at the heart of the community

Learn about us

View our curriculum

Assessment and reporting

Art Curriculum

The Furness Academy Art curriculum for each year group is detailed below. 

Key Stage 3 Curriculum

Students explore a range of artists and cultures. Subject specific vocabulary is introduced and developed to support wider literacy skills. Students are also taught the rational of specific learning activities and how these relate to the wider world.

Topics of study include:

Graffiti  street art. Investigating the social and political meaning in works of art. References to Banksy & Dismaland.

Formal elements of drawing. Line & movement- investigating Op art. References to Bridget Riley, Carl Krull & Vincent Low. Tone- silhouettes, perspective & shading. References to James Bell and Ozz France. Texture & realism- References to Van Gough and Amanda Smith Mitchell. Form- 3D shapes. References to MC Escher and Fiona Tang.

Colour Theory and the phycology of colour. References to Pop Art and advertising consumerism.

Manga & Japanese Anime. Portraiture and facial proportions. References to Tezuka Osamu and Hiro Mashima. Cultural Japan.

 

Topics of study include:

Students explore a range of artists and cultures. Subject specific vocabulary is introduced and developed to support wider literacy skills. Students are also taught the rational of specific learning activities and how these relate to the wider world.

Cultural Studies. Investigating art and traditions from North Africa, the Middle East and India, Pakistan/ Bangladesh. . Cultural  and historical alphabets- Arabic, Hindi and illuminated letters.  Henna designs- symbolic meanings. Rangoli patterns- symmetry, colour theory, blending skills. References to the festival of Diwali

Pattern, Painting, Printing & Ceramics. Zentangle patterns– Semi-abstract mark making painting. References to Vincent Scarpace, Jules McDonald, Linda Germain, Jackson Pollock & the Martin Brothers.

Architecture. Architecture through the ages. References to Christopher Wren, Woodhouse and Willoughby (Nan Tate), William Lynn (Barrow Town Hall) and Furness Abbey.

 

Students explore a range of artists and cultures. Subject specific vocabulary is introduced and developed to support wider literacy skills. Students are also taught the rational of specific learning activities and how these relate to the wider world.

Topics of study include:

Creepy and Kooky  Research and visual mind mapping.  Creative imagination & design using mixed media and crosshatching techniques. Artist analysis. References to Tim Burton, Paride Bertolin and Hieronymus Bosch.

The Great Wave- Comparing Western & Eastern Art. Investigating works of art by Hokusai and Maggi Hambling. Painting and mixed media focus.

Cultural Studies–  Investigation works of Mexican Art. Referencing the Day of the  Dead and Folk Art. Developing design and mask making skills.

 

Number of lessons:

  • Year 7 – 2 x 50 minute lessons per week
  • Years 8 and 9 – 1 x 50 minute lesson per week
  • Motor skills– line control, movement and crosshatching
  • Lettering and font writing
  • Pencil shading and blending
  • Painting and brush strokes
  • Colour theory
  • Stencilling
  • Mixed media
  • Knowledge of materials and mediums
  • Designing and creating
  • Liner and atmospheric perspective through size and tone
  • Compositional awareness
  • 3D model making
  • Calligraphy
  • Print making
  • Measurement & symmetry

 

All students need to carry the following equipment in pencil cases in their bags.

  • Pencil
  • Pen
  • Ruler
  • Rubber
  • Laptop

Art Specific Equipment:

Pen, pencil, pencil sharpener, rubber, glue stick, coloured pencil crayons.

 

Schemes of work are broken down into creative units. Each unit has a creative outcome which is assessed against a set of success criteria. Disciplinary knowledge is tested through knowledge retrieval quizzes.

Students are also assessed for effort along with  skill.

Homeworks are assessed combining effort and skill and graded on a purple, green, amber and red scale.

Provide a quiet workspace for homework. Regularly check the Art Teams page which will include the scheme of work currently being taught and homework’s set. Look at any art work brought home and provide praise and encouragement.

 

Throughout the year there will be opportunities to enter local and national competitions, join clubs such as craft ,photography, painting and sculpture. Work with artists and participate in creating school displays.

 

Key Stage 4 Curriculum

The course is delivered in two components.

Component 1: Portfolio (coursework)

Students will create a body of work called a portfolio. This will show coverage of the four assessment objectives and present artistic evidence from two projects.

Project 1– Animals. This is delivered across the Autumn and Spring term of Year 10. Student will undertake and present a series of studies using a variety of mediums and techniques plus a final outcome response. Referencing a variety of artists and genres.

Project 2– a choice from the following themes. Nautical or Cultural. This is delivered across the Year 10 summer term and Autumn Year 11 term. Student will undertake and present a series of studies using a variety of mediums and techniques plus a final outcome response. Referencing a variety of artists and genres.

Component 2: Externally set assignment (exam period)

Students respond to a chosen starting point from an externally set assignment paper, evidencing coverage of all four assessment objectives. This is delivered in the Spring term of year 11 and allows a period of preparation time plus a 10 hours of supervised sessions in which to crate a final personal outcome response.

 

Number of lessons:

  • 3 per week – x1 single and x1 double
  • Mixed setting

Students must demonstrate the ability to:

  • develop their ideas through investigations informed by selecting and critically analysing sources
  • apply an understanding of relevant practices in the creative and cultural industries to their work
  • refine their ideas as work progresses through experimenting with media, materials, techniques and processes
  • record their ideas, observations, insights and independent judgements, visually and through written annotation, using appropriate specialist vocabulary, as work progresses
  • use visual language critically as appropriate to their own creative intentions and chosen area(s) of study through effective and safe use of: • media • materials • techniques • processes • technologies
  • use drawing skills for different needs and purposes, appropriate to context
  • realise personal intentions through sustained application of the creative process.

 

Component 1: Portfolio, is marked out of a total of 96 across each of the four assessment objectives. The portfolio is 60% of the final GCSE mark.

Component 2: External set assignment, is marked out of a total of 96 across each of the four assessment objectives. The portfolio is 40% of the final GCSE mark.

All students need to carry the following equipment in pencil cases in their bags.

  • Pencil
  • Pen
  • Ruler
  • Rubber
  • Laptop

Art Specific Equipment:

Pen, pencil, pencil sharpener, rubber, glue stick, quality coloured pencil crayons, fine liners, white gel pen.

Additional equipment—paints, inks, brushes, decorative presentation décor for sketchbooks.

 

Provide a quiet workspace for homework. Regularly check the Art Teams page which will include course work checklists, resources and homework’s set. Look at any art work brought home and provide praise and encouragement.

 

Additional school sessions.

We aim to offer a gallery visit.