Art

GCSE Exam & Specification

GCSE Exam Board:	Edexcel
Link to GCSE Specification:	https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html
A level Exam Board:	N/A
Link to Alevel Specification:	N/A

Curriculum Intent

Our curriculum is designed to meet the needs of our students in our local context and is underpinned by these 4 guiding principles:

Rich and Powerful Knowledge:

Objective and Question Driven:

Mastering The Foundations (Literacy and Numeracy):

Inclusive and Ambitious:

Implementation

Our curriculum implementation is shaped across all phases of the academy by a set of shared principles that underpin pedagogy at AINA. Our curriculum implementation principles are as follows:

Subject experts:

Climate and environment:

Memory:

Precise Assessment & Feedback:

Shared pedagogical strategies and routines:

The following curriculum map outlines the ambitious curriculum your child will experience at AINA.

Reception - Art

Autumn 1	Autumn 2
Me and My World What is a self-portrait? What materials shall we use to create a self- portrait? What happens when we mix colours together? How can you make the colour lighter/darker? To experiment with different textures, including fabrics, sand and paints to create self-portraits. To build junk models of homes and items. To mix paint colours and create handprints.	Supreme Superheroes What items do you think we need for junk modelling? What does your superhero look like? What power does your superhero have? What superhero gadgets will you make? To build superheroes or superhero gadgets using a variety of junk modelling materials. To mix paint colours to create superhero handprint pictures. To create characters for superhero adventures.

Autumn 1

Autumn 2

Me and My World

What is a self-portrait? What materials shall we use to create a self- portrait? What happens when we mix colours together? How can you make the colour lighter/darker?

To experiment with different textures, including fabrics, sand and paints to create self-portraits.
To build junk models of homes and items.
To mix paint colours and create handprints.

Supreme Superheroes

What items do you think we need for junk modelling? What does your superhero look like? What power does your superhero have? What superhero gadgets will you make?

To build superheroes or superhero gadgets using a variety of junk modelling materials.
To mix paint colours to create superhero handprint pictures.
To create characters for superhero adventures.

Spring 1	Spring 2
Let's Pretend How can you make the colour lighter/darker? What happens when we mix colours together? What material do we need to make stick puppets with? To build junk models of animals, food, sock puppets and stick puppets. To mix paint colours to create different back drops for theatre scenes. To experiment with different textures, including fabrics, sand, and paints to create lanterns. To design and create theatre tickets.	Get Growing Can you name the different parts of a flower? Do you know what colour the stem is of a flower? To make clay models of fruits, vegetables, and healthy snacks. To design and create paper flowers, frogs, and mini beasts. To mix paint colours to create pictures of flowers, animals, fruits, and vegetables. To use vegetables as paint stampers. To experiment with different textures, including fabrics, sand, and paints to design creations.

Spring 1

Spring 2

Let's Pretend

How can you make the colour lighter/darker? What happens when we mix colours together? What material do we need to make stick puppets with?

To build junk models of animals, food, sock puppets and stick puppets.
To mix paint colours to create different back drops for theatre scenes.
To experiment with different textures, including fabrics, sand, and paints to create lanterns.
To design and create theatre tickets.

Get Growing

Can you name the different parts of a flower? Do you know what colour the stem is of a flower?

To make clay models of fruits, vegetables, and healthy snacks.
To design and create paper flowers, frogs, and mini beasts.
To mix paint colours to create pictures of flowers, animals, fruits, and vegetables.
To use vegetables as paint stampers.
To experiment with different textures, including fabrics, sand, and paints to design creations.

Summer 1	Summer 2
Exciting Expedition Can you name the different parts of a rocket? What shapes are the different parts of the rocket? To create a post box. To use junk modelling to create exciting expeditions including rockets, caves etc. To use a range of textiles to create collage and artwork.	Amazing Animals Can you describe your animal? Does your animal have spots, stripes, or fur etc. Can you describe your animals’ features? e.g., Sharp white teeth, Pointy black ears. To mix paint colours to create different back drops for habitats. To experiment with different textures, including, rice, pasta, fabrics, and sand. To create their own crazy animals.

Summer 1

Summer 2

Exciting Expedition

Can you name the different parts of a rocket? What shapes are the different parts of the rocket?

To create a post box.
To use junk modelling to create exciting expeditions including rockets, caves etc.
To use a range of textiles to create collage and artwork.

Amazing Animals

Can you describe your animal? Does your animal have spots, stripes, or fur etc. Can you describe your animals’ features? e.g., Sharp white teeth, Pointy black ears.

To mix paint colours to create different back drops for habitats.
To experiment with different textures, including, rice, pasta, fabrics, and sand.
To create their own crazy animals.

All Reception subjects Next Reception subject - PSHE

Year 1 - Art

Autumn 1	Autumn 2
How do I create a self-portrait? To analyse the work of Barbara Walker To practice drawing the outline of a face To practice creating the features of a face To practice creating the features of a face To create a piece of artwork in the style of Barbara Walker To evaluate my artwork *FINAL PIECE:* A self portrait in the style of Barbara Walker

Autumn 1

Autumn 2

How do I create a self-portrait?

To analyse the work of Barbara Walker
To practice drawing the outline of a face
To practice creating the features of a face
To practice creating the features of a face
To create a piece of artwork in the style of Barbara Walker
To evaluate my artwork

FINAL PIECE: A self portrait in the style of Barbara Walker

Spring 1	Spring 2
Who was Alberto Giacometti and how did he create his sculptures? To analyse the work of Alberto Giacometti To observe the outline of our own shadow To plan a piece of art To make a wire base for my sculpture To create a piece of artwork in the style of Alberto Giacometti To evaluate my piece of art *FINAL PIECE:* A piece of clay artwork in the style of Alberto Giacometti

Spring 1

Spring 2

Who was Alberto Giacometti and how did he create his sculptures?

