Art, Design & Technology at Newhaven School
"You can't use up creativity. The more you use, the more you have."
What we learn – Key Stage 3 Curriculum: Art
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| Year 7 | Baseline Assessment and introduction to drawing skills | Applying colour Artist link: Camille Walala | Expressive Mark making Artist link: Vincent Van Gogh | Photomontage Artist link: Raoul Hausmann Dada | Exploring Identity- Laser cutting Artist Links: Kara Walker Jean-Michel Basquiat | Sculpture project Artist link: Niki de St Phalle |
| Year 8 | Baseline Assessment and mark making | Day of the Dead Artist links: Jose Guardalupe Posada Ed Hardy | Colour Theory Artist link: Yinka Ilori | Portraits Artist link: Emory Douglas and Shepard Fairey | Graphic Logo Concrete Poetry | Graphic Painting Artist Links: Michael Craig-Martin Patrick Caulfield |
| Year 9 | Baseline Assessment and technical drawing skills | Drawing Natural Forms Artist Links: Anita Chowdry Georgia O’Keeffe | Natural Forms Sculpture Artist Link: Yayoi Kusama | Pattern and Print Artist Link: Angie Lewin Islamic Art African Textile Art | Afrofuturism Artist link: Lina Iris Viktor | GCSE Skills around the theme ‘Collections’ Differentiated starting points |
King's Park Foundation
What we learn – Key Stage 4 Curriculum: GCSE Art and Design
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| Year 10 | Observational Drawing | Experimentation with Media | Artist Research | Artist Response | Idea generation | Final Piece |
| Year 11 | Skills Development | Present Project & written response | Exam Research | Exam Preparation | Exam | Exhibition |
Over two years, students will explore visual art techniques, through artist studies and experimentation with materials and processes. This is a chance to develop drawing skills as well as exploring photography, textiles, sculpture and graphics. You will explore a theme resulting in high quality final pieces for public display. The qualification is made up of your portfolio work (60%) and an externally set task (40%) in which the examining body will set a theme for you to explore.
Choose this course if:
- You enjoy the creative process, working on sustained and ambitious projects
- You want to build resilience through risk taking and experimentation
- You want to explore your personal thoughts and ideas through a personalised curriculum
- You want to develop independence through responding to artworks and in depth artist research
What we learn – Key Stage 3 Curriculum: Design and Technology
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| Year 7 | Safety and Hygiene | Weighing and measuring | Time management | Combining a range of materials and ingredients | Designing for yourself | Designing for someone else |
| Year 8 | Innovation, function and appeal | Communicating ideas | Moral and ethical design | Properties and characteristics of materials and ingredients | Sustainable design project | Sustainable design project |
| Year 9 | Working with a client | Research and using data | Design and market a product | Make and sell a product | Make and sell a product | Make and sell a product |
What we learn – Key Stage 4/5 Curriculum: Design and Technology – BTEC Home Cooking Skills
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| KS4/5 | Health and safety Healthy living | Main course and desert practice | Plan and make exam meal Evaluate exam meal | Ways to economise Sharing skills with others | Food life skills (internally verified extension course) | Food life skills (internally verified extension course) |
What we learn – Key Stage 5 Curriculum: Art Design Technology
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| Year 12 | Focusing interests and arts skills audit | Researching professional practitioners | Discovering arts opportunities | Participating in the arts | Planning an independent arts project | Delivering an independent arts project and evaluation |
| Year 13 | In depth exploration in to a chosen arts discipline | Making connections with practicing artists | Planning for a future within your chosen arts discipline | Work Experience in the wider arts community | Directing and managing an art project with a small team | Collating evidence and public showing |
What we learn – Key Stage 5 Curriculum: NCFE Photography
| Year 12 & 13 (1 year course) | Unit / SOW | Assessment Pieces | Literacy | Numeracy | Outcomes / Key Knowledge | Opportunities for differentiation | Opportunities to apply and enrich learning active and real world learning/cultural capital/ CEIAG | Equity (race / sex / sexuality / gender) |
|---|---|---|---|---|---|---|---|---|
| Autumn 1 |
Unit One: Use a Camera to Capture a Creative Image
Book One |
On Location Risk Assessment
Studio Photography Risk Assessment |
Identifying new photography terms
Extended Writing: Using new terms in planning and evaluation |
Understanding and recording numerical setting on a DSLR | Being able to safely navigate oneself around a DSLR and various photography environments in order to take creative photographs |
Resources to be printed on cream paper, available online and in a hard copy
LSA support Accessible source material - fill n the blanks, sentence starters Photography terms glossary Student mentoring 5 P's approach for individual learners |
