Wilson's School

Art: Curriculum

We cover the following areas in Years 7 and 8:

Students follow a two-year Key Stage 3 curriculum in Art and Design, based on the National Curriculum programme of study. Key Stage 3 Art and Design therefore engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Students are introduced to Art as a process. As pupils progress they should be able to think critically and develop a more rigorous understanding of art and design. Pupils develop their skills in line with the KS3 Wilson’s Core Concepts for Art (below). These are assessed in line with the school’s reporting policy. For example, students could be required to:

  • Produce artifacts, exploring their ideas through the appreciation of representational and non-representational art.
  • Develop their skills using a variety of media and techniques, including taught and experimental uses of materials, to create outcomes.
  • Drawing is at the heart of all Art and Design activities and is taught regularly as a discipline for visual communication.
  • Understand the meanings of new technical terminology and use it to evaluate their own work and analyse the work of others.
  • Develop an understanding of Art and Design throughout history in context to the development of their own work.
  • Understand the process of experimentation, evaluation and refinement of materials and techniques.

Independent learning is strongly encouraged at Key Stage 3, and visits to art galleries, exhibitions, cultural destinations and architectural sites is a great way of giving the students a greater visual awareness. In addition pupils’ work is regularly used in department and school displays and is exhibited at the annual Sutton Schools exhibition.
1
SOURCES
Critically investigate and develop ideas from sources

EXCEEDING: Development of a diverse range of independent ideas through sequential thinking and imaginative leaps. An exceptional critical understanding of the context of own ideas and the sources that have informed them.

SECURE: Development of a range of ideas through sequential thinking. A good critical understanding of the context of own ideas and the sources that have informed them.

DEVELOPING: Ideas consolidated too early with some appreciation of sequential development. A limited critical understanding of the context of own ideas and the sources that have informed them.
2
MATERIALS
Refine techniques through experimentation with materials

EXCEEDING: Recognises the full potential and limitations of processes with an insightful review and refinement of materials. Demonstrates refined technical ability.

SECURE: Demonstrates an understanding of the potential and limitations of processes with some review and refinement of materials. Demonstrates a good technical ability.

DEVELOPING: Materials used in an obvious and limited way. Development restricted as a result of experimentation being abandoned too early.
3
FORMAL ELEMENTS
Realise outcomes and observations using the formal elements

EXCEEDING: Outcomes demonstrate sophistication from conception/observation to realisation. Work is intuitive, original and shows a full command of the formal elements and concepts.

SECURE: Outcomes are well constructed and work has developed a personal identity. Outcomes and observations show a good command of the formal elements and concepts.

DEVELOPING: Outcomes show an emerging sense of own style, but tend to be methodical. Outcomes and observations show a limited command of the formal elements and concepts.
Close