To analyse the work of Alberto Giacometti
To observe the outline of our own shadow
To plan a piece of art
To make a wire base for my sculpture
To create a piece of artwork in the style of Alberto Giacometti
To evaluate my piece of art

FINAL PIECE: A piece of clay artwork in the style of Alberto Giacometti

Summer 1	Summer 2
Who was Van Gogh and how did he create his masterpieces? To analyse the work of Vincent Van Gogh To practice using swirls to depict the wind To create texture through pattern To plan a piece of art To create a piece of art in the style of Van Gogh To evaluate my artwork *FINAL PIECE:* To create a piece of art in the style of Vincent Van Gogh

Summer 1

Summer 2

Who was Van Gogh and how did he create his masterpieces?

To analyse the work of Vincent Van Gogh
To practice using swirls to depict the wind
To create texture through pattern
To plan a piece of art
To create a piece of art in the style of Van Gogh
To evaluate my artwork

FINAL PIECE: To create a piece of art in the style of Vincent Van Gogh

All Year 1 subjects Next Year 1 subject - PSHE

Year 2 - Art

Autumn 1	Autumn 2
	Who was LS Lowry and how did he create his masterpieces? To analyse the work of LS Lowry To create perspective through line and shape To create perspective through tone To plan a piece of art To produce “My urban landscape” in the style of LS Lowry To evaluate my artwork *FINAL PIECE:* To create a landscape art piece in the style of LS Lowry

Autumn 1

Autumn 2

Who was LS Lowry and how did he create his masterpieces?

To analyse the work of LS Lowry
To create perspective through line and shape
To create perspective through tone
To plan a piece of art
To produce “My urban landscape” in the style of LS Lowry
To evaluate my artwork

FINAL PIECE: To create a landscape art piece in the style of LS Lowry

Spring 1	Spring 2
	How can painting be used to create artist designs? To analyse the work of Esther Mahlangu To practice drawing lines to create geometric patterns To practice printing with a block To plan my art To create my art piece in the style of Esther Mahlangu To evaluate my artwork *FINAL PIECE:* To ese block printing to produce a print in the style of Esther Mahlangu

Spring 1

Spring 2

How can painting be used to create artist designs?

To analyse the work of Esther Mahlangu
To practice drawing lines to create geometric patterns
To practice printing with a block
To plan my art
To create my art piece in the style of Esther Mahlangu
To evaluate my artwork

FINAL PIECE: To ese block printing to produce a print in the style of Esther Mahlangu

Summer 1	Summer 2
	Who was Pablo Picasso and how did he create his masterpieces? To analyse the work of Pablo Picasso To practice using bold lines when drawing simple shapes To create features of a face using shapes To plan a piece of art To create a piece of artwork in the style of Pablo Picasso To evaluate my piece of artwork *FINAL PIECE:* To create a piece of cubism artwork in the style of Pablo Picasso

Summer 1

Summer 2

Who was Pablo Picasso and how did he create his masterpieces?

To analyse the work of Pablo Picasso
To practice using bold lines when drawing simple shapes
To create features of a face using shapes
To plan a piece of art
To create a piece of artwork in the style of Pablo Picasso
To evaluate my piece of artwork

FINAL PIECE: To create a piece of cubism artwork in the style of Pablo Picasso

All Year 2 subjects Next Year 2 subject - PSHE

Year 3 - Art

Autumn 1	Autumn 2
How were images created to tell stone age stories? To look at the artwork within the Lascaux Cave To use a dry brush technique To sketch animal shapes To plan my artwork To create an art piece To evaluate my piece of art *FINAL PIECE:* To create a cave painting using the Lascaux Cave as inspiration

Autumn 1

Autumn 2

How were images created to tell stone age stories?

To look at the artwork within the Lascaux Cave
To use a dry brush technique
To sketch animal shapes
To plan my artwork
To create an art piece
To evaluate my piece of art

FINAL PIECE: To create a cave painting using the Lascaux Cave as inspiration

Spring 1	Spring 2
Who was Paul Cézanne and how did he create his masterpieces? To analyse the work of Paul Cézanne To practice observational drawing techniques To practise using constructive brushstrokes To plan a piece of art To create a piece of artwork in the style of Paul Cézanne To evaluate my artwork *FINAL PIECE:* To create a still life drawing in the style of Paul Cézanne

Spring 1

Spring 2

Who was Paul Cézanne and how did he create his masterpieces?

To analyse the work of Paul Cézanne
To practice observational drawing techniques
To practise using constructive brushstrokes
To plan a piece of art
To create a piece of artwork in the style of Paul Cézanne
To evaluate my artwork

FINAL PIECE: To create a still life drawing in the style of Paul Cézanne

Summer 1	Summer 2
How did the Ancient Egyptians communicate through art? To analyse how Ancient Egyptians made Cartouches To experiment with weaving techniques. To plan hieroglyphics To create a papyrus To develop my final cartouche To include hieroglyphics on my cartouche To evaluate my art piece *FINAL PIECE:* To take inspiration from the Ancient Greeks to create a Cartouche including hieroglyphics

Summer 1

Summer 2

How did the Ancient Egyptians communicate through art?

