We believe that Art is a subject that can help us to understand and give meaning to the world in which we live. Art affects everyone’s lives and as such is an extremely valuable subject.
We support our students to aspire through their learning experiences to standards of excellence intellectually, practically, and aesthetically. The curriculum we provide is rich in skills and knowledge. Through our curriculum, we aim to provide students with an experience that is exciting and to ensure that our students combine practical skills with creative thinking, developing highly valuable and transferable skills for future careers and life.
Through our art curriculum, students are taught not only how to use formal elements within their art work such as line, tone, colour, space, texture etc., but to also analyse how formal elements are used as powerful communication tools to create effect.Students experience a variety of media, techniques and processes over their studies. In KS3 students will develop their skills and understanding with progressive complexity and sophistication, so that they are able to make informed choices and work with increasing independence into Key Stages 4 and 5.
Implementation: How has the curriculum been designed/ planned/ sequenced so that students progress successfully towards these end-points?
We support students in learning to co-operate and negotiate and be able to share good practice and learn from others. We actively promote looking at the work of others, celebrating other cultures and encouraging diversity. We develop students’ awareness of the impact of art on society and expect them to achieve by applying a variety of skills from the wider curriculum together with those specific to Art to produce effective and considered artworks.
We aim to enable our students to become:
successful independent learners who enjoy learning, understand how to make progress and achieve to their full potential;
confident self-managers and team-workers, who are willing to take risks and keep an open-mind about new ideas and techniques;
responsible citizens aware of the role they play in society and the importance of art in contributing to society;
Confident individuals who are able to live safe, healthy and fulfilling lives.
Our art Curriculum aims:
Development of observational research and development of ideas
Engage students in the process of designing and making art
To develop primary and secondary research into their own ideas through collected imagery, photography, drawing, and annotating.
Identifying and resolve problems when exploring techniques, developing ideas and creating artworks.
Use a variety of art techniques and processes when developing ideas. For example, a range of drawing techniques using different media and methods like pencil, ink, charcoal, oil pastel, chalk pastel. A range of print methods i.e. Polyprint, Monoprint, Lino, Dry point, Collograph etc. A range of painting methods i.e. watercolour, acrylic, impasto, action painting etc. A range of sculpture and relief methods i.e. Collage, clay construction, armatures, casting etc.
Develop and reflect on their work. Communicating the development of their ideas using annotation, sketches, plans, modelling, sample art pieces, etc.
Make informed decisions about the development of their own art. Allowing students to refine and develop outcomes to the best standard possible, and building problem solving skills, which support individuals in their further studies and in life.
Develop knowledge and understanding of the functional properties and characteristics of art media i.e. watercolour being translucent, pastels soft and easily blendable, acrylic paint vibrant and plastic based making it easy to layer.
Understand the relationship between context of artwork on the influence of subject, process, media and effects achieved.
Make
Select and use specialist tools, techniques, and processes effectively
Demonstrate knowledge and understanding of functional properties of media when considering appropriate media to develop desired effects.
Explore a range of techniques and processes from relevant artists to further extend their own developing practise and ideas.
Evaluate
Analyse the work of past and present artists to develop their understanding.
Reflect on work throughout the process of making to consider what is working effectively and how to take their project work further to best effect.
Recognise where improvements and developments can be made, wherever possible making these to evolve their work
Understand movements and developments in Art, the impact on individuals, society and art work following.The facilities and expertise in the curriculum area enable these aims and values to be explored through Art. Our curriculum is designed to lead to excellence at every level, providing our students with a strong foundation from which to excel in further art studies.
Creativity matters, self-expression is a valuable form of communication; the Visual Arts are an amazing and necessary vehicle for change in the world, that pupils reflect the positive and the negative aspects of society and the world around them, that they are like sponges and soak up all the good and bad in the world – the dangers, anxieties, the bigotry and poverty but also the beauty and the resilience of humans and nature.
Art at The Leigh UTC encourages students to be inspired by Art, to be moved to question, to discuss and to analyse the world around them. Art at The Leigh UTC challenges students’ perceptions of stereotypes and teaches students to embrace differences and uniqueness.
Art at The Leigh UTC encourages students to experiment, to have fun, to take risks, to work outside of their comfort zone, to think outside the box, to challenge themselves and the viewer.
Art at The Leigh UTC supports students in expressing their thoughts, feelings and emotions through 2 dimensional and 3 dimensional visual languages.
Art at The Leigh UTC supports students in communicating their ideas and concepts about themselves and the world around them through painting, drawing, photography, sculpture and textiles.
