Art - Wilmington Academy

KS3: MYP Art (Arts)

Intent

At Key Stage 3, visual art is taught in mixed ability groups. The curriculum is aligned to the Year 3 MYP framework for Year 7. The MYP visual arts framework encompasses knowing and understanding, developing skills, thinking creatively and responding to visual arts.

Our aim is to encourage creativity, independence as well as confidence in every student. Visual Arts will provide learners with opportunities to explore their own creative styles, explore and understand the work of others, and the importance of reflection. Throughout this process, students will become more creative, critical and reflective thinkers.

Schedule of Learning:

Module 1-3: Still life
Module 4-6: Pop art/ food festival

Intent

At Key Stage 3, visual art is taught in mixed ability groups. The curriculum is aligned to the Year 3 MYP framework for Year 8. The MYP visual arts framework encompasses knowing and understanding, developing skills, thinking creatively and responding to visual arts.

Schedule of Learning:

Module 1-3: Beauty of Landscape
Module 4-6: Who Am I?

Intent

At Key Stage 3, visual art is taught in mixed ability groups. The curriculum is aligned to the Year 3 MYP framework for Year 9. The MYP visual arts framework encompasses knowing and understanding, developing skills, thinking creatively and responding to visual arts.

Our aim is to encourage creativity, independence as well as confidence in every student. Visual Arts will provide learners with opportunities to explore their own creative styles, explore and understand the work of others, as well as the importance of reflection. Throughout this process, students will become more creative, critical and reflective thinkers.

Schedule of Learning:

Module 1-3: Art for Change/Sustainability
Module 4-6: Architecture

Implementation

The impact of the curriculum will be seen through obtaining knowledge and understanding as well as practical skills which will help prepare them for their extended studies, workplaces and everyday life.

The impact is also evident in the future destinations of our students. Many of our students continue with their passion for visual arts through continuing art through further education.

Impact

Assessment practices in the MYP aim to support student learning by providing consistent feedback on the learning process, provide opportunities for students to demonstrate and transfer skills across disciplines, develop critical and creative thinking skills, and to develop their own creative style through responding with their own practical work.

Students will be assessed under four different criteria:

Criterion A: Investigating
Criterion B: Developing
Criterion C: Creating/ performing
Criterion D: Evaluating

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands.

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6).

For more information, please read our assessment recording and reporting cycle.

Useful links

MYP Arts Guide

KS4: BTEC Art and Design Practice

Intent

At Key Stage 4, art is taught in mixed ability option groups. Students study the BTEC Level 2 Tech Award in Art and Design Practice.

Students studying the BTEC will learn the features and techniques of a wide range of material and techniques and how they are practically applied. They will learn how to generate ideas within art and design through their understanding of art movements and styles. They will also learn how to assess and develop their existing practical skills and how to put in place a plan for development and final outcome.

The learning aims of the course encompass the investigation of art and design practice as well as the ability to generate and communicate art and design ideas. They also focus on the development of skills through application and review as well as the ability to record and communicate their skills development.

Each learning aim is broken down into specific grading criteria and together these learning aims reflect the knowledge, skills and attitudes that students need in order to develop, create or evaluate artwork in a variety of styles and contexts.

Schedule of Learning

Modules 1-4: Component: Experimenting with art and design processes, generating art and design ideas.
Modules 5-6: Developing practical skills through application, recording and review.

Implementation

Students will be able to gain the necessary knowledge and understanding whilst applying this knowledge within their practical works though practical experimentation and reflection. They will have access to specific artwork resources including an A3 sketchbook, fine art materials and editing software that will enable them to develop their work further.

Impact

BTEC Art and Design aims to equip all students with the knowledge, understanding and skills to address further courses in Art and Design, as well as specific workplaces that are related to the Art and Design industry. The structure of the course equips students with necessary professional and personal skills that could be transferred to any workplace environment. Also, the focus on developing creative behaviours has wide ranging benefits to future careers and enables students to be critical thinkers, innovators and reflective practitioners.

Assessment

Students will be assessed under component learning aims.

For Component 1, these are:

A Use investigation and experimentation processes in art and design practice
B Generate and communicate art and design ideas
C Develop practical skills through application and review
D Record and communicate skills development

For Component 2, these are:

Learning Aim A: Develop skills through application and review
Learning Aim B: Record and communicate skills development

Each learning aim is broken down into grading criteria. The grading criteria for each learning aim describe a range of student performance from the lowest grade to the highest. From the lowest to the highest the grades go as follows: