Art & Design - S1 - S3
St. Margaret’s  High School

S1 Art & Design Course Outline

All S1 pupils should experience a broad range of projects including 2D and 3D based units of work, in line with Curriculum for Excellence (Levels 3-4).
 
Class teachers should play to their subject specific strengths when designing units of work and should ensure that all of the Visual Elements are the basis of all units of work delivered. Learning Intentions and Success Criteria should be clearly stated throughout each session and made visible for pupils. Reference to particular Experiences and Outcomes may also be made.
 
All units of work will be evaluated by each class teacher and pupils alike.  The success of units of work will be discussed at departmental meetings. Pupils will have opportunities to complete a self-evaluation form within their Profile Jotter as well as participate in ongoing self-evaluation in study planners. Staff will continue to develop the curriculum through creating units of work which are relevant to the age and stage of the learners and enhance their learning experiences at St Margaret’s High School.  Ongoing units of work will be modified to suit the needs of the learner and resources will be updated.   Units of work deemed successful are shared with departmental colleagues enriching the S1 curriculum. 
 
Projects of work will be interesting and engaging, challenging and thought provoking and relate to learners’ own experiences. Enhanced access to ICT has enhanced learners’ experiences by providing new opportunities and methodologies for creative thinking and skills development.
 
All S1 pupils should experience a balance of Expressive orientated projects and Design orientated projects.  Art & Design Studies will also feature in the delivery of the S1 curriculum.  This can be done by relating the project outcomes to active artists and designers.
 
Pupils will experience the Design process of Investigation, Development and Final Solution.  Topics for design projects should relate to the areas delivered to S4/5/6 such as Textiles/Fashion, Interior, Architecture, Graphics, Product, Ceramics, etc. 
 
Pupils will experience a Portraiture unit and a Still Life unit of work.  The theme of
which can be at the discretion of the class teacher. Pupils will be able to participate in IDL unit throughout the academic year.
 
All S1 pupils will experience an element of ICT in the Art & Design curriculum, for example resourcing a project, writing/typing up critical work, etc.

 

S2 Course Outline
 
In S2 Pupils continue with Art & Design. This is designed to ensure that all E’s and O’s are covered within the appropriate level and pupils able to develop accordingly, as creative thinkers, designers and artists.
 
In order to ensure that all pupils have a consistent learning experience within the BGE, class teachers may wish to re-visit units of work from S1, however these units should be modified accordingly.
 
Class teachers will play to their subject specific strengths when designing units of work and will endeavour to ensure that all of the Visual Elements are the basis of all units of work delivered. Learning Intentions will be clearly stated throughout each session and made visible for pupils. Reference to particular Experiences and Outcomes may also be made.
 
All S2 pupils will experience a broad range of projects including 2D and 3D based units of work, in line with Curriculum for Excellence (Level 4). S2 pupils will experience the approach and process of NQ Programmes of work in terms of structure and outcomes, but on a smaller scale.
 
All units of work will be evaluated by each class teacher and pupils alike.  The success of units will be shared with departmental colleagues in order to continue to review and celebrate best practice. Pupils will complete self-evaluation sheets in their S2 profile jotters at the end of each unit as well as ongoing self-evaluation via study planners. Units of work deemed successful will then be shared with departmental colleagues enriching the S2 curriculum.
 
S2 pupils will experience one full Expressive Unit of work including Investigation, Development and Final Solution and one full unit of Design work including Investigation, Development and Final Solution.
 
In addition pupils should also complete a shortened comparison between two designers relating to the themes identified by the class teacher that link with design practical work.  Pupils at this stage will also experience comparing the work of two expressive artists again each class teacher will choose an appropriate artist to focus on that relates to the expressive practical body of work.  For example if the pupil has completed a Still Life unit of practical work then they should look at the work of two Still Life artists likewise with portraiture.  It would be advantageous to complete two expressive units of work i.e. one Still Life and one Portraiture as this will present our young people with the choice of a specific area of study into S3 and beyond.
 
Adopting a diluted NQ Programme approach with our young people in S2 will assist all candidates through the transition from S2 into S3 and through to S4.
 
Staff will continue to ensure that all pupils gain experience in experimenting with the broadest range of materials and techniques but should also bear in mind resource management with pupils at this stage.
 
Pupils will select their options at the end of S2.

 

S3 Art & Design Course Outline

In S3, our pupils will continue with the Broad General Education. Pupils will attend Art and Design either three session in S3 and four sessions in S4 or vice versa. Class teachers will continue with a broad and general range of topics, covering expressive, design and critical elements. It is at the individual teachers’ discretion which specific units are taken forward with classes. The order in which units are taught is also at the class teachers’ discretion. It is our intention that all Experiences and Outcomes are covered in our delivery of the course, as outlined in Curriculum for Excellence.
 
Class teachers will play to their subject specific strengths when designing units of work and will ensure that all of the Visual Elements are the basis of all units of work delivered. Learning Intentions should be clearly stated throughout each session and made visible for pupils. Reference to particular Experiences and Outcomes may also be made.
 
All S3 pupils will experience a broad range of projects including 2D and 3D based units of work, in line with Curriculum for Excellence (Level 4). S3 pupils should experience the approach and process of NQ Programmes of work in terms of structure and outcomes.
 
All units of work will be evaluated by each class teacher and pupils alike.  The success of units of work will be discussed with colleagues to ensure continuous improvement on the delivery of the Art & Design curriculum.  Units of work deemed successful will then be shared with departmental colleagues enriching the S3 curriculum.
 
Course Content

Expressive
The expressive element focuses on drawing skills, techniques and use of materials / media. Teachers should focus on developing media handling techniques which will ensure that by S4 pupils will have had the experience to use a variety of media within observational drawing. Still Life and/or Portraiture should be taught, time permitting and at the teachers discretion. The use of measuring and grids in expressive units helps to improve pupils’ numeracy skills. Should the work be of a high standard, it may be used as part of National 4/5 portfolio of work

Design
The design element focuses on problem solving, decision making, experimentation and developing ideas. Pupils will begin this unit of work by studying the work of two designers which will then be a basis for their developments and investigation theme.  Teachers may choose to take forward a number of textile/fashion design units, incorporating a design brief and in the format of Investigation, Development and Final Solution. Pupils will choose a particular theme such as Space, Sea, Flowers and Butterflies, Architecture and Candy. Further themes may be used at the teacher’s discretion. Pupils will select investigation images from internet search engines and use them to create textile designs of their own using appropriate ICT equipment. The use of measuring in design units helps to improve pupils’ numeracy skills. The use of themes to include ‘sport’ and ‘healthy eating’ (in graphic and textile design in particular) makes pupils more aware of the importance of Health and Wellbeing. Work completed as part of this unit, if completed to the highest standards possible may be eligible for submission as part of pupils National 4/National 5 submission.
 
Critical
The critical element of the course focuses on history & appreciation, interpretation, discussion, analysis, evaluating and expressing opinions, thoughts & ideas. Emphasis is based on pupils’ awareness of the visual elements and design issues. The critical element of the course helps improve pupils’ literacy skills, through improved use of vocabulary, spelling and punctuation. Artists and designers studied in S3 may be considered for further study into S4.

 

 
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