The MVC vision for Art education is designed to promote the best habits of independent thought and learning in the pursuit of excellence. Engendering respect for individuality, difference and nurturing creative and spiritual richness. We aim to foster self-confidence, enthusiasm, perseverance and a passion to explore and value the creative.
Art education teaches how to interpret, to be critical, to use visual information, and how to make choices based upon it. When students practise thinking creatively and solving problems, it will become more naturally a way of thinking, which will help them both in school and in their future life. We aim to teach students to take time and care with their work, and to become thorough in how they observe the world. Art provides challenges for learners at all levels.
Art can develop a student’s creativity and the skills learnt will be beneficial to a range of academic subjects. For example, visual arts teach learners about colour, composition, perspective and balance; all concepts that are necessary in making and giving presentations (visual or digital). At MVC we learn about artists, crafts-people and designers across many cultures, which can connect students to the wider world.
Art helps to develop fine motor skills and the use of both sides of the brain. We aim to teach the mastery of techniques in art which in turn bolsters our students’ own confidence. Some aspects of art education may give students a chance to step outside their comfort zone.
Art can be challenging, however, and students will also learn perseverance. Many skills are revisited and practised several times during KS3, aiming to master and improve each time. This growth mindset will certainly matter as they grow, enter new phases of education and also in their working life where they may be asked to continually develop new skills and work through some aspects of their role that they find difficult.
Art and design programmes of study: key stage 3 National curriculum in England
Purpose of study of Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Aims: The national curriculum for art and design aims to ensure that all studentss:
Attainment targets
By the end of key stage 3, students are expected to know, apply and understand the matters, skills and processes specified in the programme of study.
Art and Design Subject content Key stage 3
Students should be taught to develop their creativity and ideas and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.
Students should be taught:
All KS3 projects are designed to test the students’ embedded learning of core art skills in art and design in preparation for GCSE. The projects cover art from another culture, realism in art, and the art of popular culture, all linked to influential artist’s ideas and work. Throughout each year group, we aim to show students how embedded learning in Art and Design can increase both their skills and creativity and act as a secure building block for future artistic study. We also want students to enjoy their creativity.
We will cover the following core skills, throughout the curriculum introducing new, different content while re-visiting and developing the same core skills aiming for increased technical complexity and sophisticated development of knowledge and understanding over time.
The key focus of the year is to increase confidence in drawing. Students will be learning the process of drawing including how to hold the pencil; how to use contour and tone to record shape accurately and how to build detail and texture in stages. They will also experience drawing with a range of materials and to both small and large scales.
Line, tone, perspective, proportion, pattern, texture, blending, composition etc. These skills are taught and consolidated over much of the year’s work.
Students will explore atmosphere, memory, emotion and feeling through mark making and colour mixing. They will develop a knowledge and understanding of different painting techniques and use of pastel, ink and pencil to express colour in a creative way.
Knowledge and understanding about the History of art, craft, design and architecture where relevant to project theme, including other cultures. Students should be able to make their own informed judgements and opinions based on the work of others.