To analyse how Ancient Egyptians made Cartouches
To experiment with weaving techniques.
To plan hieroglyphics
To create a papyrus
To develop my final cartouche
To include hieroglyphics on my cartouche
To evaluate my art piece

FINAL PIECE: To take inspiration from the Ancient Greeks to create a Cartouche including hieroglyphics

All Year 3 subjects Next Year 3 subject - PSHE

Year 4 - Art

Autumn 1	Autumn 2
	What were Roman mosaics and how were they created? To analyse the mosaics in the Lullingstone Roman Villa To use line and shape to sketch simple patterns To design a central motif for my collage To plan a piece of art To create a Roman Mosaic inspired by the Lullingstone Roman Villa To evaluate my art piece *FINAL PIECE:* To create a Roman Mosaic art piece which is inspired by the Lullingstone Roman Villa

Autumn 1

Autumn 2

What were Roman mosaics and how were they created?

To analyse the mosaics in the Lullingstone Roman Villa
To use line and shape to sketch simple patterns
To design a central motif for my collage
To plan a piece of art
To create a Roman Mosaic inspired by the Lullingstone Roman Villa
To evaluate my art piece

FINAL PIECE: To create a Roman Mosaic art piece which is inspired by the Lullingstone Roman Villa

Spring 1	Spring 2
--	Who was William Morris and how did he create his signature designs? To analyse the work of William Morris To experiment drawing patterns in the style of William Morris To practise printing with a block To plan my art To create my artwork in the style of William Morris To evaluate my artwork *FINAL PIECE:* To create a print pattern art piece in the style of William Morris

Spring 1

Spring 2

--

Who was William Morris and how did he create his signature designs?

To analyse the work of William Morris
To experiment drawing patterns in the style of William Morris
To practise printing with a block
To plan my art
To create my artwork in the style of William Morris
To evaluate my artwork

FINAL PIECE: To create a print pattern art piece in the style of William Morris

Summer 1	Summer 2
	Who was Giuseppe Arcimboldo and how did he create his masterpieces? To analyse a range of artwork. To practise drawing fruit To practise drawing fruit To sketch a portrait considering proportions. To use sketching techniques to add dimension to portraits. To create and enhance a portrait with a theme. *FINAL PIECE:* To create an art piece in the style of Giuseppe Arcimboldo by using still life drawing

Summer 1

Summer 2

Who was Giuseppe Arcimboldo and how did he create his masterpieces?

To analyse a range of artwork.
To practise drawing fruit
To practise drawing fruit
To sketch a portrait considering proportions.
To use sketching techniques to add dimension to portraits.
To create and enhance a portrait with a theme.

FINAL PIECE: To create an art piece in the style of Giuseppe Arcimboldo by using still life drawing

All Year 4 subjects Next Year 4 subject - PSHE

Year 5 - Art

Autumn 1	Autumn 2
Who was Peter Thorpe and how does he create his masterpieces? To analyse the work of Peter Thorpe To practise sketching space features To experiment with colour to create a background To plan an abstract art painting in the style of artist Peter Thorpe. To create a piece of artwork in the style of Peter Thorpe To evaluate a piece of art *FINAL PIECE:* To create an abstract art piece based on the style of Peter Thorpe

Autumn 1

Autumn 2

Who was Peter Thorpe and how does he create his masterpieces?

To analyse the work of Peter Thorpe
To practise sketching space features
To experiment with colour to create a background
To plan an abstract art painting in the style of artist Peter Thorpe.
To create a piece of artwork in the style of Peter Thorpe
To evaluate a piece of art

FINAL PIECE: To create an abstract art piece based on the style of Peter Thorpe

Spring 1	Spring 2
Who was Hokusai and how did he create his masterpieces? To analyse the work of Katsushika Hokusai To practice using line drawings to depict waves To create texture through pattern To plan a piece of art To create a piece of artwork in the style of Hokusai To evaluate my artwork *FINAL PIECE:* To create an art piece which replicates that of Hokusai

Spring 1

Spring 2

Who was Hokusai and how did he create his masterpieces?

To analyse the work of Katsushika Hokusai
To practice using line drawings to depict waves
To create texture through pattern
To plan a piece of art
To create a piece of artwork in the style of Hokusai
To evaluate my artwork

FINAL PIECE: To create an art piece which replicates that of Hokusai

Summer 1	Summer 2
What is Islamic art and how can it be created? To analyse Islamic Art To use a compass to create patterns and shapes To turn shapes into patterns To plan a piece of art To create a piece of Islamic art To evaluate my artwork *FINAL PIECE:* To create a piece of Islamic artwork using patterns and shapes

Summer 1

Summer 2

What is Islamic art and how can it be created?

To analyse Islamic Art
To use a compass to create patterns and shapes
To turn shapes into patterns
To plan a piece of art
To create a piece of Islamic art
To evaluate my artwork

FINAL PIECE: To create a piece of Islamic artwork using patterns and shapes

All Year 5 subjects Next Year 5 subject - PSHE

Year 6 - Art

Autumn 1	Autumn 2
	Who is the unknown soldier and how can art be used to depict this memory? To analyse the work of Dan Barton To explore and practice blending with watercolours To create texture using different media To plan a piece of art To create a piece of artwork to represent the Unknown Soldier To evaluate my artwork *FINAL PIECE:* To create a collage piece using ‘The Unknown Soldier’ for inspiration as well as the ‘Standing with Giants’ project

Autumn 1

Autumn 2

Who is the unknown soldier and how can art be used to depict this memory?

To analyse the work of Dan Barton
To explore and practice blending with watercolours
To create texture using different media
To plan a piece of art
To create a piece of artwork to represent the Unknown Soldier
To evaluate my artwork

FINAL PIECE: To create a collage piece using ‘The Unknown Soldier’ for inspiration as well as the ‘Standing with Giants’ project

Spring 1	Spring 2
	How can colour and pattern be used to express emotion? To analyse the artwork of Hannah Hoch To experiment with colour, expression and texture To experiment with proportion To plan a piece of artwork To create a piece of emotive artwork in the style of Hannah Hoch To evaluate the impact of artistic choices within a piece of artwork *FINAL PIECE:* To create an emotive art collage, using Hannah Hoch for inspiration

Spring 1

Spring 2

How can colour and pattern be used to express emotion?

