Art and Design

Art and Design

Vision Statement of Art and Design Department

Art and design is an important part in the all-round education of young people. It provides for them unique ways of expressing feelings and ideas about the world they live in. The curriculum content of the art and design programme will prepare pupils for their years beyond school. A heightened awareness will contribute to a growing respect for both the natural and man-made environment they live in. In keeping with the aims of the school, involvement in creative activity will encourage the development of worthwhile attitudes in the development of the individual. Cooperation, commitment, perseverance and tolerance demanded within the subject, contribute to the all-round personal and social development of the pupil.


Within the subject, pupils will be offered a broad range of activities which will encompass both of the attainment targets, investigating and realising. Pupils will explore in a variety of two and three-dimensional media, developing the appropriate skills and techniques associated with them. On-going evaluation will foster a growing appreciation of not only their own work, but that of their peers, other pupils, as well as outside artists, designers and craft-workers within their own and other cultures.


Continuity and progression has been planned within the scheme of work. The curriculum planning related to skills and techniques has been set out over Key stage three. Further individual progression will be determined by the complexity of the tasks set within the classroom.

Aims of Art and Design Department

1. Enrich pupils’ visual experiences and develop sensitivity and awareness of the aesthetics which surround them.
2. Develop intellectual and practical capabilities, through participating creatively in a wide range of art and design activities.
3. Enable pupils to make personal, visual and tangible responses to feelings, ideas and environments.
4. Encourage pupils in a growing appreciation and understanding of the relationships between their own work and that of other artists.
5. Help pupils to realise the value and potential of their own ideas in exploring different ways of seeing and responding through art and design.
6. Encourage pupils to select, use and experiment with materials, processes and technology confidently and appropriately, in both two and three dimensions.
7. Develop pupils’ capacity to work both independently and in collaboration with others, communicating their ideas and responses visually and verbally.
8. Help pupils gain an understanding of the role, nature and significance of art, craft and design in their own culture and other cultures.
9. Foster a sense of achievement and self-confidence by helping pupils to develop ideas through to completion, and to evaluate the effectiveness of their own work.
10. Enable pupils to appreciate and express their ideas, individuality, culture and traditions through their art-work.

The Staff & Positions

Subject Leader – Mrs Mercer
Subject Teachers – Mrs Watson, Mrs Brines
Subject Technician – Mrs Lewis




Year 8
Unit 1 – Identity (
Unit 2 – Fauve Landscape (
Unit 3 – Hundertwasser (
Unit 4 – Still-Life (
Unit 5 – Bottle Fish (


Year 9
Unit 1 – Forest (
Unit 2 – Paper Clothing (
Unit 3 – Still life (
Unit 4 – Portraits (
Unit 5 – Manga (


Year 10
Unit 1 – Distortion and Picasso (
Unit 2 – Animation (
Unit 3 – Recycled Flower (
Unit 4 – Still Life (
Unit 5 – Figurative sculpture (


Assessment throughout the year


Year 8
1 Hennie Haworth family tree
2 Dan Eldon Journal
3 Fauve Landscape Painting
4 Windows and Doors A3 page
5 Still Life pepper study


Year 9
1 Forest drawing page
2 Design for Paper Clothing
3 Still Life
4 Eye-page
5 Self Portrait


Year 10
1 portrait in a spoon
2 Cubist painting
3 Kandinsky page
4 Flower study in Oil pastel
5 Still Life painting




1. Back your sketchbook and organise yourself with a 2 & 4B pencil and some coloured pencils.
2. Research the Indian Art of Henna hand painting. Copy 3 detailed patterns using pencil.
3. Bring in as many of the following items for your identity collage: Old Maps, Photographs, keepsakes such as old tickets, cards, awards, stamps, postcards, drawings.
4. Self-evaluation.


Unit 2 – FAUVES
5. Take a colourful landscape photograph. Print this and stick into your book.
6. Complete the colour wheel worksheet.
7. Draw a view out your bedroom window in fauve style/colours in choice media.
8. Find 10 facts on the web about Fauves. Type these and include an image.
9. Self-evaluation.


10. Divide your sketchbook page in half. Draw a distinctive door or window shape on both sides. Complete one in pencil and the other with coloured pencil.
11. Complete a colour drawing, using paints or colouring pencils, of your own house.
12. Transform your own house by drawing and colouring it in the style of Hundertwasser.
13. Find an image of a ceramic house or building and do a colour drawing of it. Print out the image and stick it into your book.
14. Self-evaluation.


15. Set up your own ‘Still life’ and photograph it.
16. Complete a colour study of your photography homework.
17. Self-evaluation


18. Find coloured pictures of tropical fish on the Internet.
19. Bring a large 2litre empty bottle.
20. Bring a magazine/tissue paper to decorate your fish.
21. Bring extras to decorate your fish.
22. Self-evaluation




Unit 1 – FOREST
1. Back your sketch book and organise yourself with a 2B pencil and some paints.
2. Collect a range of leaves, flowers, acorns, pine cones, berries to create sculptures in the next lesson. Also for homework you are to produce a 30 minute tonal drawing of a leaf you have collected, to fill an A4 page.
3. Produce two designs for your pot. Look at the objects you collected and create a design which you can work from. 4. In your sketchbook draw out the step by step process of how you made your pot and colour– (storyboard) and write a short evaluation.


Unit 2 – COLLIER
5. Look up complete a colour drawing of one of her pieces, you can print one of at break time if you do not have a computer at home. You should spend one hour on the drawing.
6. Bring in a small hanger (child size)
7. Complete designs
8. Bring in objects for your piece from the following list: Shoe laces, old stamps, maps or photocopies of maps.


9. Soup can drawing.
10. Choose one ‘Still life’ Artist and create a fact sheet with 10 facts in your own words.
11. Set up your own still life at home and photograph it and print the photograph.
12. Draw your still life from your photograph with a full tonal range and a 2B pencil.


13. Collage eye using found magazine/ papers/colours
14. Draw the other half of the portrait provided, using coloured pencil
15. Self-portrait in colour
16. Worksheet Julian Opie


Unit 5 – MANGA
17. Find out what Manga is, and draw an image from the internet/book in colour.
18. Complete Character design


Year 10 Homework List 


1. Back your new sketchbook. Buy an HB, 2B Pencil and set of coloured pencils.
2. Cut up magazines with faces in them – LARGE face parts.
3. Complete Picasso worksheet using the Internet to help you.
4. Choose one of Picasso’s distorted portraits and draw in colour.
5. Self-evaluation


6. Find 5 facts about Kandinsky under 5 W’s – Who, Where, What, Why, When
7. Complete Part One Stop Motion Animation worksheet.
8. Complete Part Two Stop Motion Animation worksheet.
9. Find free music/sounds online to compliment my film.
10. Self-evaluation


11. Bring magazine images/photographs for my collage page.
12. Start shopping list of objects – these may of course be free
13. Design your flower using colour.
14. Bring material and extras for my recycled product.
15. Self-evaluation


16. Take your own photographs/or collect sea life (fish, boats, shells, beach, marina)
17. Create collage of these in of these in your book.
18. Complete a large A4 tonal Study from one of your images.
19. Bring in sea life objects for your still life. (Shells, seaweed, rope, rocks, driftwood)
20. Look up the work of artist Janne Matter complete a colour tonal drawing of one of her pieces of work.
21. Self-evaluation.


22. Complete Giacometti worksheet.
23. Draw a figure in action (sports pose) using pencil tone, fill an A4 page.
24. Find 5 Facts about the sculptor Alexander Calder.
25. Self-evaluation.

KS4 & 5


The Art and Design Department encompasses 2 separate KS4 subjects:
GCSE Art and Design (CCEA)
GCSE Moving Image Arts (CCEA)


We also deliver 3 separate A level courses:
A level Art and Design (CCEA)
A level Moving Image Arts (CCEA)
A level Photography (AQA)


Coursework / controlled assessment
GCSE Art and Design (CCEA)

Year 11 – Unit 1: The Core Portfolio (Controlled Assessment)
Year 12 – Unit 2: Working to a Stimulus


A level Art and Design (CCEA)
AS (Year 13)
AS 1: Coursework Portfolio
AS 2: Externally Set Assignment
September 2014 – March 2015


A2 (Year 14)
A2 1: Personal Investigation
A2 2: Externally Set Assignment
September 2014 – March 2015