GCSE ART tracking spreadsheet

GCSE ART tracking spreadsheet

Track your students progress for each assessment object, input marks for each AO and see how many marks they need to pick up to move grades. Show it to the students to enable them to see what they need to improve, it is a powerful and motivating way to keep students engaged! There are 2 spreadsheets, one for marks and the other: a colour coded tracker. I put this up at the beginning of each GCSE lesson to help the students see what they need to do. It works!
sellis3
Scheme of Work, SOW year 10, Natural Forms

Scheme of Work, SOW year 10, Natural Forms

This unit covers each of the following: AO1: Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding. AO2: Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to their intentions in visual and/or other forms. AO4: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.
sellis3
SOW YEAR 7 FORMAL ELEMENTS

SOW YEAR 7 FORMAL ELEMENTS

The first project with year 7 explores the formal elements of art through researching other artist's work. PLEASE SEE POWERPOINTS AND RESOURCES THAT I HAVE UPLOADED TO TEACH THIS SOW
sellis3
Scheme of Work, SOW year 10, Natural Forms

Scheme of Work, SOW year 10, Natural Forms

This unit covers each of the following: AO1: Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding. AO2: Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to their intentions in visual and/or other forms. AO4: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.
sellis3
Scheme of Work, SOW, Year 10 GCSE, Order or Disorder

Scheme of Work, SOW, Year 10 GCSE, Order or Disorder

This personal portfolio unit enables students to evidence how they have met the four assessment objectives below: AO1: Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding. AO2: Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to their intentions in visual and/or other forms. AO4: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.
sellis3
Scheme of Work, SOW year 9 GCSE Identity and Culture

Scheme of Work, SOW year 9 GCSE Identity and Culture

This scheme of work was designed for schools who introduce Art GCSE to students in year 9. The scheme of work presents the theme of Identity and Culture. The students will explore self portraiture at the beginning of the academic year before designing an autobiographic final piece. The students then explore the theme of culture, looking at Japanese Notan Art and symmetry.
sellis3
Scheme of Work, SOW, Year 11 GCSE, Structures

Scheme of Work, SOW, Year 11 GCSE, Structures

This unit allows students to meet the following AOs.: AO1: Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding. AO2: Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to their intentions in visual and/or other forms. AO4: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.
sellis3
Scheme of Work, Year 8 Aboriginal Art

Scheme of Work, Year 8 Aboriginal Art

Through this project learners will develop a range of skills whilst exploring the theme “Aboriginal Recycled Art”. Learners will design an Aboriginal shield and use a wide variety of recycled materials and techniques to communicate ideas, feelings and responses to the theme. Learners will develop their use of composition, scale, colour, pattern, form, and detail while working from primary and secondary sources. Learners will gain an understanding of how the indigenous Aboriginals live off the land, understanding how their way of life naturally promotes sustainability. Learners will consider this factor to collect their own recycled materials to create their final piece. This topic will naturally address certain elements of ESD/ SMSC.
sellis3
Year 8 Scheme of Work SOW, Pattern and Form

Year 8 Scheme of Work SOW, Pattern and Form

Through this project learners will develop a range of skills whilst exploring different mediums. Learners will explore the theme Pattern and Form through a variety of short projects. Learners will learn the correct art vocabulary/terminology to communicate ideas, feelings and responses to the theme. Learners will develop an understanding of positive and negative space, exploring the work of traditional and contemporary artists. Learners will also gain an understanding of Japanese Notan Art and will develop their patterned work using ICT. A number of home learning tasks will be produced as appropriate to support their developing work in the classroom. Artists: Pupils will be introduced to a range of artists (both traditional and contemporary) these include, Bridget Riley and William Morris.
sellis3
GCSE ART tracking spreadsheet

GCSE ART tracking spreadsheet

Track your students progress for each assessment object, input marks for each AO and see how many marks they need to pick up to move grades. Show it to the students to enable them to see what they need to improve, it is a powerful and motivating way to keep students engaged! There are 2 spreadsheets, one for marks and the other: a colour coded tracker. I put this up at the beginning of each GCSE lesson to help the students see what they need to do. It works!
sellis3
SOW YEAR 7 FORMAL ELEMENTS

SOW YEAR 7 FORMAL ELEMENTS

The first project with year 7 explores the formal elements of art through researching other artist's work. PLEASE SEE POWERPOINTS AND RESOURCES THAT I HAVE UPLOADED TO TEACH THIS SOW
sellis3
ARTiculate game

ARTiculate game

Perfect for the start or end of the lesson to improve art vocabulary / subject specific words.
sellis3
Matisse

Matisse

At the beginning of the year students begin to think about the creative industries and then create a name card for their sketch books inspired by Matisse cut outs.
sellis3