Department Structure'

1
(No Transcript)
2

• Department Structure.
• Aims Objectives.
• Accomodation.
• Discipline.
• Rules.
• Health Safety.
• Rewards.
• Homework.
• Assessment.
• Effective Teaching.
• Differentiation.
• SEN.
• Literacy Numeracy.
• Job Descriptions.
• Key Stage 3 Overview.
• Key Stage 4 Introduction.
• GCSE Art Design.
• Applied Art Design.
• BTEC Art Design.

3
Staff Mr. G Owen Head of Art Design Ms. A
Barnes Teacher of Art Design Miss. D Robson -
Teacher of Art Design Miss. J Davis Teaching
Assistant for Art Design The Department The
Department consists of three Art Design Studios
based on the top floor of the school offering
excellent views of the surrounding countryside
and local landmarks. Facilities include Kiln
Room, Printing Facilities, Textile Room, 3D
Sculpture Facilities, Electronic Whiteboards,
Digital Cameras, Adobe Photoshop.. Courses
Offered GCSE Art Design Single
Qualification Applied Art Design Double
Award BTEC First Diploma In Art Design Four
GCSEs
4
Art and Design education has an important role to
play within school, enabling young people to gain
a greater understanding of the environment and
society within which they exist. For pupils to
develop their ability to observe, discriminate
and judge images and artifacts with which our
society surrounds itself is part and parcel of
the essential visual development for
individuals. Childrens work in Art Design
comes about not through exercise of one side of
their abilities in isolation, but through a
fusion of intellectual, emotional and physical
energies. Through such expression of their
feelings and ideas, children grow inwardly in
personal awareness and sensitivity, and outwardly
in confidence and in their capacity to
communicate with others. Art Design in school
is not just about training pupils how to draw and
paint it educates them to be visually literate,
to be able to express their thoughts, feelings
and ideas in an original and sensitive manner.
This is essentially the main aim of the
department. The inclusion of the work of others
past, present, contemporary, western,
non-western, primitive or sophisticated, and
other aspects of Art and Design should be
referred to when possible, so that our children
can gain a greater understanding of their world
and learn to value cultural diversity and
difference. In Art, creative activity involves
the development of the visual and tactile senses,
practical skills and an understanding of visual
ideas in all pupils, whatever their age,
experience or ability. The art department can
provide invaluable help for the child with low
academic ability that may have problems of
communication and lack of confidence, and can
often give a real sense of achievement to these
pupils. We also have a responsibility to see that
the academically bright child grows in personal
awareness, sensitivity and confidence, with the
capacity to communicate to others. Pupils under
the teachers care are more important than the
subject he/she is teaching. It is the individual
child who is important to us and our aim as
teachers is to encourage the child to grow into
thinking, caring person with the ability to
recognise, understand and deal with the potential
problems of life.
5

• As a department we therefore aim to develop
  pupils
• sense through the encouragement and development
  of a creative and individual artistic response of
  personal fulfillment.
• aesthetic awareness and capacity to make
  aesthetic judgements.
• perceptual skills, resourcefulness and
  initiative within a climate of open-ended
  experimentation.
• ability to realise their ideas in both 2D 3D
  art design.
• skills in mark making with a variety of media
  and for a range of purposes including recording,
  exploring, expressing, communicating and
  imagining.
• skills in construction with a wide range of
  materials to cut, shape and join materials
  confidently, imaginatively, safely and
  sensitively to take pride in craftsmanship.
• capacity to enjoy, value, talk and write about
  the visual and tactile qualities of the natural
  and man-made environment
• ability to respond critically to visual images
  of many kinds evaluate their own work and that
  of others engage and make informed judgements
  about artifacts and relate them to a variety of
  cultural, economic, historical and social
  contexts.

6

• Within the scheme of work pupils will be given
  the opportunity, in accordance with National
  Curriculum requirements, to
• undertake a balanced programme of art, craft and
  design activities which clearly builds on
  previous work and takes account of previous
  achievement.
• work individually, in groups, and as a whole
  class.
• work in two and three dimensions and on a variety
  of scales.
• evaluate their own and others work.
• understand and appreciate art in a variety of
  genres and styles from a variety of cultures.
• make appropriate use of ICT.
• For all Year groups, the work should be delivered
  in such a way that pupils are able to achieve
  satisfaction at their ability level. Art Design
  is unique in that there is rarely one correct
  solution to a problem and a great deal of
  latitude is available for pupils to develop a
  personal approach to their work, thus increasing
  confidence. This can be achieved by everyone,
  chiefly through the introduction of stimulating
  projects, providing a visually exciting
  environment, giving plenty of verbal and written
  encouragement and providing a broad base of
  materials and equipment for pupils to use. These
  resources will help to maximise pupil effort and
  achievement and will encourage them to value art
  design.
• All human beings are creative and the art
  department strives to provide a varied and
  stimulating curriculum in which our pupils can
  find enjoyment and satisfaction.
• MAN DOES NOT CREATE - HE DISCOVERS
• Pablo Picasso

