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Art & Design
Year 7
Link: Year 7 - In Year Progression Plan
Assessment
As each students Art and Design experience can differ immensely in the first all students will explore the visual elements in Art and Design; Line, shape, space, tone, form, colour, pattern and texture. These are the building blocks by which all are works are made and will the language that will be used throughout their journey here at the Academy.
Students will be assessed based on the depth to which they record, explore and develop ideas and the quality of the outcomes they produce. They will be graded under the following headings: limited; basic; emerging; secure; confident and exceptional skill base.
- Limited – insufficient knowledge, understanding and skills. Minimal evidence of, and lack of structure in the development and recording of ideas.
- Basic – some knowledge, understanding and skills demonstrated but they are simplistic and deliberate. Some structure and repetition in the development and recording of ideas.
- Emerging Competent - knowledge, understanding and skills are generally adequate but safe
- Secure - knowledge, understanding and skills are secure and cohesive throughout
- Confident and Assured - knowledge, understanding and skills are effective and focused throughout
- Exceptional - knowledge, understanding and skills are in-depth, perceptive and accomplished throughout
Useful revision guides:
Year 8
Link: Year 8 - In Year Progression Plan
Assessment
In Year 8 students will look in depth at how art moved toward abstraction from a more realist approach through looking closely at and experimenting with ideas from various phases within the Cubist movement.
Students will be assessed based on the depth to which they record, explore and develop ideas and the quality of the outcomes they produce. They will be graded under the following headings: limited; basic; emerging; secure; confident and exceptional skill base.
- Limited – insufficient knowledge, understanding and skills. Minimal evidence of, and lack of structure in the development and recording of ideas.
- Basic – some knowledge, understanding and skills demonstrated but they are simplistic and deliberate. Some structure and repetition in the development and recording of ideas.
- Emerging Competent - knowledge, understanding and skills are generally adequate but safe
- Secure - knowledge, understanding and skills are secure and cohesive throughout
- Confident and Assured - knowledge, understanding and skills are effective and focused throughout
- Exceptional - knowledge, understanding and skills are in-depth, perceptive and accomplished throughout
Useful revision guides:
Year 9
Link: Year 9 - In Year Progression Plan
Assessment
Year 9 students will start to explore ways of working that relate more closely to the GCSE process of recording, developing and refining ideas culminating in a personal outcome. A theme is used as a starting point for a personal journey of expression which culminates into a personal outcome. This will give students an excellent opportunity to explore and develop a broader concept as well as help them hone those vital skills needed to solve problems and generate personal creative solutions.
Students will be assessed based on the depth to which they record, explore and develop ideas and the quality of the outcomes they produce. They will be graded under the following headings: limited; basic; emerging; secure; confident and exceptional skill base.
- Limited – insufficient knowledge, understanding and skills. Minimal evidence of, and lack of structure in the development and recording of ideas.
- Basic – some knowledge, understanding and skills demonstrated but they are simplistic and deliberate. Some structure and repetition in the development and recording of ideas.
- Emerging Competent - knowledge, understanding and skills are generally adequate but safe
- Secure - knowledge, understanding and skills are secure and cohesive throughout
- Confident and Assured - knowledge, understanding and skills are effective and focused throughout
- Exceptional - knowledge, understanding and skills are in-depth, perceptive and accomplished throughout
Useful revision guides:
Year 10 & 11
Link: Year 10 - In Year Progression Plan
Link: Year 11 - In Year Progression Plan
Assessment
Students will be assessed using the following assessment objectives over two components:
- AO1 Develop ideas through investigations, demonstrating critical understanding of sources 25%
- AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes 25%
- AO3 Record ideas, observations and insights relevant to intentions as work progresses 25%
- AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language 25%
Component 1: Personal Portfolio
The Art department must devise an appropriate theme(s), project(s) or task(s) in consultation with their students. They may each have a separate focus or be interconnected. The teacher should ensure that the theme(s), project(s) or task(s) allow the students to meet all four Assessment Objectives.
Component 2: Externally Set Assignment
The Externally Set Assignment is set by Pearson and will be released on 2 January in the year of assessment. The Externally Set Assignment will be available on their secure website on 2 January, and hard copies will be dispatched based on estimated entries.
Students will be assessed using an assessment grading grid provided by the exam board which is located in the specification pages 31 through to 34.
Teachers will use this assessment grid to assess all student work for both components.
- Refer to published visual exemplars to establish a secure understanding of how descriptors relate to practical evidence.
- Working through each AO separately, use the bulleted descriptors in each box to determine which band the evidence meets best.
- Use the descriptors holistically; there is not one mark available per descriptor.
- Decide whether the evidence ‘just’ meets, ‘mostly’ meets or ‘fully’ meets the descriptors in the band to determine the appropriate mark within the band.
- Where evidence for an AO meets descriptors from two or more different bands, a best-fit approach should be used to award the mark that corresponds most closely to the descriptors that have been met.
- Determine a mark out of 18 for each AO and add them together for a total out of 72 for both component.
Curriculum Delivery Plan
Year 10 Students will be exploring a theme based project that will form Component 1 which is worth 60%. The Component will consist of various themed tasks that culminate in a related personal outcome at the end of year 10.
In Year11 students will be preparing for their Mock exam which will also contribute toward Component 1. This project based work will culminate in a personal outcome produced in January. Students will then receive the theme for Component 2. Following the assessment objectives: recording, developing and refining their ideas the personal outcome will be the final element of the course comprising in a 10 hour exam.
Useful Links
https://youtu.be/PIWYBMZgt8E My GCSE Grade 9 (A**) Art & Design Coursework (FULL MARKS)
