This document provides a scheme of work for a Year 7 fine art class. It outlines what students will learn, including developing skills with various media like paint and sculpture. Students will understand elements of art and techniques. The art work will be modern and relevant. Skills will be developed through project learning, group work, and independent study, covering topics like basic drawing, CAD work, and sculpture. Health and safety will be emphasized. Students will develop skills in areas like research, drawing, mixing colors, and understanding artists like Joan Miro. Their work will be self-evaluated and assessed using level sheets.

1. S c h o o l o f R e s e a r c h S c i e n c e
Year 7 Fine Art Scheme of work
About the Unit
What will pupils do? Students will build on the skills learnt in KS2, whilst at the same time, develop a more detailed, in-depth knowledge
of art. They will work with a variety of media – paints, pencils, sculpture.
What skills/knowledge will they develop? Students will understand the elements of art and begin to try out a range of modern and
traditional techniques and skills
Why will they do this? The art work will be modern and relevant to today’s design world. Students will learn the basics and groundwork to
build on in future years
How will this be delivered? – project learning – group work – independent study.
Basic drawing, tones, hatching as a form of mark-making, study of a range of differing artists, basic C.A.D. work, 3D work creating
sculptures, decision making and experimentation
Every Child Matters (ECM) Issues
Stay Safe – A clearly-defined set of rules & procedures in place and adhered to for working in the studio. Students are encouraged to
participate but have a healthy respect for materials and tools.
Enjoy and Achieve – Each student will produce a range of artwork that will hopefully be enjoyable and relevant. They are encouraged to
take work home also once complete and work at home, showing their parents and family.
Make a Positive Contribution – Much of the work is envisaged to be displayed around the school
Economic Well Being – Use of ‘trash’ for the Chris Goodwin sculpture proves that art is not for the ‘elite’ and does not have to be
expensive
Personal Learning & Thinking Skills (PLTS)
Assessment
Independent enquirers: For pupils to learn and develop their skills base in this SoW. They will question when and where it is appropriate to use the
skills they have newly acquired and to develop them accordingly. They will research home works set and analyse information collected.
Creative Thinkers: Pupils will be given encouragement and opportunities to develop and stylise their new skills in set home works and class work.
They will learn to take ownership over their work. Appropriate questions will be asked to further develop their understanding.
Reflective Learners: Pupils will be encouraged to review and refine their work as it progresses. Opportunities will be given for peer assessment to
enhance their inquisitive persona.
Team Workers: Constructive support and feedback opportunities will be allocated during lesson times. This will allow pupils to question their own
skills and review them for possible development. Pupils will work in teams for an investigative homework project lasting a number of weeks.

2. Self-Managers: Pupil will be working in their own sketchbooks and will be responsible of the outcomes they produce. Here, they will take risks to
further extend their knowledge of skills being taught.
Effective Participators: Pupils will be encouraged to guide and help those around them. Identifying problems and improvements will benefit the each
This will take a variety of forms, including self-assessment. Students will be asked to level their work, to choose tasks of varying degrees of
difficulty. Work will be marked using the DT Dept. level sheets, these show the level descriptors for each level and category.
L
60
min
Objectives
At the end of the lesson the pupils will
be able to:
Activities (Inc H&S) H/W
Extension
Differentiation Teaching
Style
s
V,K,A
(exa
mple
s)
D&T
Po
S
1 • Understand expectations of the Art
dept.
Understand how they are awarded
their pathway & gain knowledge of
National Curriculum Art & Design
marking criteria.
• Understand & name the primary &
secondary colours.
• Understand how secondary colours
are made.
• Understand the concept of
harmonious & contrasting colours &
be able to name them.
• Introduce ‘Art’. Run through your expectations
and rules. Organise a seating plan and
mention how work will be marked/levelled.
Students to write down equipment they are
required to bring with them – pen, pencil,
coloured pencils etc. Level sheets will be
given to the students & stuck into their books
• Introduce students to primary and secondary
colours. Using PowerPoint, students are to
understand the meaning of primary &
secondary. They are to draw the 3 primary &
secondary colours into their books. They are
then given a sheet on the colour wheel, which
they fill in. Show a rainbow on the projector to
prove the colour order. Stress importance of
accuracy when drawing the squares and
adding colour. Explain the concept of harmony
& contrast – show examples on the
PowerPoint. Students write definitions in their
Complete any
work not
finished
V=
Studying
art
K= Group
work
A=
Speaking &
Listening,
discussion

