Curriculum Overview – Art and Photography

Intent “As practice makes perfect, I cannot but make progress; each drawing one makes, each study one paints, is a step

forward” - Vincent Van Gogh.

Art and Photography gives us a rich picture of the world, from which we are then able to make moral and cultural

judgements. This supports us in becoming articulate, confident and opinionated with everything we see in an artistic

and visual world. The Arts are important to build a passionate and reflective pupil to have a brave approach when

developing skills with media and their techniques, using the physical act of art as a tool for looking, experiencing and

learning. Understanding and applying the formal elements of art across all disciplines: line, shape, form, tone, texture,

pattern, colour and composition are vital in underpinning creative work.

A commitment to nurture; resilient, ambitious and curious people who will embed creativity in their own futures,

careers and everyday life.

Overarching concepts for Art and Photography at Sarum Academy are:

Resilience – trying something more than once

Safety and safe working practices – using tools and techniques safely and correctly

Culture – understanding the art world we live in

Proportion and Scale - mathematical approaches to arts

Formal Elements - showing understanding and application of: line, shape, form, tone, texture, pattern, colour and composition.

Research - finding information about a topic that informs art

Observe and record - mark making and drawing

Explore and Respond – experimenting with media and their properties

Refine and Reflective – vocalise, annotate and present findings

Describe and analyse – how and why

Independence – identify own strengths and weakness

Artistic Journey - starting point to a final conclusion

GCSE Art overarching knowledge

The work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and

cultures

Contemporary and/or historical environments, situations or issues

The ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements,

including: colour, line, form, shape, tone, texture

The characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they

can be used in relation to students’ own creative intentions

The different purposes, intentions and functions of art, craft and design in a variety of contexts

A Level/BTEC Art overarching knowledge

How ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

How images and artefacts relate to the time and place in which they were made and to their social and cultural contexts

Continuity and change in different genres, styles and traditions

A working vocabulary and specialist terminology.

Record experiences and observations, in a variety of ways using drawing or other appropriate visual forms; undertake research; and

gather, select and organise visual and other appropriate information

Explore relevant resources; analyse, discuss and evaluate images, objects and artefacts; and make and record independent

judgements

Use knowledge and understanding of the work of others to develop and extend thinking and inform own work

Generate and explore potential lines of enquiry using appropriate media and techniques

Apply knowledge and understanding in making images and artefacts; review and modify work; and plan and develop ideas in the light of

their own and others’ evaluations

Organising selecting and communicating ideas, solutions and responses, and present them in a range of visual, tactile and/or sensory

forms.

Year 13

Greater specialisation in a particular medium or process

Extended development of particular themes, ideas, concepts or issues

Further theoretical research and increased requirement to demonstrate understanding through integrated practical and written forms,

and other means of communication

More rigorous exploration of an inter-disciplinary or multi-disciplinary approach.

Implementation Learning is embedded through the development of knowledge and skills over time and through overlapping concepts. Projects are holistically

planned to ensure fluidity and content in changing times and the world. Through foundations and experiences with media skills will develop and

improve showing confidence and dexterity. Progression is mapped coherently ensuring the basis of each topic is underpinned with skill and

knowledge. This progression allows for effective differentiation, marking and feedback and stretch for more able pupils. Pupils have access to

vocabulary and spelling lists. Extended writing allows pupils to develop their language and vocabulary within the curriculum. The Sarum

Academy Art department promote confidence and tenacity through community projects, enrichment and any other artistic opportunity to thrive.

Art at Sarum Academy – Curriculum Overview (Knowledge and skills) Term

1 2

3

4

5

6

Year 7 Formal Elements

Colour wheel

Primary, secondary and tertiary and complimentary colours.

Hot and cold colours.

Creating line through grid method.

Shape.

Shading and blending

Pattern

Combining the formal elements with the following techniques:

How to use line and mark making techniques to make a shape.

Blending colour pencils.

Observational studies

Mixed media approaches

Water colour techniques

Oil pastel techniques

Combining music and art.

Analysing abstract art.

