Swarkestone Road, Chellaston, Derby, DE73 5UB 01332 702502
Welcome to the Art Department.
For our most recent news, information and pictures - please visit our contantly updated Blog.
I hope you enjoy viewing our website and you find the information and visuals helps to give you an understanding of what we are trying to achieve. In keeping with the school aims our fundamental expectations of students are that they take pride in their work, always strive to do their best and respect the work of others. It is also important that they enjoy their time here. Since opening our purpose-built department the subject has flourished. Our results at GCSE, Applied GCE and Advanced level are outstanding and to underline our success our annual exhibitions in the Assembly Rooms, Derby and summer exhibition in school are well known in the county.
Outside normal school hours, Art staff give generously of their time and a range of extra curricular activities and experiences are offered to extend and enrich the experience of our students. Every year the department organises trips to all the major galleries. A highlight of our calendar is the residential visit abroad – New York, Paris, Rome, and Barcelona have been a few previous trips. Art continues to enjoy increasing popularity and numbers opting for the subject at Key Stage 4 and 5 are healthy. We are very proud of our record of examination success. We encourage each student to develop a range of practical skills, an enquiring mind and a consideration for our own and other cultures. Many of our students go on to study the subject at University – many of them go direct entry
Art and Design is taught to all pupils in Years 7-9 for 2 hours over the two week timetable. It is a pathway subject in the Upper School and is a highly recognised A-Level here at Chellaston. Numbers opting for Art are usually very good as it is a popular choice and Year 10 and 11 pupils study the subject for 5 hours over the two week timetable. The department has been successful in the past, particularly regarding examination results. External moderators have all commented on the scale and variety of the examination projects.
We run OCR courses at GCSE and A-Level, with the use of EDEXCEL for our BTEC Art and Design double award. We believe this gives teachers a chance to use and experiment with a range and variety of materials and play to their strengths and specialisms. It also suits our teaching styles and feelings about art and design education.
Art is taught in A10, A18, A19 and A20. Some parts of the Key Stage 5 programme are taught in some of the technology areas too.
Our fundamental expectations of students are that they take pride in their work, always strive to do their best and they respect the work of others. It is also important that they enjoy their time in the department.
Our main aims in teaching art are to:
• Provide enjoyment and a creative stimulation.
• Offer insights into our own and other cultures with the encouragement of positive attitudes.
• Develop the individual's special aptitudes and interests and foster and encourage confidence, enthusiasm and a sense of achievement.
• Encourage experimentation and innovation through the inventive use of materials and techniques
If you require any further information please contact the Head of Subject, Charlotte Johnson, via email at email@example.com
Heads down. Year 10 students busy working on their studies developed from a trip to the British Museum, London
In Key Stage 3 the Art and Design schemes of work consists of a series of half-termly units. Staff in the department work together to plan and deliver appropriate assignments to cover the full range of national curriculum targets and levels. There is also much overlap and linking between projects and pupils are encouraged to develop links between assignments wherever possible. We ensure that each assignment builds on previous learning and experience - we aim for continuity without unnecessary repetition.
The work done in Key Stage 3 is intended to form a complete course, starting with the groundwork in Year 7 and developing towards generating greater independence as students move into Year 9. Consequently teacher led topics gradually give way to more student centred, open-ended work as progress is made. Basic skills are taught in Year 7 that are then revisited and developed as pupils gain confidence.
There are 10 mixed ability groups that study Art and Design for two hours every 2 weeks All Year 7 pupils will follow a scheme of work reflecting the requirements of the National Curriculum Key Stage 3. Each scheme of work usually lasts about half a term. Past projects have included such things as the study of an artist, designer or movement, a study form direct observation, still-life, a material based study, colour, portraiture, perspective, patterns form our surroundings, Pop Art. Learning support is usually made available to pupils with learning difficulties.
There are 12 mixed ability groups that study Art and Design for two hours over the two week timetable. Schemes of work continue to be guided by the National Curriculum Key Stage 3 but we will build upon the skills and approaches developed in Year 7. Projects have included a Graffiti project, an Asian Art project, a Gaudi Project, an African art project and many more. See Course Plan for further details.
There are 12 mixed ability groups that study Art and Design for two hours over the two week timetable. Every effort is made to block groups on the timetable when possible. This gives the department greater flexibility and helps to share in good practice. Year 9 schemes of work are designed to give pupils a 'taster' of the GCSE should they wish to opt for it.
Projects in Year 9 tend to be: An observation project, Mexican Day of The Dead, A critical/historical study of Cubism and A thematic project looking at architecture and the work of Gaudi.
Each project lasts for about 10 weeks in which we introduce pupils to a variety of techniques and materials that they may not have experienced lower down the school. They also get a chance to work on larger pieces and in groups.