3. own words and show an example.
2 • Gain skills in following instructions
and working to given
measurements.
• Understand the concept of tints &
tones.
• Be able to mix colours using ratios.
• Tint & tone – Students to draw a strip of 5
boxes in a line, each 5 cm.
• Colour mixing – add a tint (adding white paint)
and tone (adding grey) with paint – demo
tidying away etc.
• Mention ‘counting’ brush loads of paint to get
the same colour again. Mention need to not
waste paint.
V=
Drawing
K=
Painting,
sharing
A=
Speaking &
Listening,
discussion
3 • Improve their skills of mixing tints &
tones using poster/acrylic paints.
• Gain skills in recognising tints &
tones of colour on an object.
• Small ‘paint-by-numbers’ artwork to get
students using tint & tone in their work. All
produce on a worksheet prepared for them –
will be just one colour.
• Billiard ball and rose are on staff documents.
• Recap brush-loads.
Draw an
object at
home using a
pencil – add
tone/tints.
Striped balls for
more capable
students. Label
parts for weaker
students and
give them the
order
V=
Following
numbered
instructions
K= Painting
A=
Speaking &
Listening,
discussion
4 • Improve their skills of mixing tints &
tones using poster/acrylic paints.
• Gain skills in recognising tints &
tones of colour on an object.
• First Data drop assessment will be
on the colour wheel (see awl
assessment sheet)
• Students continue with their billiard balls/rose
tint/tone pictures.
• If/when complete, students could assist the
teacher by making props for a display – e.g.
wooden cue, chalk, triangle, pockets etc from
sugar paper.
V=
Following
numbered
instructions
K= Painting
A=
Speaking &
Listening,
discussion
5 • Gain an understanding of how
artists use shape to add interest
to a painting.
• Gain knowledge of the artist
Joan Miro.
• Gain skills in producing art
through experimentation.
• SHAPE – Students have to think of a definition
of what a shape is.
• Show PowerPoint of Joan Miro ‘SHAPE’.
Students write the sentences and answer the
questions in their books. They should produce
a decorative title of Miro in the style of his
work before the writing. The last page in the
The treasures
of UAE
competition
will need to
be done as a
Homework,
the week it is
V= Looking
at
powerpoint
K=
Drawing
A=
Speaking &

4. powerpoint is to print out and stick in the
students books.
• Play a game where a student has a partner.
The partner does a quick scribble/squiggle in
their book, the friend then has to turn the
squiggle into a picture and colour it in.
set will
depend on the
date of the
competition
Listening,
discussion
6 • Understand the use of research
to help construct ideas.
• Gain an understanding of
selective research &
discrimination.
• ICT room. Show the students Miro’s
Spanish/Barcelona advertising. Students are
to gather research to do one for Dubai.
• They are to save and print famous
landmarks/shapes associated with the
Emirate.
• In the class they are to begin sketching ideas
for the Dubai advertising. Stress overlapping
shapes and colour. Show students how they
achieve their levels in Art using the level
sheets at the back of their books.
Bring in
further
images of
Dubai for
research
Tracing paper
can be used for
students who
are not
confident
finding shapes
on the sheet.
V= PC
images
K=
Drawing,
cutting
shapes
A=
Speaking &
Listening,
discussion
7 • Understand the use of research
to help construct ideas.
• Improve skills in self-evaluation
• Improve sketching skills
• Continue/develop the art work in their books.
• Talk to the students about development and
changing/adapting their ideas.
• With a friend, they are to swap books and
develop each others’ ideas, to hopefully lead
to improvements.
• Students are to comment on their work,
including what they like/dislike about it & how
V= Own
artwork
K=
Drawing &
writing
A=
Speaking
to peers