Off site photography shoots
Visiting Galleries and exhibitions Engaging with current events and social media Studio photography of staff / student council etc. |
Access South East London based photographers and exhibitions |
| Autumn 2 |
Unit One: Use a Camera to Capture a Creative Image
Book One & Two |
Two Final Piece Photographs: On Location & Studio Based
Practical evidence of the use of fast and slow shutter speeds, depth of field and the effects on image quality of high ISO settings - one image for each |
Using descriptive words in sentences
Extended Presentation: Using technical terms verbally in class presentation |
Comprehension of shutter speeds and depth of field |
Two final Piece Photographs
On Location Studio based |
Studio set up support
Resources to be printed on cream paper, available online and in a hard copy LSA support Student mentoring 5 P's approach for individual learners |
Students visiting a range or urban and nature based locations | Location based photography to explore local culture and celebrate protected characteristics |
| Spring 1 | Unit One: Use a Camera to Capture a Creative Image Book Two | Four final images that are constructively reviewed and evaluated | Extended Writing: Paragraph that effectively review and evaluate four final images using full sentences | Ability to rank photograph success through Self assessment | Four Final Piece Photographs with reviews and evaluations |
LSA support
Photography terms glossary Student mentoring |
Visit to the Photographers (exhibition depending) Off Site photoshoots | Exhibition to include artists from a range of backgrounds |
| Spring 2 |
Unit Two: Digital Image Manipulation
Book Three |
Two digitally manipulated stock images | Extended Presentation: Being able to debate preferences for different manipulation platforms | Effectively rating digital manipulation platforms using a comprehensive scoring system | Students will have a deeper understanding of the range of digital manipulation platforms available, the cost and the effectiveness of each option. |
Resources to be printed on cream paper, available online and in a hard copy
LSA support 5 P's approach for individual learners |
Identifying what the purpose of stock images and where stock images are used in the wider world |
Students will be challenged to find stock images that appeal to a diverse audience
Challenging the lack of diversity in stock images |
| Summer 1 |
Unit Two: Digital Image Manipulation
Book Three & Four |
Successfully identifying manipulated images from the media
A Digital Photography Risk Assessment |
Identifying the definitions of new terms
Extended Writing: Complete Written Risk Assessment |
Prioritising levels of risk
Putting scales of manipulation in to practise |
Students will have created a Digital Photography Risk Assessment in preparation for their final piece
Students will be able to identify the hallmarks of digital manipulation in the media
|
LSA support
Accessible source material - fill n the blanks, sentence starters Photography terms glossary Student mentoring 5 P's approach for individual learners |
Students will complete a site visit to inform their Risk Assessment | A range of media from diverse sources |
| Summer 2 |
Unit Two: Digital Image Manipulation
Book Four |
Final Piece
Written Evaluation |
Defining the term ‘Digital Manipulation’
Extended Writing: Description of ‘mood’ or atmosphere of an image in detail Extended Writing: Evaluation |
Self Assessment against criteria | Students will have their photography displayed in an end of year exhibition and submit their work for final assessment |
Resources to be printed on cream paper, available online and in a hard copy
LSA support 5 P's approach for individual learners |
Students participating in and Promoting their End of Year Photography Exhibition | Students to evaluate their use of protected characteristics in their artwork |
Arts Award
This is your opportunity to grow your own talents, explore the arts, be a creative leader and get yourself a qualification. You can do an Arts Award in any area of the arts from fashion to poetry, rapping to dancing, and animation to film and we will strive to adapt the course to celebrate your individuality and existing skills. You can be the creator or performer of your own work, or develop your skills in essential roles like marketing or stage management. You’ll create a personal portfolio that shows off your creativity and results in a nationally recognised qualification.
Choose this course if:
- You are a creative, but not interested in traditional visual art such as drawing
- You want to pursue a career in the arts
- You want to develop leadership skills
- You want to work within groups and participate in the wider arts community
What can I do with Art?
The value of the creative industries is worth over 100 billion and is the fastest growing area of UK economics. An arts qualification is desirable for employment within the creative industries which includes the following:
- Advertising and Marketing
- Architecture
- Crafts
- Product; Graphic and Fashion Design
- Film, TV, video and photography
- IT, Software and Creative Tech
- Publishing
- Museums, Galleries and Libraries
- Music, Performance and Visual Arts
- Animation and VFX
- Video Games
