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Art and Design
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Art is about creativity and expression!
At Chertsey High School our intent is to offer a diverse and ambitious curriculum. We implement this by the inclusion of every student in the school, giving them the knowledge to access a broad range of media and techniques. We teach with the determination that every student has an equal right to express themselves in a creative way. Our students are taught by teachers who love their subject with the resulting impact that our students leave Chertsey High as strong individuals who are not afraid to express their creative voices.
Please select relevant year group for further information on the curriculum.
Curriculum Map
Assessment Sheets
Curriculum Intent
Art and Design at Chertsey High School we aim to 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 start to think critically and develop a more rigorous understanding of the art and design world. Students learn how Art and Design both reflect and shape our history, and contribute to the culture, creativity and wealth of the community. Students get an opportunity to produce creative work, exploring their ideas and recording their experiences, becoming proficient in drawing, painting, sculpture and other art, craft and design techniques. They learn to respond to feedback and evaluate and analyse creative works using the language of art, craft and design. They develop their knowledge on a range of artists, craft makers and designers, and understand the basic historical and cultural development of their art forms. We explore the creative interests, introduce key formal elements, ideas and specialisms within Art and Design. Encourage students to build on their practical skills, creative thinking, risk-taking and independence. Students will leave with an ability to look upon and understand Art and Design work and the processes behind each artistic decision they make.
Year 7: The Natural World
Year 8: Culture and Identity
YEAR 8: Theme: Culture and Identity
Textiles and Graphic Design
Product or final piece: Mixed media Mask and magazine page
Skills and techniques: Print, stencilling, cultural and contextual studies, creative mindset, Adobe software, mixed media techniques
Students will be able to explore Graphics further to develop their personal style and to consider illustration, layout and typography to create a product which links to and reflects the theme, Culture and Identity.
Students will take risks and push themselves to create an innovative and inspiring item.
Fine Art and Photography
Product or final piece: Still life Watercolour Painting inspired by Stephan Johnson
Skills and techniques: Photography, collections, cultural and contextual research, observational drawing.
Resistant Materials
Product or final piece: Personalised Wooden Bookends
Skills and techniques: Students will reinforce their knowledge and understanding of materials and processes, using them appropriately to create a product which is functional and aesthetically pleasing. Their theory work will inform their design process and manufacture, leading to students being confident within their design abilities and manufacturing abilities, pushing themselves to create innovative products.
Food Technology
Topic studied: Food Science
Students will explore principles behind food science and complete science experiments to complement their research. These experiments will link with practical lessons, allowing students to see the theory in action.
Students will prepare a range of dishes, which will develop their understanding of how to safely use equipment in the classroom. They will evaluate their success, which will practice their critical analysis skills.
Year 9: Architecture
Fine Art and Photography
Product or final piece: Surrealist Photomontage and mixed media painting
Skills and techniques: contextual research, traditional and digital photography methods, collage, Adobe photoshop editing.
Art & Design Extra Information
Our Vision
Creativity is the hub of Chertsey High school and we are fortunate to have such fantastic equipment and technology to help those ‘out the box’ thinkers, problem solvers and creative genius thrive. It is important for us to offer a broad curriculum to ensure that all students enjoy everything we have to offer in Art and Design.
We have organised the year so that every child can explore each creative specialism on a rotation system. This enables each student to develop and build a wealth of knowledge, techniques and understanding of the diverse transferable skills within the creative industries.
Our projects are fun and engaging, bringing new innovations and culture to life. Teaching the importance of traditional methods of making and exploring a range of mediums, at the same time fostering independence and building confidence with each individual student.
Fun facts
- There are 1 in 11 jobs in creative industries
- The creative sector is growing twice the rate of the wider UK industries
- There are currently 2 million creative jobs in the UK
Assessment in Art and Design Technology
We use the creative 6 to develop each students skills and techniques across the art and design specialisms. The most successful students will be able to convincingly show the Creative 6 in their work. The years performance is measured from the top three specialisms during the year. Finishing with a ‘Summer Creative Exhibition’, where all students will be able to showcase at least one piece of work.
Mindfulness and Wellbeing
Doodle books provide a space of individuals to explore drawings as daily therapy, a place to have some peace of mind and time out. The clubs we run are exciting, and there are further opportunities to explore new media such as photography club.
We encourage our students to be use their creative time to be mindful and practise independent thinking, developing a creative mindset and most importantly learn from each other and cherish our differences. The creative curriculum allows students to think outside of their teenage world and think as big as possible!
How can parents help?
- Encourage your child to THINK about creativity in the world around them. Prompt questions like, what makes good design? Why is ‘Art’ important? What is functional design? How could you have designed this better?
- Try to visit museums like the Victoria and Albert museum, or the Tate Galleries in London.
- Always, check your child’s homework to ensure it is the best possible standard.
Trips and Extra- curricular opportunities
- St. Ives, Cornwall
- Local drawing workshops, Virginia Water Lake, Chertsey Meads, Lightbox gallery
- University of Creative Arts, Farnham
- Mixed media club
- Photography Club
- Look out for more opportunities throughout the year
Art & DT KS4 Curriculum Plan
Command words in Art and Design
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Acknowledge |
To give credit for, recognise, and highlight something, such as a selected source or the work of others. |
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Analyse |
To examine in depth, study thoroughly, question, investigate and consider your own opinion or visual investigation of something. |
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Apply |
To use knowledge, skills and understanding and to employ appropriate techniques when developing and progressing ideas. |
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Appropriate |
Suitable, relevant, applicable to intention. |
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Composition |
The arrangement of elements within a work of art. |
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Conceptual |
An art form in which the underlying idea or concept and the process by which it is achieved are more important than any tangible product. |
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Contemporary |
The term contemporary art is loosely used to refer to art of the present day and of the relatively recent past. |
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Consider |
To think through, review, reflect on and respond to information or a theme, subject or starting point. |
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Context |
The setting for an event, statement, or idea |
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Contrast |
The difference in colour found between the light and dark parts of an image. |
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Corporate |
Identity The development of a logo and a set of visual guidelines |
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Create |
To conceive, make, craft or design something new or invent something. |
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Demonstrate |
To show, exhibit, prove or express such things as subject specific knowledge, understanding and skills. |
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Develop |
To take forward, change, improve or build on an idea, theme or starting point. |
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Discuss |
To deliberate, consider, talk over, debate or examine something. |
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Expressive |
Effectively conveying thoughts or feelings. Where the process and style of creation is emphasised rather than the final product. Expression in art might be seen in bold colour, or gestural mark making. |
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Explore |
To investigate, examine and investigate with an open mind about what might be found and developed. |
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Evidence |
To show, prove, support and make clear or verify something. |
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Focal Point |
The main or principal point of focus. |
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Identify |
To recognise links and associations between things such as sources and connections with personal work, accounting for choices and decisions made. |
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Investigate |
To enquire into, examine in depth, and/or analyse the relevance of a chosen subject and associated sources. |
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Organise |
To collect, collate, arrange and combine elements of your work into a clear and logical submission. |
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Present |
To give a response to an idea, theme or starting point that shows a personal, meaningful and organised fulfilment of intentions. |
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Realise |
To achieve, attain and/or accomplish your intentions. |
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Record |
To document ideas, thoughts, insights and responses to starting points in visual and written annotated form. |
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Refine |
To improve, enhance and change elements of your work for the better. |
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Research |
To study in detail, discover and find information about. |
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Response |
To produce personal work generated by a subject, theme, starting point, or design brief. |
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Select |
To make an inform choice of what to submit for assessment rather than submitting everything produced during the course of study. |
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Show |
To indicate, explain, present and display your own thoughts and findings. |
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Study |
To examine, consider, investigate, research and show an in-depth understanding of what you have found or experienced. |
Please refer to the AQA specifications for further GCSE vocabulary:
- GCSE Art and Design:
