Year 7: The Introductory Year
The projects in Year 7 aim to give a broad and varied introduction into as wide a variety of media, techniques and processes as possible. Introducing drawing, painting, mark-making, critical studies, developing design ideas in response to a brief, ceramics and printmaking. All projects are delivered as briefs and aim to provide students with a base on which to build in Year 8.

Year 8: Consolidation
In Year 8 the project briefs are designed to be more demanding and further expand on skills introduced in Year 7. Opportunities for individual and group work are given. By the end of Year 8 learners should have a solid skills base which will allow students to produce more individual outcomes to projects in Year 9.

Year 9: Enrichment
Year 9 allows learners to embed their knowledge and extend their experience of materials, techniques, processes, critical and cultural studies. Learners will be engaged in exploring creativity and providing a personal response to design briefs. By the end of Year 9 learners should have the skills and confidence to tackle Key Stage 4 courses in Art if they wish to.

Assessment:
Working within the National Curriculum expectations of attainment Key Stage 3 learners are assessed against Levels 1-8. Learners are expected to be at Level 4 at the end of Key Stage 2 and between levels 5 and 6 by the end of Key Stage 3, therefore:

• Level 4.5 / 5 = the expected level by the end of Year 7
• Level 5 / 5.5 = the expected level by the end of Year 8
• Level 5.5 / 6 = the expected level by the end of Year 9

At the beginning of Year 7 all learners will sit a test to create a base level which they are 'working at'; learners will aim to make at 2 levels progress within Key Stage 3.
At the beginning of each project learners will be given an assessment sheet identifying each task to be completed.
All learners will assess their own work throughout each project, monitoring their own progress, what level they are working at and what level they should be aiming for. Teachers will assess all work after self-assessment has been completed. Teacher comments will be added to assessment sheets discussing learners' strengths and areas for further development.
All grades are to be recorded on teachers' mark sheets and completed assessment sheets should be kept in class files; each learner will have a plastic wallet into which their test and assessment sheets will build up to form profiles of their progress.

Departmental Rewards:
Rewarding skill, improvement, attitude and effort form a regular part of lessons, including verbal praise and the identification of high standard work produced.

Credits should be given for 'going the extra mile' within lessons.

The 'Artist of the Month' scheme will identify one student per month who has made exceptional progress / effort and will be photographed to go on display within classrooms.

Programme of Study:
Key Stage 3
The schemes of work are designed to fulfil all National Curriculum requirements and provide skills and knowledge progression throughout the Key Stage. It is important that all learners follow the projects as set out in the programme of study.

Year 7

Shoes: Drawing and Painting 10 weeks

Initials: Ceramic Accessories 10 weeks

African Masks: Drawing and Printmaking 12 weeks

Year 8	Architecture: Sketchbook and 3D work 16 weeks	Zoo Animals: Painting and 3D work 16 weeks
Year 9	Kandinsky: Sketchbook and 3D work 28 weeks	Google: Logo Design (live brief) 4 weeks

Key Stage 4

The BTEC Level 2 Extended Certificate in Art and Design is worth 2 GCSE grade A*-C. This modular course offers a broad experimental foundation with a focus on project-based learning concentrating on 2D, 3D, Graphics and Contextual References. The BTEC is taught for 5 lessons per fortnight and the course consists of 180 guided learning hours.

Course Title	BTEC Level 2 Extended Certificate in Art and Design
Course Description	A practical hands-on course which provides a broad based introduction into Art and Design through a study of a range of themes, media and artists. All briefs are set with a vocational context and projects cover 2D, 3D, Graphics and Contextual References in Art. You will build your creative skills as well as your practical, analytical and experimental capabilities. Your study of the work of others will develop your understanding and ability to communicate and express your ideas.
Course Level	2
Course Qualifications	Equivalent to 2 GCSE grades A*-C
Examinations	None
Coursework	Three projects cover the four units needed to achieve the BTEC Level 2. Mandatory units include: Unit 1: Contextual Reference in Art and Design Unit 2: 2D Visual Communication Unit 3: 3D Visual Communication Optional units include: Unit 7: Working with Graphic Design Briefs Projects are broken down in Project 1: 2D, Project 2: 3D and Project 3: Graphics. Contextual References in Art and Design are taught alongside all three projects.
Further and Higher Education	This course allows for Post-16 progression to advanced level study in Art and Design
Careers	The skills gained throughout the course include collecting and analysing imagery and information, communicating findings, sustained study, developing and refining ideas and making a personal response, these are all highly valued qualities within creative industries. The vocational aspects of the course lead well into the art and design industries which could include interior design, textiles, graphics, illustration and working as a practising artist.
Skills and Attributes	You need an interest in Art and Design and must be committed. You should like to explore ideas and experiment with a range of media, skills and techniques. As this is a 100% coursework-based course you will need to be able to work independently – this course is about more than just drawing!

Target Setting and Monitoring
The Art Department recognises the importance of monitoring learners' progress and setting realistic targets for improvement.

