Art

Aims of the Department

The department aims to bridge the gap between art and design in school and in the real world. Our students will learn to understand that art and design is an intellectual exercise. They will learn that art and design will extend the means of communication.

This discipline provides the vision and creativity with which we shape the environment in which we live. We offer a full breadth of technical skills and constructive experiences. The work will always be firmly rooted in its social cultural context. This is achieved through a challenging, exciting and broad curriculum aimed at boys. 
 

Department Staff

Joseph Brasse - Head of Art and Product Design: j.brasse@fulhamboysschool.org.uk

Eleanor Northway - Art Teacher

Our approach to lessons

Our students are encouraged to investigate and explore various art techniques, concepts and ideas. Through careful teaching, they are also encouraged to develop a sense of enjoyment and excitement with the subject, as they make and display their artistic ability to others through individual and group work. 'Creativity' , Christian and Enterprising values balanced by the study of art 'tradition' is at the heart of our instruction.

Curriculum

Year 7 curriculum

Autumn:

Pattern & Print
Key concepts being taught:

  • Drawing skills 
  • Observational drawing
  • Analysis
  • Design development
  • Print-making 
  • Repeat pattern

Spring:
Food as Art
Key concepts being taught:

  • Drawing skills
  • Observational drawing
  • Analysis
  • Design development
  • 3D sculptural manipulation
  • Painting
  • Colour theory

Summer:
Uglyverse
Key concepts being taught:

  • Drawing skills
  • Analysis 
  • Market research
  • Design process
  • Use of textile tools
  • Textile processes

How the boys will be assessed in Year 7 (bullet points)

  • All students at the start of the academic year will sit a baseline test
  • Students will receive formative feedback fortnightly. 
  • The department uses three assessment points during the academic year to assess the Students outcomes for each program of studies.The summative grade given is inline with the KS4/5  assessment objectives.

 

 

Year 8 Curriculum

Autumn

Hybrid Insects

Key concepts being taught:

  • Drawing skills
  • Observational drawing
  • Analysis
  • Design development
  • Print-making,
  • Wire modelling

Spring

Inside out

Key concepts being taught:

  • Drawing skills
  • Observational drawing
  • Analysis
  • Design development
  • Clay modelling
  • Colour theory

Autumn

Masquerade
Key concepts being taught:

  • Drawing skills
  • Observational drawing
  • Analysis
  • Design development
  • Paper Mache modelling
  • Painting
  • Colour theory

How the boys will be assessed in Year 8 

  • All students at the start of the academic year will sit a baseline test
  • Students will receive formative feedback fortnightly 
  • The department uses three assessment points during the academic year to assess the Students outcomes for each program of studies. The summative grade given is inline with the KS4/5  assessment objectives.
     

Year 9 curriculum

Autumn
Propaganda
Key concepts being taught:

  • Drawing skills 
  • Observational drawing 
  • Analysis 
  • Design development
  • Mix media
  • Compositions
  • Stencilling

Spring
Architecture

Key concepts being taught:

  • Drawing skills
  • Observational drawing
  • Analysis 
  • Design development
  • 3D sculptural manipulation
  • Painting
  • Colour theory

Spring

Masquerade
Key concepts being taught:

  • Drawing skills
  • Observational drawing
  • Analysis
  • Design development
  • Paper Mache modelling
  • Painting
  • Colour theo

Summer

View points           
(GCSE POS)

  • Students given the opportunity to develop their knowledge, understanding and skills, to include:
  • Exploring and experimenting with materials, processes, technologies, techniques and processes
  • Recording practical and written observations
  • Researching and investigating contextual sources
  • Drawing / mark-making

How the boys will be assessed in Year 9 

  • All students at the start of the academic year will sit a baseline test
  • Students will receive formative feedback fortnightly 
  • The department uses three assessment points during the academic year to assess the Students outcomes for each program of studies. The summative grade given is inline with the KS4/5  assessment objectives.

 

Year 10 and Year 11 curriculum

Autumn 2018 12 weeks

  •  Induction period: embed knowledge, understanding and skills
  • Work produced during the induction period is not submitted for the final assessment of the Personal Portfolio unless you and your student feel it evidences the creative journey the student has been on

Students given the opportunity to develop their knowledge, understanding and skills, to include:

  • Exploring and experimenting with materials, processes, technologies, techniques and processes
  • Recording practical and written observations
  • Researching and investigating contextual sources
  • Drawing / mark-making
  • Students given the opportunity to generate and develop ideas by completing a small discrete project
  • Enrichment opportunity: gallery visit and/or workshops will be offered to students to support their learning 

Spring 2019 11 weeks
Students continue with their induction period
Component 1: thematic response project

  • Work produced during this thematic response project is submitted for the final assessment of the Personal Portfolio
  • Students given the opportunity to develop their knowledge, understanding and skills, to include:
  • Developing and exploring ideas
  • Researching primary and contextual sources
  • Experimenting with media, materials, techniques and processes
  • Presenting personal response(s)
  • Enrichment opportunity: gallery visit, workshop and/or artist in residence will be offered to support students’ response to the theme

Summer 2019 10 weeks
Thematic response project continues

Year 11 curriculum


Autumn 2019 12 weeks
Component 1: mock exam assignment (including a period of sustained focus)

  • Work produced during this project is submitted for the final assessment of the Personal Portfolio
  • Students given the opportunity to mimic the content of the Externally Set Assignment, using a previous ESA theme or the Sample Assessment Materials (SAMs) available on the WJEC website, to include:
  • Developing and exploring ideas
  • Researching primary and contextual sources
  • Experimenting with media, materials, techniques and processes
  • Presenting personal response(s)
  • Enrichment opportunity: gallery visit, workshop and/or visit to a local area of interest to support students’ response to the theme
  • Students given the opportunity to improve their mock exam assignment in light of feedback from teacher

Spring 2020 11 weeks

Component 2: Externally Set Assignment 

  • Paper released 2 January
  • Preparatory period begins in January and students start work on their preparatory studies in response to the theme
  • Enrichment opportunity: gallery visit, workshop and/or visit to a local area of interest to support students’ response to the theme
  • Students complete all preparatory studies before the start of the period of sustained focus
  • The 10-hour period of sustained focus during which students produce their final response(s) to the theme

Summer 2020 10 weeks
Component 1: Personal Portfolio projects (thematic response and mock exam assignment)

  • Students to finalise unfinished work in light of feedback from teacher and their own experience of completing the Externally Set Assignment
  • Students to select and present appropriate work for assessment of their Personal Portfolio
  • External moderation window begins on 1 May


How the boys will be assessed at KS4

  • Students will receive formative feedback weekly 
  • The department uses five assessment points during the academic year to assess the Students outcomes for each program of studies. The summative grade given is inline with assessment objectives.
     

Year 12 and Year 13 curriculum

KS5 courses on offer: 

 

A Level Art and Design 

 

WJEC (EDUQAS) specification aims to encourage learners to develop:  

  • intellectual, imaginative, creative and intuitive capabilities  
  • investigative, analytical, experimental, practical, technical and expressive skills, aesthetic 
  • understanding and critical judgement  independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes  an interest in, enthusiasm for, and enjoyment of art, craft and design  
  • the experience of working with a broad range of media  
  • an understanding of the interrelationship between art, craft and design processes and an awareness of the contexts in which they operate  
  • knowledge and experience of real world contexts and, where appropriate, links to the creative industries  
  • knowledge and understanding of art, craft, design and media and technologies in contemporary and past societies and cultures  
  • an awareness of different roles, functions, audiences and consumers of art, craft and design.

 

A - Level Art and Design

Year 12 curriculum and 13 curriculum  

 

Curriculum allows for independent investigation whilst remaining inlign with the following assessment objectives:

 

AO1 Contextual understanding

  • Development of ideas that are informed by investigative contextual study of art, craft and design and other sources relevant to the selected area of study.
  • Awareness of the wide variety of work produced by artists, craftspeople and designers and differences in their methods, approaches, purposes and intentions. 
  • Analytical skill and critical and contextual understanding in comparing and contrasting the work of relevant artists, craftspeople and designers and other contextual sources and in the evaluation of personal work. 

AO2 Creative making 

  • Experimentation with, a sufficient and appropriate breadth of media and processes, exercising suitable control of these to maximise creative potential.
  • Exploration of stimulating resources to initiate and develop innovative ideas, with due regard to relevant formal elements, particularly composition. Clear relationships between working methods and outcomes. Each significant step in the creative process should be documented, including the penultimate stage of development so that final outcomes do not suddenly appear.
  • Discrimination shown in reviewing and refining ideas as work progresses. Skilful control exercised in attending to detail, such as re-constructing parts of three-dimensional craft pieces, to produce well resolved outcomes of quality. 

 

AO3 Reflective recording 

  • Gathering, selecting, organising and communicating relevant information in investigating visual and other sources of reference. Due attention given to selecting appropriate sources of enquiry and analysing these to extract informative detail.
  • Recording, by drawing and other suitable means, such as colour, tonal and textural notes, photographs and annotation in sketchbooks and on study sheets, ideas, observations and insights that are in line with personal intentions.
  • Critical reflection on progression of work review what has been learned, acquire understanding and clarify purposes and meanings. Where appropriate, learning could be transferred to new contexts, such as adapting an expressive, abstract painted response to cross sections of fruit in order to develop graphic designs for marketing locally-produced fruit yoghurts. 

 

AO4 Personal presentation 

  • Presentation of personal, imaginative final outcomes that, together with evidence of the processes by which they were produced, realise stated intentions.
  • Explicit Connections made, where appropriate, between the different elements of the submission, including contextual, practical and written responses, presenting work that is meaningful and in an order which can be easily followed. 
  • Consideration of different presentational formats and selection of the most appropriate of these for the submission. Due regard should be given to the purpose of the work and how to make it look interesting, such as a display of an art, a craft and a design outcome developed from a common theme, accompanied by a screen-based programme of visuals and text

 

How the boys will be assessed in Year 12  

Boys will sit two internal mock sustained focus sessions in January and at the end of Year 12 to assess their progress in component one. Alongside this, the boys will have weekly formative feedback sessions with their art teacher, which will be documented in their sketchbook.