Expanding original artworks

Develop coloured pencil blending techniques

Mark making to different genres of music

Music, emotion and colour

Expressing music through colour and line

Composition

Water colour techniques and building on previous works to create final outcome

Creating work in different formats e.g. postcards

The Environment

Nature observational drawings

The Environment and Art

How to portray issues in the environment through art

Messages through art

Painting techniques

Use of pattern

Wax resist

Using waste materials as a surface

Transfer techniques

Printing techniques

The Greats

Research into famous mark makers

Pointillism

Mark making techniques

Photography skills (Landscape)

Observational drawings

Acrylic painting

Pen work (Black and white, colour)

Mixing colours

Accumulative final piece

Year 8 Popular Culture

Artist research

Mixed media onomatopoeia

Drawing using a view finder (Close-up)

Packaging observational drawing

Analysis of pop art image

Reinterpretation of artist’s work

Pop art portrait

Using found images to recreate in a pop art style

Applying experimental media

Using watercolour’s

Oil pastel

Coloured pencil blending techniques

European Culture

Abstract/cubist research

Creating abstract/cubist work by chance

Oil pastel blending techniques

Magazine collage

Continuous line drawing

Continuous line pen drawing

Proportion research

Face scale and proportion

Observational drawing of features using:

graded pencil (Tone, blending techniques)

Cross hatch pen

Charcoal blending

Pen and ink

Combining previous processes to create final outcome

African Culture

Mind map

Grid method drawings

Tie dye

Designing and creating patterns

Silhouette painting

Watercolour blending

Making stencils

Abstract and realistic acrylic painting

Lettering and typefaces

Pen work

Year 9 Nature

Mind map

Collage (AO1 criteria)

Observational Drawing (Primary)

Mixed media experimentation

Pattern and Repetition

Abstracting work

Collage

Oil pastel

Artist inspiration, research and analysis

Create designs inspired by an artist

Develop and choose best design

Work with 3D media

Evaluate

Gallery and Exhibition

Observational drawing

Experimenting with black and white media

Experimenting with coloured media

Annotate work - successes and limitations

Select best work

Choose appropriate media

Create a final piece suitable for a gallery setting

Materials and Techniques

Mark making techniques using pen and pencil

Watercolour techniques

Acrylic painting techniques

Printing techniques

Collage/mixed media techniques

Pastel techniques

3D techniques (wire, mod roc, cardboard)

Small studies combining techniques in each media

Year 10 Portraiture

Mind map

Collage

Traditional techniques

Artist research

Observational drawings

Develop skills in 2D media

Close up studies

Choosing appropriate artist

Choosing appropriate media

Creating own representations

Portrait – artist inspiration and becoming exhibition ready

Choosing appropriate artist

Choosing appropriate media

Creating own representations

Taking own photos and working from these

Creating individual representations from a set brief

Choose appropriate media for a final outcome

Adapt compositions and media choices

Develop ideas into a final outcome

Mock Exam AO1 and AO3 focus

Choosing appropriate topic

Evaluating own strengths and weaknesses

Developing drawing skills from observation

Developing skills in a range of media

Ability to choose appropriate media

Develop experimental skills

In-depth written work

Refining and developing skills

Higher level thinking bookwork and written work

Year 11 Mock Exam AO2 and AO4 focus

Choosing appropriate topic

Evaluating own strengths and weaknesses

Developing drawing skills from observation

Developing skills in a range of media

Ability to choose appropriate media

Develop experimental skills

In-depth written work

Refining and developing skills

Higher level thinking bookwork and written work

Exam

Choosing appropriate topic

Evaluating own strengths and weaknesses

Developing drawing skills from observation

Developing skills in a range of media

Ability to choose appropriate media

Develop experimental skills

In-depth written work

Refining and developing skills

Higher level thinking bookwork and written work

Year 12 BTEC Unit 12

Explore 2D, 3D and digital materials, techniques and processes used to produce fine art work

Apply fine art materials, techniques and processes to produce work for a brief

Review and reflect on own use of fine art materials, techniques and processes

Materials, techniques and processes in 2D fine art

Materials, techniques and processes in 3D fine art

Digital materials, techniques and processes used in fine art

Applying techniques to create sample fine art work to a brief

Employ appropriate health and safety procedures when using techniques

Review own development of skills and understanding of fine art materials, techniques and processes

Reflection on own performance and proposals for future work

BTEC Unit 12/Exam Unit (1)

Examination of the ways that others visually record and communicate

Identify and record the formal elements in the work of others.

Consider – line, tone, form, texture, colour, pattern, scale, perspective, figure and composition.

Explore observational recording from primary sources

Explore the use of secondary sources for visual recording

Extend own visual recording and communication skills

2D ideas generation

3D ideas generation

Select appropriate materials, techniques, processes, tools and equipment.

Review of the quality of research, outcomes, experimentation in relation to outcome

Year 13 BTEC Unit 3

Understand the stages and activities within the creative process

Exploration of materials, techniques and processes

Production and presentation of preliminary work and outcome.

