Art

Our Art Department at St Peters RC High School offers students the opportunity to engage with a broad, enriching and inspiring curriculum. Students develop skills and techniques through teacher led activities and demonstrations, exploring a vast range of materials including paint, collage, photography, ceramics, printmaking, drawing and 3D construction.

In years 7, 8 and 9 students explore a range of different themes. As they move through the art curriculum they are encouraged to work more independently, eventually choosing their own themes, media, materials, techniques and artists to inspire their work encouraging them to work like artists, producing personal and creative outcomes. Our Key stage 3 schemes of work are designed to offer students a rich curriculum developing awareness of creative careers and preparing students with the knowledge and skills required for GCSE and A-Level courses.

All students have the opportunity to attend extra curricular clubs that often explore materials, skills and techniques not covered in the curriculum such as batik, lino printing and the potter’s wheel. We celebrate the success of our KS3 students through our ‘Fab 5’ reward scheme, promoting and celebrating students' work via our end of year Art exhibition.

We explore and learn from the work of other artists, crafts people and designers both local and global and from varied styles and major movements. We explore catholic social teaching in numerous ways such as care for gods creation in our animals unit and ensure all learners are able to access the curriculum outside of lessons with materials supplied. We work hard to develop students’ analytical skills in order to respond to the increasing demand for creative thinking in the professional world. Through our well-structured curriculum and supportive teaching we aim to help grow students’ resilience, exploration and risk taking, building knowledge that enables them to become creative, independent, critical thinkers.

Whilst studying GCSE Art and Design, students develop their understanding of the work of a range of artists, they develop their skills when using a diverse mix of materials and practice their creativity when producing final outcomes. Students follow a suggested starting point for their first unit and are guided through the design process throughout the course but have the freedom to pursue themes, artists, materials and techniques of their own choice. We follow the AQA specification.

Students work at a greater depth during their A level Fine Art or Photography course, exploring, experimenting and refining their skills using a vast range of different materials and techniques. Students work independently with the support of teachers to develop their own themes and ideas, creating personal outcomes that reflect their differing areas of interest. Students are encouraged to work as Art mentors and participate in varied creative workshops with visiting University lecturers, such as Architecture and Fashion Design. We have many students that move onto creative university courses and apprenticeships such as, Interior design, Photography, Illustration, Fashion design, Fine art, Architecture, Graphics and Gaming design. Students follow the AQA specification.

Note: when viewing the tables for each Year scroll / swipe left / right to see all the data/

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
All About Me Painting	Introduction to painting, focus on neat technique with careful edges Colour mixing (using poster paint) Pencil tone Lettering	Pencil, 2B Freehand sketching	Poster paint Coloured pencil Biro/fineline pen Mixed media – working over paint with pen Pencil	Michael Craig Martin (White Irish Male – attended RC School, priest artist kindled his love of art) Andre Derain, Henri Matisse, Maurice De Vlaminck (White, French, Male)	Colour wheel using poster paint and discuss colour theory including complementary colours and harmonious colours 2B pencil recording piece	A3 Painted piece inspired by the work and style of Michael Craig Martin with lettering	Line Tone Colour (Primary, Secondary, Tertiary) (Hot/Cold colours, Complementary and harmonious) Foreground, Middleground (Mid-ground), Background Proportions Overlapping Composition Depth	Homework: Pencil drawing of two objects Assessing: Proportions – have students drawn reasonably accurate proportions Detail - Ability to add detail to objects drawn and the accuracy of details too Tone – Do students understand the whole of a drawing needs tone and most able will vary the tone used Scale – are objects in scale to one another and fill A4 page as per task instructions		Fauvism – create booklet	Artist Sculptor MCM - professor Goldsmiths College London

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Architecture Printmaking	Monoprint oil pastels Monoprint ink Poly block printing Collage Watercolour Mixed media	Fineline pen and water	Watercolour paint Fineline pen Collage Mono printing with oil pastels and ink Poly block	James Gulliver Hancock (White Australian male) Lucy Jones (White, British female) Islamic Art	Oil pastel monoprint Must work back into monoprints Watercolour and pen piece Collage/mixed media piece/idea Poly block print	Printed final mixed media piece inspired by architecture in Gloucester or famous buildings	Monoprint Proportions Poly block print Ink Line Shape Mixed media Layering	Homework: Draw a building in the style of James Gulliver Hancock Assessing: Ability to work in the style of another artist - detail and shape Drawing skills - accurate use of proportion and line Colour, detail and line in style of artist Presentation	AP1: A5 idea that links to work of Lucy Jones and theme of Architecture Assessing: Ability to work in the style of another artist – material, subject, colour, tone, line, collage Presentation of work Skill in using collage Creativity	Islamic art - Poly block print	Architecture Urban Sketcher Published book