How the boys will be assessed in Year 13 

Boys will sit a third and final mock sustained focus session in January to assess their progress in component one, before sitting their 15 hours of sustained focus for component two. Alongside this, the boys will have weekly formative feedback sessions with their art teacher, which will be documented in their sketchbook.

A level Art and Design

 

Component 1: Personal investigation (60% of qualification/120 marks)

 

The Personal Investigation consists of two integrated constituent parts: 

  1. a major in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance;
  2. an extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using an appropriate working vocabulary and specialist terminology.  
  • Both the practical/theoretical work and the written element will be assessed together using the assessment objectives. Learners will be required to select, evaluate and present their work for assessment.  
  • The Personal Investigation will be determined by the learner and teacher, assessed by the teacher and externally moderated.  
  • No time limit: duration to be determined by the centre. 
 
 
 
 
 

Component 2: Externally Set Assignment (40% of qualification/80 marks)

 

The Externally Set Assignment consists of two parts: 

Part 1: Preparatory study period 

  • The externally set assignment materials are to be released to learners from 1 February (in the second year of the course) and will consist of a series of visual and written stimuli, which are to be presented to the learner at the start of the preparatory study period.  
  • One of the stimuli is to be selected by the learner and used as a starting point from which to elicit a personal response.  
  • Responses are developed during the preparatory study period. They should take the form of critical, practical and theoretical preparatory work/supporting studies which inform the resolution of ideas in the 15 hours sustained focus study.  
  • The start of the preparatory study period is defined as the date upon which the externally set assignment materials are presented to the learner. The preparatory study period may commence on or after 1 February. The preparatory study period finishes upon commencement of the sustained focus work.  
  • Start and finish dates of the preparatory study period to be determined by the centre, taking into account the May deadline for the submission of internally assessed marks to WJEC (EDUQAS)

Part 2: 15 hour period of sustained focus work

  • The resolution of learners’ ideas from the preparatory work must be completed during the designated 15 hours and they must show how their planning relates to the outcome/s.  
  • The period of sustained focus work must be completed under supervised conditions.  
  • Centres determine the scheduling of the supervised sustained focus sessions, taking into account the May deadline for the submission of internally assessed marks to WJEC (EDUQAS)

Both the preparatory work and sustained focus work will be assessed together, using the assessment objectives. Learners will be required to select, evaluate and present their work for assessment. The Externally Set Assignment will be set by WJEC (EDUQAS), assessed by the teacher and externally moderated.  

 
 
 
 

 

GCSE

Exam Board - EDUQAS 

First Year - Component 1 (60% of the total qualification: 120 marks)
This component comprises a major practical portfolio and outcome/s to be based on internally set themes and subject matter developed from personal and/or given starting points. 
• This component will be internally set, internally assessed and externally moderated. 
• Work will be selected, evaluated and presented for assessment by the student. 
• Evidence is required of how the student has met each of the assessment objectives. 
• No time limit: duration to be determined by the centre.

Second Year - Component 2 (40% of the total qualification: 80 marks) 
The Externally Set Assignment consists of two parts: 

Part 1: Preparatory study period 
• Externally Set Assignment materials set by WJEC are to be released to the students no earlier than 2 January (in the calendar year in which the assessment is to be taken) and will consist of assignments based on themes, visual stimuli and written briefs, which are to be presented to the student at the start of the preparatory study period. 
• One of the assignments is to be selected by the student and used as a starting point from which to elicit a personal, creative response. 
• Responses are developed during the preparatory study period. They should take the form of practical, critical and contextual preparatory work/supporting studies which inform the resolution of the student’s ideas in the 10 hours sustained focus study. 
• The start of the preparatory study period is defined as the date upon which the externally set assignment materials are presented to the student. The preparatory study period may commence on or after 2 January. The preparatory study period finishes upon commencement of the sustained focus work. 
• Start and finish dates of the preparatory study period to be determined by the centre, taking into account the May deadline for the submission of internally assessed marks to WJEC.

Part 2: 10 hour period of sustained focus work 
• The resolution of the student’s ideas from the preparatory work must be completed during the designated 10 hours of sustained focus work. 
• The period of sustained focus work must be completed under supervised conditions. 
• Centres determine the scheduling of the supervised sustained focus sessions, taking into account the May deadline for the submission of internally assessed marks to WJEC. 
• Work will be selected, evaluated and presented for assessment by the student. 
• The Externally Set Assignment will be set by WJEC, assessed by the teacher and externally moderated. 
• Both the preparatory work and sustained focus work will be assessed together using the assessment objectives
 

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