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Message Subject: Art Year 7 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 The Formal Elements of Art Practicing a range of skills while recalling and building on information learned about the formal elements in KS2. Purpose, to improve their control and use of a variety of media & materials. • Building on knowledge of the formal elements of Art; line, tone, texture, shape, pattern and colour learned at KS2 • Practicing light pencil pressure • Using pencil, coloured pencil, and watercolour paints with control and accuracy to create 3 tones. The formal elements Media, Techniques & Processes from previous lesson. Line Tone Texture Shape Form Pattern Colour Abstract Representational Mark-making Baseline Test to understand starting points following KS2. Assessing ability to: • accurately copy an image • use a light pressure • apply an even coverage of colour in a medium tone. Research and understand the difference between Abstract and Representational Art. Accurately identify the two styles of Art and form an opinion. Key Questions: How can the formal elements of Art be adapted to create an Artwork? HT2 Key Modern Art Movement: Abstract Art Looking at the Abstract Artists Wassily Kandinsky and Alex Brewer Hense to learn how the formal elements are used in a range of artworks. • Identifying key aspects of Abstract Art • Reading, writing, and talking about the artist’s life and work. • Practicing application of the formal elements line, tone, texture, shape, form, pattern and colour using a variety of media. • Creating interesting compositions Media, Techniques & Processes from HT1. Identifying Abstract & Representational artworks. Synaesthesia Grid-method Accuracy Pressure Control Organic shapes Geometric shapes Zentangle Classroom based assessment to understand how they have improved since Baseline. Assessing ability to: • Identify the formal elements of Art • Define key vocabulary Research the Artist Alex Brewer Hense and form an opinion on his work. Practice skills learned in lesson to accurately copy an image and apply colour rendering or pencil tone.

• Using the grid method to draw for accuracy. • Using pen, pencil, coloured pencil and watercolour paints with control and accuracy. • Use a range of media with control and accuracy Key Questions: How does the use of the formal elements in Alex Brewer Hense’s Abstract Graffiti Art, compare to those used in a more traditional representational piece of Art? CIAG • Addressing misconceptions that Art must be realistic or that Abstract Art is ‘easy.’ • Providing key vocabulary to access Art in a cultural institution such as a gallery or museum. • Gaining a wider understanding of economic factors such as how artists earn an income (Commissions VS Auction houses) • Building soft skills for employment such as the ability to focus on a task for extended periods. HT3 History of Landscapes Looking at a range of artists to learn how Artists have represented Landscapes throughout history. • Building on understanding of composition and applying knowledge to a variety of landscape artworks • Identifying differences between a range of landscapes including rural, urban, and mountainous landscapes • Knowing how to use tints and shades to create the illusion of depth in a landscape painting • Practising application of paint with control and accuracy • Building on understanding of ‘depth’ by applying One- and two-point perspective to an urban landscape drawing • Practicing oracy skills to discuss the features, formal elements, composition media & techniques of a range of artworks • Learning from artists by interpreting their The formal elements Composition Media Techniques & Processes from Term 1 Landscape Book Art Composition Perspective Urban Collage Natural Rural Depth En plein air Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. Choose from the Artists David Hockney or Andy Goldsworthy to experiment with different approaches to landscape photography.

style to create something new Key Questions: How have Artists represented landscapes throughout History? HT4 History of Landscapes Looking at a range of artists to learn how Artists have represented Landscapes throughout history. • As above • Learning how to reflect on their progress and to make informed choices so that they can be selective when given creative freedom • Demonstrating an understanding of visual literacy in their practical work Topic specific vocabulary The formal elements Composition Media Techniques & Processes learned so far in Year 7. Eastern Art Western Art Fauvism Techniques Media Mixed Media Visual Literacy Formal assessment point. Assessing the four curriculum concepts: • Contextual Understanding • Draw & Record • Media & Processes • Reflect & Evaluate See Assessment Matrix for further detail. Demonstrate what you have learned in lesson about the mixed media artist Lucy Jones to create a drawing of your house. Key Questions: When given creative freedom, what media and techniques will you select to create an En plein air artwork that demonstrates your understanding of visual literacy? CIAG • Addressing misconceptions about the possible presentation of final outcomes by creating an Artist’s book • Providing key vocabulary so that pupils can engage in conversation across different subjects about Landscape and be able to discuss different Art techniques • Gaining a wider understanding of economic factors such as where Artists can sell their work (Art fairs, Craft fairs) • Building soft skills for employment such as the ability to use information to create something original HT5 Identity Looking at the Mexican tradition ‘Día de los Muertos’ to learn how other cultures celebrate their identity. • Building on their understanding of Día de los Muertos from MFL lessons and gaining an understanding of the Artist Jose Guadalupe Posada. • Practicing the grid method to increase levels of challenge when drawing • Learning how to create designs inspired by a stimulus • Learning a range of embroidery techniques including back stitch, applique and blanket Using the grid method to draw for accuracy Embroidery skills from previous lesson Identity Diversity Original Embroidery Textiles Embellish Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. Research a variety of sugar skull designs to use as inspiration in lesson. Collect a range of images that relate to your sense of identity to use in your personal designs.

stitch. Key Questions: How do other cultures celebrate identity? HT6 Identity Looking at the Mexican tradition ‘Día de los Muertos’ to learn how other cultures celebrate their identity. • Learning how to combine embroidery techniques with a design to create an outcome. • Learning how to combine media, techniques and processes such as wax resist to create exciting, experimental outcomes. Embroidery skills from previous lesson Offrenda Overstitch Media Transfer Wax-Resist Formal assessment point. Assessing the four curriculum concepts: • Contextual Understanding • Draw & Record • Media & Processes • Reflect & Evaluate See Assessment Matrix for further detail. Practice what you have learned about drawing with accuracy this year to create a study of a marigold in preparation for a future lesson. Key Questions: How can you combine your identity with another culture and a range of embroidery techniques to create a textile inspired artwork? CIAG • Addressing misconceptions about cultural identities • Providing key vocabulary so that pupils develop empathy for other cultures and identities • Gaining a wider understanding of economic factors such as the impact of printmaking on artists and the dissemination of ideas • Building soft skills for employment such as developing respect for co-workers, working as a team, leading and supporting others

Subject: Art Year 8 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Key Modern Art Movement: Cubism Learning why Cubism was considered controversial by looking at the work of George Braque and Pablo Picasso. • Building the formal elements, skills and techniques learned in Y7 • Identifying, reading, writing and talking about the key aspects of Cubist Art • Building on understanding of perspective and composition learned in Y7 • Learning about the elements of composition • Learning how to transfer an image using the trace transfer technique • Practicing blending colours in a range of media Abstract Realism Colour theory Tonal blend Composition Trace Transfer Critic Paper tooth Colour theory Wet-on-wet Reject Influence Assessing ability to: • Create an interesting composition • Use the correct technique to achieve a smooth colour blend in a range of media • Achieving accuracy when applying collage RESEARCH TASK: -Differences between analytic and synthetic cubism -History timeline, what came first – Abstract Art or Cubism? -Picasso’s and Braque’s use of colour. -Developing an opinion Key Questions: Why did critics initially reject Cubism? HT2 Key Modern Art Movement: Cubism Looking specifically at sculpture to learn what influence Cubism had on the • Understanding what influence Cubism had on the world outside of painting • Identifying, reading, writing and talking about how sculptors have been influenced by Cubism. Colour theory Media Transfer Sculpture Layering Isometric Construction Layering Plinth Assemblage Avant-garde Classroom based assessment on: • Key facts of Cubism & Abstract Art • Understanding of key vocabulary • Ability to create a smooth colour blend CREATIVE TASK: Roll a Picasso

world outside of painting. • Developing design skills in response to a stimulus • Learning a range of methods for cardboard construction • Practicing blending oil pastel colours with control and accuracy Sculptor with pencil crayon Key Questions: How can you create a sculpture influenced by Cubism? CIAG • Addressing misconceptions that sculpture must be made from clay or stone • Providing key vocabulary to improve pupil’s contextual understanding of Art History • Gaining a wider understanding of economic factors such as Artists taking on multiple roles, E.G. Picasso was a painter, sculptor, printmaker, ceramicist, and theatre designer • Building soft skills for employment such as creating original ideas, problem solving, construction techniques. HT3 History of Portraits Looking at a range of artists to learn how Portraiture has changed over the years including Kehinde Wiley and Jacob Everett. • Knowing and being able to draw the correct proportions of the face • Reading, writing and talking about the History of Portraits and the artist Jacob Everett • Using mark-making to create an expressive portrait of a chosen celebrity • Understanding and being able to represent the contours of the face to give a portrait ‘form’ Formal Elements Form Tone Mark-making Portraiture Proportion Anatomical drawing Sitter Elliptical Contours of the face Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. RESEARCH TASK: -Identify differences between Portrait & Self-Portrait. -Historically who had Portraits painted & why? -How did the photograph change portraiture? Key Questions: How have Artist's approach to portraiture changed throughout History?

