ASSESSMENT FOR LEARNING KS3 Subject: Art & Design KS3 Theme/Topic/Project: The White Rabbit - Base Line Test Student objectives Students will be tested on their ability to use mark making to create an image. Students will be tried on their use of tone to build a three dimensional effect. Students will do research and develop work based on Alice in Wonderland and Surrealism. Students will use, experiment and develop a final design. KEYWORDS:- Media, Watercolours, Poster Paint, Graphite, Ink, Vincent Van Gogh, Colour Theory, Complementary Colours, Colour Families, Surrealism, Abstraction, Anarchy, Research, Mark making, Image. Student targets: 1)Threshold Attainment Descriptors:-....……………………………………………………………………… ………………………………………………………………………………………….. 2)Personal Learning and Thinking Skills:-…………………………………… …………………………………………………………………………………………... Working bronze/silver/gold Independence Co-operation Organisation Attitude to Learning: 1 2 3 4 ART HOMEWORK TASKS – All tasks will be marked and submitted Task One: Research and select an Artist who is connected to the following subject areas: Alice in Wonderland, Abstract Art, Surrealist Art. Produce an A4 research page based on their work including 2 examples of the work, ten facts about their work and a synopsis of why you chose this artist. Task Two: Produce an Abstract Drawing at home. Chose a section of an object that has interesting patterns, shapes and textures and create an attractive composition. You may use watercolours or pencil crayon to colour the images. Focus on creating tonal difference across the piece. Task Three: Learn the following 10 Key Words for a test: Abstraction, Surrealism, Conceptual Art, Symbolism, Rabbit, Queen of Hearts, Cheshire Cat, Mad Hatter, Mock turtle, Flamingo (Look, Cover, Say, Write x3)

ASSESSMENT FOR LEARNING KS3 Subject: Art & Design Year 7 Theme/Topic/Project: Introduction to Art & Design Student objectives Students will learn to use mark making to create an image. Students will use tone to build a three dimensional effect. Students will do research and develop work based on Vincent van Gogh Students will understand colour theory, including complementary colours. Students will use, experiment and develop an understanding of three different media. KEYWORDS:- Media, Watercolours, Poster Paint, Graphite, Ink, Vincent Van Gogh, Colour Theory, Complementary Colours, Colour Families, Three Dimensions (3D), Research, Mark making, Image. Student targets: 1) Threshold Attainment Descriptors:-....……………………………………………………………………… ………………………………………………………………………………………….. 2)Personal Learning and Thinking Skills:-…………………………………… …………………………………………………………………………………………... Working bronze/silver/gold Independence Co-operation Organisation Attitude to Learning: 1 2 3 4 ART HOMEWORK TASKS – All tasks will be marked and submitted Task One: Research Vincent Van Gogh’s life and art. Choose the elements that interest you (historical or artistic). Respond to his work explaining to me the viewer your reasons for choosing the elements you have. Try to make a case for or against Vincent Van Gogh’s work. Include 10 facts about his life and a quote. Task Two: Produce a drawing of a banana skin, try to insure that it is wrinkled and crumpled as much as possible (the more crumpled, the easier it is to draw) – remember forgiving and unforgiving. Include full tone and tonal mark making in order to get a strong 3D effect. Vary the textures applied to the inside and outside of the fruit. Task Three: Learn the following 10 Key Words for a test: Mark making, Forgiving, Unforgiving, Motor memory, Line, tone, shape, space, complementary colours, Colour wheel. (Look, Cover, Say, Write x3)

Effective Participants Set yourself challenges 2D 3D INDIVIDUAL WORK GROUP WORK PENCIL CRAYONS POSTER PAINT DIGITAL MEDIA SHADING PENCIL PENS WATER-COLOURS INKS OIL PASTELS PAPER COLLAGE PRINTING RUSHEY MEAD ART DEPARTMENT Art Techniques 89 Evaluating Make judgements based on criteria and standards CHECK FOR + finely crafted detail, strong 3D feel – may need a little more work to look realistic. DETERMINE + evaluation of techniques and artists influences. Independent and imaginative ideas. JUDGE + independent experimentation and development. Strong and consistent range of experiments. REFLECT + confident and in-depth presentation of your ideas and analysis. Well informed connections. 67 Analysing Break apart material and determine relation SELECT + well detailed and starts to look three dimensional. Relevant observations which connect to the theme. DIFFERENTIATE + artist’s techniques used throughout your own work. Sound cultural understanding. INTEGRATE + analyse and evaluate the outcomes of the experiments. Informed and relevant experiments. CONSTRUCT + well mounted and evaluated work. Good critical and analytical understanding. 