Beconhouse School LONG and Meduim TERM PLAN YEAR (IGCSE) 2021-2022

Pupils at key stage 3 have a one and a half hour lesson over a week timetable.
The art department explores around three main units a year at Key Stage 3 (one per term) in which
pupils are encouraged to make creative, imaginative responses to task investigating a
wide range of media.
Autumn one Autumn two Spring one Spring two Summer one Summer two
1th September- 21st October- 22nd January 9th- 20th February 24th April- 29th May 24th April- 29th May 30th May – 2ND
21st October 2021 December 24th February to 7th April June
SUBJECT CONTENT/ Students are Through co-operative This project incorporates Using a two- There will be an Instead of representing Historical context
RESOURCES encouraged to learning pupils explore a study of perspective dimensional surface, opportunity to develop what the eye sees, brings us to
Grade 9 explore media, different artists style; and compositional students will learn work using found materials students will develop exploring the work
colour theory and Derain, Matisse, Seurat elements into the theme, how to make the to reinforce the idea of work in which of Lucian Freud,
mixing of colours and Kandinsky and linked with how the illusion of three recycling as well as teach they express their Bacon, Kahlo and
realising the developed reasoned technology department dimensional form learners about feelings about themselves Picasso.
potential of media judgements about their teaches about diversity, using shading, sustainability in the using photography or Illustration work
when colour work. Using their artist heritage of the East highlights and shadow environment around them. object related to develops through
blending. knowledge and as well as the West and to create depth. Work created will be 3D themselves. Exploration making visual
understanding of the incorporates elements of Students will learn and give students a chance of distortion, interpretation of
work, pupils develop a 2D cross-curricular subjects, how to use clay, as to experiment in new and exaggeration of shapes, songs/poems
piece influenced by their for example, Maths, well as delve into craft crafty ways. changing natural scale, into 2D and 3D
chosen artist. Students History, Literacy and using mosaic. mood and heightening works inspired by
learn to develop their 2D Geography. colour are the knowledge of
work into a 3Dsculpture some ways in which expressionism and
considering materials, pupils will be encouraged influenced by
scale and audience. to explore the theme of illustration artists.
portraiture/ proportional
drawing.
THEMES
Cubism Cubism Art Art Pop art Printmaking Still life Natural forms Textiles
Nouveau Nouveau
DIFFERENTIATION Using images/ Exemplify Open activities Paired work Open and closed Modelling Activity stations
demonstration Confidence indicators Prior knowledge Personal experience questioning Check sheets Peer research
one to one Expert corner Stepped activities Pace Thinking time Different media: video, Talk to me
Keyword Differentiation by outcome Extension work Task mixture music, hand-outs, stories
Discussion Top middle bottom etc
TEACHING Think-Pair- Tiered activities Exit tickets Varied texts Scaffolding Menus/Agendas KWL charts
STRATEGIES AND Share KWL charts Anchor activities Varied product Stations Reflection/
Reflection/ response response
STUDENT ACTIVITIES Homework Think-Pair-Share
Demonstration/ Jigsaw Homework options Demonstration/ Think-Pair-Share
options modelling modelling
SPIRITUAL, MORAL, • Engaging pupils in appreciation of the
SOCIAL AND intangible (e.g. beauty, truth, love, order, as well
CULTURAL THEME as mystery, paradox and ambiguity)
(SMSC) AND FBV •Encouraging a set of values, principles and
beliefs which may or may not be religious, which
inform their perspective on life and their patterns
of behaviour.
• Learning to share and thus work successfully, as
a member of a group or team.
. •Exposing them ideas in Art to promote openness to new ideas and a willingness •Developing an open and safe learning
to modify cultural values in the light of experience by providing opportunities for environment in which pupils can express their
pupils to explore their own cultural assumptions and values views and practise moral decision-making
•A sense of personal enrichment through encounter with cultural media and •Rewarding expression of moral insights and
traditions from a range of cultures, including Eastern and Western cultures by good behaviour
recognising and nurturing particular gifts and talents that could be associated with •Encouraging pupils to take responsibility for
others’ traditions and linking these together their actions; for example, respect for property,
•Endorsing a regard for the heights of human achievement in all cultures and care of the environment, and developing codes
societies and monitoring, in simple, pragmatic ways, the success of what is of behaviour
provided

