Eaton Bank Academy

INTRODUCTION

Creativity is the combination of intellectual, emotional, aesthetic and spiritual values, informed by a continuum of learning experiences. It is at the core to progress in any field of human endeavour and our aim is to support our students in developing this key life skill. 

Through a broad and flexible programme of engaging activities we aim to nurture an understanding and enjoyment of Art and Design. We want to instil in our students a confidence in their own creative impulses and empower them with a critical awareness of their own work within the context of world culture. The facilities, environment and learning experiences that the students can access are some of the best in the County and blend traditional and contemporary approaches with emerging new technologies. Whether it be Fashion Design, Ceramics, Painting, Printing or Photography there is a wealth of opportunities for every student to explore. 

We aim to balance the rigour of work and experimentation with the spiritual satisfaction of making new and unique imagery and artefacts. We want to promote passion, purpose and pleasure that combine to create the magic, which is Art in all its forms. 

Key Stage 3 – General Art and Design is delivered to all students from Yr7 to Yr9 following National Curriculum guidelines. 

Key Stage 4 – Students can specialise in GCSE Art and Design or Textiles Design. 

Key Stage 5 – Students can follow A level courses in Art and Design, Textiles Design and Photography.  

 

Art & Design

Key Stage 3 

The aims of the Art and Design Department at Key Stage 3 are: 

  • To develop the ability to perceive, understand and express concepts and feelings in visual and tactile form by establishing the understanding needed to organise and relate abstract notions to practical outcomes. 
  • To foster students’ abilities to form, compose and communicate, in two and three dimensions in a systematic and disciplined way in a variety of media. 
  • To deliver the skills required to enable each student to identify and solve problems in visual and tactile form and research, select, make and evaluate in a continuum. 

At Key Stage 3 we will study:- 

Year 7 – 3 Units of Work 
Foundation Project – A mini unit based on lettering, image making and how to process artist research and develop contextual understanding. There will be a focus on sketchbook skills in this mini unit which is a vehicle to accurately assess all the key skills of the pupils in this subject area. 

The Shoe – Abstraction, core drawing skills, monochrome mixed media exploration, media application skills and design processes are the central learning areas of this more extended unit. 

The Journey –This unit involves some elements of group work. The contextual studies include the work of Hundertwasser, Aboriginal Art, the Mappa Mundi and Mandala designs. Pupils will learn about some of the key formal elements of art and design and there will be a focus on the development of independent ideas. 

 

Year 8 – 3 Units of Work 
Graffiti – Pupils explore graffiti and street art in terms of technique and ethics. A wide range of contextual sources are covered and pupils are encouraged to justify opinions that this type of creativity is vandalism or art. Pupils develop design skills and produce their own ‘tag’ using colour wash and mixed media techniques. 

Portraits – Pupils learn how to draw and how we perceive the world. There is an exploration of psychology and how we understand what we see. The project starts with core portraiture skills and the skills of measuring and scale. The work then develops creatively with the influence of Picasso and Cubism. The final paint outcome has a learning focus of acrylic paint application, rendering techniques and complementary colour theory. There is also an extension activity using sculptural skills. 

Bugs – Students create some design work based on insect studies. This set of work is then developed creatively with some contextual studies on artists who base their work on recycling or upcycling techniques. The final outcome is a piece of sculpture and there is an option for an extension task involving the collagraph print process. 

 Year 9 – 2 Units of Work 
Caricature ‘ Good and Evil’ Students develop caricature skills and begin to explore notions of stereotypes and character developmentThe work of Tim Burton is the starting point of the contextual studies and students are encouraged to first develop caricature skills using themselves as the subject matter before designing their own superhero, villain or anti-hero. The unit of work also introduces the students to core ceramic skills and building processes. Aa final outcome the students produce a large ceramic bust based on the character they have developed. An important aspect of this unit is the introduction to the applied artsStudents are taught about the creative arts industries and the options open to them if they were interested in a viable career in this field.  

Identity – Me, Myself and I’ – This final unit is undertaken with a teaching approach and structure that is influenced by how we teach and develop ideas at KS4. Students will be set separate tasks that are linked only by the starting point set – Identity. The students will then develop a piece of their own work that has a much stronger emphasis on their own independent choices rather than teacher direction. They will select the components or constituent parts of their final piece of work. Students can develop outcomes that use graphic, painterly, textile or sculpture techniques. In this final unit students will be encouraged to use more annotation and compositional designs as they develop their work. 

 

 

The study of Art and Design will allow students to develop their: 

  • Awareness and appreciation of relationships between art, architecture and design and the individual within a historical, social and environmental context. 
  • Technical skills, intuitive and imaginative abilities, and critical and analytical faculties. 
  • Special aptitudes and interests and foster or encourage confidence, enthusiasm, creativity and a sense of achievement. 

