Art

Staffing

Head of department - Miss R Garnett - garnettr@maghullhigh.com

Teacher of Art: Miss B Payet: payetb@maghullhigh.com

Twitter:

@MissRGarnett

Intent

We believe that a high quality cultural education in every school should be a right, not a privilege. As a department we must encourage young people to be inquisitive, disciplined and determined; wherever children start in life. Alongside literacy and numeracy, another skill needed in our workforce today is creativity. Cultural education subjects help young people to unlock their innate creativity, enabling them to become more rounded and confident human beings.

All students at Maghull High School will have the opportunity to use a range of materials, techniques and processes including ceramics, print-making, digital technologies, drawing and painting media. The majority of Art lesson focus on practical tasks which allow students to gain knowledge and skills from these new experiences. The department are also committed to providing students with experiences outside of the school, such as competitions and trips. 

We recognise all students are on a journey with their learning, and aim for all students to have the confidence to evaluate their learning and set targets for the future, in relation to relevant career paths.  

What are the key concepts that have to be mastered for pupils to be successful in this subject?

To be successful in Art students must master skills in 4 key areas:

•Creative Making - developing knowledge and understanding of a range of techniques, materials and processes. 

•Reflective Recording of Ideas - becoming active participants in their own learning. Exploring personal ideas and concepts. 

•Contextual Understanding and Knowledge- researching other artists and designers helps the students to put their own practice in to context. 

•Personal Presentation and Evaluation - concluding learning through evaluation and with outcomes. Personal links throughout the broad theme. 

Remote Learning and Recovery Summary

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Curriculum Overview

curriculum overview

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Stage 3

Students will develop a series of skills relating to the key processes of art and design:

Explore and create skills includes:

•Observing & recording from first-hand observation, experience & imagination

•Investigating using line / tone / colour / shape / form / pattern / texture

•Exploring and developing ideas in a sketchbook

•Experimenting with a range of media / techniques & processes 

•Expressing & communicating ideas & feelings

Knowledge and evaluative skills include:

•Researching and investigating

•Learning how codes and conventions are used to convey ideas / meanings in a range of cultures

•Reflecting on and evaluating their own and others’ work

•Adapting and refining their own work

•Developing ideas and intentions when creating artwork

•Organising & presenting their own work appropriately 

How students are assessed

Students’ achievement is continually assessed, in terms of technical proficiency, working methods, ideas, evaluation skills and knowledge. Students are given regular verbal and written feedback to support further improvement. Students are also involved in evaluating their own and each other’s achievement, and in setting targets for their own development. Regular reports in Year 7, 8 and 9 will advise you on the progress that your child is making.

The new assessment framework is attached. This shows how all KS3 pupils will be assessed, and awarded ‘below’, ‘on’, above’ or ‘exceptional progress’.  

KS3 assessment framework

Curriculum Overview 

Homework

In Art and Design homework will serve to reinforce or extend learning in the classroom. Students will be given written as well as practical tasks, such as an artist evaluation or pencil drawing. Students are also offered the opportunity to enter local and national competitions through homework assignments. 

How parents can help

Parents should check the Firefly system or their child’s homework planner to ensure understanding. Parents should try to ensure that a quiet place is available for homework to be completed without distraction and that their child produces the best work that they are capable of. They should contact their child's art teacher with any concerns via e-mail.

The Head of Department would also welcome feedback via e-mail, from parents regarding any aspect of their child's art and design experiences, to inform future planning and to ensure that all of the students 'Aspire, Achieve and Enjoy.'

 

Scheme of Work Overview:

Year 7    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 8    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 9    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

 

Extra-curricular activities

The department is open for the majority of lunchtimes. Students are encouraged to attend to seek additional support or to complete class works and homework where necessary.

Competitions and external artistic opportunities are advertised on department notice boards and Firefly. 

 

Key Stage 4

Eduqas GCSE Art, Craft & Design

Students will complete 2 units of work over the 2 year course.

•Unit 1: Portfolio of Work. 60% of the total marks – Marked out of 120. This will include work completed in Year 10 and the first term of Year 11.

•Unit 2: Externally Set Task. 40% of the total marks – Marked out of 80. Set by exam board. Candidates respond to their chosen starting point. This unit will start in the January of Year 11. 

Skills students develop

•Recording experiences and ideas

•Selecting and organising visual images & objects

•Analysing, discussing and evaluating them

•Exploring ideas through new media practices (e.g. ICT)

•Reviewing and modifying their own work, and planning and developing ideas in the light of their own and others’ evaluations

•Applying knowledge and understanding in producing their own art

How students are assessed

Students are assessed using the Eduqas assessment objectives. Each assessment objective is marked out of 20 (200 total marks)

Assessment Objectives

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

AO3: Record ideas, observations and insights relevant to intentions as work progresses.