Key Stage 3:
The department 'tests' all Year 7 learners as they enter the school. This provides a reliable basis upon which to set a baseline and target levels. Each learner is awarded a National Curriculum based level (1-8), for their test and given a target grade for improvement throughout the Key Stage. Learners are set targets to achieve one full level progress within Year 7 and half a level progress within Years 8 and 9. Learners record their levels and know what they are working towards; students underachieving will be spoken to individually as appropriate. Baseline, target and project grades are recorded to build up profiles of learner progress and give accurate information to allow staff to track the progress of individual and specific cohorts of learners.

Key Stage 4:
Value added targets are used in Year 10 to set individual targets. As each project is marked assessment sheets will go into learner files and grades recorded by the teacher to help monitor progress and provide evidence for coursework catch-up sessions where necessary. Learners will be aware at all times of their progress, 'working at' level and will have clear targets for achievement.

Literacy in Art
Encourage and promote the use of key words:

• Teachers will introduce new key words with each project emphasising and explaining them. Learners will then be encouraged to use these art terms when discussing work. Vocabulary work, learning new terms, will be set regularly for home-learning. As practical work is displayed the key words for that project will be displayed alongside.
• All learners will be encouraged to practise their speaking, listening, questioning, thinking, writing and reading skills wherever possible within each project.
• The nature of the study of the work of other artists encourages thinking and questioning skills. Learners will regularly take part in teacher-led class discussions to build their speaking and listening skills. Revision of terms and techniques, key words, will be done through speaking, listening and writing. Learners are always encouraged to evaluate their own work and that of others verbally and in writing. Occasionally reading tasks will be included in project work.
• Various home-learning tasks will be set to include reading/research work as well as written tasks.
• Home-learning tasks include learning spellings and giving definitions for art vocabulary combining thinking/research skills with learning tasks. Other research tasks, typically to find something out about an artist or art movement, encourage research, reading and writing skills. (Suggested home-learning tasks and key words are included in schemes of work).

Numeracy in Art

• Contribute to developing numerical skills encountered:
• Measuring is often a skill used in art and correct use of rulers and measurements will be emphasised, as will dividing pages into half or quarters for example. Shape, pattern and tessellation could be covered in some projects. Symmetry is covered in Year 7 and Scale in Year 8.
• Encourage the use of mathematical vocabulary and terms where appropriate:
• Mathematical terms already used include symmetry, scale and geometric. Shape and pattern-based work provides scope for more complex terms including tessellation.
• Provide opportunities to use patterns and mathematical constructions:
• Various opportunities exist within the art curriculum some of which are done at key stage three: symmetry, pattern making, and tessellation. Other more complex ideas include the work of Escher, and the theories of Fibinaci and the Golden Section.

Level descriptors – Key Stage 3

Level 4
Pupils should use a variety of approaches to explore and experiment with ideas and information to develop their own response. They should be able to develop skills in using a range of media and techniques and be able to identify qualities of media to select and use to suit their intentions. They should be able to compare and comment on methods and approaches used by artists, craftspeople and designers and discuss their own work considering how to adapt and refine their ideas.

Level 5
Pupils should be able to take some creative risks when exploring, experimenting and responding to ideas and be able to select information to develop their work. They should be able to develop and use their technical knowledge and skills to manipulate the qualities of materials, processes and formal elements when designing and making. They consider and discuss ideas, methods and approaches used by artists, craftspeople and designers, relating these to context and purpose and can evaluate their own and others' work reflecting on their own view of its purpose and meaning. They are able to adapt and refine their ideas, processes and intentions.

Level 6
Pupils accept creative risks, exploring and experimenting with ideas independently and inventively to develop, design and make work. They apply technical knowledge and skills to realise intentions using qualities of materials, processes and formal elements effectively. They can interpret and explain ideas and meanings of artists, craftspeople and designers, recognising characteristics of historical, social and cultural contexts. They can provide a reasoned evaluation of their own and others' work and use critical understanding to develop their own views and practice.

Level 7
Pupils learn from taking creative risks that help them to form and develop their ideas and to create purposeful, imaginative work with some originality. They demonstrate confident understanding and use of materials, processes and the formal elements, combining these thoughtfully to realise intentions. They analyse and comment on their own and others' work, appreciating how codes and conventions are used to express ideas in different genres, styles and traditions. They explain how and why their understanding of the work of others affects their own ideas, values and practice.

Level descriptors – Key Stage 4
In KS4 Year 10 students have started studying the BTEC Art and Design course. It is the equivalent to two GCSE grades A*-C. The course is divided into four units, Units 1, 2 and 3 are mandatory and Unit 7 has been chosen as the optional unit. The units are as follows: Unit 1: Contextual References in Art and Design, Unit 2: 2D Visual Communication, Unit 3: 3D Visual Communication and Unit 7: Working with Graphics Design Briefs.

