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Curriculum mapping

Subject-Art

Intent of the curriculum – what are the aims of the curriculum and what is the curriculums overall goals?

Art and Design 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 Design at Rochdale Islamic 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

How will the Implementation of the curriculum take place in the classroom?

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. The Rochdale Islamic Academy Art department promote confidence and tenacity through extended projects and pupil led learning, enrichment and any other artistic opportunity to thrive.

Impact – what will the pupils learn by the end of the year and how do this link to future learning. How will pupils be assessed?

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 and mixed media. 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 techniques. They will be able to understand a brief as a creative process, presenting work in a public setting.

Overview of topics to be taught each half term

Year 7

1A/1B 2A/2B 3A/3b1a

Landscape Sketching Pencil techniques

1b

Landscape Using colour Developing ideas

2a

cubism study of the origins of cubism critical analysis of h work making a response to cubist work study of self identity ideas sheets

remaking ideas in a cubist form

2b

Islamic art and calligraphy Study of lettering PaintingUsing monochrome

3a

Homelessness Making art to portray an issue Research Ideas sheet

Studying camouflage artists

3b Homelessness Studying collage artists Developing own collage and camouflage work

relating to the topic

Progress expected

Develop a moderate ability to create form and texture. Use colour in a more refined way

Progress expected

Develop a Moderate ability to use oil pastel and ink techniques

Progress expected

Develop a moderate ability to create mixed media work and form collages.

Visitors /educational visits

Malham


Visit from an artist


Batley food bank

ResourcesPencilsSketch paperPastelsOilsTissue paperglue

ResourcesOil pastelsTurpentinePencils

ResourcesMagazinesPaintColoured paper

Skills to be learnt

Sketching Pencil work Shading Tonal work Using pastel experimenting with use of colour and media researching ideas developing ideas

Skills to be learnt

oil pastel techniques analysing art perspective drawing sketching/shading and tonal work ink techniques

Skills to be learnt

Mixed media work Collage Painting techniques

Knowledge to be acquiredContempry landscape artists work and lifeimpressionists

Knowledge to be acquiredPicasso work and lifeAfrican sculpture – origins and influence

Knowledge to be acquiredLui BolinEileen Down

Literacy & numeracy skills:ResearchingReading about artistsReport writingNote taking

Shape and space awareness





GCSE skills/Links: showcasing ideas developing ideas Practicing use of pencil and other media to gain a

moderate/consistent ability in their use.

GCSE skills/Links: experimenting with the use of colour experimenting with different media making final pieces

GCSE skills/Links: Links to social and national issues Art for purpose and meaning Researching ideas Developing ideas and making a final outcome

SMSC

Spiritual DevelopmentMindfulness in nature

Moral developmentDiscussing the environment, and our duties to protect it

Social developmentCritical discussions involving own and others workTaking on feedback

Cultural developmentLooking into ways different cultures depict landscapes

SMSC

Spiritual DevelopmentLooking at the meaning behind the words we draw

Moral developmentWriting styles from different cultures – different massages – inclusion, non judgement


Cultural developmentArt from around the world

SMSC

Spiritual DevelopmentReligious duty to help those in need

Moral developmentDiscussions on issues regarding homelessness...personal experiences that may be relatablee.g. prejudice, financial issues,Family structure, empathy, resilience, and motivation for changeSocial developmentCritical discussions involving own and others workTaking on feedback

Cultural developmentChinese artists

Year 8

1A/1B 2A/2B 3A/3b1a

Organic substance Intro to ideas sheet Study of artists work Links with textiles

1b

Organic substance Developing ideas Experimenting with materials Mixed media Links with textiles

2a

botanical illustration drawing from first hand observation

developing ideas

2b botanical illustration researching artists

experimenting with materials

3a

Surfaces Textures

Reliefs

3bWorking in groups to make own textured work according to a brief

Progress expected

Build on sketching skills, and oil pastel techniques to develop a good use of the materials. Develop an understanding of multi disciplinary work.

Progress expected

Develop a good ability to sketch, shade and produce tonal work with pencil. Develop ideas from first hand observation.