Assessment, Recording and Reporting Continuous assessment, evaluation and recording are an important feature in the art and design course. Teachers regularly mark class work and homework and ensure that students complete work to their absolute best standard. There are opportunities during the year for students to look at the work of artists and different cultures, understanding the differences and similarities between them. Students are encouraged to produce Literacy based tasks too in which they are graded both on their ability to describe but also present.
Three times during the year in Key Stage 3 students undertake a ‘levelled test’ – to coincide with tracking and reporting to parents. These are marked in National Curriculum levels – 4,5,6 etc.
In addition to teacher assessment, we believe it is important that pupils learn to evaluate their own and others work - assessment for learning. This is encouraged during lessons, through whole class discussion and by informal discussion between the teacher and the individual pupil. We see assessment for learning as a continuous initiative in which the information is used to plan individual development.
In Year 10 GCSE pupils are divided into 3 or 4 mixed ability groups depending on numbers. Groups are blocked together on the timetable and are taught for 5 hours over the two week timetable. The Art rooms are A10, A18, A19 and A20. Students follow the OCR Art and Design unendorsed course over the two years of their GCSE. In Year 10 pupils get the chance to really study a topic in depth. Students are able to start the year exploring materials and refining their skills within them before they are encouraged to investigate their own independent project. Candidates may include drawing, painting, prints, collages, ceramics, design, textiles, photographs, written work, computer graphics and other 3-D materials in their projects. In fact they will be encouraged to use a variety of different materials and techniques as this is an essential criteria of the Assessment Objectives in the OCR course. The purpose of doing all this is to find out where students strengths lay and to see which approaches they prefer to take. For example, many of our pupils observation work is strong, others prefer working in 3-D, and so on.
Last year the groups started Year 10 with a project which explored various aspects of Natural Forms, they visited the National Gallery in London before going on to make a range of (mainly) 2-D experiments which resulted in a large scale ceramics piece. In the Summer Term, Year 10 students then developed their own self-identified brief.
Year 11 GCSE candidates have already covered the main topics and approaches in Year 10 and should by now have established where their strengths lay. After the first few weeks the rest of the year is devoted to giving each candidate the opportunity to develop their own ideas in an individual way, whilst at the same time trying to link it to previous studies. Whole class tasks are not set so each pupil must take the responsibility for setting his or her own schemes of work. This is especially true in the mock exam. Students are free to develop their own ideas in materials of their choice as this approach enables each pupil to develop in a way that is meaningful to them and not one that is directed by the teacher. At the beginning of the Summer Term each candidate will sit a 10 hour externally set examination which allows them to create a final outcome to their exam project.
In Year 10 and 11 groups of students are split evenly and no attempt is made to set or band. In Key Stage 4 every opportunity is made to make groups of equal ability and the ‘chemistry’ of each group is carefully considered.
A-level Art in Year 12 and 13
There are usually 1 or 2 groups that study this subject for 9 one-hour periods over the two week timetable. They follow a scheme of work reflecting the requirements of the OCR syllabus. Since the new specification was introduced into the department, the AS is no longer part of the course and instead Year 12 is used as an opportunity to truly refine the student’s skills and to start exploring ideas for their Personal Investigation project.
One of the main differences at this level is that students get the chance to pursue, extend and develop their studies of Art and Design to a greater depth than that required at GCSE. The Personal Investigation project usually starts in the October of year 12 and will follow through until the January of year 13. Candidates may include drawings, paintings, prints, collage, designs, written work and other 3-D materials in their projects. In fact they are encouraged to use a variety of materials and techniques in their work. From the February of year 13, students will receive their official OCR examination booklet in which they are expected to visually respond to a starting point and finish off with a final outcome.
Please ask any member of the art department for further details.
BTEC Art and design in Year 12 and 13
The previous AVCE title has been replaced by the new BTEC Art and Design.
Students will study each unit for 3 lessons over the 2 week timetable. They will follow a scheme of work reflecting the requirements of the Edexcel (Double Award) syllabus.
Students will be expected to work hard, be well organized and committed as the course plan for this subject is entirely different to that of a normal A-Level.
In Year 12 students will cover 6 units.
• Unit 1: Visual recording in art and design
• Unit 2: Materials, techniques and processes in art and design
• Unit 3: ideas and concepts in art and design
• Unit 4: Communication through art and design
• Unit 5: Contextual influences in art and design
• Unit 99: Exploring resistant materials (STC)
In Year 13 students will study another 6 units in order to gain the full award. Progression through the 2 year course will provide a suitable qualification for the study of the subject at Foundation or Degree level in subjects related to
Art and Design.
• Unit 38: Mixed Media Image Making
• Unit 75: Drawing from Observation
• Unit 80: Painting in Fine art
• Unit 89: Developing and realising design craft ideas (STC)
• Unit 116: Embroidered textiles
• Unit 117: Surface pattern