HT4 History of Portraits Looking at a range of artists to learn how Portraiture has changed over the years including Kehinde Wiley and Jacob Everett. • Reading, writing and talking about the artist Kehinde Wiley’s life and work and making comparison to the Old Masters. • Understanding how colour and pattern impacts how a portrait is perceived. • Recalling the grid method, soft circular motion and layering techniques to create an accurate study of Kehinde Wiley’s work. • Using the techniques, media and processes they have learned to create an accurate self-portrait. Formal Elements Form Tone Soft-circular motion Pressure Pattern Colour Old master paintings Fresco Renaissance Reflection Impasto Sfumato Formal assessment point. Assessing the four curriculum concepts: • Contextual Understanding • Draw & Record • Media & Processes • Reflect & Evaluate See Assessment Matrix for further detail. CREATIVE TASK: Experimental studies of your eyes. REFLECTIVE TASK: Based on experimental studies. Key Questions: How will your choice of media and technique impact the outcome for your self-portrait? CIAG • Addressing misconceptions of the proportions of the face and how individual features are drawn • Providing key vocabulary to support lessons in Science, Religion, Maths and History lessons • Gaining a wider understanding of economic factors such as commissioning an artist and meeting your client’s needs • Building soft skills for employment such as being able to focus for a sustained amount of time and paying attention to small details. HT5 Storytelling Looking at the Handspring Puppet Company to learn how puppets can be used to tell stories. • Reading, writing and talking about Handspring Puppet Company • Knowing a brief history of puppetry and being able to identify a range of puppet styles • Learning how to create and animate a simplistic paper puppet • Understanding how to respond to a ‘call out for artists’ • Learning the value of drawing from imagination to express ideas • Learning about technical drawings for expressing a 3D design idea Personal response Responding to a stimulus Designs Client brief Research & Development Imaginative drawings Technical drawings Prototype Innovative Animation Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. RESEARCH TASK: Mood board research on mythical creatures and magical objects to use as inspiration for the project.

Key Questions: “What choices are made to enable a puppet to tell a story?” HT6 Storytelling Looking at the Handspring Puppet Company to learn how puppets can be used to tell stories. • Practicing cardboard construction techniques • Understanding the role of armature and form when creating a puppet • Learning the benefits of and how to use papier mâché • Practicing applying texture, tone, pattern, line and shape to a 3D object • Using a range of techniques to apply colour • Practicing performing with your puppet Cardboard construction Formal elements Armature Papier Mache Resilience Collaboration Functional Adhesive Maquette Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. CREATIVE TASK: Watch ‘The Making of Chicken Run.’ Then take 5 photos of a cuddly toy or Lego character in different positions and places to tell a story. Present them on PowerPoint. Key Questions: “What choices will you make to ensure your puppet meets the client brief?” CIAG • Addressing misconceptions that puppets are all marionettes, the number of jobs involved in putting on a puppetry production • Providing key vocabulary to access job hunting and applications • Gaining a wider understanding of economic factors such as the type of work contracts, commissions and collaborative partnerships available to creative people • Building soft skills for employment such as working as a team, responding to a brief and communicating ideas through use of visual literacy

Subject: Art Year 9 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Key Modern Art Movement: Pop Art Looking at a range of Pop Artists including Burton Morris, Andy Warhol and Roy Lichtenstein to learn how Art can be inspired by popular culture. • Identifying key aspects of Pop Art and popular culture • Reading, writing and talking about the artist’s life and work. • Improving observational drawing skills • Understanding how to create initial ideas in response to a stimulus • Understanding and implementing The Principles of Design • Understanding and implementing the SCAMPER technique • Techniques for scaling up a design Formal Elements Designing Cubism Abstract Art Grid Method Pop Culture Pop Art Benday Dots Personal Response SCAMPER Graphic Design Abstract Expressionism Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. RESEARCH TASK: Collect images on a mood-board related to current Pop Culture. Key Questions: How can Art be inspired by popular culture? HT2 Key Modern Art Movement: Pop Art Looking at a range of Pop Artists including Burton Morris, Andy Warhol and Roy Lichtenstein to learn how Art can • Practicing application of tempera paint • Improving application of paint with control and skill • Reflecting and improving presentation of a final piece • Learning about a range of printmaking Painting Presentation skills Personal Response Brushwork Advertising Consumer Gestural Relief printmaking Formal assessment point. Assessing the four curriculum concepts: • Contextual Understanding • Draw & Record • Media & Processes • Reflect & Evaluate CREATIVE TASK: Create an Andy Warhol inspired artwork related to current Pop Culture.