7
It cannot be over emphasised that the environment
within which children learn has a direct effect
on their overall enjoyment and achievement. There
are three art studios, all of which are fairly
spacious and linked by a walkway. In addition
there is an office/storage area, kiln room, store
room, darkroom and gallery area. All rooms have
good lighting and excellent views as the
department is situated on the top floor of B
block. A teachers professionalism will
immediately be apparent in their working areas a
well-organised, well-resourced and visually
stimulating space, filled with a selection of
natural manmade objects and displayed images
would be inspiring to see. The need for regularly
tidying and overhaul of display material is
essential. The maintenance of the studios should
be upheld by pupils and by staff. Pupils are far
more likely to respect the room and its contents
if high standards continue to be reinforced.
8
Accommodation 3 main studios Office/storage
area Store room Gallery Kiln room 3 networked
computers (access to internet) 1 colour printer 1
A3 scanner Two Interactive white boards Two
Digital camera TV video Overhead
projector Books, Postcards and reprographics Photo
graphic equipment A full range of graphic,
drawing, painting, printing, textile and 3D
materials
9
Ranges of various papers A wide range of
collected stimuli - natural and man-made
objects Clay 1 Printing press Display
boards Additional resources are available from
school resources- Video camera Photocopying
facilities Access to learning/material
resources- Staff need to plan ahead in order to
identify the resource materials required and
consequently, provide ample time to
prepare/acquire any necessary materials or
equipment. Joint Resource Centre (JRC) - Although
the Art Department has a supply of art books,
pupils continue to make full use of the school
library to research and develop their assignments.
10
The Department seeks to promote behaviour based
on mutual respect between all members of the
School community. Due to the practical nature of
this subject, it is imperative that pupils adopt
a mature approach as soon as they enter the
department. There are many potential dangers
associated with art design activities movement
around the studios to collect/replace materials
and equipment is just one example. Well
organised, tidy studios will enable pupils to
familiarise themselves with location of
equipment, thus reducing the need for total
supervision of each child.Well motivated,
interested pupils are less likely to create
discipline problems. Consequently, thoughtfully
planned, stimulating lessons can do much to limit
the likelihood of disruptive behaviour.If
problems do occur, as they inevitably do from
time to time, the class teacher should deal with
the problem immediately. Pupils who deliberately
disrupt the normal, acceptable level of decorum
must be firmly disciplined. All members of the
department work together with disciplinary
issues, using one anothers experiences to deter
poor behaviour. Both during and after school
detentions can be administered for both
behavioral and work related issues.The department
actively aims to encourage good practise and
punish bad practise. The department is also
involved in the whole school system for
awards/rewards. Pupils are rewarded for good
classwork and homework studies, as well as for
effort and determination. When awarding merits,
the reason for the award should be explained to
the pupil. In addition to merits, pupils
significant achievements and/or efforts may be
rewarded by the work in question being put on
display.
11

• Rules of the Department
• Poor behaviour will result in a stepped
  discipline procedure. If you misbehave you will
  be given
• A verbal warning.
• Name put on board.
• Notification slip.
• Detention at teachers convenience.
• More than one slip in a half term will result in
  being placed on departmental report with HOD.
• Unsatisfactory report will result in isolation.
• Throughout the procedure contact will be made
  with Tutor, Head of House and Home.
• Remember, its much easier to be good.

