Photography
Art, craft and design embody some of the highest forms of human creativity. At the Wellington Academy, we aim to give students a high-quality art and design education, which engages, inspires and challenges students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they will be able to think critically and develop a more rigorous understanding of art and design. They will also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
|---|---|---|---|---|---|---|
|
Year 10 |
Component 1: Portraiture | Component 1: Portraiture | Component 1: Portraiture | Component 1: Portraiture | Component 1: Portraiture | Component 2: Light |
| AOs | Learning Aim A Learning aim A: Investigate art and design practice Learning Aim B Learning aim B: Generate and communicate art and design ideas | Learning Aim A Learning aim A: Investigate art and design practice Learning Aim B Learning aim B: Generate and communicate art and design ideas | Learning Aim A Learning aim A: Investigate art and design practice Learning Aim B Learning aim B: Generate and communicate art and design ideas | Learning Aim A Learning aim A: Investigate art and design practice Learning Aim B Learning aim B: Generate and communicate art and design ideas | Learning Aim A Learning aim A: Investigate art and design practice Learning Aim B Learning aim B: Generate and communicate art and design ideas | Learning Aim A Learning aim A: Develop skills through application and review Learning Aim B Learning aim B: Record and communicate skill development |
| Assessment |
DEVELOP and REOCRD focus. Sketchbook review. Peer assessment and self- audit. Formative sketchbook review. WAG against A/B The role of research in the beginning (and middle) of an assignment and how to use and present this in context of the portraiture assignment. Camera rudiments. |
DEVELOP and RECORD focus. Sketchbook review. Peer assessment and self- audit. Formative sketchbook review. WAG against A/B Extended research – conceptual development. Basic camera skills and knowledge of digital manipulation using Photoshop. |
EXPERIMENT, DEVELOP and RECORD focus. Sketchbook review. Peer assessment and self- audit. Formative sketchbook review. WAG against A/B Record ideas, experimentation, photo shoots and research appropriately in sketchbooks. Analysis, annotation and evaluation. Mid-point review |
EXPERIMENT, DEVELOP, RECORD and PRESENT focus. Sketchbook review. Peer assessment and self- audit. Formative sketchbook review. WAG against A/B Presentation and review. Mock-up and tests. |
EXPERIMENT, DEVELOP, RECORD and PRESENT focus. Sketchbook review. Peer assessment and self- audit. SUMMATIVE sketchbook review. WAG against A/B Presentation and review. Final response |
DEVELOP and REOCRD focus. Sketchbook review. Peer assessment and self- audit. Formative sketchbook review. WAG against A/B The role of research in the beginning (and middle) of an assignment and how to use and present this in context of the light assignment. Conceptual links Commission response to client brief. |
| Year 11 | Component 2: Light | Component 2: Light | Component 2: Light | Component 3: ESA Exam | Component 3: ESA Exam | |
| AOs | Learning Aim A Learning aim A: Develop skills through application and review Learning Aim B Learning aim B: Record and communicate skill development | Learning Aim A Learning aim A: Develop skills through application and review Learning Aim B Learning aim B: Record and communicate skill development | Learning Aim A Learning aim A: Develop skills through application and review Learning Aim B Learning aim B: Record and communicate skill development | AO1: Demonstrate Understanding of client needs AO2: Develop and produce a response to a client brief AO3: Present a response to a client brief. | AO1: Demonstrate Understanding of client needs AO2: Develop and produce a response to a client brief AO3: Present a response to a client brief. | |
| Assessment |
DEVELOP and REOCRD focus. Sketchbook review. Peer assessment and self- audit. Formative sketchbook review. WAG against A/B Extended research Conceptual development. Light development – studio experimentation. Digital manipulation using Photoshop. |
EXPERIMENT, DEVELOP, RESEARCH and PRESENT focus. Sketchbook review. Peer assessment and self- audit. Formative sketchbook review. WAG against A/B Extended research conceptual development. Camera skills – aperture/ ISO and knowledge of digital manipulation using Photoshop. Presentation and review. Manipulation. |
EXPERIMENT, DEVELOP, RESEARCH and PRESENT focus. Sketchbook review. Peer assessment and self- audit. SUMMATIVE sketchbook review. WAG against A/B Presentation and review. Mock-up and tests. Final response. |
Externally Assessed. Controlled conditions. | Externally Assessed. Controlled conditions. |