Art

Key Stage 3/4/5

The study of Art encourages us to understand and give meaning to the world. Through Art we attach value to our experiences and insights. In that respect the Art Department challenges our students to aspire through their learning experiences to standards of excellence intellectually, practically, and aesthetically. The curriculum we provide is sequenced to deliver a range of skills and knowledge to build and integrate understanding and confidence to explore and experiment. The range of practical and intellectual input aims to excite and enthuse our students, combine practical skills with creative thinking, developing highly valuable and transferrable skills for future careers and the acquisition of personal qualities.

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;
• confident and responsible citizens aware of the role they play in society and the importance of art and design in contributing to society;

The Art Curriculum aims:

• Develop 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 resolving problems when exploring techniques, developing ideas and creating artworks.
• Use a variety of art techniques and processes when developing ideas.
• Reflect on their work.
• Communicating the development of their ideas using annotation, sketches, plans, modelling, sample art pieces, etc.
• Make informed independent decisions about the development of their own art.
• Allowing refinement and development of outcomes and building problem solving skills, which support individuals in further studies and life skills.
• Develop knowledge and understanding of the functional properties and characteristics of art media.
• Understand the relationship between context of artwork on the influence of subject, process, media and outcome.

Pedagogical approach

The Art Department endeavour to educate through a range of teaching strategies which are accessible for all our learners.

Key Stage 3

From commencing KS3 in Year 7 through to Year 9, students are taught how to use formal elements within their art work such as line, tone, colour, space, pattern, texture, recording, perspective, design, applying techniques and processes to produce original artworks to communicate personal ideas. Analytical skills are taught through a sequenced set of 9 projects set across three years that feature the formal elements studied in the work of artists, designers and craftspeople. Students acquire and apply a specialist language and evolve literacy as part of the programme across successive years. Students experience a variety of media, techniques and processes over their studies such as; drawing, painting, printing, making through a variety of materials and processes, digital outcomes, extensive 2D and 3D techniques (see Extended Tasks supporting lesson- based curriculum through independent learning and self- management). 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.

Curriculum Information:

• Classes are taught in mixed form groups throughout Key Stage 3 
• Students have two lessons over a two-week timetable 
• Homework is set twice half termly through the ‘Extended Task’ format. Students are expected to spend roughly 30 minutes on each section per week 
• Sketch books (A4) can be purchased from the school 
• Students are allocated one lunchtime per teacher weekly when they can work in the Art rooms 
• ARTXE is a support session which is held weekly. 

Key Stage 4

As students’ progress into KS4 and KS5 the emphasis shifts to co-operation and negotiation and the sharing of good practice and learning from others. The support of peers in the development of original artwork is fully promoted through group collaboration in frequent review meetings and critique opportunities. Curriculum structure at KS4 encompasses topical thematic investigation giving open opportunities to personalise along such themes as Technology, My-self/Identity, Natural Form/Environment. Each project challenges the student on a new variety of experience and skills acquisition from traditional drawing skills across a range of media to highly experimental spontaneous workshop-based involvement. At GCSE Level the GCSE Art Tracking Booklet is the vehicle for recording teacher/peer and self- feedback and targets where indication of progress is accessible throughout the course. The booklet promotes student ownership of the process of assessment/feedback and includes an Action plan format which promotes self- management.

Curriculum Information:

• GCSE teaching groups remain with the same teacher for the 2 years
• Students have five lessons over a two- week timetable
• Homework is set on a two-weekly basis. Students are expected to spend roughly 1.5 hours per week
• Sketch books (A3) can be purchased form the school
• Art Starter Packs can be purchased from the school to support coursework outcomes
• Students are allocated two lunchtimes per teacher weekly when they can work in the Art rooms
• ARTXE is a support session which is held weekly.

Programme of Study:

Component 1 – 60% - coursework

Term 1/2 - Technologyscape - materials based work.

An experimental project where students are supported in the use of a diverse range of materials to present thematic investigations through workshops and independent research and recording work. Students can record in a variety of methods including photography and observation. The project includes workshops in both 2D and 3D.

Term 3/4 – Portrait – media-based work

This project is media based. Outcomes are mainly 2D. Students receive workshops in drawing which lead into original development along a range of personalised themes. Students investigate a diverse range of media and processes.

Term 4 - Mock Exam - option of materials/media/2D/3D

Students select from either 2D or 3D outcomes. Investigations are personal and thematic. Observations and photography are utilised to explore and develop ideas. The selection of either media or materials is open.

Term 5/6 – Individual Targets. All coursework projects.

Individual targets are identified to support students in achieving the MTG/aspirational grade for coursework. Examination papers are issued in February.

Component 2 – 40% - External Controlled Examination

The focus is on sketch book work to prepare for the 10-hour examination. The work produced should cover the four assessment objectives. Starting points are selected from the examination paper and developed.

Key Stage 5

Curriculum structure at KS5 furthers skills acquisition and experience moving into life workshops, collaborative projects, originating personal briefs and self-reflection as a routine element of the course. In Yr12 students are presented a series of contrasting workshops; 3D form, casting, textiles, oil painting, gouache, penwork, printing of various types such as lino/mono/etching/screen, digital editing work, extended drawing techniques, experimental making, large scale, small scale, as an introduction to the A level Art course. The broad thematic title is ‘’The Human Condition’’ which allows for individual interpretation and progression through the thematic route of personally informed project/practice. In Yr12/13 creative, personal devised briefs are originated and pursued. Student directed study and independent progression is essential to achieving grades at the highest level. Ambition is key to achievement.