Contextual research

Experiment with the stages and activities within the creative

Process to develop own working practice

Plan the use of creative process to produce art and design work

Present work showing application of the creative process

Review own use of the creative process

BTEC Unit 3/Unit 2

Planning the investigation process

Developing content/information

Deconstructing art and design work through the formal elements

Analyse how the contextual factors can influence the work of creative practitioners

Critical analysis of art and design work

Drawing conclusions and forming judgements on the research carried out

Forming independent judgements

Communicating and justifying conclusions and judgements

Unit 2

Planning the investigation process

Developing content/information

Deconstructing art and design work through the formal elements

Analyse how the contextual factors can influence the work of creative practitioners

Critical analysis of art and design work

Drawing conclusions and forming judgements on the research carried out

Forming independent judgements

Communicating and justifying conclusions and judgements

Year 13 AQA A-Level

Coursework Unit

In-depth analysis on own practice

sustain work from an initial starting point to a realisation

Develop ideas and link work in a meaningful way

Clarifying the focus of the investigation

Demonstrating critical understanding of contextual and other sources

Substantiating decisions leading to the development and refinement of ideas

Recording ideas, observations and insights relevant to intentions by reflecting critically on practical work

Making meaningful connections

Coursework/Externally Assessed Unit

Recording ideas, observations and insights relevant to intentions by reflecting critically on practical work

Create a final outcome based on the realisation of best practice

In-depth analysis on own practice

sustain work from an initial starting point to a realisation

Develop ideas and link work in a meaningful way

clarifying the focus of the investigation

demonstrating critical understanding of contextual and other sources

substantiating decisions leading to the development and refinement of

Externally Assessed Unit

In-depth analysis on own practice

sustain work from an initial starting point

to a realisation

Develop ideas and link work in a meaningful way

clarifying the focus of the investigation

Demonstrating critical understanding of

contextual and other sources

substantiating decisions leading to the

development and refinement of ideas

recording ideas, observations and insights relevant to intentions by reflecting critically on practical work

Making meaningful connections between, visual, written and other

between, visual, written and other elements.

a coherent and logically structured extended response of between 1000 and 3000 words of continuous prose

ideas

recording ideas, observations and insights relevant to intentions by reflecting critically on practical work

Making meaningful connections between, visual, written and other elements.

elements.

Photography at Sarum Academy – Curriculum Overview (Knowledge and skills)

Term

1 2

3

4

5

6

Year 9

Basics of Photography

Organisation and ICT

Elements of photography

Composition

Lighting

Line

Camera functions

Lenses and Equipment

Focus and Depth of Field

Photoshop tools

Manipulation

Photographic Genres

Talking about work of others

Book presentation

Photoshop and editing (Surrealism)

Observation with a camera

Preparing photos

Contact sheets

Analysis of own work

Refinement of photographic skills

Photographer research

Being inspired by others

Manipulation linked to genre

Indoor and outdoor photography

Presentation of work

Annotation

Combining art and photography through mixed media

Architecture photography

Indoor and outdoor practical’s

Paint and photography

Sewing and photography

Acetate and photography

Drawing and photography

Drawing with ICT

Artist inspiration

Developing ideas

Manipulation with art techniques

Manipulation with Photoshop

Year 10

Independence and skill development

Choosing appropriate projects

Evaluating own strengths and weaknesses

Developing photographic skills

Developing editing skills

Developing mixed media

Technical techniques i.e. studio, lighting, shutter speed, aperture, depth of field (where appropriate for their project)

In depth written work

In depth evaluation

Refining and developing

Food Project

Experimenting with food

Experimenting with lighting

Photographing something “ordinary”

Still life

Studio

Natural and artificial lighting

Editing techniques

Artist research

Development of written work

Technical techniques

In depth writing and annotation based on a specific and relevant theme

Creativity in the camera

Creativity with photo shop

Mock project

Choosing appropriate projects

Evaluating own strengths and weaknesses

Developing photographic skills

Developing editing skills

Developing mixed media

Technical techniques i.e. studio, lighting, shutter speed, aperture, depth of field (where appropriate for their project)

In depth written work

In depth evaluation

Refining and developing skills

Higher level thinking/book work and written work

Year 11

Mock Project

Choosing appropriate projects

Evaluating own strengths and weaknesses

Developing photographic skills

Developing editing skills

Developing mixed media

Technical techniques i.e. studio, lighting, shutter speed, aperture, depth of field (where appropriate for their project)

