Key Stage 3 is now delivered using GCSE assessment criteria to allow students to become confident of expectations and grading criteria. Projects are divided into four sections of, developmental work in the style of several studied Artists, experimentation with a range of mediums to create observational drawings, generating ideas for a final response (Intentions) and their final piece. Students are then given forecast grades for GCSE based on the work produced.
Year 7: I am a campaigner (Climate Change)
Students begin their Art education at Perryfield’s with a project working in the style of an industry campaigner. Students start with an introduction to fundamental skills focusing on drawing, shading, proportion of the human figure and drawing movement. The theme of climate change runs throughout this project linking cross curricular education and the arts to portray an important message. Students finally produce a campaign placard inspired by the likes of Keith Haring.
Year 7: I am a Graffiti Artist
This project allows students to work in the style of a Graffiti Artist and introduces key skills such as colour theory and symbolism, watercolour painting, shading to add dimension. Work will be inspired by the likes of Kandinsky and Banksy, learning about typeface and colour selection. The final outcome is to design a hoody using key skills developed in lessons and exploring the student’s personality to express their thoughts, views and opinions on their personal environment.
Year 7: I am a Graphic Designer
Student’s will work in the style of a Graphic Designer by completing a client brief to the last detail. Key Skills for this project include idea generation (mind mapping) understanding brand identity concepts, packaging designs and
advertising strategies. Group activities play an important role in this project to generate ideas and to present ideas
to a wider audience. Students will learn about a products USP (unique Selling Point) to help build a successful
advertisement campaign.
Year 8: I am an Editorial Designer
This project explores the role of an Editorial Designer focusing on portraiture as its running theme. Key skills gained from this project include, pencil shading, Collage skills, Learning about Maori culture and tattoo design, composition skills and magazine layouts. Students will be inspired by the likes of Jereon Teanun, Chellefelt and understand the importance of Pop Art and its place in society today. Student’s will produce a magazine front cover inspired by the artists and experimentation with a successful layout incorporating magazine composition skills.
Year 8: I am an Illustrator
Creative thinking and imagination plays an important role in this project which allows students to see the creative jobs that come from a basic doodle to developing into character design. Key skills gained from this project include, Pencil shading, grid technique, watercolour and gouache painting, pen drawings and 3D card relief. Student’s will
look at the likes of Buff Monster and YouTube artist Vexx. Students are encouraged to see characters in everyday
objects such as food items to create a series of monster doodles. Their final piece will be to create an A3 mural
design following a client brief for a cupcake shop or an ice cream parlour incorporating all of the above key skills.
Year 9: I am an Interior Designer
Year 9 solely focus their art lessons on this project to create a surreal room design. Student’s look at famous interior designers to showcase the spaces designers create other than home design. This project enables students to look at career choices in the design industry that requires creative thinking and planning skills. The theme of the project links Surrealism and room design. Key skills learnt in this project include, Fine liner and water drawings, Grid
technique, crayon shading and room proportion. Planning and brief requirements run throughout this project and need to be met to complete a successful room design.