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Students’ achievement is continually assessed and students are given regular verbal and written feedback to support further improvement. Students are involved in evaluating their own and each other’s achievement, and in setting targets for their own development. Regular reports will advise you on the progress that your child is making.

Home studies

Students are given a structure and timeline to work to. They will be given regular reminders of how to complete work set within the timeline. Students should use class time and home studies time to complete each Assessment Objective within the given time. There is an expectation of two A4 pieces of home studies a week or equivalent. Students are also encouraged to make regular visits to Art Galleries to extend their knowledge and understanding of a wide range of artists.

How parents can help

Parents should familiarise themselves and their child with published deadlines and ensure that these are consistently met. All information and resources are available on Firefly. Parents should try to ensure that a quiet place is available for homework to be completed without distraction and that their child produces the best work that they are capable of. They should ask to see their son’s / daughter’s sketchbook on a weekly basis and expect to see progress over time. They should also read specific targets on post-it notes on individual pieces and encourage completion. They should contact their child’s art teacher with any concerns via email.

Additional Support

The department is open for the majority of lunchtimes. Students are encouraged to attend to seek additional support or to complete coursework where necessary. School holiday sessions are offered in February Half-term and at Easter. Competitions and external artistic opportunities are advertised on department notice boards and Firefly.

 

Scheme of Work Overview:

Year 10    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 11    Autumn 1    Autumn 2    Spring 1    Spring 2    

 

Key Stage 5

Eduqas GCE Art & Design

Course Outline A Level

In the first year students will be introduced to a variety of experiences, employing a range of media, processes and techniques appropriate to the chosen area of study.

In the second year students are required to build upon the knowledge, understanding and skills gained in the prior year with greater depth of study. All work produced for this unit will be marked as a whole and internally marked and verified, and externally moderated. A written assignment will compliment this project in which students choose one idea to investigate, analyse and respond to. 

Unit 1 Personal Investigation

•120 marks

•60% of the A Level.

Students are required to develop a personal investigation based on an issue, concept or theme supported by 1000 + words integrated.

All work produced for this unit will be marked as a whole.

Internally marked and verified and externally moderated.

Unit 2 Externally Set Assignment

•80 marks

•40% of A2

•A question paper containing various exciting starting points is issued.

Students choose one idea and then investigate, analyse and respond to it. They should complete a sketchbook which covers all the Assessment Objectives. Students then complete 15 hours of unaided, supervised time.

All work produced for this unit will be marked as a whole.

Externally set, internally marked and verified and externally moderated.

Skills students develop:

The main purpose of any course in art, craft and design is to develop an ability to appreciate the visual world and to respond in a personal and creative way. The skills developed will be varied. Among them, we will develop a working knowledge of materials, practices and technology in one or more of the disciplines within art. We will develop the skills to interpret and convey ideas and feelings using art, craft and design. We will develop imaginative and creative powers and experimental, analytical and documenting skills. We will also develop a specialist vocabulary and the knowledge and understanding of the place of art, craft and design in history and in contemporary society.

The specific skills acquired will be determined to some extent by the areas of study chosen.

How students are assessed:

Students are assessed using the assessment objectives.

•AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

•AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.

•AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

•AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Students’ achievement is continually assessed and students are given regular verbal and written feedback to support further improvement. Students are involved in evaluating their own and each other’s achievement, and in setting targets for their own development. Half-termly reports will advise you on the progress that your child is making.

Home studies

Students are given a structure and timeline to work to. They will be given regular reminders of how to complete work set within the timeline. Students should use class time, study frees and home studies time to complete each Assessment Objective within the given time. There is an expectation of four A4 pieces of home studies a week or equivalent. They are expected to work for at least five hours outside of the classroom. Students are also encouraged to make regular visits to Art Galleries to extend their knowledge and understanding of a wide range of artists.

How parents can help

Parents should read through the Course Handbook with their child to ensure tasks are understood. They should familiarise themselves and their child with published deadlines and ensure that these are consistently met. Parents should try to ensure that a quiet place is available for homework to be completed without distraction and that their child produces the best work that they are capable of. They should contact their child’s art teacher with any concerns via telephone or email.

The Head of Department would also welcome feedback via email, from parents regarding any aspect of their child’s Art and Design experiences, to inform future planning and ensure the all students ‘Aspire, Achieve and Enjoy’

Additional Support

A Level students are welcome in the department and are always welcome to use the 3D Studio in Study Periods, whilst lower school lessons are taught in the joining space. The department is also open for the majority of lunchtimes. Students are encouraged to attend to seek additional support or to complete coursework where necessary. School holiday sessions are offered in February Half-term and at Easter. Competitions and external artistic opportunities are advertised on department notice boards.