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Half term |
Topics studied; skills and knowledge |
How this will be assessed |
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Autumn - 1 |
Baseline assessment – 2 weeks Drawing Workshops -3 weeks C1 Seashore Project to include higher level drawing of shells and pebbles. C1 Homework research Project on the book of Shells by the Japanese Artist Utamaro – 6 weeks going into the next half-term C1/C4/C3 |
Through constantly reviewing sketchbook work including verbal feedback and half termly go4schools mark entry. Final marking of each termly project will include marking and summary of achievement in sketchbook also noted in Go4schools. Verbal Feedback targeted to improvement pinpointing that students have secure knowledge e.g. Exit questions, Quick fire check, display of all work held up for overview, time targets, etc Peer assessment. The marks are based on creative development of project work overtime, not one-off pieces of work. |
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Autumn - 2 |
Continuation and development of observational Seashore project |
As above |
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Spring - 1 |
Egyptian Scarab Beetle Project – looking at the Art of Ancient Egypt and links between observational drawing, nature and taking these drawings into a range of media. Cross-curriculum links with Geography/RE investigating another country/culture. C1/C2/C3/C4 |
As above |
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Spring - 2 |
Continuation and development of Scarab Egyptian project with emphasis on personal creative growth and refinement of technique C1/C2/C3/C4 |
As above |
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Summer - 1 |
The Art of Illuminated Manuscript and lettering design work project Students will look illuminated manuscripts and also contemporary calligraphy artists such as Gemma Black alongside Book illustrators C1/C2/C3/C4 |
As above |
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Summer - 2 |
Continuation and development of Illuminations Manuscript and Lettering Project C1/C2/C3/C4 Recap of core skills learnt to embed learning. |
As above |
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Half term |
Topics studied; skills and knowledge |
How this will be assessed |
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Autumn - 1 |
Indian Mehndi Art Project – looking at the art of Mehndi and links between observational drawing, nature and taking these drawings into interlocking patterns and motifs. Cross-curriculum links with Geography/RE investigating another country/culture. Pottery will also be included in this project. C1/C2/C3/C4 Review of year 7 skills based with emphasis in retention of knowledge and technical skill leading to further advancement throughout Year 8 project work. |
Through constantly reviewing sketchbook work including verbal feedback and half termly go4schools mark entry. Final marking of each termly project will include marking and summary of achievement in sketchbook also noted in Go4schools. The marks are based on creative development of project work overtime, not one-off pieces of work. |
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Autumn - 2 |
Continuation and development of Mehndi project with emphasis on personal creative growth and refinement of technique. C1/C2/C3/C4 skill development |
As above |
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Spring - 1 |
Aboriginal Art Project – looking at Aboriginal Art and links between observational drawing nature and taking these drawings into interlocking patterns and motifs. Cross-curriculum links with Geography/RE investigating another country/culture. Review of C1/C2/C3/C4 skills from year 7 leading to enhanced learning and technical understanding. |
As above |
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Spring - 2 |
Continuation and development of Aboriginal project with emphasis on personal creative growth and refinement of technique Development of C1/C2/C3/C4 skills from year 7 leading to enhanced learning and technical understanding. |
As above |
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Summer - 1 |
Architecture Part Tiffany Decorative Arts Windows This will include Architecture in the form of Tiffany Glass windows. This will focus on how architecture incorporates the decorative arts, colour and natural form. C1/C2/C3/C4 further development with more complexity than year 7 Impact |
As above |
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Summer - 2 |
Architecture Part 2 Gaudi - Architecture project will have an emphasis on personal creative growth and refinement of technique. Focus on the developing understanding of Architecture and how buildings have creative and cultural impact. Further Development of C1/C2/C3/C4 skills leading to enhanced learning and technical understanding |
As above |
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Half term |
Topics studied; skills and knowledge |
How this will be assessed |
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Autumn - 1 |
Day of the Dead Art Project – looking at the art of the Mexican Day of the Dead and links between observational drawings. Students will look at the observational drawing of skulls by Leonardo De Vinci and then take their own drawings of skulls into interlocking day of the dead patterns and motifs. Cross-curriculum links with Geography/RE investigating another country/culture. Review of C1/C2/C3/C4 skills from year 8 leading to enhanced learning and technical understanding. |
Through constantly reviewing sketchbook work including verbal feedback and half termly go4schools mark entry. Final marking of each termly project will include marking and summary of achievement in sketchbook also noted in Go4schools. The marks are based on creative development of project work overtime, not one-off pieces of work. |
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Autumn - 2 |
Continuation and development of Day of the Dead project with emphasis on personal creative growth and refinement of technique C1/C2/C3/C4 Higher level skills |
As above |
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Spring - 1 |
Eye Project – looking at how to depict the human and animal eye. This project is aimed at refining a broad range of art and mixed media skills and reinforcing core skills. Students will look at how a variety of artists have depicted the eye. C1/C2/C3/C4 higher level skills |
As above |
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Spring - 2 |
Continuation and development of Eye project with emphasis on personal creative growth and refinement of technique C1/C2/C3/C4 higher level development |
As above |
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Summer - 1 |
Pop Art – Students will work directly from observation of Coke cans and bottles linking their work to work of Andy Warhol and others. C1/C2/C3/C4 higher level development |
As above |
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Summer - 2 |
Continuation and development of POP Art project with emphasis on personal creative growth and refinement of technique C1/C2/C3/C4 higher level development |
As above |
1 termly project set on Go4schoools.