12
There has to be an assurance that, to the best of
our ability, a safe and healthy environment for
pupils and staff is provided. The Art department
is responsible for ensuring that relevant
standards of Health and Safety conditions
relating to both the teaching environment and
resources are adhered to and that pupils are
fully aware of correct procedures when using
materials and equipment. There is a continued
need to determine, evaluate and monitor hazards
to health and safety within our learning
environment and ensure that suitable precautions
are frequently reviewed. Planning before a
lesson Every activity in the Department is
carefully planned. An attempt to balance the
desire to eliminate risk with the need to reduce
risk in order to maintain practical work e.g. we
may demonstrate an activity in order to reduce
the level of risk to pupils - however we would
normally do as much class practical work as
possible. Before a lesson starts staff should 1.
Have thought carefully about the risk and planned
accordingly. 2. Have procured any necessary
safety equipment. 3. Know when to use particular
facilities and equipment. 4. Staff should have a
record of the quantity and condition of all
significant items of equipment that are to be
used by the pupils. Teachers should always do the
following when planning projects 1. Identify
hazards - These can be routine, e.g. cutting
paper or fabric with scissors or bending a piece
of wire clearly carry an element of risk, if
those activities are well-managed, and the pupils
concerned are carefully supervised, then that
element of risk will be minimized or removed
altogether. 2. Look at cause and effect - e.g. a
large class size may adversely affect the safety
of the people in a room. Therefore the number of
pupils working on activities is ideally
restricted to help enable adequate and safe use
of the equipment/facilities in each room.
13
Both the floor and work surfaces must be kept
clean and dry, and adequate lighting, in terms of
its location and brightness, must be provided.
Strict safety measures must be taken in respect
of electricity, heat (re kilns, hot water etc)
and potentially harmful substances like solvents,
clay dust, turpentine etc. Where applicable,
there must be prominent signs warning of high
temperatures, toxic materials, and the dangers of
certain machinery or equipment. In case of
emergency staff should already 1. Be familiar
with evacuation procedures in case of fire or
other emergency. 2. Know the location of, and how
to use, fire fighting equipment. 3. Know the
location and identity of the staff trained in
first aid. Frequent references to the rules and
procedures applicable to a particular area or
activity must be made. The room is a much safer
place if you follow this code Before the lesson
you must 1. NEVER go into a room without
permission. 2. ALWAYS WALK into a room and NEVER
RUN or push anyone. During the lesson you
must 1. ALWAYS know exactly what you are doing.
If not, ask. 2.ALWAYS put your bag under the
table or where you are told to put it. 3.ALWAYS
put your stool under the table if you leave your
seat for any reason.
14

• Positive Postcards.
• Given to pupils who work well and contribute in
  class.
• Good Homework Recognition Prize.
• Given to pupils who achieve three stars for their
  homework. Stars are given out not only for
  quality of homework, but also for effort. All
  prizes given are art related paints, pencils,
  pastels etc.
• Artist of the Month.
• Every month a pupil from each year group is
  nominated for the award. They receive a
  laminated certificate in their House Assembly.

15
(No Transcript)
16
congratulations
5
art department
house points
awarded to -
signed -
art department
WELL DONE
name -
signed -
5 house points
17
Good homework in the department will be
rewarded. Every time a homework is due to be
handed in your teacher, or assistant will put a
mark next to your name, relating to the quality
of your work. A star denotes excellent
work/effort. A tick denotes work of a fair
standard. A blank shows the work has not been
completed. If this is the case this will need to
be rectified, either through a detention or
arrangement with your teacher. Over a period of
time, if you receive two stars for your homework,
you will be given a positive postcard. If you
achieve four stars you will be rewarded with an
art prize.
18
Regular setting and checking of homework performs
a vital role of the development of sound
practises throughout our year groups. The
demands of the subject are constantly changing
and the following points relating to homework
should be considered Homework should be more
than routine drawing practise. It should be used
to generate a variety of learning experiences
other to those provided at school. Homework
should be considered in relation to the rest of
teaching and learning in the school. Quality
rather than quantity. One homework can be
produced over a substantial period of time, as
long as it is checked frequently for comment and
affirmation. Written criticisms should start with
a positive comment and pick up only on one or two
of the key problems in order that the pupil may
proceed with confidence. Homework is set for a
wide range of abilities. We must be sensitive to
the nature of the homework and the individuals
needs while it is in the process of production
(particularly in Y10 11). This work takes place
away from the school environment. Due respect
must be given to the child centred nature and
integrity of the work while we attempt to
maintain standards. Wherever possible and when
appropriate we should try to encourage pupils to
exercise initiative, exploit the environment
outside of school, develop skills of
investigation and discovery and independent
learning. Given the structure of GCSE courses in
Art and Design, at the earliest opportunity we
must take into account the widely differing needs
of the pupils for whom it is designed when
setting homework.
19
PROBLEMS To enlist the support of parents when
homework is not easily forthcoming. Opportunities
provided for pupils to carry out homework within
the department at times agreed with individual
staff. Homework should be given in on time,
giving pupils the experience of working to
deadlines as well as facilitating us with our
marking schedules. If homework is not given in,
appropriate action is taken. Persistent problems
will result in an after school detention. Where
this is concerned a letter will be sent to the
pupils parent/guardian by the teacher imposing
the sanction. Most of our pupils respond very
positively to the opportunities provided by
homework. We wish to encourage them to enjoy
this process to the full and therefore invite
them to make personal use of their sketchbooks in
addition to the formal work set.
MARKING Marking of homework should be regular so
that pupils can respond to advice and
guidance. Sketchbooks should have a record sheet
in the back showing marks gained for homework.
This enables pupils to follow their progress.
The sheet also acts as a feedback to home on the
childs progress. Pupils can obtain a grade from
A E with the emphasis being placed on
effort. Pupils can very quickly build up merit
stamps depending on the grade they attain. These
are explained for the pupils benefit on the
homework record sheet in the back of their
sketchbooks.
20
Assessment in Art and Design is a continual
process and many opportunities exist for
monitoring its progress. Our methods are directed
towards the benefit of the pupil by giving
constructive chance as the work
progresses. Assessment procedures at all levels
need to be consistent to establish accurately a
basis for deciding the pupils level of
understanding The methods for ensuring further
progress Teachers are continuously involved with
assessment, throughout the art lesson, suggesting
areas of improvement. This takes the form of
discussions with individuals, groups and the
whole class. Involves teachers discussing with
pupils the progress they are making with their
work and suggesting how improvements may be made.
Pupils continually assess and evaluate as they
make decisions during class projects. The
department feels that pupil's involvement in
their own assessment is very important and great
value is placed on this. It is essential that
pupils learn to talk critically about their work
and that of others. They are positively
encouraged to discuss their work as it develops
and the use of pupils work as exemplar material
generates discussion from their peer group.
Appraisal of others work should be integral to
all projects undertaken, hence the value of
displays. Verbal evaluation takes place as much
as possible. To ensure that pupils understand the
purpose of the task. The attainment at lower
school is marked in accordance with levels 1-8,
with EP awarded to the exceptional. .
Assessment is not only concerned with
achievement, but also with assessing pupil's
enthusiasm, attitude, and understanding. Homework
grades reflect this with pupils being graded A-E
depending upon the effort that they have put into
it. It is important when judging pupils, progress
and standard that moderation is undertaken so
that there is an understanding of what
constitutes high standards of achievement. There
are good links within the department where we
often meet to discuss standards within the
subject. The range of retainable evidence at KS3
is immense. Only a sample of work can feasibly be
retained by the department, however, all records
of marks and grades are available for each year
group. Reports should address National Curriculum
requirements for art, and where appropriate
should cover end of Key Stage descriptions. Report
s should be accurate and constructive, clearly
pinpointing achievement. It should also identify
clearly future areas for development.
21

• The department consists of three specialist art
  teachers, as well as a specialist trained
  full-time teaching assistant.
• Within the general art course, all pupils receive
  a basic grounding in drawing and painting with
  access to work in one or two other craft or
  design areas of work.
• The question of sequence and balance is
  important, and it is felt that through the course
  outlines, pupils are provided with continuity of
  experiences and skills.
• One strategy is to make the studios as visually
  stimulating as possible, with exciting
• displays, interesting collections of natural and
  man-made objects, good books and reproductions of
• Art - all as a support for the teaching. Such
  visual resource material is used to generate
  expressive
• work as well as objective studies.
• Other strategies/styles include
• - generating enquiry through discussion,
  exposition, questioning
• - task setting with clear guidance
• - work cards / project sheets
• - resource collecting / research / note taking
• slides / works of art / primary and secondary
  source material
• Schemes of Work should regularly be reviewed
  Which projects have been successful and which
  have not.

