Key Stage 3
Years 7 and 8: Three 45minute periods per two week cycle. Year 9 have four 45 minute lessons in a two week cycle.
In Key Stage 3, we develop students’ skills in a range of media over an integrated three year programme. The first project in Year 7 emphasises developing and extending fundamental drawing skills, from measuring techniques and the use of guidelines to creating accurate proportions through to mark making techniques for creating a range of textures and tones. These skills are developed throughout the three years, with perspective drawing forming a major part of the Year 8 Cityscapes project.
In Year 8, students are introduced to relief printing in the form of lino printing. Printing is then developed further in Year 9 with screen-printing. Painting is developed across the three year groups through acrylic, watercolour and gouache paint. Design work is integrated into the Natural Forms Year 8 printing project and architecture is studied in the Cityscapes project.
In Year 9 we run a digital photography project where students learn how to use the cameras in their manual mode for maximum creative control. The images are then developed through a photo silkscreen process. Later in the year we run GCSE taster projects, where students get to experience a ‘mini’ GCSE project and get a feel for the course with a view to helping them decide if it is an option they would like to choose.
|Pencil, charcoal & chalk
Pencil, pastel and other media
|Lino, block inks, markers, watercolour
Acrylic & watercolour, lino printing
GCSE taster projects
|Canon DSLRs, photo silk-screen and a variety of other media|
Students are assessed as per the National Curriculum levels (3-8) plus the school A-C sub levels. Formative assessment in the form of constructive verbal and written comments is the most common form of assessment, along with summative assessment in the form of a level grades for key pieces of work, or periods of work, as outlined in the front of students sketchbooks.
Frequently Asked Questions
What opportunities are there in school outside of lessons?
Art Club is a popular After School Activity for KS3 Students and there also opportunities to enter competitions.
How do I improve my grade in Art?
First read through the comments and suggestions made in your sketchbook, If you are not sure what they mean, check with your teacher.
Look at the examples used in class and the work on display in the corridors. These may not be the only way to do something, but they show you what high standard work looks like.
Once you understand what needs to be done, try and apply the advice to your work. You can do this by taking your sketchbook home and fixing things we’ve done in class as well as by trying to apply these suggestions to your next piece. As with any skill, regular practise is hugely beneficial.
Common problems to avoid that affect grades:
The single most common problem with student’s drawings is that they do not use a full range of tones. This does not mean making everything dark, but using a range of tones from light to dark to create a sense of volume.
Detail: A lack of detail can sometimes be a problem, sometimes due to a lack of effort or more often because of a lack of concentration.
Make sure you know how to use the media you are trying out. The ways in which you use watercolours and acrylics are very different; if you’ve been shown in class but have forgotten, please ask. It is often beneficial to try using materials in unusual ways and break the ‘norms’, this is often how new styles and techniques develop, but it is best to do this from a point of knowledge rather than ignorance.
Painting: the consistency of the paint you use is very important. For instance, acrylic needs to be watered down for most types of painting unless you need to create a very thick texture. The thickness of the paint on the brush has a big effect on how much you can control it.
Key Stage 4
Seven 45 minute periods over a two week cycle.
We follow the Edexcel GCSE course, which is an optional subject in Years 10 and 11. The course is based on two coursework projects (called the Personal Portfolio) and one exam project (called the Externally Set Assignment); coursework makes up 60% of the overall grade, whilst the exam project is 40%.
During the course, students are taught a range of skills and then expected to develop individual projects based on the following themes for the Personal Portfolio:
The Externally Set Assignment is set by Edexcel; the theme is released to centres in the January of the final year of the GCSE course.
|Project||Description||% of total grade|
|Identity||These two projects make up the personal portfolio (coursework) and are marked together.||60%|
|Externally set assignment||This project is set by the exam board. Preparation is done over roughly eight school weeks and the final piece is undertaken during a ten hour exam over two days.||40%|
There are four assessment objectives (AOs). These are each graded from 0-20 for a total of 80. Students are expected to fulfil all four assessment objectives in each project.
Develop their ideas through investigations informed by context and other sources, demonstrating analytical and cultural understanding.
Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
Record ideas, observations and insights relevant to their intentions in visual and/or other forms.
Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.
Frequently Asked Questions
Do students get homework in Years 10-11 in Art?
Yes, students are expected to spend one to one and a half hours a week on their homework. At the beginning of projects this tends to be discrete tasks and as projects develop students tend to be set targets.
What opportunities are there in school outside of lessons?
Students can attend the regular ASA art club on Wednesdays, or the Thursday art club offered specifically for students studying art in Year 10 and above. As the course reaches coursework deadlines and the final examination approach, extra sessions are offered.
How do I improve my grade and where do I get information?
- Refer in the first instance to the post-it notes; this is essentially how you receive written feedback until such time as the full GCSE Assessment Matrix can be used towards the end of projects.
- Individual homework receives a grade and a comment, make sure you read these comments and ask if you do not understand them.
- Assessment Matrix: This is the most important document you will receive for the course and is how your work is marked. Make sure you are familiar with it and understand the four assessment objectives; they will be discussed in class. You should have a blank copy for your reference and copies with grades filled in by your teacher with comments as your projects are reviewed.
- Check the Haiku Art website for all handouts you have received if you have lost them.
Key Stage 5 - IB
Visual Arts HL and SL
The course begins with an introductory project led by the teacher and aimed at developing core skills relating to the production of art in a variety of media. After this initial project students begin to develop their own ideas and themes, which reflect their stylistic interests and also their own thematic concerns.
At both Higher Level and Standard Level there are three components: Studio Work (40%), Process Portfolio (40%) and a Comparative Study (20%).
The Process Portfolio is evidence of the student’s experimentation and investigation of ideas and media; it can take the form of sketchbook pages, loose pieces that are not in their final exhibition and digital work.
The Studio Work can take many forms but is basically a number of loose outcomes that form the basis of the students’ final exhibition; these can be paintings, sculptures, prints, or digital outcomes.
The Comparative Study is a study that must involve at least three works of art from at least two different artists. In the study students get the chance to analyse artists’ work in depth, through a variety of approaches.
|Part 1: Comparative Study (minimum 3 art works from 2 artists)
• HL&SL: 10-15 screens on other artists
• HL Only: 3-5 screens on how artists have influenced their own work
• Bibliography – list of sources
|Part 2: Process Portfolio (sketchbook pages)
• HL 13-25 screens
• SL 9-18 screens
|Part 3: Exhibition (loose work)
• HL: 8-11 artworks with a 700 word statement
• SL: 4-7 artworks with a 400 word statement