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Food 3D Card	Converting 2D design into 3D structure Cardboard construction technique Papier mâché Net designs Photography Painting 3D sculpture	Watercolour (donuts)	Card Masking tape or gummed tape Poster paint (use the brown gum tape and paint over it)	Claes Oldenburg (White male Swedish Artist)	Painted donuts Line drawings Net designs Photography – Unusual Viewpoint, Interesting use of Lighting, Exaggeration and Simplification (Rule of Thirds) and something in the Foreground and Background	Final painted 3D cardboard sculpture relating to one of the Food Artists and inspired by pupil's own photos	3 Dimensional Net designs Colour mixing Design/Plan Development Form Photography related key words: Viewpoint Lighting Exaggeration Simplification Rule of Thirds	Homework: Take 4 photos that show understanding of lighting, exaggeration and simplification, foreground/background and viewpoint Assessing: Understanding of lighting, exaggeration/simplification, foreground/background and viewpoint, do students know what the words mean Creative photographs Skilled photographs	AP2: Sequence drawing of biscuits from observation using watercolour pencils Assessing: Students ability to work from direct observation, sketching freehand to create accurate proportions and include high level of detail in their work Ability to use watercolour pencils successfully, mixing shades and a range of lighter and darker tones	Pop Art	Photography

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Animals Mixed Media	Understanding of mark making and ability to create a piece of work with varied tone using biro marks Understanding of collage technique – ripping/scissors/tracing areas for collage Practice Pencil drawing skills Understand ok to mix and layer materials such as Watercolour and biro or ink and fineline pen Develop skills in working more loosely with ink and pen	Pencil Animal	Watercolour Fineline pen/biro Pencil Collage Ink	Abby Diamond (White American woman) Emerson Mayes (British male)	Pencil animal Biro and watercolour animal (Emerson Mayes style)	Produce a final piece inspired by animals, Abby Diamond, Emerson Mayes, using biro, collage and ink	Line Tone Proportions Composition Layout Pattern Viewpoint Mixed media		AP1: Copy a piece of Abby Diamond's work Assessing: Skill level when copying artists work Skill level when using ink and fineline pen Understanding of and ability to achieve accurate proportions colour, tone, scale and mark making Understand how to copy a piece of work with layered technique	Surrealism	Abby Diamond - Visual artist – tattoo designer - t-shirt design illustrator

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Portraiture with a Message Painting	How to draw accurate facial proportions Colour mixing with colouring pencils Typography Monochromatic painting Tonal pencil portrait	Tonal pencil portrait famous person	Poster paint 2B pencil Colouring pencils	Shepard Fairey (White American male)	Shepard Fairey inspired painted portrait of a famous person with typography to explain the reason they are famous. Pencil famous person using accurate proportion techniques	Final portrait piece of famous person (for doing good) using Typography to create a message – inspired by Shepard Fairey	Typography Proportion Angle Shadow Shade Light Influence Tone Monochrome Font Cubism Geometrical shapes	Homework: Create a Shepard Fairey artist reference page Assessing: Understanding of Shepard Fairey's work – colour/line/subject/tone Skill when copying artists work Creativity in presentation of lettering and page Ability to write about artwork	AP2: Monotone painted portrait – is a final piece idea too Assessing: Understanding of and ability to create a range of tones using paint Accuracy when planning and painting tones Skill in using paint and including detail in piece Quality of painting skills and presentation of work	Cubism	Portrait Artist - Adebanji and Kehinde Wiley

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Banner Theme - Lettering	Colour pencils blending techniques	Coloured pencils	Pencil crayons Varied materials dependent on banner design Oil pastels	Dependant on theme – various typography artists e.g. Darren Booth (Canadian white male) Martina Flor (white Belgium female) James Lewis (White welsh male) Linzie Hunter (Scottish, white, female) Menna Jenkins (White british female)	Pupils must all produce a letter and/or image for the banner and a piece of bunting all about the school	Students design a letter for the banner and also images linking to the banner theme, materials will vary each year. Students will also produce a piece of bunting that links to the school	Typography Scale Focus Contrast Proportion Blending Pattern Brief	Homework: Responding to the brief design a banner for the end of year mass around the given theme/quote Assessing: Level of skill when drawing, especially line, proportion, detail and colour Creativity of design and answering all aspects of the brief Creative and skilled typography Ability to explain ideas using subject appropriate terminology		Medieval art - lettering	Animation and gaming design
Animation	How to make flip book How to make a thaumatrope How to create a comic strip		Pencil crayon Felt tips Fineline pen	PES – Adam Pesapane (American white male) Andymation (American white male)	Students create a Thaumatrope, flip book and comic strip	Students create a Thaumatrope, flip book and comic strip	Thaumatrope Animation Flip books Size Composition			Medieval art - lettering	Animation and gaming design