22
Art Design plays a very important role towards
the intellectual and emotional development of the
child through the creative experience and
involvement. We believe that differentiation is
an awareness of using a variety of teaching and
learning styles to ensure pace and challenge and
that appropriate art activities are set for all
pupils. One of the unique aspects of this
subject is that, for the less academically able
child who may lack confidence in his/her ability
to communicate verbally or in written form,
pupils can gain a real sense of achievement
through realising their ideas visually using a
wide range of materials. Equally, pupils who
demonstrate an abundance of ideas and have the
capacity to communicate fluently can grow in
personal awareness, sensitivity and
confidence. From an artistic perspective I teach
mixed ability groups, and it is essential to
ensure that pupils are taught as individuals in
order to give them the opportunity to develop
their full potential. Differentiation by outcome
has always been an important aspect of an art
education and I always try to practice
differentiation by teacher input. By the support
teachers give individuals or groups they also
regularly and consistently provide high quality
support at meeting the needs of individual
pupils. It is a prerequisite of the good art
teacher to be able to continuously adapt, assess,
offer ideas, demonstrate skills, show examples,
and empathise with the problems to twenty five or
more pupils working on a one-to-one basis within
the lesson. All devised projects should provide
an opportunity for success across the ability
range. Different pupils work at different speeds.
Good planning takes account of this, and ensures
a sufficient range of tasks to ensure all pupils
have the opportunity to complete work to an
appropriate level. The more able pupils further
develop their assignments to work to their full
potential. Differentiation may also be through
the range of materials and equipment used,
identifying the most appropriate materials or
media to best support or challenge the pupil.
Differentiation also occurs where the teacher
targets an individual or group of pupils for
specific support, i.e. demonstrating a skill,
helping with researching ideas, or talking
through a project. Continual monitoring of
progress can take place as the teacher interacts
with the whole or part of the group/individuals
and this provides opportunities for encouragement
and appraisal. Differentiation requires that the
teacher identifies the specific needs of both the
most able and those with special needs. It is
important that concepts, vocabulary, equipment
and all other aspects of art design, are
accessible to pupils of all abilities and stages
of development.
23
ORGANISATIONAL DEVELOPMENT KS3 - Pupils are
taught in tutor groups with the exception of Y9
who are setted along with RE, ICT and Music. KS4
- Pupils are taught in mixed ability option
groups. - Pupils are given a common starting
point or task. - Pupils may be instructed to work
as individuals or in small groups. - Pupils are
given initial instructions, guidance and
demonstrations. - During the development of a
project, pupils may be gathered together and
given a demonstration or become involved in class
or group discussions. Individual attention will
be given as much as possible. - All pupils are
involved in appraisal and evaluation using
specialist vocabulary. Where pupils are very able
they may require access to a wider range of
books further time outside of lessons to
develop their ability access to a broader range
of materials and techniques greater knowledge
and understanding of the techniques and context
of the work of other artists and
designers Further opportunities for
self-evaluation and criticism. Where pupils have
special educational needs they may
require specific help with the development of
skills opportunities to use materials and
techniques with which they feel
confident appropriate resources including books
to support their learning opportunities to
display their work regularly tasks
(particularly at KS4) which address their needs,
experiences, aspirations and feelings. Teaching
will be based on a desire to meet the needs of
the individual pupil, so far as possible within
the constraints of the curriculum and with the
intentions of maximising achievement according to
potential. Differentiation will be achieved in
two ways. In coursework, teachers will ensure
that tasks and starting points are set, which are
appropriate to the candidates abilities. In the
Controlled Test, starting points will allow
candidates to adopt a varied approach appropriate
to their abilities AUA Syllabus 2004
24
In Art Design we try to provide work which
enables pupils with special educational needs to
experience both enjoyment and success. Although
all pupils do usually work from a common
stimulus, those pupils with SEN have the
opportunity to respond and perform successfully
at their own level. For some early closure may
be appropriate i.e. ending a project before
complex ideas and situations are reached.
Occasionally, additional or alternative resources
may be offered e.g. computer graphics to assist
with lettering, but in the majority of cases
differentiation is notable only by outcome. We
try to design work in such a way that pupils
across the ability range are given opportunities
to demonstrate their knowledge, abilities and
achievements. A stimulus for Art, such as
observational drawing, personal experience or
imagination, can lead to appropriate work at all
levels of ability within the subject. This
technique of neutral stimulus - neutral, that
is, with respect to difficulty- is one commonly
used within the department. It is sometimes the
case that a special needs pupil can excel in an
Art environment. They are often able to
communicate and express their ideas using the
visual language more successfully than perhaps
with words or writing. This can help build up the
confidence and skills of the child. Pupils with
special needs will usually be identified before
their admission in Year 7 by the SEN coordinator.
Individual pupil information then becomes
available to the relevant teaching staff. Generic
material is collated at a central source in
school relating to each pupil (see SEN register).
25
In all projects, pupils are helped and encouraged
to express themselves when speaking or writing
i.e. they are helped and encouraged to speak and
read clearly, to spell and to punctuate
accurately, and to use grammatically correct
sentences. The department, as a matter of
day-to-day routine, strives to be exemplary when
reading, talking or writing in the presence of
pupils. We spell, write and explain the meaning
of any new items of vocabulary, either
technical or general, as frequently as seems to
be necessary. It is maintained in the teaching
rooms, a display of pertinent technical terms
linked to projects, to reinforce concepts to
pupils. Art and Design contributes to pupil's
numeracy skills through mathematical
understanding used in measurement and layout of
graphics, application of printmaking as well as
with 3D concepts.
26