Progress expected

Develop a moderate ability to use card to make reliefs and 3D work

Visitors /educational visits Visitors /educational visits Visitors /educational visits

ResourcesInkOil pastelsThread needlescanvas

ResourcesPencilPlantsPenOil pastelscharcoal

ResourcesCardCorrugated cardStringGluetape

Skills to be learnt

Tonal techniques with inkSketching, focus on formstitching

Skills to be learnt

Sketching, focus on tone and contrastTonal techniques with oil pastels/colour pencils/charcoal

Skills to be learnt

CuttingStickingForming card

Knowledge to be acquired

Research Sue Sleep


Research into contempry botany artists – pupil led


Work and workings of Mark Lang







GCSE skills/Links: Presenting ideas Personal response Developing ideas Links to artistsFinal piece



SMSC

Spiritual DevelopmentReligious text on the creation of life

Moral developmentCommunicating with peers in a moral way when critically analysing work

Social development

Critical discussions involving own and others workTaking on feedbackCultural developmentDiscussion around personal, cultural and religious values

SMSC

Spiritual DevelopmentReligious text on the similitude of our life with the growth of plantsMoral developmentCommunicating with peers in a moral way when critically analysing work

Social development

Critical discussions involving own and others workTaking on feedbackCultural development Discussion around personal, cultural and religious values

SMSC

Spiritual DevelopmentWonder of creating things larger than ourselves

Moral developmentDiscussion on need to produce work for partially impaired or blind audiencesPrejudiceEmpathyMotivation for change


Cultural development Discussion around personal, cultural and religious values

Year 9

1A/1B 2A/2B 3A/3b1a

Journeys Research ideas Develop ideas with links to artists

1b

Journeys Experiment with materials

2a

Mark making using a variety of materialsElements of artG&T working to a brief

2bUsing skills gained in 2a to create images of buildings / vehicles

G&T working to a brief

3a

LetteringProject based on the theme inequality – study of artists and secondary sources

3bDevelopment of own ideasFinal pieceSkills based studies

Progress expected

Develop a moderate ability to make prints and make backgrounds with a variety of mediums

Progress expected

Develop a good standard of mark making techniques, to create, texture and build on form and tone

Progress expected

Develop a good ability to form compositions

Visitors /educational visits Visitors /educational visits

Manchester art gallery


Resources

InkRollersboards

Resources

CharcoalChalkInkPaintPenMarkers

Resources

PenInkPaint

Skills to be learnt

Printing skills

Skills to be learnt

Drawing skills focusing on texture

Skills to be learnt

Perspective drawingTonal work with ink


Mark Ernst


Heather HansenTony Orrico


Ali Omar ErmesFemale Muslim artists







GCSE skills/Links:Skills based studiesRecording ideasExperimenting and developing ideasMaking a response to a given titleLinks to social issues



SMSC

Spiritual DevelopmentReflecting on different journeys of life



Cultural developmentThe similarities and difference between the life journeys of people from different cultures

SMSC

Spiritual DevelopmentMindfulness - working outdoors, laying and pondering on the sky and movements of the arms. – Heather Hansen



Cultural developmentLooking into Artists from cultures different o students

SMSC

Spiritual Development

Spiritual reasons for equality

Moral developmentDiscussion on inequalityBullyingPrejudiceRacismLeading to empathy, need to listen to people's values and voices – motivation for change


Cultural developmentLooking into Artists from cultures similar to students

Year 10

1A/1B 2A/2B 3A/3b1a

CW on the theme Every day

1b

CW on the theme Every day

2aCW on the theme reflectionsSelection of skill based studies

2b

CW on the theme reflectionsSelection of skill based studies

3aStudent led course workSelection of skilled based work

3bStudent led course workSelection of skilled based work

Progress expected

Research and create idea boards

Develop Ideas using pencil/drawing tools

Progress expected

Research artists and create critical study boardsExperiment with colour and the use of different materials

Progress expected

Create mock ups and final outcomes with links to artists


Yorkshire sculpture park

ResourcesStudent led activity – provide any resources needed.



Skills to be learnt

Develop drawing skills to a good / outstanding standard.

Skills to be learnt

Develop painting/inking/colouring skills to good/outstanding standard

Skills to be learnt

Develop refining and experimenting skills to a good/outstanding standard

Knowledge to be acquiredStudent led research on their ideas and interests









GCSE skills/Links:Skills based studiesRecording ideasExperimenting and developing ideasMaking a response to a given titleWorking on CW



SMSC


Reflecting on issues/forming opinions


Social development

Critical discussions involving own and others work Taking on feedback

Cultural developmentIndividual CW studies will have links to pupils' own values/ culture/emotions or issues of their own interest.

SMSC




Social development



SMSC




Social development



Year 11

1A/1B 2A/2B 3A/3b1a

Individual CW projects

1b

Individual CW projects

2aExam project

2bExam project

3a

3b

Progress expected

Completion of individual projects – ready for assessment

Progress expectedCompletion of externally set task – ready for assessment

Progress expected




Resources

Skills to be learntStudent led –DrawingPaintingPrintingRefiningExperimenting

Skills to be learntStudent led –DrawingPaintingPrintingRefiningExperimenting

Skills to be learnt








Literacy & numeracy skills:



GCSE skills/Links:

SMSC




Social development



SMSC



Moral development

Communicating with peers in a moral way when critically analysing work

Social development



SMSC


Moral development

Social development

Cultural development

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