45 Applying Carry out or use a procedure in a given situation RESPOND + a complete drawing using line, tone and mark making. Sound ability to record. PROVIDE + careful use of techniques the artists have used. Informed ideas. CARRY OUT +link your ideas to the way in which you treat tactile surfaces. Relevant refinement of ideas. USE + make connections between the elements of a project. More predictable connections between visual & written elements. 23 Understanding Construct meaning from sources of information SUMMARISE + some limited use of mark making (texture) and tone (shading) within the line drawing. Show some connections with the theme. CLASSIFY + express your own opinions about this work written in sentences. CLARIFY + change your work in relation to these experiments. PREDICT + meet all deadlines for homework and class work. Some critical and analytical understanding. 1 Remembering Retrieve relevant knowledge from long term memory LIST + produce a line drawing with some detail. Some ability to record. RECOGNISE + some research and basic paintings of the artist’s work. Own opinions and ideas. RECALL + explore what materials look like and feel like. Small range of materials. IDENTIFY + complete some work which contributes towards a final piece. RECORD Record ideas, observations and insights relevant to their intentions in visual and/or other forms. DEVELOP Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding. EXPLORE Explore and refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes PRESENT Present a personal, informed and meaningful response demonstrating analytical and critical understanding. YEAR 7 THRESHOLD ATTAINMENT TABLE Personal Learning & Thinking Skills (PLTS) Creative Thinkers Independent Enquirers Effective Participants Team Workers Self-Managers Reflective Learners Imagine Make links Question assumptions Take creative risks Explore a question Evaluate evidence Stay objective Reach conclusions Identify issues Find solutions Persuade others Get involved Take responsibility Build team strengths Manage the team Evaluate the team Be organised Go for it, finish it. Manage risk Manage emotions Set yourself challenges Plan-do-review Invite feedback Share learning Independence Co-operation Organisation

ASSESSMENT FOR LEARNING KS3 Subject: Art & Design Year 8 Theme/Topic/Project: ART & CULTURE - JAPAN Student objectives I will improve my skills in line, mark making and tone to create a 3D image. I want to learn about Marbling, Ink Painting and Calligraphy. I will do research and develop work based on Japanese art and culture. I need to extend my understanding of colour theory and pattern. I hope to use, experiment and develop an understanding of different media. I will present my work to the best of my ability. KEYWORDS:- Media, Watercolours, Poster Paint, Ink, Colour Theory, Complementary colours, Colour families, Three dimensions (3D), Research, Mark making, proportion, ink wash, marbling, Suminigashi, Ronin, Samurai, Manga, Kanji, Calligraphy. Student targets: 1) Threshold Attainment Descriptors:-....……………………………………………………………………… ………………………………………………………………………………………….. 2)Personal Learning and Thinking Skills:-…………………………………… …………………………………………………………………………………………... Working bronze/silver/gold Independence Co-operation Organisation Attitude to Learning: 1 2 3 4 ART HOMEWORK TASKS – All tasks will be marked and submitted Task One: Research an element of Japanese Culture that you are interested in. This could be Samurai, Tsunami's or Japanese Computer Games. There needs to be lot’s of information, at least 10 facts, 6 Images and you explanation about why you have chosen this subject. Task Two: Produce a reproduction of Hokusai’s Great Wave on A5 paper. You can choose a section of this masterpiece to go along with your research. Task Three: Learn the following 10 Key Words for a test: Tsunami, Suminigashi, Marbling, Landscape, Washes, Complementary, Samurai, Ninja, Sushi, Geisha. (Look, Cover, Say, Write x3)