be inspired by popular culture. techniques • Practing a relief printmaking technique Screen-printing Intaglio printmaking See Assessment Matrix for further detail. Key Questions: How will the choices you make impact your own Pop Art inspired artwork? CIAG • Addressing misconceptions that everyday items or advertising can’t be Art • Providing key vocabulary to access cultural and historical conversation, • Gaining a wider understanding of economic factors such as creative jobs like graphic design, advertising and marketing • Building soft skills for employment such as self-expression, confidence in your identity, observing and having an eye for detail HT3 History of Still Life Looking at a range of artists to learn how Still Life Art has conveyed hidden messages over the years including Audrey Flack, Jim Dine and Vanitas. • Identifying key aspects of Still Life • Reading, writing and talking about the artist’s life and work. • Improving tonal skills to achieve a level of realism with a range of media & materials • Representing textures and form through mark-making • Learning about health and safety with craft knives • Practicing using craft knives to create a stencil/ paper cut art The Formal Elements of Art Chiaroscuro Symbolism Vanitas Pointillism Self-healing mat Negative Space Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. RESEARCH TASK: What is Still Life Art? Create a mind-map to show what you have learned. Key Questions: How do Artist’s use symbols and objects in their work to convey a concept or message? HT4 History of Still Life Looking at a range of artists to learn how Still Life Art has conveyed hidden messages over the years • Practicing primary observational skills • Learning about presentation techniques • Recalling The Principles of Design • Learning how to annotate a range of art-based research tasks The Principles of Design Observational Study Components Presentation Assessment Objective Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. CREATIVE TASK: Draw a personal object that has meaning to you using either pencil tone, or mark-making.

including Audrey Flack, Jim Dine and Vanitas. • Learning how to reflect on your work to make improvements Annotation Conceptual Regular personalised verbal feedback from teacher. Key Questions: How do Artists present their research and ideas in sketchbooks and journals? CIAG • Addressing misconceptions that Still Life art has no meaning or is boring • Providing key vocabulary to access GCSE Art and Design • Gaining a wider understanding of economic factors such as Jeff Koons Art Fair mishaps and insurance • Building soft skills for employment such as listening to and acting on feedback, providing peers with feedback in a constructive way, building resilience HT5 Environment Looking at the artist Bob & Roberta Smith to learn how Art can be used to highlight issues you care about. • Identifying key aspects of Activist Art • Reading, writing and talking about the artist’s life and work. • Learning about a range of typography styles • Learning how to design an original typography • Improving design-based skills The Formal Elements of Art The Principles of Design Activism Sign Writer Typography Innovate Vote Slogan Pupils familiarised with success criteria in lesson resources and assessment matrix. Regular self & peer assessment to identify how to improve. Regular personalised verbal feedback from teacher. RESEARCH TASK: Choose a sub-topic related to Climate Change and create a fact-file with 5 images and 5 facts. Key Questions: How can we use Art to highlight an issue we care about? HT6 Environment Looking at the artist Bob & Roberta Smith to learn how Art can be used to highlight issues you care about. • Improving ability to develop ideas • Scaling up designs • Improving application of paint with control and skill • Application of colour inspired by the artist, demonstrating understanding of colour theory Painting skills Colour Theory Political Scale up Tempera Pseudonym Contemporary Advocate Formal assessment point. Assessing the four curriculum concepts: • Contextual Understanding • Draw & Record • Media & Processes • Reflect & Evaluate See Assessment Matrix for further detail. CREATIVE TASK: Graffiti art related to your Climate Change theme.

Key Questions: How do we know if we have been successful and realised our intentions when making an outcome? CIAG • Addressing misconceptions that young people don’t have a voice, or that children can’t be empowered • Providing key vocabulary to access the British Values and to participate in democracy and political discussion • Gaining a wider understanding of economic factors such as creative jobs like traditional and modern signwriting • Building soft skills for employment such as innovation, big-picture thinking, outside of the box thinking, critical thinking, confidence in your voice