To analyse the artwork of Hannah Hoch
To experiment with colour, expression and texture
To experiment with proportion
To plan a piece of artwork
To create a piece of emotive artwork in the style of Hannah Hoch
To evaluate the impact of artistic choices within a piece of artwork

FINAL PIECE: To create an emotive art collage, using Hannah Hoch for inspiration

Summer 1	Summer 2
	What is Greek Pottery and how we use clay to replicate it? To analyse Greek Pottery To practise creating geometric patterns To practice etching patterns into clay To plan an art piece To create some Greek Pottery To evaluate my art piece *FINAL PIECE:* To create a piece of pottery using Greek Pottery designs for inspiration

Summer 1

Summer 2

What is Greek Pottery and how we use clay to replicate it?

To analyse Greek Pottery
To practise creating geometric patterns
To practice etching patterns into clay
To plan an art piece
To create some Greek Pottery
To evaluate my art piece

FINAL PIECE: To create a piece of pottery using Greek Pottery designs for inspiration

All Year 6 subjects Next Year 6 subject - PSHE

Year 7 - Art

Autumn 1	Autumn 2
Artist Alphabet What are the formal elements of Art and why are they important? What is drawing and why is it important? What is line? What is shape? What is a repeat pattern? What is tone? What is form? How do I apply tone and texture using colouring pencil? What is colour theory and how do I apply it? What are the primary and secondary colours? What are complimentary and harmonious colours? How do I use, apply, and blend watercolour paint? What is a watercolour wash? How do I use my knowledge of colour theory when applying and blending paint?	Artist Alphabet What is a calligram? What is font? What is composition? What is the ‘background’ in an artwork? How do I shade, blend, and make marks with a pencil/ colouring pencil? Who is Karina Eibatova, what is her art practice and how can I use her as an influence? How do I create different calligrams inspired by Eibatova’s artworks? *SKETCHBOOK Assessment:* Skill and control in using media, techniques and understanding of Formal elements of Art

Autumn 1

Autumn 2

Artist Alphabet

What are the formal elements of Art and why are they important?
What is drawing and why is it important?
What is line?
What is shape?
What is a repeat pattern?
What is tone?
What is form?
How do I apply tone and texture using colouring pencil?
What is colour theory and how do I apply it?
What are the primary and secondary colours?
What are complimentary and harmonious colours?
How do I use, apply, and blend watercolour paint?
What is a watercolour wash?

How do I use my knowledge of colour theory when applying and blending paint?

Artist Alphabet

What is a calligram?
What is font?
What is composition?
What is the ‘background’ in an artwork?
How do I shade, blend, and make marks with a pencil/ colouring pencil?
Who is Karina Eibatova, what is her art practice and how can I use her as an influence?
How do I create different calligrams inspired by Eibatova’s artworks?

SKETCHBOOK Assessment: Skill and control in using media, techniques and understanding of Formal elements of Art

Spring 1	Spring 2
Artist Alphabet What is the journey of an Art project and why is it structured this way? Why do we start projects with a mind-map? Why do we gather reference images? Why do we do design ideas? How can I create purposeful design ideas to help me plan for my outcome? What is a test piece? Why do we create test pieces and what are their purposes?	Artist Alphabet Why do we create final pieces in art? How do I successfully combine elements including letter designs, colour and detail to create an ‘Artist alphabet’ final outcome? *FINAL PIECE:* A3 watercolour wash background and students chosen calligram design using colouring pencil.

Spring 1

Spring 2

Artist Alphabet

What is the journey of an Art project and why is it structured this way?
Why do we start projects with a mind-map?
Why do we gather reference images?
Why do we do design ideas?
How can I create purposeful design ideas to help me plan for my outcome?
What is a test piece?
Why do we create test pieces and what are their purposes?

Artist Alphabet

Why do we create final pieces in art?
How do I successfully combine elements including letter designs, colour and detail to create an ‘Artist alphabet’ final outcome?

FINAL PIECE: A3 watercolour wash background and students chosen calligram design using colouring pencil.

Summer 1	Summer 2
Cultural Keychains What is a Design brief? What is a key chain? What are the specifications for a successful keychain? What is a component? What is culture? What is my culture? Who are the Ndebele, what is their art process and how can I use them as an influence? How do the Ndebele use pattern, shape and symbolism in their work? What is weaving and how is it used in the world today? How can I create a successful ‘plain weave’ using a loom?	Cultural Keychains How can I create purposeful design ideas to help me plan for my final product? How can I recognise and select my best designs to develop further? How do I successfully combine shape and pattern in the style of the Ndebele with aspects of my own culture? How can I combine 2 successful components; a plain weave and a cardboard design, to create a ‘Cultural Keychain’’ final product? *FINAL PIECE:* Cultural keychain product including individually designed cardboard component using marker pens and woven component using yarn fibre.

Summer 1

Summer 2

Cultural Keychains

What is a Design brief?
What is a key chain?
What are the specifications for a successful keychain?
What is a component?
What is culture?
What is my culture?
Who are the Ndebele, what is their art process and how can I use them as an influence?
How do the Ndebele use pattern, shape and symbolism in their work?
What is weaving and how is it used in the world today?

How can I create a successful ‘plain weave’ using a loom?

Cultural Keychains

How can I create purposeful design ideas to help me plan for my final product?
How can I recognise and select my best designs to develop further?
How do I successfully combine shape and pattern in the style of the Ndebele with aspects of my own culture?
How can I combine 2 successful components; a plain weave and a cardboard design, to create a ‘Cultural Keychain’’ final product?