KEY ASSESSMENT Assessed using Assessed using national Assessed using national Assessed using Assessed using national Assessed using national levelling Assessed
FOCUSES, national levelling levelling criteria: a final levelling criteria: a final national levelling levelling criteria: a final criteria: a final piece outside the using
SUGGESTED criteria: a final piece piece outside the piece outside the criteria: a final piece piece outside the sketchpad must be produced. national
ASSESSMENTS AND outside the sketchpad must be sketchpad must be outside the sketchpad sketchpad must be levelling
FEEDBACK WEEK sketchpad must be produced. produced. must be produced. produced. criteria: a
produced. final piece
outside the
sketchpad
must be
produced.

Use of glossary and words to help learners understand Art terminology. See below.

Websites that can help my learning: http://www.studentartguide.com/

https://uk.pinterest.com/studentartguide/educational-resources/
https://www.youtube.com/results?search_query=a%2A+art+sketchbook

Visits to places that can help my learning: Theatre, Art galleries, libraries, other schools, museums.

FBV include: democracy; the rule of law; freedom of religion; freedom of choice; freedom of thought ; freedom of speech; freedom of association; tolerance and
respect; fairness; liberty; social responsibility; and equality for all.
SUGGESTED ACTIVITIES: Appendix A
Cubism: 1th September- 21st October 2021

Art Nouveau: 21st October- 22nd December

Pop Art: January 9th- 20th February

Printmaking: 24th February to 7th April

Still Life/ Natural Forms: 24th April- 29th May

Textiles: 30th May – 2ND June



Final exhibition: 5th June- 21th July

An exhibition will take place in one of the final 3 weeks of school. Prior to this, learners should have framed, and presented their final pieces to teacher from the year and labelled their names
to organise before the exhibition.

Autumn one Autumn two Spring one Spring two Summer one
1th September- 21st 21st October- 22nd January 9th- 20th 24th April- 29th May 24th April- 29th May
October 2021 December February
24th February to 7th
April
Grade 10 IGCSE Introduction IGCSE ‘Cellular’ IGCSE ‘Cellular’ IGCSE ‘Cellular’ IGCSE Component 1:
-Review transition Project Project Project ‘Surfaces’
assignment - Introduction and - Artist research - Complete final - Introduction and Mind
- Coursework Mind Map including artwork showing a Map
expectations -Tonal transcription and clear link with the - Recording using
- Identify observational annotation using theme, rubbings, photographs
Assessment drawing three different preparation, and drawings
Objectives - Experimental artists exploration, - Continuous line
Workshops on theme drawing - Development of research and drawings in ink
of ‘Viewpoints’ techniques ideas and focus of artists studied. -Reflective surfaces
-Still Life drawings -Tonal acrylic enquiry - Complete final drawn in colouring
in pencil, ink and painting - Planning stage artwork during pencils
pastels - Stitching and fibre (style, lesson times -Painting techniques
 - Landscape studies arts composition, - Project with watercolour and
in mono-print and colour scheme, presentation and acrylics
lino etc.) reflection - Exploration of relief
-Colour work using plaster
Investigation in casting
various media -Begin artist research
(tonal colour (to be developed over
pencil with limited the summer break)
palette)
Grade 11 IGCSE Component 1: IGCSE Component 1: IGCSE Component 2: IGCSE Component 2: IGCSE Component 2:
‘Surfaces’ ‘Surfaces’ Externally Set Externally Set Externally Set
- Artist research - Planning stage Assessment Assessment Assessment
including (style, - Introduction and - Introduction and - Final artwork to be
transcription and composition, Mind Map Mind Map completed during 10
annotation using colour scheme, - Recording; - Recording; hour timed examination
at least three etc.) photographs, photographs, - Compilation of
different artists - Complete final drawings and drawings and coursework for
- Development of artwork during 10 annotations from annotations from presentation
ideas and focus of hour timed mock initial ideas initial ideas and submission to
enquiry exam - Artist Research x 3 - Artist Research x 3 Edexcel