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Drawing and Painting - Food 2D	Acrylic painting techniques Tracing paper Mixed media Using inks	Pencil crayon packaging	Acrylic Inks or watercolour Biro Fineliner Book paper Colouring pencils	Julia Stankevych (Female, White Ukraine) Georgina Luck (British white female) Marcello Barenghi (Male Italian white)	Hyper realism piece inspired by Marcello Barenghi, packaging, pencil crayons Copy Georgina Luck's work Copy of Julia Stankevych's work Final piece - own piece inspired by both artists and food	Own piece inspired by both artists work and food. Detailed	Photo realism Tone Proportion Background Composition Scale Detail Impressionism	Homework: Pencil drawing of kitchen item Assessing – drawing skills: Ability to fill A4 page and work at large scale Accurate proportions Lots of detail (not made up) Ability to use lighter and darker tones in work		Impressionism – copy a piece A4 colour using any material	Illustration

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Clay Textured Vessels Inspired by Under the Sea	Adding and joining clay Pushing in and carving out using clay Planning how to turn 2D idea into 3D ceramic form Slab and coil construction technique	Biro and tonal pencil	Clay Glazes Pencil Pen	Heather Knight (American female artist)	Texture tile, experimenting with creating textures using clay Design idea Under the sea texture sketches	Explore the work of Heather Knight and produce a maquette and ceramic piece inspired by her work and under the sea textures	Texture Slip Slab Coil Cross hatching Maquette Incised Applied Plan Scale Glaze Kiln Bisque		AP1: Design abstract vessel using incised and applied technique inspired by sea life Assessing: Understand and use monotone in design and to highlight different textures Able to explain idea using subject appropriate terminology Understanding of incised and applied techniques and able to show this through texture in design Able to fill page with design to allow details to be seen Creative idea with careful presentation, answering the brief	Ancient art (Egyptian/Prehistoric)	Ceramist
Start Mini Workshops	Learn how to mix colours, add tone and blend with oil pastels	Colouring pencil trainers	Oil pastel toys		Oil pastel - toys and sugar paper	Complete an observational study of toys using oil pastels	Blend Smudge Tone			Ancient art (Egyptian/Prehistoric)	Graphic design, printmaking Fosberg

Topic	Skills	Recording Technique	Materials	Artists Analysed	Important Pieces of Work	Exploration of Ideas	Key Vocabulary	Homework	AP Assessment	History/Style/Movement	Career Link
Mini Workshops (2 or 3 lessons each)	Affinity Printing edited photos Learn how to use graphite powder Learn how to use watercolour pencils	Colouring pencil trainers	Affinity Biro on water and fineline pen on sink print paper Pencil and graphite powder Charcoal Colouring pencils	12 artists that students can choose from to inspire their edited photo, they can choose their own artist too	Photoshop - Layering, rub out, add text, Change colour Biro and fineline pen and water on sink print paper – shells Pencil eyes including graphite powder Colouring pencil trainers Charcoal tea pots Steam punk	Short recording tasks producing a series of outcomes and boosting students recording skills	Depth Colour Style Detail Affinity Editing images Recording	Homework: Surprise me Assessing: Originality of idea and work Material suitable for its use and allows for a creative response Ability to show high level of skill paying attention to detail and carefully presented	AP2: Students complete a detailed drawing of a shoe or trainer using colouring pencils Assessing: Ability to complete a detailed and realistic study of the shoe Colour mixing and blending skills when using colouring pencils Included a background and surface shoe sat on Included lighter and darker tones, highlights and shadows	Steam punk	Options ppt – explains a massive range of creative careers

Curriculum prepared June 2025

Exam Syllabus & RevisionInformation, support & resources
Intent
We are passionate about the importance of Art and Design as a subject and in the wider world. We aim to provide a curriculum throughout KS3, KS4 and KS5 that;
- Encourages creativity.
- Develops students design skills.
- Exposes students to a vast range of materials.
- Develops technique and practical skill.
- Develops students understanding of the work of other artists, crafts people and designers both local and global from varied periods, styles and major movements.
- Teaches students highly valuable and transferrable skills for future careers and life.
- Promotes the catholic ethos of the school through joy and compassion and removing resourcing disparities that can hinder the success of disadvantaged students in art.
Implementation
In Art and Design all teachers follow the same scheme of work overview to ensure all students across each year group are taught the same skills, techniques, materials, artists, key words, art history and career links. This enables the department to ensure skills are built upon and developed throughout KS3 and gives confidence in ensuring all students have been taught a broad and varied curriculum.