Home Learning 

How parents can help to support their son’s/daughter’s learning: 

  • By asking your child questions about the work being undertaken in school and to support their efforts with homework, which is set when appropriate rather than on a regular timetabled basis. 
  • By encouraging your child with any art or craft they produce at home. Ask them to bring such work into school so we can support, praise and reward their independent learning. 
  • By encouraging your child to recognise the creative and design processes utilised in a variety of industries which provide possible future career options. These might include computer gaming, website design, television or theatrical production, car design, product design, illustration, fashion to name just a few! 
  • By visiting Art Galleries or exhibitions with your child.  

If you have any queries, please contact Mr A Moulding – A.Moulding@eatonbank.org  

Key Stage 4 

Art & Design 

Art & Design at GCSE is an exciting course which builds on your experiences in Years 7-9 but deals with issues in much greater depth. 

You can select from two options – Art and Design or Textiles and Fashion Design. The choice of course can be arrived at after consultation with staff when the students are in Year 9. 

In the first year of the GCSE course, a broad spread of activities will take you through the main areas of study to enable you to understand what you are good at and to give you a chance to see what your skills are in painting or sculpture, ceramics, printing or Fashion and Textiles design.  You will find that these are not isolated activities but tend to flow one into another, so a drawing could develop into a piece of sculpture or an article of clothing.  To help this process along, we will be looking at the way real artists work and studying examples of their work. The coursework you produce is classed as your portfolio (Unit 1) and there are no restrictions on what you can include with the GCSE syllabus. If you have an interest in photography for example, out of school, this work can be added to your portfolio. You will need to have two full units of work completed across the duration of the GCSE. However, you will also be able to include smaller sets of work, which encourages experimentation and greater risk taking. This portfolio of work is 60% of the GCSE grade awarded. 

In Year 11 you will be confident enough to decide where your strengths lie and a degree of specialism will be encouraged. From January in Year 11 the students start the examination task. This is referred to as the Externally Set Assignment (Unit 2) This is worth 40% of the GCSE grade. 

The GCSE course consists of: 

  • A portfolio of work (worth 60% of the total marks). 
  • An externally set project with no time restrictions in terms of preparation time. This includes a 10 hour examination session (all this work is worth 40% of the marks). This full project allows you to design and create a piece of art work in the media of your choice which best suits your skills and your way of working. 
  • To get a strong grade it is important to have evidence of the 4 core assessment criteria that are used to structure all assessment. If you want to know more about these criteria please talk to the teaching staff for a detailed breakdown. The evidence is usually recorded in sketchbooks or worksheets. These should contain preparatory ideas, developed in the form of drawings, sketches, notes, collected photographs and images. You also need to show that you are aware of the work of professional artists, designers and craftsmen, past and present and for the highest grades you need to be able to descibe and explain the work of others in relation to your own developing ideas. 

 

There may also be an opportunity for you to go on an Art trip abroad. We run trips every two years and destinations have included New York, Florence and Barcelona.  Our last trip was to New York. During the course there will be other opportunities to visit galleries and take part in Art/Textiles related activities. 

Your progress will be assessed continuously. We hope you will gain a great deal from the course, not only from developing your skills of observation, imagination and design, but also from the personal satisfaction of making work which is original and unique. 

Career considerations: 

Many of our students wish to look further with a view to pursuing more advanced courses in the future.  We provide AS/A level Art & Design which can lead to a Bachelor of Arts Degree in one of a wide range of Art & Design specialisms leading in turn to a wide range of professional design outlets servicing the Art Industry and Commerce. A few are listed here: Advertising/Graphic Design, Fashion/Textile, Film/Television, Teaching and Fine Art, Theatre, Three Dimensional Design/Industrial Design, Architecture, Computer Graphics, Web Design and Computer Game Development.

Key Stage 5 

Art & Design 

There are three options for continuing your studies in this field if you choose to stay on to sixth form. All three options fall within the AQA Art and Design group of creative options which are quite numerous.  

We deliver three A Level options – 

Art and Design 

Textiles Design  

Photography 

Students need to have taken one of the creative subjects offered at GCSE level and must have attained a Level 4 or 5 as a minimum requirement. More details on each course are available to students as they progress through school and parents can contact staff at any point for more detailed information. 

 

Design & Technology

Key Stage 3 

The aims of the Design and Technology Department at Key Stage 3 are: 

  • To combine technological skills with creative thinking in order to design and model products that meet a range of specification requirements. 
  • To develop an understanding of current technologies and consider the impact of future technological developments. 
  • To develop sketching and rendering skills in order to communicate design proposals 

At Key Stage 3 we will study: 

Year 7 – 3 Units of Work 
Unit 1 – Graphic Design Unit – Branding and understanding the relationship of client and designer are key aspects of the learning along with the role of merchandising and advertising.  