5. they have changed it.
8 • Understand how to
enlarge/reduce a picture using a
grid.
• Understand the importance of
maintaining ratios in drawings.
• On A3 paper or larger, students are to
produce a large-scale version of their poster.
• Show them how to do an enlargement grid to
ensure the size ratio is maintained
• Students are to use colouring
pencils/pastels/paint depending on ability &
size of print
V= Own
artwork
K=
Drawing &
writing
A=
Speaking
to peers
9 • Improve sketching skills
• Revise knowledge of colour and
be able to pick out colours
associated with the U.A.E.
• Second Data drop assessment
will be on the this for Boys most
likely (see awl assessment
sheet)
• Students are to continue with their final poster.
If complete, they can produce a mounting card
for it, to frame it – from black card.
V= Own
artwork
K=
Drawing &
adding
colour
A=
Discussion

6. 10 • Understand ‘still-life’.
• Be aware of ‘famous’ still-life
drawings
• Gain skills in planning a
picture/sketch
• On the board have an ‘out of proportion’ chair
(Simpson’s character for weaker students?)
ask them what’s wrong – look for the
terminology.
• Still-life studies/observational drawings.
Students are questioned regarding what they
know about still-life. Talk about the need to
plan the aspects and even measure to get into
proportion
• Demonstrate a drawing of an object – to begin
with, draw the outline of ‘The beetle’ as given
as a handout.
• Students are to draw the beetle. Mention the
use of ‘crating’ and planning out parts and
their location before putting in details. Remind
them of the need for a light touch with the
pencil. Show them symmetry.
V=
Studying
object, own
drawn work
K=
Drawing
A=
Speaking &
Listening
11 • Improve skills in representing
texture.
• Improve concept of sharing
ideas/working as a group.
• Gain skills in proportioning.
• http://www.youtube.com/watch?
v=z1oNRazL_hU for a ‘speed hatching’
drawing.
• Show the students a range of textured objects
– fur, rough, smooth, corrugated, hair.
• Using only a marker-pen on the board,
students have to try and represent a texture
on the board.
• Students draw boxes in their books and in pen
(taking risks) they are to find a mark that
represents this surface texture.
• Stop and share ideas.
• Complete beetle if not already completed. If
finished, give the students time to draw an
object with differing textures on it – e.g. a
board eraser.
Draw an
object at
home in
pencil, make
it look like it is
made from a
different
texture – e.g.
a rough bar of
soap, a furry
chair etc.
V=
Studying
object, own
drawn work
K=
Handling
objects
A=
Speaking &
Listening

7. 12 • Understand how to succeed.
• Improve skills of evaluating
quality of artwork.
• Improve skills in drafting out and
proportioning.
• Improve hatching and texture
skills.
• Second Data drop assessment
will be on the this for Girls most
likely (see awl assessment
sheet)
• Begin by showing the students 7 different
pictures of insects – all drawn in B&W with
varying degrees of texture/hatching. Ask them
to place them in order of difficulty.
• On the board, write ‘best’, ‘good’, ‘ok’ and
‘basic’ and categorise the insects into these.
Explain that they can tackle anyone they wish,
they need to realise what they are capable of,
but at the same time challenge themselves.
• Remind them about ‘proportion’ and ‘drafting-
out’.
• Circulate the room and offer
advice/suggestions. THESE ARE TO FORM A
HUGE DISPLAY OF BUGS CREEPING UP
THE WALLS
• Plenary – name the key words
Weaker
students can
trace the outline
and then add in
the texture with
a fineliner.
Higher-ability
students should
be encouraged
to draw a toy
insect instead
of a picture.
V=
Analysis
K=
Sketching,
measuring
A=
Speaking &
Listening
Cross Curricular
Dimensions:
Identity & Cultural Diversity
Healthy Lifestyles
Community Participation
Enterprise
Global Dimension &
Sustainable Development
Technology & the Media
Creative & Critical Thinking
• There are a range of cross-curricular opportunities. Aside from ICT, Maths and English, Science is
explored through the study of insects, their body parts, feeding habits etc.
Functional Skills:
Maths, Eng, ICT
• ICT skills through research.
• English through persuasive writing for the back ‘blurb’ of the packaging
• Maths through measuring, symmetry, geometry and triangulation