FINAL PIECE: Cultural keychain product including individually designed cardboard component using marker pens and woven component using yarn fibre.

All Year 7 subjects Next Year 7 subject - PSHE

Year 8 - Art

Autumn 1	Autumn 2
Edible Portraits What is the link between food and Art? How do I successfully use the formal elements of Art to draw different types of food and food related items? What is a portrait? What is proportion? How do I successfully create a proportionate portrait? Who is Giuseppe Arcimboldo and how can I take inspiration from him? How can I use watercolour paint techniques- dry brush, wet on wet, gradient, hue etc? How can I use my knowledge of tone, texture and colour theory when using paint? How can I successfully apply my prior knowledge of watercolour paint?	Edible Portraits How can I enhance detail by working into my painting with colouring pencils? What is mark making? How do I use, apply and blend coloured markers? How do I successfully combine watercolour paint, marker pens and colouring pencils to demonstrate the formal elements of Art? Who is Kimberly Margarita and what is her art practice? How do I take inspiration from Margarita to create different food inspired portraits? *SKETCHBOOK Assessment:* Skill and control in using media, techniques and understanding of Formal elements of Art

Autumn 1

Autumn 2

Edible Portraits

What is the link between food and Art?
How do I successfully use the formal elements of Art to draw different types of food and food related items?
What is a portrait? What is proportion?
How do I successfully create a proportionate portrait?
Who is Giuseppe Arcimboldo and how can I take inspiration from him?
How can I use watercolour paint techniques- dry brush, wet on wet, gradient, hue etc?
How can I use my knowledge of tone, texture and colour theory when using paint?

How can I successfully apply my prior knowledge of watercolour paint?

Edible Portraits

How can I enhance detail by working into my painting with colouring pencils?
What is mark making?
How do I use, apply and blend coloured markers?
How do I successfully combine watercolour paint, marker pens and colouring pencils to demonstrate the formal elements of Art?
Who is Kimberly Margarita and what is her art practice?
How do I take inspiration from Margarita to create different food inspired portraits?

SKETCHBOOK Assessment: Skill and control in using media, techniques and understanding of Formal elements of Art

Spring 1	Spring 2
Edible Portraits What is the ‘theme’ of my edible portrait? How can I create purposeful design ideas to help me plan for my outcome? What are ‘refined designs’ and how are they relevant within an art project? How can I refine my ideas using focused experiments? How do I successfully create a test piece of my idea?	Edible Portraits How do I successfully combine elements including food and facial features to create an ‘Edible portrait’ outcome? *FINAL PIECE:* A3 2D edible portrait final piece using watercolour paint, coloured markers and colouring pencils.

Spring 1

Spring 2

Edible Portraits

What is the ‘theme’ of my edible portrait?
How can I create purposeful design ideas to help me plan for my outcome?
What are ‘refined designs’ and how are they relevant within an art project?
How can I refine my ideas using focused experiments?

How do I successfully create a test piece of my idea?

Edible Portraits

How do I successfully combine elements including food and facial features to create an ‘Edible portrait’ outcome?

FINAL PIECE: A3 2D edible portrait final piece using watercolour paint, coloured markers and colouring pencils.

Summer 1	Summer 2
Abstract Moments What is Abstract Art? What do we mean by non-representational? What are organic and geometric shapes? What do we mean by foreground, middle ground and background? What is one-point perspective? How do I use marks and shapes to create non-representational outcomes? How do I select colour to portray meaning? Who is Al Held and Lydia Chan, what is their art practice and how can I use them as an influence?	Abstract Moments How can I create purposeful design ideas to help me plan for my final outcome? How can I refine my ideas using focused experiments? How do I successfully combine elements including shape, colour and composition to create an ‘Abstract moments’ 2D outcome? *FINAL PIECE:* 3 A5 series of 2D abstract moments composition using marker pen techniques

Summer 1

Summer 2

Abstract Moments

What is Abstract Art?
What do we mean by non-representational?
What are organic and geometric shapes?
What do we mean by foreground, middle ground and background?
What is one-point perspective?
How do I use marks and shapes to create non-representational outcomes?
How do I select colour to portray meaning?

Who is Al Held and Lydia Chan, what is their art practice and how can I use them as an influence?

Abstract Moments

How can I create purposeful design ideas to help me plan for my final outcome?
How can I refine my ideas using focused experiments?
How do I successfully combine elements including shape, colour and composition to create an ‘Abstract moments’ 2D outcome?

FINAL PIECE: 3 A5 series of 2D abstract moments composition using marker pen techniques

All Year 8 subjects Next Year 8 subject - PSHE

Year 9 - Art

Autumn 1	Autumn 2
Strange Characters What is Surrealism, what is its cultural significance and impact on the world today? What is ‘surreal corpse’ and how were they used by surrealists to inspire creative ideas? How do I successfully create tone and texture using pencil & pen/ fine liners to depict different animals? What do we mean by ‘character’? What is juxtaposition and how do I juxtapose 2 elements together? Who is Redmer Hoekstra, what is his art practice, how can I use him as an influence? Who is Wayne Barlowe and what characters does he create? How can I create a proportionate human figure? What is a hybrid and how do I create my own human/ animal hybrid?	Strange Characters Who is Junji Ito and how does he create different characters that evoke different moods? How do I successfully use mark making techniques with drawing ink? Who is Anthony Gormley and how can I mimic his style when using drawing ink? What is collage? How do I use collage to help create different compositions of characters? *SKETCHBOOK Assessment:* Skill and control in using media, techniques and understanding of Formal elements of Art

Autumn 1

Autumn 2

Strange Characters

What is Surrealism, what is its cultural significance and impact on the world today?
What is ‘surreal corpse’ and how were they used by surrealists to inspire creative ideas?
How do I successfully create tone and texture using pencil & pen/ fine liners to depict different animals?
What do we mean by ‘character’?
What is juxtaposition and how do I juxtapose 2 elements together?
Who is Redmer Hoekstra, what is his art practice, how can I use him as an influence?
Who is Wayne Barlowe and what characters does he create?
How can I create a proportionate human figure?