• The Head of Department/Subject
• is responsible to the Deputy Head (Curriculum
  and Learning) in all matters relating to
  curriculum development, delivery and monitoring.
• works closely with their named Policy Group link
  mentor in monitoring and evaluating the work of
  the department.
• delegates appropriate aspects of the work to
  other members of the department
• supervises the teaching staff, non-teaching staff
  and students who work within the department.
• seeks opportunities to establish a good rapport
  with parents, and members of the community,
  through a variety of means including meetings,
  and individual contacts.
• creates an orderly atmosphere within the
  department managing the total learning experience
  and discipline of pupils to ensure high
  standards of work and behaviour.
• oversees and co-ordinates administrative
  procedures to ensure a consistent implementation
  of school policies.
• monitors attendance and ensures that class
  attendance registers are marked accurately and
  kept up to date, and that absentees are followed
  up in an appropriate way.
• assists with the co-ordination of the
  administration required for the compilation of
  accurate and complete annual reports and regular
  assessments.
• develops a positive identity for staff and
  pupils within the department and fosters this
  ethos through extra-curricular activities and
  other appropriate ways.
• is a member of the Standards and Effectiveness
  Group.
• devises, develops, reviews and evaluates the
  Department curriculum including scheme of work
  and ensures that all members of the department
  contribute to these processes.
• ensures that all members of the department are
  aware of curriculum development, curriculum
  content, teaching methodology, and learning
  styles to ensure effective curriculum
  implementation.
• monitors the effectiveness of the department
  and its members in delivering the curriculum,
  including the setting and monitoring of
  appropriate targets for pupil attainment.
• acts as Team Leader for an appropriate number of
  staff within the department
• monitors the training needs of department staff
  to ensure that department and individual targets
  are met.
• manages the resources of the department.

27
These Areas of Responsibility are illustrative
only and may not be an exhaustive list. The post
holder also has the responsibilities associated
with all teachers . The responsibilities of the
post are subject to the current Pay Conditions
Document. Each teacher is responsible for
implementing the schools policies as contained
in the Notes for Guidance. The job profile may be
reviewed whenever require by the Head Teacher or
Post Holder, with individual elements of the
profile receiving a particular emphasis for a
period of time.
28
(No Transcript)
29
Key Stage 3 Overview In KS3 pupils are taught
once a week. Throughout their three year
induction to Art Design, all pupils will be
expected to follow a programme of study that
covers six key areas         Drawing
Painting.         Ceramics.        
Sculpture.         Textiles.        
Printmaking.         Mixed Media. Within the
three-year time frame pupils will all gain
knowledge and understanding in a variety of
experiences. In doing such a structured
programme, it is hoped that by the time that
pupils enter KS4, they will have all built up
enough knowledge and understanding to enable them
to make independent decisions relating to their
art work. This team approach to the teaching of
art in KS3 will erase any irregularities in the
experiences pupils have encountered, and will
hopefully allow all pupils to enter KS4 on an
even footing.  
30

• Within this programme, as well as setting out to
  develop pupils understanding of a wide variety of
  activities, we also aim to widen their knowledge
  of artists and their work. By encountering a
  wide selection of media along with a varied
  selection of artists/cultures, pupils art
  experience will become an incredibly rich one.
• For example
• Georgia OKeefe
•        Andy Warhol
•        Van Gogh
•        Picasso
•        Rembrandt
•        Escher
•        Mackenzie Thorpe
•       Dali
•        Kathe Kollwitz
•        Chinese/African/Aboriginal Culture
•        Utagawa Kuniyoshi
•        Edouard Martinet