Curriculum Information:

• A level teaching groups remain with the same teacher for the 2 years.
• Students have 10 lessons over a 2-week timetable
• Work journals (A3) can be purchased from the school.
• Art Starter Packs can be purchased from the school to support coursework outcomes.
• Homework is set on a weekly basis through individualised teacher targets/development meetings. Students are expected to spend roughly 3 hours per week.
• Students have free access to the Art rooms at lunch and during private study.
• ARTXE is a support session which is held weekly.

Programme of Study:

Component 1 – 60% - coursework

Year 12 - Term 1 - The Human Condition.

Commences with a series of creative workshops in both 3D and 2D: casting, textiles, sculpture, printing, photography, and drawing. Final Outcomes can be both 2D and 3D although one route can be selected. Students evolve personalised thematic work.

Year 12 - Term 2 - Materials based work.

The focus is on experimentation. Workshops are presented to explore and exploit the properties of a range of materials and media. Drawing and photography support the development of personal themes.

Year 12 - Term 3 – Yr12 Mock Examination. Preparation for Year 13 Creative Problem Solving – self defined projects.

The focus is preparation for the Mock examination which is linked to Yr12 coursework intentions. Artwork pieces are made over a 10-hour period. This is followed by student presentations. The aim is to support students in making decisions on areas of specialisation for Yr13. This is delivered through a number of routes including visits to Exhibitions/Lectures/presentations/research.

Year 13 - Term 1 – Creative problem Solving – Own brief – Phase 1

The focus is on research and development of ideas through investigations based on the identified area of specialisation and personally identified theme. Group critiques are held on a regular basis to provide feedback (teacher/peer). Work Journals are mandatory and support the final outcome(s).

Year 13 - Term 1 – Term 2 – Creative Problem Solving – Own Brief – Phase 2

Based on Phase 1 students review and reflect and define a route of study for Phase 2. They present to the group outlining areas of research and experimentation. Themes can progress from the original start point using previous work to inform future outcomes together with use of techniques/processes.

Component 2 – 40% - External Controlled Examination.

Term 2 The focus is on the Work Journal content to prepare for the 15-hour examination. The work produced should cover the 4 assessment objectives. Starting points are selected from the examination paper and developed.

The London based international Art scene local to Sidcup, is central to actively promoting the work of others, celebrating other cultures and supporting diversity in the interaction of our students through regular Gallery visits. This underpins both practical outcomes and a progressive understanding and appreciation of contextual and critical studies. The foundations for Independent learning are embedded at KS3 level through the Independent Extended Task Projects scheme. At KS4 and KS5 this is presented as an essential component to their own development as applicable to Art studies at GCSE and A level but also importantly, as a life tool. The confidence to undertake the concept of challenge and risk taking is central to the curriculum at KS4 and increasing the overriding strand at KS5. We encourage students to be ambitious in the application of techniques and processes to realise personal and original intentions and outcomes through personal creative investigations that are rigorous and experimental and contain a high level of challenge.

Understanding of the impact of Art is key to developing student awareness in how Art and Design spans international boundaries, enterprise, political, social, cultural and commercial fields and the subsequent influence across these aspects of society.

Pupils display their artworks in a double height professional gallery ‘’The Curve Gallery’’ on an annual basis and the public and parents are invited to The Art Show.

Key Stage 3

There is student access to all set homework in the student area named ‘EXTENDED TASKS’. Each task spans 4 – 6 weeks and includes a range of different type activities including research, recording and making. There is an Extended Task(s) for each Project in the Programme of Study. These can be found in individual teachers’ folders for students in the student area. here is student access to all set homework in the student area named ‘EXTENDED TASKS’. Each task spans 4 – 6 weeks and includes a range of different type activities including research, recording and making. There is an Extended Task(s) for each Project in the Programme of Study. These can be found in individual teachers’ folders for students in the student area. 

• Art Club (weekly)
• 4th Plinth Competition (Annual).
• Animal Mascot Competition (Annual).

Key Stage 4

Trips

• Yr10 - Orbital Sculpture – Olympic Park/Photography Trip
• Yr10 - National Portrait Gallery
• Yr10 - Saatchi Gallery
• Yr10 - Royal Academy of Art – Summer Show
• Yr10 – Royal Academy of Art – Life Drawing Workshop
• Yr11 - Saatchi Gallery
• Yr11 - Tate Modern
• Yr11 - The Hayward Gallery
• Yr11 - The Photography Trip to Margate
• Yr11 - UCAS event – ExCel Centre
• Yr11 – Saatchi Gallery
• Yr11 – Royal Academy of Art – Life Drawing Workshop
• Yr11 – The Creative Process Lectures – University of London (twice yearly).

Key Stage 5

Trips

• Yr12 - East End Art Tour - small private galleries around the East end of London
• Yr12 - Royal Academy of Art – Summer Show
• Yr12/13 - Saatchi Gallery
• Yr12/13 – Royal Academy of Art – Life Drawing Workshop
• Yr12/13 - Saatchi Gallery
• Yr12/13 - The Hayward Gallery
• Yr12/13 - UCAS event – ExCel Centre
• Yr12/13 – The Creative Process Lectures – University of London (twice yearly).