What is a hybrid and how do I create my own human/ animal hybrid?

Strange Characters

Who is Junji Ito and how does he create different characters that evoke different moods?
How do I successfully use mark making techniques with drawing ink?
Who is Anthony Gormley and how can I mimic his style when using drawing ink?
What is collage? How do I use collage to help create different compositions of characters?

SKETCHBOOK Assessment: Skill and control in using media, techniques and understanding of Formal elements of Art

Spring 1	Spring 2
Strange Characters What is the theme of my strange character project? What are ‘open experiments’ and how are they relevant within an art project? How can I create purposeful design ideas to help me plan for my outcome? What are ‘refined designs’ and how are they relevant within an art project? How do I successfully create a test piece of my idea?	Strange Characters How can I refine my ideas using focused experiments? How do I successfully combine elements including figures, animals, pen, and ink techniques to create a successful ‘Strange Character’ outcome? *FINAL PIECE:* A3 strange character including at least 3 different parts (human, animal, abject) using pencil, pen and drawing ink.

Spring 1

Spring 2

Strange Characters

What is the theme of my strange character project?
What are ‘open experiments’ and how are they relevant within an art project?
How can I create purposeful design ideas to help me plan for my outcome?
What are ‘refined designs’ and how are they relevant within an art project?

How do I successfully create a test piece of my idea?

Strange Characters

How can I refine my ideas using focused experiments?
How do I successfully combine elements including figures, animals, pen, and ink techniques to create a successful ‘Strange Character’ outcome?

FINAL PIECE: A3 strange character including at least 3 different parts (human, animal, abject) using pencil, pen and drawing ink.

Summer 1	Summer 2
Dystopian Cities What is dystopia and how do artists explore dystopian narratives within their work? What is popular culture and how is it explored in art? What is an icon? What is a popular culture icon? What is a cityscape? Recap- foreground, middle ground, and background of an artwork? Who are Eric Drooker and Filip Hodas, what is their art practice and how can I use them as an influence? How do I use and apply mono-printing practices using oil pastels? How do I successfully work into my mono-prints to add detail, tone and texture?	Dystopian Cities How do I apply the compositional principles of scale & emphasis? How can I refine my ideas using focused experiments? How do I successfully combine elements including buildings and symbols from popular culture using mono-printing and drawing to create a successful ‘Dystopian cities’ outcome? *FINAL PIECE:* A3 dystopian cityscape including popular culture icons and ‘city’ features, using oil pastel mono-printing, pencil, pen and/or watercolour.

Summer 1

Summer 2

Dystopian Cities

What is dystopia and how do artists explore dystopian narratives within their work?
What is popular culture and how is it explored in art?
What is an icon?
What is a popular culture icon?
What is a cityscape?
Recap- foreground, middle ground, and background of an artwork?
Who are Eric Drooker and Filip Hodas, what is their art practice and how can I use them as an influence?
How do I use and apply mono-printing practices using oil pastels?
How do I successfully work into my mono-prints to add detail, tone and texture?

Dystopian Cities

How do I apply the compositional principles of scale & emphasis?
How can I refine my ideas using focused experiments?
How do I successfully combine elements including buildings and symbols from popular culture using mono-printing and drawing to create a successful ‘Dystopian cities’ outcome?

FINAL PIECE: A3 dystopian cityscape including popular culture icons and ‘city’ features, using oil pastel mono-printing, pencil, pen and/or watercolour.

All Year 9 subjects Next Year 9 subject - PSHE

Year 10 - Art

Autumn 1	Autumn 2
Parts of Me - Foundation Project What is the Art GCSE course structure? What is the importance of a title page when starting a new topic? What is the Art GCSE course structure? What is the importance of a title page when starting a new topic? What is first-hand observational drawing? What is the significance of the human skull in Art? How do I create a first- hand observational drawings of a skull to demonstrate line, shape, tone and form? What is fluid painting and how it is used by artist today? What is watercolour and ink? What are their properties? How do I successfully learn and apply different watercolour and ink techniques to demonstrate fluid painting? What is acrylic paint and what are its properties? What does ‘painterly’ mean? What is the under-painting technique and how to I use it successfully? What do we mean by ‘warm’ or ‘cool’ colours and tones? Who is Jonathan Yeo, what is his practice and how does he use colour theory and colour and mood within his portraits? How can I use a portrait feature to make a mask? How do I use mono-printing practices to create a self-portrait from a photo?	Parts of Me - Foundation Project How do I make relevant and appropriate connections with the work of Artists, crafts people, and designers? How do I successfully analyse the work of others? What is a multi-surface / mixed media artwork? Who is Reem Altwain, what is his Art practice and how do I use him as an influence? What are the 12 principles of design and how can I apply these when creating compositions? How do I select appropriate media, techniques and processes? How do I present a meaningful outcome? How do I evaluate my own outcome? *FINAL PIECE 3HR:* A3 outcome incorporating an aspect of study from the Parts of Me project based on ideas and strengths.