Unit 2 – Alien Key Rings – Pupils design and make an imaginative key ring using pewter casting- heat processing is introduced to the pupils and there is also an emphasis in the learning of the design process. 

Unit 3 – Pupils will design a storage box inspired by the Art Deco design movement. Processes taught to the pupils include CAD/CAM 2D Design software and the use of the Faculty laser cutters. The materials utilised are wood, metal & plastic. 

 

 

Year 8 – 3 Units of Work 
Unit 1 – Perspective Drawing skills (one and two point) followed by Design Brief to design a two point perspective street view. This sketching practice will then progress onto a school redesign demonstrating students creativity and imagination.  

Unit 2 – Product Design Unit – Pupils are set the challenge of designing a night light inspired by the Memphis design philosophy and aesthetic style. Pupils use a range of manual skills and CAD/CAM skills which are combined to create the product. There is also an element of electronics in this unit. 

Unit 3 – Product Design Brief – Practical skills with an emphasis on engineering explored through the manufacture of a sweet machine. 

 

Year 9-  

-Theme Park- This project is all about developing independence whilst working on an individual project. 5 different briefs surrounding the theme of ‘Theme Park’ will be issued and students will respond to the brief through sketching and modelling. As well as product design the briefs also explore app design, set design, architectural design and furniture design.  

 

The study of Design and Technology will allow students to develop their: 

  • Ability to work both independently and as part of a team in order to solve a range of design problems. 
  • Designing and making skills through working with a wide range of materials and processes. 
  • Knowledge of health and safety issues in the various Technology environments. 
  • Key Stage 3 Assessment 
  • Student progress is monitored by teacher, peer and self-assessment. Achievements will be highlighted and improvement steps given. Students will continually be encouraged and guided to achieving their target end of key stage attainment level. Students will be assessed through final pieces at points of data entry.Home Learning
    How parents/guardians can help to support their son’s/daughter’s learning: 
  • Regular checking of homework 
  • Being encouraging – ask your child questions about the work 
  • Engage your child with the world of design around them whether it be a discussion on the latest smartphone or electric car perhaps. 

Key Stage 4 

Engineering Design 

Engineering design is an OCR Cambridge National which follows the process used to identify market opportunities and solve problems which contribute to the development of new products and systems.  

This course is aimed at learners who wish to study the processes involved in designing new products and the requirements of a design specification. Through research and practical activities, learners will understand how market requirements and opportunities inform client briefs and will use practical skills such as drawing, computer modelling and model making to communicate design ideas.  

WHAT IS AN OCR CAMBRIDGE NATIONAL? 

The Cambridge Nationals in Engineering Design encourage learners to communicate with a client to develop a viable and innovative product. Learners will apply skills to produce a prototype in the form of a model and test design ideas to inform further product development. Through reflection learners evaluate the prototype, making a comparable outcome against specification points, and assess possible, practical solutions and improvements to their prototype design. 

COURSE INFORMATION:  

The course is broken down as follows: 

25%- 1 Hour Written exam (60 marks)  

75%- Coursework assignments (3 assignments) 

ASSIGNMENTS:  

Exam- Unit R105: Design briefs, design specifications and user requirements – 25% 

Unit R106: Product analysis and research- 25%  

In this unit you will carry out effective product analysis. You will research existing solutions and assess the development of engineered products. You will consider what makes a good product sell by analysing existing solutions.  

Unit R107: Developing and presenting engineering designs – 25% 

In this unit you will develop techniques to generate, communicate and develop ideas using hand rendering and computer-based presentation techniques including computer aided design software. You will gain skills in annotation and labelling techniques, such as showing key features, functions, dimensions, materials, construction/manufacture methods.  

Unit R108: 3D design realisation  

In this unit you will apply practical skills to produce a prototype product in the form of a model and test design ideas in a practical context, to inform further development. You will then evaluate the prototype making a comparison of the outcome against the product specification and evaluate potential improvements in design such as features, function, materials, aesthetics and ergonomics and make suggestions on improvements to the final product.  

Grades Awarded 

Level 2- Pass, Merit, Distinction or Distinction* 

Level 1- Pass, Merit or Distinction 

(Level 2 Merit equates to a GCSE grade 5) 

WHAT SKILLS COULD I DEVELOP 

Sketching skills  

-Presentation and portfolio work  

-You will develop a range of computer skills in order to produce both 2D and 3D designs 

-Learning through project work will help you to be organised and manage time and deadlines successfully 

-You will work with various modelling materials to produce final outcome pieces 

-Skills in exploring existing products and the way in which they are made. 

COMMITMENTS/REQUIREMENTS:  

You will need to be able to undertake tasks (such as researching) on your own and be able to plan your work so that you can meet deadlines. 

You will also be expected to catch up work during after school sessions where necessary. 

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