Schemes of work have been devised around termly themes with a different final outcome, inspirational artist and initial recording media for each scheme of work. Schemes of work also outline the key words for each unit, to develop students understanding and use of key artistic language. Historical and career links are stated for each project and specific techniques to be taught alongside materials, to allow for development of skill and awareness of different techniques when using the same material in different schemes of work.

Students are introduced to colour theory in year 7 as their understanding of this will be used when mixing and exploring different materials during KS3. Students are also taught the basics of drawing from observation using pencil in year 7, this is an important skill and is revisited in each unit but using different techniques and materials.

The lesson structure of the schemes of work follows a pattern of record, artist inspiration, design, develop and final outcome, which develops students understanding of the design process and also prepares students for their GCSE course.

KS4 and KS5 students are following the AQA fine art specifications, their curriculum is planned according to these specifications with staff and students following the timeline and work as detailed in their knowledge organisers. In KS4 this compiles a teacher led initial still life unit of work and a second unit of student’s choice for their coursework. KS5 students choose their own theme for both units of coursework. With year 12 students participating in an inhouse art competition with The South West Gloucestershire Art Society, prizes are awarded in our end of year whole school celebration event. Coursework and externally set tasks require students to present their work onto A2 boards and follow the design process of, recording, artist reference, ideas, development and final piece which enables students to achieve high marks from all 4 assessment objectives.

We offer lunchtime and afterschool clubs to enhance students art curriculum, including lino printing, batique, photography and clay club, and also allow students to use the art rooms to complete their own art work during lunchtimes and afterschool.

We hold an annual reward day sponsored by the Gloucester Rotary club, artist workshops and celebrate students work through displays and our end of year art exhibition. We also complete an annual Christmas Card competition for all students with winning designs made into cards and sent to other schools.

We allow students the option to choose their themes/ artists and work to complete forKS4 and KS5, with frequent in project choices for KS3, this flexibility encourages enjoyment for students as they can align their projects with their interests and abilities. Our guided yet flexible approach encourages positive learning experiences for students which ultimately lead to joy.
Impact
In Art we measure impact in the following ways.
- In all key stages pupils knowledge of key art language, the development of their creativity, understanding and implementation of the work of other artists, ideas, development and physical skills will be evaluated against success criteria in homework and assessed tasks.
- In Art we are continually assessing students work, we can see each lesson as we move around the classroom if a student is making progress with a particular skill or technique and offer in the moment support to aid individual progress.
- Numerous assessments in KS3 focus on recording skills as this is a key factor in GCSE success, this enables class teachers and students to see how skill level is progressing and address any issues with skill progress, it also enables students to realistically see how they may achieve should they opt for a GCSE Art course.
- KS4 and KS5 assessments are based on exam board coursework and externally set task work, this enables students to gain a realistic understanding of their attainment in relation to the exam criteria and what they will really achieve at the end of the course. We try where possible to mark whole boards during AP and homework assessments as this gives a more realistic understanding for students too.
- Questioning is a tool we use in lessons to gauge understanding and progress especially when developing key art language and understanding of the work of other artists.
- In KS4 and KS5 we track students progress via tracking grids to ensure completion of coursework and the externally set task which is key to attainment.
- Students pride in their work demonstrates impact, a personal feeling of success and their desire to take their work home.
- Impact can be measure through positive moderation reports from AQA about the structure and content of GCSE and A level coursework and externally set task.
- We can see the impact on our tracker charts for GCSE and A level students with pupils grades improving in unit 2 when compared to unit 1. Our tracker also allows us to see if students are completing their work as this is a large barrier to attainment in art.
- Analysis of Sims and Sisra data for students assessments in KS3, KS4 and KS5 allows us to see if students are on track to make required levels or progress.
- Impact is evident through the number of students opting for GCSE and A level Art each year.
- A level students progress to creative futures with students studying courses such as interior design, fashion design, graphic design, creative writing with art, animation, gaming design and architecture.

Art

Art

Year 7 – Autumn Term

Year 7 – Spring Term

Year 7 – Summer Term

Year 8 – Autumn Term

Year 8 – Spring Term

Year 8 – Summer Term

Year 9 – Autumn Term

Year 9 – Spring Term

Year 9 – Summer Term