Autumn 1

Autumn 2

Parts of Me - Foundation Project

What is the Art GCSE course structure?
What is the importance of a title page when starting a new topic?
What is the Art GCSE course structure?
What is the importance of a title page when starting a new topic?
What is first-hand observational drawing?
What is the significance of the human skull in Art?
How do I create a first- hand observational drawings of a skull to demonstrate line, shape, tone and form?
What is fluid painting and how it is used by artist today?
What is watercolour and ink? What are their properties?
How do I successfully learn and apply different watercolour and ink techniques to demonstrate fluid painting?
What is acrylic paint and what are its properties?
What does ‘painterly’ mean?
What is the under-painting technique and how to I use it successfully?
What do we mean by ‘warm’ or ‘cool’ colours and tones?
Who is Jonathan Yeo, what is his practice and how does he use colour theory and colour and mood within his portraits?
How can I use a portrait feature to make a mask?
How do I use mono-printing practices to create a self-portrait from a photo?

Parts of Me - Foundation Project

How do I make relevant and appropriate connections with the work of Artists, crafts people, and designers?
How do I successfully analyse the work of others?
What is a multi-surface / mixed media artwork?
Who is Reem Altwain, what is his Art practice and how do I use him as an influence?
What are the 12 principles of design and how can I apply these when creating compositions?
How do I select appropriate media, techniques and processes?
How do I present a meaningful outcome?
How do I evaluate my own outcome?

FINAL PIECE 3HR:

A3 outcome incorporating an aspect of study from the Parts of Me project based on ideas and strengths.

Spring 1	Spring 2
Identity - Personal Portfolio Component 1 What are the Art and Design assessment objectives? (AO1- Develop, AO2- Refine, AO3- Record, AO4- Present) What is Identity? What is my Identity? How do I use a mind-map to generate ideas about identity? Based on my research, investigation and exploration, what aspect of the theme ‘identity’ do I want to focus on as my work progresses? What is the significance of primary sources and how do they make my outcomes more personal? How do I use digital art to manipulate my primary photos? How do I purposefully select media and relevant visual elements to conduct my open experiments? What are different ways of manipulating my visual features?	Identity - Personal Portfolio Component 1 What Artists can I study to help inspire my ideas? How do I conduct research to determine this? How can I respond to my Artists in a personal, meaningful way to support the development of my project? How do I select a second artist purposefully? How do I successfully combine my chosen artists into a successful combined response? What is visual language and how do I use visual elements to communicate ideas? How do I refine my ideas as my work progresses? How do I purposefully select media and relevant visual elements to conduct my focused experiments? How do I apply my understanding of visual manipulation to my focused experiments?

Spring 1

Spring 2

Identity - Personal Portfolio Component 1

What are the Art and Design assessment objectives? (AO1- Develop, AO2- Refine, AO3- Record, AO4- Present)
What is Identity? What is my Identity?
How do I use a mind-map to generate ideas about identity?
Based on my research, investigation and exploration, what aspect of the theme ‘identity’ do I want to focus on as my work progresses?
What is the significance of primary sources and how do they make my outcomes more personal? How do I use digital art to manipulate my primary photos?
How do I purposefully select media and relevant visual elements to conduct my open experiments?

What are different ways of manipulating my visual features?

Identity - Personal Portfolio Component 1

What Artists can I study to help inspire my ideas? How do I conduct research to determine this?
How can I respond to my Artists in a personal, meaningful way to support the development of my project?
How do I select a second artist purposefully?
How do I successfully combine my chosen artists into a successful combined response?
What is visual language and how do I use visual elements to communicate ideas?
How do I refine my ideas as my work progresses?
How do I purposefully select media and relevant visual elements to conduct my focused experiments?

How do I apply my understanding of visual manipulation to my focused experiments?

Summer 1	Summer 2
Identity - Personal Portfolio Component What is a focused experiment and why is it relevant in Art? What media, processes and techniques will I use for my focused compositions? How will I further manipulate and refine my key visual features in my focused experiments? What does A04 – Present mean on the art assessment objectives? What does the term, ‘realising creative intentions’ mean? How do I generate ideas for my project and theme using the visual elements I have experimented with to communicate my creative intentions? What compositional principles could I use with my visual features to communicate my intentions?	Identity - Personal Portfolio Component How do I express my intentions in a written statement? What are ‘focused compositions’ and how are they are part of the refining process? How can I demonstrate the influence of my research, artists, and primary/ secondary sources within my focused compositions? How can I successfully plan and prepare for my mid-way outcome including design ideas? How do I create a personal, meaningful mid-way outcome as a response to my project so far? *MID-WAY PIECE 5HR:* A3 outcome. based on students’ coursework theme, using development, designs and compositions prepared within the coursework project.

Summer 1

Summer 2

Identity - Personal Portfolio Component

What is a focused experiment and why is it relevant in Art?
What media, processes and techniques will I use for my focused compositions?
How will I further manipulate and refine my key visual features in my focused experiments?
What does A04 – Present mean on the art assessment objectives?
What does the term, ‘realising creative intentions’ mean?
How do I generate ideas for my project and theme using the visual elements I have experimented with to communicate my creative intentions?

What compositional principles could I use with my visual features to communicate my intentions?

Identity - Personal Portfolio Component

How do I express my intentions in a written statement?
What are ‘focused compositions’ and how are they are part of the refining process?
How can I demonstrate the influence of my research, artists, and primary/ secondary sources within my focused compositions?
How can I successfully plan and prepare for my mid-way outcome including design ideas?
How do I create a personal, meaningful mid-way outcome as a response to my project so far?

MID-WAY PIECE 5HR:

A3 outcome. based on students’ coursework theme, using development, designs and compositions prepared within the coursework project.