Effective Participants Set yourself challenges 2D 3D INDIVIDUAL WORK GROUP WORK PENCIL CRAYONS POSTER PAINT DIGITAL MEDIA SHADING PENCIL PENS WATER-COLOURS INKS OIL PASTELS PAPER COLLAGE PRINTING RUSHEY MEAD ART DEPARTMENT Art Techniques 89 Creating Produce original thoughts or elements GENERATE Explore and evaluate relevant visual information. Excellent analysis of stimulus to represent ideas and outcomes. Strong understanding and purposeful ideas. ASSEMBLE Ideas and artist studies should be thoughtful and reflective. Using the artist’s work to develop outcomes. Well informed responses. DESIGN Exploit materials and processes to develop ideas. Strong and sustained ability to experiment. CREATE Consistently meet deadlines. Produce high quality challenging work. Shows depth of understanding and knowledge. Expressive realisation of intentions. 67 Evaluating Make judgements based on criteria and standards CHECK FOR + finely crafted detail, strong 3D feel – may need a little more work to look realistic. DETERMINE + evaluation of techniques and artists influences. Independent and imaginative ideas. JUDGE + independent experimentation and development. Strong and consistent range of experiments. REFLECT + confident and in-depth presentation of your ideas and analysis. Well informed connections. 45 Analysing Break apart material and determine relation SELECT + well detailed and starts to look three dimensional. Relevant observations which connect to the theme. DIFFERENTIATE + artist’s techniques used throughout your own work. Sound cultural understanding. INTEGRATE + analyse and evaluate the outcomes of the experiments. Informed and relevant experiments. CONSTRUCT + well mounted and evaluated work. Good critical and analytical understanding. 23 Applying Carry out or use a procedure in a given situation RESPOND + a complete drawing using line, tone and mark making. Sound ability to record. PROVIDE + careful use of techniques the artists have used. Informed ideas. CARRY OUT +link your ideas to the way in which you treat tactile surfaces. Relevant refinement of ideas. USE + make connections between the elements of a project. More predictable connections between visual & written elements. 1 Understanding Construct meaning from sources of information SUMMARISE + some limited use of mark making (texture) and tone (shading) within the line drawing. Show some connections with the theme. CLASSIFY + express your own opinions about this work written in sentences. CLARIFY + change your work in relation to these experiments. PREDICT + meet all deadlines for homework and class work. Some critical and analytical understanding. RECORD Record ideas, observations and insights relevant to their intentions in visual and/or other forms. DEVELOP Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding EXPLORE Explore and refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes PRESENT Present a personal, informed and meaningful response demonstrating analytical and critical understanding. YEAR 8 THRESHOLD ATTAINMENT TABLE Personal Learning & Thinking Skills (PLTS) Creative Thinkers Independent Enquirers Effective Participants Team Workers Self-Managers Reflective Learners Imagine Make links Question assumptions Take creative risks Explore a question Evaluate evidence Stay objective Reach conclusions Identify issues Find solutions Persuade others Get involved Take responsibility Build team strengths Manage the team Evaluate the team Be organised Go for it, finish it. Manage risk Manage emotions Set yourself challenges Plan-do-review Invite feedback Share learning Independence Co-operation Organisation

ASSESSMENT FOR LEARNING KS3 Subject: Art & Design Year 9 Theme/Topic/Project: Hundertwasser’s school Student objectives To analyse the work and life of Hundertwasser and study his paintings, concepts and architecture. (AO2) To learn a variety of techniques, including photography, digital manipulation, painting and design skills to create a final image. (AO1) To study organic forms from direct observation using line and colour theory. (AO1) To work imaginatively in order to produce exciting visual images. (AO3) To work creatively in groups to create a final piece. (AO3) KEYWORDS:- Media, Hundertwasser, Poster Paint, Graphite, Ink, Colour Theory, Complementary colours, Colour families, Three dimensions (3D), Research. Student targets: 1) Threshold Attainment Descriptors:-....……………………………………………………………………… ………………………………………………………………………………………….. 2)Personal Learning and Thinking Skills:-…………………………………… …………………………………………………………………………………………... Working bronze/silver/gold Independence Co-operation Organisation Attitude to Learning: 1 2 3 4 ART HOMEWORK TASKS – All tasks will be marked and submitted Task One: Research Hundertwasser’s life, art and architecture. Choose the elements that interest you (historical, architectural or artistic). Respond to his work explaining to me the viewer your reasons for choosing the elements you have. Try to make a case for or against Hundertwassers work. Include 10 facts about his life and work that surprise or interest you. Task Two: Draw your house or an element of it (windows and walls, a certain room, a conservatory or shed. Make it three dimensional and include full tone, mark making and line. Try to think about the angle of your piece. Insure that you get the best image possible as this will lead onto further work. Task Three: Learn the following 10 Key Words for a test: Architecture, Structural, Hundertwasser, Decorative, Organic forms, Metamorphosis, Building, Complementary Colours, Innovator, Design, (Look, Cover, Say, Write x3)