In depth written work

In depth evaluation

Refining and developing skills

Higher level thinking/book work and written work

Exam Project

Choosing appropriate projects

Evaluating own strengths and weaknesses

Developing photographic skills

Developing editing skills

Developing mixed media

Technical techniques i.e. studio, lighting, shutter speed, aperture, depth of field (where appropriate for their project)

In depth written work

In depth evaluation

Refining and developing skills

Higher level thinking/book work and written work

GCSE Overarching knowledge

The work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures

Contemporary and/or historical environments, situations or issues

The ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including: colour, line. Form, shape, tone, texture

The characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they can be used in relation to students’ own creative intentions and chosen area(s) of study

The different purposes, intentions and functions of art, craft and design in a variety of contexts and appropriate to own work.

Year 12

Basics of Photography for A-level.

Organisation and ICT

Elements of photography – in depth look at the elements of photography, including, line, pattern, texture, shape and form

Composition

Lighting

Line

Camera functions

Lenses and Equipment

Focus and Depth of Field

Photoshop tools for A-level editing

Combining technical/photographic/ creative and mixed media skills for A-level.

Manipulation

Photographic Genres

Talking about work of others

Book presentation

Photographing the Ordinary

Looking and seeing

Objective and subjective

Developing use of camera

How to look for things to photograph in everyday life

Nigel Shafran

Richard Wentworth

Use of contact sheets

How to pick best work

How to develop best work

Using Photoshop to enhance but not” change work”

How to show creativity in your editing

Coursework Project

Choosing appropriate projects

Evaluating own strengths and weaknesses

Developing photographic skills in a more technical and developed way

Developing editing skills using photo shop and other photographic software

Developing mixed media and use of other specialisms through photography

Technical techniques i.e. studio, lighting, shutter speed, aperture, depth of field appropriate for their project, embedding a culture of improving skills and learning a more creative way of technical development in camera.

In depth written work and note writing

In depth evaluation of own and others work

Refining and developing skills

Higher level thinking/book work and written work

Extended writing for essay

How to write: an introduction

Plan an essay

Document a journey through writing

Embed reflective and refinement in own practice

Year 13

Coursework Project

Choosing appropriate projects

Evaluating own strengths and weaknesses

Developing photographic skills in a more technical and developed way

Developing editing skills using photo shop and other photographic software

Developing mixed media and use of other specialisms through photography

Technical techniques i.e. studio, lighting, shutter speed, aperture, depth of field appropriate for their project, embedding a culture of improving skills and learning a more creative way of technical development in camera.

In depth written work and note writing

In depth evaluation of own and others work

Refining and developing skills

Higher level thinking/book work and written work

Extended writing for essay

How to write: an introduction

Plan an essay

Document a journey through writing

Embed reflective and refinement in own practice

Exam Project

Choosing appropriate projects

Evaluating own strengths and weaknesses

Developing photographic skills

Developing editing skills

Developing mixed media

Technical techniques i.e. studio, lighting, shutter speed, aperture, depth of field (where appropriate for their project)

In depth written work

In depth evaluation

Refining and developing skills

Higher level thinking/book work and written work

Broader manipulation techniques

Critical analysis that reflects on own opinions and judgements

Development of moral and culture judgements on others work

Independence and resilience

Impact By the end of Key Stage 3 pupils will be able to show a range of skills using

various media, demonstrating technical skills including drawing painting,

printing, mixed media and 3D exploration. They will be able to understand the

colour wheel and the formal elements within Art demonstrating an

understanding of line, shape, tone, etc. They will be able to talk about and

describe the work of historical and contemporary artists. Pupils will be able to

make informed choice about the media, techniques and processes of their own

work, showing an independent and reflective journey. To leave Key Stage 3

with a deeper understanding of the relationship between Art and Culture. As

pupils move through the course they will become familiar with a range of artists

and genres important and relevant in today’s society.

By the end of Key Stage 4 pupils will demonstrate a deeper understanding of

the work of others and their own artworks.

Pupils will be able to independently plan, prepare, present and evaluate a

greater range of media and their techniques. They will be able to understand a

brief as a creative process, presenting work in a public setting.

By the end of Key stage 5 pupils will become deeper thinkers empowered by

their own and others work. They will have a reflective understanding of moral,

cultural and social issues. Confidence will be built by speaking and presenting

their work to others; thus developing self-esteem and a passion for the subject.

Pupils will pursue best practise by realising their strongest artistic outcomes;

ultimately setting them up for higher education and a prospective career in the

arts.