All Year 10 subjects Next Year 10 subject - PSHE

Year 11 - Art

Autumn 1	Autumn 2
Identity- Personal Portfolio Component 1 How do I recognise my own strengths and utilise these as my project develops. What are the most important and relevant features I have explored based on my intentions? How can I select media, materials, techniques, and processes most aligned with my intentions? What skills do I need to practice and refine further at this stage? Why is it important to reflect and re-state my intentions before creating my final outcome? How do I use the 12 principles of design to create compositions relevant to my intentions? How do I refine and enhance important features before testing my final outcome?	Identity- Personal Portfolio Component 1 What is the importance of testing my outcomes based on timings and scale? How do I create a personal, meaningful response that realises intentions and demonstrates an understanding of visual language? How do I successfully reflect on and evaluate my prep work and final outcome? *FINAL PIECE 10HR:* A3/A2 outcome. *Coursework final piece-* based on students’ coursework theme, using development, designs and compositions prepared within the coursework project.

Autumn 1

Autumn 2

Identity- Personal Portfolio Component 1

How do I recognise my own strengths and utilise these as my project develops.
What are the most important and relevant features I have explored based on my intentions?
How can I select media, materials, techniques, and processes most aligned with my intentions?
What skills do I need to practice and refine further at this stage?
Why is it important to reflect and re-state my intentions before creating my final outcome?
How do I use the 12 principles of design to create compositions relevant to my intentions?
How do I refine and enhance important features before testing my final outcome?

Identity- Personal Portfolio Component 1

What is the importance of testing my outcomes based on timings and scale?
How do I create a personal, meaningful response that realises intentions and demonstrates an understanding of visual language?
How do I successfully reflect on and evaluate my prep work and final outcome?

FINAL PIECE 10HR:

A3/A2 outcome.

Coursework final piece- based on students’ coursework theme, using development, designs and compositions prepared within the coursework project.

Spring 1

Spring 2

Externally set assignment- Component 2

*Exam unit- theme released in January by exam board.

How can I use my strengths and prior learning to support my independent inquiry?
What is the importance of a title page when starting a new topic?
How do I use a mind-map to generate ideas?
What primary and secondary references and sources do I need to find, take and/or gather?
How can I select one or more Artists who can influence my ideas and inspire my outcomes?
How can I compare, contrast and combine the styles of different Artists?
What individual features do I need to explore?

What media, materials, techniques and processes do I need to experiment with to explore my ideas purposefully?

Externally set assignment- Component 2

How can I successfully refine my ideas through experimentation and review?
How do I express my intentions in a written statement?
How can I apply the 12 principles of design when creating compositions?
What is the importance of testing my outcomes based on timings and scale?

Summer 1	Summer 2
Externally set assignment- Component 2 How do I create a personal, meaningful response that realises intentions and demonstrates an understanding of visual language? How do I successfully reflect on and evaluate my prep work and final outcome? *ART GCSE EXAM 10HR:* A3/A2 outcome. Exam unit final piece-* based on students’ ESA theme, using development, designs and compositions prepared within the ESA project.*

Summer 1

Summer 2

Externally set assignment- Component 2

How do I create a personal, meaningful response that realises intentions and demonstrates an understanding of visual language?
How do I successfully reflect on and evaluate my prep work and final outcome?

ART GCSE EXAM 10HR:

A3/A2 outcome. Exam unit final piece- based on students’ ESA theme, using development, designs and compositions prepared within the ESA project.

All Year 11 subjects Next Year 11 subject - PSHE

Support from Home

Recommended websites/online platforms for home/independent learning:

Edexcel library of exemplars: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016/exemplar-library.html

BBC bitesize GCSE Art: https://www.bbc.co.uk/bitesize/examspecs/z8nq6rd

Student art guide: https://www.studentartguide.com/

Pinterest (for references): https://www.pinterest.co.uk/

There are many useful drawing tutorials on YouTube!

Feedback

Our aim is to ensure feedback helps drive student achievement by providing meaningful information that helps to address misconceptions and close curriculum and knowledge gaps.

Every piece of feedback given to our students should results in an action by the student. The following types of feedback that are given to students at AINA are:

Self and peer assessment

Written feedback

Verbal feedback

Students receive written teacher feedback after formative diagnostic or interim assessments. The cycle is as follows:

A score/percentage for the assessment

Precise teacher comment/s linked to the curriculum/knowledge gap written in red

A response/action/redo by the student in green pen

Career Pathways

Success in this subject can lead to university courses in:

Architecture

Fine Art

Illustration

Engineering

Graphic Design

3D Design

Animation

Sculpture

Digital art and design

Fashion design/ marketing

Set design

Product design

Careers:

Architect

Fine Artist

Illustrator

Graphic Designer

Animator

Interior designer

Furniture designer

Art teacher or Lecturer

Art therapist

Product designer

Enrichment & Educational Visits

Enrichment and educational visits in this subject include:

Royal Academy summer exhibition

Opportunities to attend university short courses or events

GCSE Exam & Specification

Reception - Art

Year 1 - Art

Year 2 - Art

Year 3 - Art

Year 4 - Art

Year 5 - Art

Year 6 - Art

Year 7 - Art

Year 8 - Art

Year 9 - Art

Year 10 - Art

Year 11 - Art

Support from Home

Feedback

Career Pathways

Enrichment & Educational Visits

info@isaacnewtonacademy.org

020 8911 6666

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Communication

Art

GCSE Exam & Specification

Reception - Art

Year 1 - Art

Year 2 - Art

Year 3 - Art

Year 4 - Art

Year 5 - Art

Year 6 - Art

Year 7 - Art

Year 8 - Art

Year 9 - Art

Year 10 - Art

Year 11 - Art

Support from Home

Feedback

Career Pathways

Enrichment & Educational Visits