 

Scheme of Work Overview:

Year 12    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 13    Autumn 1    Autumn 2    Spring 1    Spring 2

Visual Learning Journeys

       

Cultural Capital

The department ensure that students have the opportunity to access parts of the world which they have not seen before. We place emphasise on local, national and international artists, artwork, events and movements whilst creating artwork for real-life briefs and purposes – connecting students to these different areas of life. Students from all year groups are encouraged to think like real artists and experience art for themselves, through the multiple opportunities inside and outside of the classroom, (competitions, artist workshops, exhibitions and educational visits). The curriculum that we teach is fluid so that teachers can mould each lesson to immerse students in topics that they need to make them well-rounded, enriched and with a thirst for new knowledge.

Our cultural capital aims unlock the following in our students:

Health, well-being and growth

Connections of the past, present and future

Confidence and curiosity in our own knowledge and skills

Shared moments of history, memories, people, places and things that matter to us

A drive to innovate

The nurturing of inclusive communities

Enrichment of today and an inspired tomorrow

Cultural capital is ours to discover, create and share as it belongs to us all.

Opportunities that have been offered:

•Hays Christmas Card Competition.

•ZAP graffiti school workshop. 

•Tate Modern Exhibition ‘What is the Future of Art?’

•Paris educational visit. 

•Ian Murphy workshop.

•Jennifer Collier workshop.

•National Schools photography competition.

•Visit to Unit 12, Stafford. 

•Ceramic Poppies lunch club.

•London educational visit.

•Liverpool educational visit. 

•Maghull and Lydiate art group competition – annual entries. 

•Christmas craft lunch club.

•RAF 100 competition. 

•DOT Art competition and exhibitions – annual entries.

•Stich a Tree Exhibition (in partnership with the Whitworth Gallery, Manchester).  

•Conway Arts Centre residential. 

•Easter Egg competition.

•Maghull North train station artwork.

•Hays Christmas card competition. 

•Sefton year of the coast competition. 

•Promethean ActivPanel competition. 

•LJMU Christmas card competition. 

•Faith Bebington school workshop. 

•World Book Day lunch club and display.

•Tate Liverpool & Open Eye Gallery – bridge installation. 

•‘CLAYBOT’ art club.

•The Old Piping Bag – Insect Mould competition.

•Badger Boy Book competition.  

Royal Academy of Arts competition and online exhibition 

DM Robinson jewellery competition 

Friends of Maghull and Stafford Morton Way wildflower project

Sgt Peppers Lonely Heart Club Band -  Magical Beatles Museum competition

 

An Equitable Curriculum - Removing Barriers to Learning

Barrier 

Strategy 

Lack of equipment/resources 

-The department ensure that students have all of the equipment that they may need inside and outside of lesson time through DP bids for equipment. 

Physical disabilities 

-Careful planning and selection of techniques/processes taught.

-Personalised learning journeys. 

-A broad approach to the curriculum so all students find an area of Art that they can excel in.  

Underdeveloped learning skills – features such as poor listening, easily distracted, problems grasping cognitive needs in a whole class situation, poor literacy or mathematical skills

-Thorough support resources for the written elements of the course.

-Support for weak drawing skills such as drawing grids. 

-1:1 guidance and demonstrations within lesson time and in Art clubs. 

-Careful planning and selection of themes. 

-Clear exposition of all tasks.  

Low attendance 

 

-Lunch/after school sessions allow for students to catch up the time they miss. 

Social difficulties- poor self-esteem, difficulty working with others, feeling stressed or anxious

 

-Careful seating plans have resulted in all students feeling happy and safe in Art. 

-Lunch/after school sessions allow for students to attend art when there are less people in the room and more teacher support. 

-Careful planning and selection of themes.

Lack of academic aspiration 

 

-Displays about careers/creative industries/past students. 

-Educational visits and visiting artist workshops also inspire students.

-Only the highest expectations from Year 7-13, instilling belief and motivation from day 1. 

Large misconceptions  about the subject

 

-Informing students from Year 7 about the GCSE structure.

-Key talks at appropriate times in the year e.g. before options are selected.

-Ensuring all GCSE students know the expectations from day one of the course with frequent reminders. 

Poor behaviour/lack of engagement. 

 

-Poor behaviour is infrequent in the Art department. We overcome this by using positive praise, ConnectEd messages, postcards, and display good work as incentives. 

Lack of challenge resulting in boredom and a lack of focus 

 

-Lack of challenge is rare in the Art department. 

-Joint planning

-Fluid planning which changes as the students’ needs do.

-High expectations through gold/silver/bronze.

-Contemporary projects which are updated each year. 

 For further information regarding the Art curriculum please contact Miss R Garnett (Head of Art) garnettr@maghullhigh.com

 

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