Curriculum Planning for 2017-2018

Timeline Concept/Topic Text References Time Materials/Equipment Assessment Assessment Learning Outcomes
1st Yr Allocaion Modes Times
4th Sept Drawing-Field Looking and 3 weeks Pencil, pen, charcoal Continuous 1-2 times -The project will
27th Oct trip/Observational collecting materials evaluation of per week- gauge the students
2017 (8 drawing-The within class work, Formative natural level of
weeks) outside world/The environment- group End of drawing which is
built environment countryside- critiques, project- important for
flora/fauna/wildlife end of Summative progression for both
Cityscape-buildings, project themselves and their
architecture group teacher
Artists-Grainne evaluations, -Line, shape, tone,
Ruanne, Michael teacher led color
Wann summative -Perspective
assessments -Composition
-Proportion/Scale

Painting-A more in Color wheel, 5weeks Acrylic paint, good -The students will
depth look at complimentary quality paper gage a greater
shape and tone- colours, colour understanding of
picking an mixing- form and shape
element of their light/shade/tone -They will become
drawing that Artists-David more aware of colour
interests them and Hockney mixing and
blowing it up in (technique) complimentary
color Monet colours
 -They will recognise
and understand light,
shade and tone in
great detail
Mid-term
6th Nov Sculpture (Notion Looking at flight 4 weeks Found materials- Continuous 1-2 times -Research a specific
22nd Dec of flight) and things that fly- cardboard, lolly pop evaluation of per week- topic (flight) and be
2017 (7 -Creation of Create something sticks, plastics, glue, class work, Formative able to extract
weeks) shadow puppets that flies or will feathers etc. group End of information in order
-Shadow puppet appear as though it critiques, project-
to make a sculptural
theatre is flying, through a Cardboard boxes, end of Summative
piece i.e video/stop
series of Perspex, light project
Stop motion photographs/stop group motion
animation motion 3 weeks Camera, stop motion evaluations,
Artists: Philip animation software teacher led -Create shadow
Worthington, Tim summative puppets using
Noble and Sue assessments paper, card, clay or
Webster found objects such
as feathers, wings
etc. in order to
create shadow
puppets. Students
must come up with
a storyline for their
stop motion/video.

-Using a cardboard
box, tissue paper
etc. students will be
able to create their
own
theatre/lightbox in
order to carry out
their shadow
puppet show.

-Analyse and take

inspiration from the
works of
contemporary
artists such as Philip
Worthington for his
creation of shadow
puppet creatures
and Tim Noble and
Sue Webster for
their sculptural
forms made from
everyday objects.

-Create a shadow
puppet show.
Record the show
using video or take
a series of still
images in order to
make a stop-motion
(premier pro, stop
 motion studio/I
motion app)

-Each student will

develop their own
personal ideas in
response to the idea
of flight, while
taking information
from key artists.
Students will
transfer these ideas
into the making of
their shadow
puppet show.

Christmas
8th Jan Reduction Lino The 5 weeks Lino, roller, cutting Continuous 1-2 times -Analyse and
9th Feb Print (2 colour) Rainforest/Jungle tools, pencil, inks evaluation of per week- critique pieces of
2018 (5 class work, Formative
weeks) Artists: Henri group End of
text and imagery in
Rousseau and critiques, project- order to develop
Rachel Newling end of Summative imaginative ideas
project for a final
group
evaluations, design/composition.
teacher led Students should be
able to extract
summative information from
assessments the texts that have
been given or from
their own research
to inform the
concept of their
print.

-Experiment with
imaginative
drawing using a
number of materials
such as colouring
pencils, oil pastels
or watercolour in
order to produce a
design for a lino cut
based on students
chosen elements of
their rainforest
research.
-Analyse and take
inspiration from the
works of
contemporary
artists such as
Amanda Colville and
Rachel Newling for
their subject matter,
attention to detail
and use of colour.

-Investigate the
discipline of
printmaking, in
particular lino print,
understand the
process of creating a
reduction print and
be able to physically
take control of the
process of creating
their print from the
transfer of their
drawing to the final
print.

-Each student will

develop their own
personal ideas in
 response to the
texts given/their
own research and
the work of specific
contemporary
artists. The student
will transfer these
ideas into a final
design/composition
for a lino print.
Speaking to one
another through the
process of making
the work and the
actual completion of
the project will
improve the
students confidence
and self-esteem.

Mid-term
19th Feb- Batik Dystopian/Utopian 5 weeks Cotton, wax, dye, Continuous 1-2 times -Analyse and critique
23rd world brushes, wax pot evaluation of per week- a piece of text in
March class work, Formative order to develop
2018 (5 Artists: Polly group End of imaginative ideas for
weeks) Kitzinger and critiques, project- a final design.
Salvador Dali end of Summative
project Students should be
group able to pinpoint
evaluations, sections of the
teacher led text/keywords which
summative will inform their idea
assessments for the final design.
-Analyse and take
inspiration from the
works of
contemporary artists
such as Polly
Kitzinger, for her use
of batik and also her
playful subject
matter. I would like
for students to take
note of her vivid
colour palette and her
attention to detail and
Salvador Dali for his
surrealist style, his
ability to transform
reality into fantasy
for e.g melting clocks
and distorted floating
figures.

-Experiment with
imaginative drawing;
Make a series of
compositions (3)
based on keywords or
sentences from the
excerpts, using
materials such as
pencil, charcoal,
colouring pencils, oil
pastels, watercolour
or using paper, card,
tracing paper,
magazine cut outs in
order to create
collage
(juxtaposition)
or
distort/enlarge/reduce
drawings/imagery or
merge two images
with possible use of
photoshop, to inform
a design in
preparation for the
construction of a
batik.

-Carry out multiple

test dyes using the
wax resist technique
in order to gain an
understanding of
colour mixing,
identify and use
techniques such as
painting with fabric
dyes for areas on
another spectrum of
colour, experiment
with painting on the
wax for e.g
brushstrokes to create
hair and also etching
into the wax using a
scribe to create
shading/texture.
-Each student will
develop their own
personal ideas in
response to the
excerpts and the work
of specific
contemporary artists.
The student will
transfer these ideas
into a final design in
which will be drawn
on to a piece of
cotton, free hand or
 with the use of
tracing paper. *please
note the rule of thirds
technique may need
to be used when
enlarging a drawing
and transferring from
paper to cotton. They
will carry out wax
resist dying to create
a batik. Speaking to
one another through
the process of making
the work and the
actual completion of
the project will
improve the students
confidence and self-
esteem.

Easter
9th April- Still Life Artists: 3 weeks Pencil, charcoal, oil Continuous 1-2 times Students will display
1st June and chalk pastels, evaluation of per week- knowledge of
2018 (8 Life Drawing Henri Matisse 3 weeks rubber class work, Formative composition,
weeks) group End of perspective, light,
Ceramics 3D Leonardo Da Vinci 2 weeks critiques, project- shade, tone and
Modelling-Choose end of Summative colour theory by
a feature from the Mel French project completing their still
human body and group lives
evaluations,
model using air Clay, modelling tools teacher led Students will be able
drying clay summative to sketch the clothed
assessments figure in detail by
observing the selected
models
Students will
demonstrate their
understanding of the
facial features by
choosing one and
completing ceramic
representation