31
The programme gives pupils the chance to build on
previous experiences and it is hoped by the end
of Y9, all pupils will have improved in all areas
of their artwork.   All pupils in addition to
their programme of study will be expected to
undergo a test towards the end of every term to
enable the department to track progress in basic
drawing skills. This will also give us
immediate, up to date access to data relating to
current attainment, very useful for the regular
assessment sheets that are filled in
periodically. By end of Y7 pupils will
have   Worked with drawing, painting, wire,
collage, clay, mixed media and textiles. They
will have worked from both direct observation and
used secondary source material. Through their
assignments they will have encountered at least
three relevant artists and evaluated their
work. Pupils will be encouraged to annotate their
work as it progresses. All homework and tests
produced over the year will relate directly to
their class work.  
32
By end of Y8 pupils will have Worked at building
on experiences and further developing experiences
in drawing and painting. They will have worked
with drawing painting, wax ink, collage,
wire, modroc and printmaking. They will have
continued to work from direct observation as well
as using both primary and secondary source
material. More emphasis will be placed on pupils
using the material the collect in a creative way
to help them with their work. They will again
experience other artists/cultures as well as
continuing to annotate their work as it develops.
They will evaluate their work. Homework and
tests will relate to assignments done in class.
33
By end of Y9 pupils will have Continued to
develop good working practise through building on
previous experience. Pupils will work in
drawing painting, wax ink, mixed media, clay,
textiles and wire. There will continue to be a
strong emphasis placed on drawing skills and
pupils will work again from both primary source
and secondary source material. Looking at
artists/cultures will continue to form an
important part of each assignment as will
annotating ones work. Y9 pupils will be
expected to bring more of a personal input into
their assignments and they should be able to
develop the information that is provided for them
in a much individual way. All homework and tests
will have relevance to the assignments being
undertaken.
34
(No Transcript)
35
Within the Art Design Department, we offer
three courses to take during Years 10 and 11.
All three courses offer a variety of options for
those students who wish to take Art Design to
GCSE level. Option 1 GCSE Art Design Single
Award. - 5 Lessons per fortnight.
Option 2 Applied Art
Design Double GCSE. - 10 Lessons per
fortnight. Option 3 - BTEC Art Design Four
GCSEs. - 15 Lessons per fortnight Depending on
how far pupils want to take Art Design after
leaving school, each course offers students a
range of options that build on those experinces
gained in Key Stage 3, giving them an excellent
foundation to take them forward into a range of
future options and courses.
36
GCSE Art Design 5 lessons a fortnight. This
course offers pupils the opportunity to obtain a
single GCSE in Art Design. The course is
structured so that it gives pupils of all ability
levels the chance to get the most from the
subject. Throughout both the coursework and the
controlled test all pupils will be expected to
cover the following assessment objectives as part
of their studies          OBSERVATION Record
observations, experiences and ideas in forms that
are appropriate to intentions.          RESEARCH
Analyse and evaluate images, objects and
artefacts showing understanding of
context.          PLANNING EXPERIMENTATION
Develop and explore ideas using media, processes
and resources, reviewing, modifying and refining
work as it progresses.          FINAL PIECE
Make a personal response, realising intentions
and making informed connections with the work of
others.
37
The course is made up of two components COURSEWOR
K 60 of final marks. Two, three or four units
of coursework. Coursework units should include
preparatory work, sketchbooks, logs or journals
relating to the final piece(s) in the chosen
area(s) of study. All assessment objectives must
be met in the coursework as a whole. Centre-assess
ed and moderated by your teacher and external
moderator. CONTROLLED TEST (10 HOURS) 40of
final marks. Pupils will be required to respond
to one starting point in their chosen option. A
response to all assessment objectives is
required. The exam board will set starting
points. There will be a preparatory period of
four weeks, followed by ten hours of supervised
time. Pupils will be expected to develop their
own work to resolve their investigations,
producing a final piece(s) based upon prep-work,
research and studies. Centre-assessed and
moderated by your teacher and external moderator.
38
Applied Art Design GCSE (Double Award) 10
lessons a fortnight. The GCSE in Applied Art
Design (Double Award) is a qualification that has
been designed to provide a broad educational
basis for further training, education or for
moving into employment within the art and design
sector. The course consists of 3 units, which
are equally weighted. Two units (coursework) are
assessed by your teachers and the third (Final
exam) is assessed by a visiting examiner. Unit 1
- 2D and 3D visual language exploring how
artists and designers use art to communicate
ideas and feelings. Unit 2 - Materials,
Techniques and Technology exploring how artists
and designers use materials, techniques and
technology to communicate their ideas and
feelings. Unit 3 - Final exam Working to set
project briefs. Exploring how professional
artists and designers get paid to meet their
clients needs and how pupils can plan and
produce their own work to a good standard.
39
The Applied Art Design GCSE is a general
vocational course. It aims to reflect the needs
of a wide range of employers and higher
education. The course is designed to motivate
pupils to achieve the best they can. Pupils are
given an idea or theme, which they think about
and develop their own response by researching
into the work of others and doing their own first
hand research. Gradually they refine their
ideas, and experiment with a variety of
techniques and materials until they reach the
point where their ideas are resolved as some form
of outcome. From this point further evaluation
could lead them around the process of
exploration, development, resolution and
evaluation again. Pupils will be regularly faced
with the challenge of realising their most
creative ideas. Throughout all 3 units it is
important that pupils will develop current skills
as well as acquiring new ones. Units will
include 2D work- drawing, painting, collage,
printmaking etc as well as 3D work, sculpture,
ceramics etc. The course will introduce pupils to
work-related learning and equip them with some of
the skills they will need in the workplace or in
further education or training.
40
BTEC First Diploma in Art Design Equivalent
to Four GCSEs. 15 lessons a fortnight. The level
2 BTEC First Diploma is a 360 hour guided
learning qualification comprising of core
specialist units. The course covers aspects of
knowledge, understanding and competency necessary
moving into the workplace or further higher
education. The course is structured to focus
purely on coursework, with no final exam at the
end. All aspects of coursework are marked by
your teacher as well as an external moderator who
visits to check the accuracy of the marking.
41