Effective Participants Set yourself challenges 2D 3D INDIVIDUAL WORK GROUP WORK PENCIL CRAYONS POSTER PAINT DIGITAL MEDIA SHADING PENCIL PENS WATER-COLOURS INKS OIL PASTELS PAPER COLLAGE PRINTING RUSHEY MEAD ART DEPARTMENT Art Techniques 89 Mastering Independently produce work that exceeds expectations MASTERY + experiment, explore, investigate, test, adapt and safely use a variety of materials, processes and techniques, imaginatively, expressively and creatively. + refine the technical, creative and expressive skills based on their artist’s techniques +. take creative risks with 2D, 3D, traditional and digital media + how artists critically inform improvements in their own work; + why there are different social, cultural political, spiritual or moral contexts; + how to apply the characteristics of materials and processes to select techniques and control outcomes. + purposefully pursue ideas and approaches leading to responses that communicate meaning. + take creative risks when recording observations and studies in sketchbooks + visually exploit the differences between drawing and design. + explain and use their understanding of different conventions, codes, genres, styles and traditions to inform their own judgements and strengthen next steps; + provide a reasoned evaluation of purpose informing personal choices when developing their ideas. 67 Creating Produce original thoughts or elements GENERATE + explore and evaluate relevant visual information. + excellent analysis of stimulus to represent ideas and outcomes. + strong understanding and purposeful ideas. ASSEMBLE + ideas and artist studies should be thoughtful and reflective. + using the artist’s work to develop outcomes. + well informed responses. DESIGN + exploit materials and processes to develop ideas. + strong and sustained ability to experiment. CREATE + consistently meet deadlines. + produce high quality challenging work. + shows depth of understanding and knowledge. + expressive realisation of intentions. 45 Evaluating Make judgements based on criteria and standards CHECK FOR + finely crafted detail, strong 3D feel – may need a little more work to look realistic. DETERMINE + evaluation of techniques and artists influences. Independent and imaginative ideas. JUDGE + independent experimentation and development. Strong and consistent range of experiments. REFLECT + confident and in-depth presentation of your ideas and analysis. Well informed connections. 23 Analysing Break apart material and determine relation SELECT + well detailed and starts to look three dimensional. Relevant observations which connect to the theme. DIFFERENTIATE + artist’s techniques used throughout your own work. Sound cultural understanding. INTEGRATE + analyse and evaluate the outcomes of the experiments. Informed and relevant experiments. CONSTRUCT + well mounted and evaluated work. Good critical and analytical understanding. 1 Applying Carry out or use a procedure in a given situation RESPOND + a complete drawing using line, tone and mark making. Sound ability to record. PROVIDE + careful use of techniques the artists have used. Informed ideas. CARRY OUT +link your ideas to the way in which you treat tactile surfaces. Relevant refinement of ideas. USE + make connections between the elements of a project. More predictable connections between visual & written elements. RECORD Record ideas, observations and insights relevant to their intentions in visual and/or other forms. DEVELOP Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding . EXPLORE Explore and refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes PRESENT Present a personal, informed and meaningful response demonstrating analytical and critical understanding. YEAR 9 THRESHOLD ATTAINMENT TABLE Personal Learning & Thinking Skills (PLTS) Creative Thinkers Independent Enquirers Effective Participants Team Workers Self-Managers Reflective Learners Imagine Make links Question assumptions Take creative risks Explore a question Evaluate evidence Stay objective Reach conclusions Identify issues Find solutions Persuade others Get involved Take responsibility Build team strengths Manage the team Evaluate the team Be organised Go for it, finish it. Manage risk Manage emotions Set yourself challenges Plan-do-review Invite feedback Share learning Independence Co-operation Organisation