preparatory work.
  • Review and refine ideas.
  • Complete experiments with materials, composition, and construction.
Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.

Selection of portfolio with extension opportunities available.

Review and Submit

Students review, select and present their Portfolio for final submission in discussion with the teacher, ensuring that the component requirements are fulfilled.

Work can be submitted in any appropriate format.