• The BTEC firsts have been developed in Art
  Design to focus on
• Providing opportunities for those who are
  intending to work in the Art Design sector, to
  achieve a nationally recognised Level 2,
  vocationally specific qualification.
• Providing opportunities for pupils to gain a
  qualification that will give them opportunities
  to progress on to further and higher education.
• Provide opportunities for pupils to develop a
  range of skills and techniques, personal
  qualities and attitudes essential for successful
  performance in working life.
• Within the structure of the course pupils will be
  expected to cover four compulsory, or Core units.
  In addition pupils will also have the
  opportunity to produce work from two of the more
  Specialist units.

42

• Core Units
• 2D 3D Visual Communication.
• Contextual References in Art Design.
• Explore Develop Art Design Ideas.
• Produce an Art Design Outcome.
• Specialist Units
• Working with Graphic Design Briefs.
• Working with Photography Briefs.
• Working with Fashion Design Briefs.
• Working with Textiles Briefs.
• Working with 3D Design Briefs.
• Working with Interactive Media Briefs.
• Working with Visual Arts Briefs.
• Working with 3D Design Crafts Briefs.

43

• If you are unsure as to where in the workplace a
  qualification in Art Design can place you, here
  are some suggestions
• Theatre Craft Set Artist, Costume Design,
  Modelmaker.
• Graphic Design Graphic Artist, Sign Design,
  Advertising.
• Fashion Designer, Stylist, Theatrical Costume,
  Buyer.
• Film TV Video Editor, Animation, Advertising.
• Media Journalism, Graphic Designer,Photography.
• Printing Graphics Typography, CAD,
  Advertising.
• 3D Interior Designer, Film Props, TV Set
  Designer.
• Ceramics Jewellery Potter, Designer,
  Self-Employed.
• Fine Art Painter, Restorer, Art Dealer,
  Auctioneer.
• Illustration Wildlife Illustrator, Animator,
  Cartoonist.
• Photography Magazine, Advertising, Fashion,
  Freelance.
• Textiles Designer, Home Furnishings, Retail,
  Colourist.
• Listed above is just a small percentage of career
  opportunities that are open to people with an Art
  Design background.

44
Contact Details College - Cleveland College of
Art Design Tel [phone] Website
www.ccad.ac.uk College - Middlesbrough
College Tel - 01642 296591 Website
www.middlesbro.ac.uk College - Prior Pursglove
College Tel [phone] Website
www.pursglove.ac.uk College - St. Marys College
Tel [phone] Website
www.stmarys-sfc.ac.uk College Hartlepool
College of FE Tel [phone] Website
www.hartlepool.ac.uk College Stockton Riverside
College Tel [phone] Website
www.stockton.ac.uk College Redcar Cleveland
College Tel [phone] Website
www.cleveland.ac.uk
45
Websites Course Information QCA
www.qca.org.uk LSDA www.lsda.org.uk AQA
www.aqa.org.uk Edexcel www.edexcel.org.uk Refer
ence Artchive - www.artchive.com Artcyclopedia -
www.artcyclopedia.com The Artists Org -
www.the-artists.org