Unit 1: Contextual References in Art and Design

Grading criteria
To achieve a pass grade the evidence must show that the learners are able to identify the influences of historical and contemporary art and design developments, investigating key movements, schools, individuals and cultural differences through study of original artwork or by using high quality visual materials. Learners at this level are expected to cover a breadth of imagery but not expected to cover an extensive range.
Learners will explore the work of others to use as inspiration in developing their own response, they will generate ideas and use a variety of media to collect and record information.

Learners will need to be able to present their findings clearly and the visual information should be organised.
To achieve a merit grade the evidence must show that learners are able to explain the influences of a variety of art and design developments from the past and present; learners should be able to provide evidence of a deeper understanding of these influences.
Learners should be consistent in presenting well organised and coherent, effective information about the work studied. Their presentations will be interesting and informative and include their own ideas about the work studied. Learners will show skill in their use of visual and critical analysis.
To further achieve a distinction grade learners are required to analyse and connect information on the different influences of art and design developments from the past and present. Learners will demonstrate a creative approach and conduct independent research and development of ideas. They will make thoughtful personal judgements on relevant historical, cultural and contemporary references and in their own work they will show informed understanding of visual language.
Learners will be expected to effectively plan and present personal, imaginative and well-structured information.

Unit 2: 2D Visual Communication

Grading criteria
To achieve a pass grade the evidence must show that learners have worked from primary and secondary sources and show some skill in the use of various techniques. The correct terms for techniques and references to formal elements should be evident and can be presented in a variety of ways.
Learners should be able to demonstrate the use of 2D techniques and processes safely in the studio and are expected to use a limited range of materials and technical skills.
Learners are required to communicate their ideas, showing development and process and show connections to the work of others. Responses will show some creativity and experimentation.
The correct terms for techniques and reference to formal elements should be evident. Comments and observations will be descriptive with some attempt to compare and contrast.
To achieve a merit, grade learners will demonstrate a stronger grasp of 2D mark-making techniques and application; the mark-making will be better articulated and controlled and the learners' approach may be more experimental. A deeper understanding of techniques, processes and formal elements will be evident.
Learners will show how the use of formal elements can meet various requirements for 2D visual communication and will develop capabilities in transferring skills across disciplines.
To achieve a distinction grade learners will demonstrate more in-depth skill in using 2D mark-making techniques and applications. An imaginative approach will be evident through the independent development and communication of ideas. More confidence will be evident in working from primary sources. Techniques will be applied more accurately and links across disciplines will be more fully explored.
Learners' evaluations of techniques and formal elements will be of a high standard in terms of content and presentation. Evaluation of own and others' work will support progression and development, demonstrating learning and understanding.

Unit 3: 3D Visual Communication

Grading criteria
To achieve a pass grade learners will be able to demonstrate the use of 3D materials and techniques safely and will be expected to use some 3D making techniques when applying creative and development skills.
Learners should communicate ideas using making skills and show evidence through samples, experiments, maquettes and scale models. The correct terms for materials, techniques and reference to formal elements will be evident and can be presented in a variety of ways.
To achieve a merit grade learners will demonstrate a firm grasp of 3D making skills and application using appropriate materials and techniques. Learners will, with some guidance, show how 2D making skills can be used to develop design ideas. The approach from learners will be more creative and experimental and they will have a deeper understanding of materials, techniques and processes and the use of formal elements will be evident.
To further achieve a distinction grade learners will demonstrate more independence and control in 3D making skills and application. Imaginative use of making skills will be evidenced through the creative use of materials, techniques and development of ideas and communication. Learners will demonstrate an individual approach and work produced will be of a high standard in terms of content and presentation.

Unit 7: Working with Graphic Design Briefs

Grading criteria
To achieve a pass grade learners will be expected to use specific graphic design studio materials and techniques showing competence and safe working. Learners will provide evidence that they have researched and recorded from a range of primary and secondary resources in response to a brief using different methods to record and collect information.
Learners will be expected to develop basic ideas and outcomes to a given brief and should select appropriate materials, techniques and processes for investigation and exploration and they should document the development of these ideas. Learners will also be taught the vocabulary associated with graphic design and be able to use technical terms appropriately when discussing and evaluating work.
To achieve a merit grade learners will be able to handle more complex materials and techniques (both traditional studio and digital). The evidence will demonstrate that the learner is using the techniques effectively and safely and the experimentation carried out is expected to be more in-depth and varied.
The learner will conduct competent research from a range of primary and secondary resources effectively in response to the brief and will demonstrate an ability to produce varied developmental and experimental work as well as a final outcome which effectively meets the requirements of a given brief. Learners must explore alternative ideas and select appropriate materials and techniques.
Learners will competently annotate their work including evaluations, achievements and their use of materials and techniques.
To further achieve a distinction grade learners are required to combine different studio materials, and techniques, working safely and showing creativity and independence. Learners will show evidence that they have researched and recorded from a wide range of primary and secondary resources independently in response to the brief and confidence in using different methods to record and collect information.
Learners are required to develop independent, imaginative and varied ideas and final outcomes to meet a pre-defined design brief. Confident handwritten annotations and articulate recordings of their evaluations are expected together with in-depth notes on the quality of their ongoing achievement and their use of media and techniques.