The Art department develops the Hayes Learner by supporting students in producing creative work, exploring own ideas and recording own experiences.
By the end of Year 11 students will have completed Component 1: consisting of up 4 discreet projects culminating in 60% of the overall GCSE award. Students will also have completed Component 2: The Externally set assignment worth 40%. Students will have completed several A3, A4 and A5 sketchbooks and several major final responses as well as a 3,000-word essay linked to their art practise for Component 1.
Curriculum Overview
Modules 1 and 2
Component 1:
AO4 – Present personal, imaginative final outcomes that, together with selective evidence of thinking and production processes, effectively realise the student’s stated intentions and demonstrate critical understanding of visual, tactile and, where appropriate, other forms of communication.
Modules 3-5
GCSE NEA
Module 6
GCSE Examinations
By the beginning of Year 10 students will have benefitted from a rigorous KS3 Art and Design curriculum studying Foundation skills within a wide variety of 2 and 3 dimensional disciplines. By the end of Year 10 students will have completed a Summer Bridging Unit, and 3 discreet course work projects. Through the first year of GCSE Art and Design students will have been introduced to a wide range of new artists, experimental drawing and painting techniques while utilising a rich array of media and materials. Students will be halfway through the completion of an A3 course work sketch book and a small A5 sketchbook for more personal work. Students will complete several 2D and 3D personal major final responses.
Curriculum Overview
Modules 1 and 2
Component 1:
AO1 – Develop ideas that are informed by investigative, contextual and cultural studies of historical and contemporary art, craft and design and other sources relevant to their selected areas of study in their own and other societies.
Modules 3 and 4
Component 1:
AO2 – Refine and reflect upon work as it progresses by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
Modules 5 and 6
Component 1:
AO3 – Gather, select, organise and communicate information that is relevant to their personal interests as a consequence of careful research and analysis of a rich variety of resources.
By the end of Year 9 students will have studied a diverse Art and Design curriculum related to the theme of ‘Identity’ while tackling concepts around physical, emotional and personal characteristics. Students will have learnt how to draw a self-portrait using proportions and contrasting light and shadow. Through the third year of Key Stage 3 students will have worked in a wide variety of media and materials through a range of artistic techniques and processes. Students will have learnt how to appreciate the working methods of an array of contemporary male and female artists as well as artists from the past who explore the human condition through the genre of portraiture. Students will have been able to explore ideas around their own life experiences culminating in several personalised outcomes.
Icons can influence visual culture through time, place and space, leading to a shared form of cultural expression
Global Context & Exploration
Identities and relationships, personal and cultural expression
Approach to learning 1
Consider multiple alternatives, including those that might be unlikely or impossible
Approach to learning 2
Thinking- Combine knowledge, understanding and skills to create a final piece
Key Learner Profile Attribute
Risk-takers
Assessment Criteria
A,B,C,D
By the end of Year 8 students will have studied one and two-point perspective. Students will have gained knowledge and understanding of the theory and practise of creating 3D perspective in a flat space. Through the second year of Key Stage 3 students will have worked in a wide variety of media and materials through a range of artistic techniques and processes. Students will have learnt how to appreciate the working methods of an array of contemporary male and female artists as well as artists from the past. Students will have been able to explore ideas around their own life experiences culminating in several personalised outcomes.
The aesthetic of pattern in textiles is used by many artists as an interpretation of the different identities and relationships from different cultures and perspectives
Global Context & Exploration
Identities and Relationships
Approach to learning 1
Use intercultural understanding to interpret communication
Approach to learning 2
Thinking- Combine knowledge, understanding and skills to create a final piece
The presentation of different mediums in Art, such as Typography can represent different cultures and allow the communication of different ideas. Text can communicate and present personal and cultural expression
Global Context & Exploration
Personal and Cultural Expression
Approach to learning 1
Interpret and use effectively modes of non-verbal communication
Approach to learning 2
Thinking- Combine knowledge, understanding and skills to create a final piece
Key Learner Profile Attribute
Knowledgeable, Open minded
Assessment Criteria
A,B,C,D
By the end of Year 7 students will have followed a skill-building foundation course in Art and Design. Students will have been introduced to the 2-dimensional formal elements of, line, tone, pattern, texture, form and colour. Through the first year of Key Stage 3 students will have worked in a wide variety of media and materials through a range of artistic techniques and processes. Students will have learnt how to appreciate the working methods of an array of contemporary male and female artists as well as artists from the past. Students will have been able to explore ideas around their own life experiences culminating in several personalised outcomes.
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