Visit museums and art galleries either local or national. Lions Yard and the Fitzwilliam Museum Cambridge are free to visit.
Watch skill-based videos on how to do art technics on YouTube
Encourage all forms of artistic creativity and discuss ideas with students.
Visit exhibitions with students
Students will have a sketchbook for most work and this should be brought to all lessons. Also, all students can purchase an art pack cost will vary. Please email art teachers directly if you have any concerns or questions,
Mrs S Heeks, Lead in Art: sheeks@melbournvc.org
Mrs S Ward, Art Teacher: sward@melbournvc.org
In GCSE Fine Art students are encouraged to become independent thinkers, creative artists and project planners. They are taught transferable skills, such as the ability to think creatively, produce refined skilled artwork, write analytically and evaluate effectively. They gain the ability to create their own artwork, reflect and refine their higher-level art skills, while becoming project managers of their own creative journey. Art GCSE allows students to become problem solvers, and artistic creatives. It empowers students to value their own ideas, creativity and judgement while understanding the need to work within given exam structures, this makes them ideal employees. A GCSE in Fine Art will enhance all areas of their future lives.
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Year |
Half term |
Topics studied; skills and knowledge |
How this will be assessed |
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10 |
Autumn - 1 |
Introduction to GCSE Fine Art Coursework Thematic Project work: This will change depending on feedback from Exam Board and National trends in Art and Design to ensure students have advanced opportunities to develop GCSE conceptual thinking and techniques. Selection of theme. Students select an artist to Research linked to their theme and guided by teacher. |
Teacher assessed, verbal feedback and go4schools through sketchbook review this will also include some peer to peer work. Exit question. Review summary Individual target setting students to note teacher’s Verbal comments and advice in back of book. |
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Autumn - 2 |
Coursework in Sketchbook. Artist Research and Observation |
As above |
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Spring - 1 |
Coursework in Sketchbook. Experimentation with media and compositional ideas |
As Above |
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Spring - 2 |
Further sketchbook and compositional experimentation and analysis |
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Summer - 1 |
Coursework in Sketchbook plus larger developmental work. Planning of year 10 exam piece |
Ongoing assessment |
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Summer - 2 |
Coursework in Sketchbook Development of compositional ideas cover all assessment objective with planning for year 10 exam piece |
Year 10 exam marked and standardised by Art department team marking |
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11 |
Autumn - 1 |
Continuation of coursework |
Evaluated by teacher review of sketchbook development and larger pieces including planning |
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Autumn - 2 |
Year 11 mock |
Marked and standardised through Art department team marking |
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Spring - 1 |
Jan – Start of externally set assignment prep work |
Teacher Assessed |
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Spring - 2 |
As above |
Teacher Assessed |
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Summer - 1 |
11 final composition exams for externally set assignment |
Teacher Assessed |
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Summer - 2 |
Period of Formal Examinations |
Coursework marked internally, standardised through team marking. Moderated externally by exam moderators |
Two hours a weeks of sketchbook development work. This will be discussed individually with students. HW time allocation will be set on Go 4 Schools, but teachers will personalise work to encourage students to progress.
Students will have a sketchbook for most work and this should be brought to all lessons. Also, all students can purchase an art pack cost will vary. Please email teachers directly if you have any concerns or questions:
Mrs S Heeks, Lead in Art: sheeks@melbournvc.org
Mrs S Ward, Art Teacher: sward@melbournvc.org
Students taking GCSE Fine Art at Melbourn Village College exhibit their work at an exhibition each year. To give the amazing work a wider audience including proud parents and other relatives, the Art Department has turned the work into a virtual exhibition which is available to view below. (For best results, please click the four-arrow button to view in full screen mode)
Melbourn Village College
The Moor, Melbourn
Royston SG8 6EF
Tel: 01763 223400
Email: office@melbournvc.org Absence: absence@melbournvc.org
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Melbourn Village College is an academy of The Cam Academy Trust, a company limited by guarantee and registered in England and Wales with company number 0749 1945.
The registered office is at Comberton Village College, West Street, Comberton, Cambridgeshire, CB23 7DU
