Scheme of Work

Art and Design GCSE

Years 10 and 11
 Art and Design Scheme of Work

Topic Suggested teaching time (%) Suggested teaching order

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Coursework It is recommended that this unit should take about 104 hours / 80% of the course. 1

Externally set 2
It is recommended that this unit should take about 26 hours / 20% of the course.
Assignment

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Component 1 – Coursework

Course plan and objectives Suggested teaching activities

Week 1 Understanding the 1) Course outline

demands and Provide an outline of the one or two year course. This will depend on your learners, your school calendar, how many
Course outline requirements of the lessons a week your learners have for Art and Design and how much time you expect them to spend on independent
and course. study.
understanding
the An example of a one year course
assessment Weeks 1–31 Component 1
objectives and Weeks 32–39 Component 2
requirements
of the two Activity: Ask learners to discuss the outline of the course in small groups. You might want them to discuss their prior
components experience of art and design. This could lead onto a whole class discussion to provide learners to ask questions about
the course. Explain the requirements of each of the components. Refer to the syllabus for more information.

2) Introduction to Component 1
Go through the requirements of Component 1 and explain that it is made up of two parts: the portfolio and the final
outcome. Refer to the syllabus for more information.

Explain that the year leading up to the exam will form Component 1. This will be divided into two projects:
● Project One – The first project will be set by the teacher and will introduce learners to the content, structure and
expectations of the course by taking them through the process of recording, exploring, developing and
presenting.
● Project Two – Learners will select their own topic for the second project with the guidance of the teacher, which
will build on their strengths, interests and ideas developed in the first project.

Learners will select their best work from both of these projects to form their Component 1 Coursework and submit this to
the Examination Board

3) The assessment objectives

Introduce your learners to the assessment objectives (AO1–AO4). You might want to use examples of previous to
demonstrate each of these.

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Week 2 AO1 Introduction to Project One – teacher led

Introduction to AO3 Start Project One by introducing a theme. Keep it broad and choose one that allows opportunities to work from
Project One observation and which may potentially expand into other topics. For example ’structure’ or ‘natural forms’
(total 14 You may refer to past exam papers for ideas for themes.
weeks).
Create a collection of artists whose work links to the theme. For example, for the theme of ‘structure’ possible artists may
Theme - be:
Identity ● Vincent Van Gogh
● Richard Billingham
● Pablo Picasso
● Frida Kahlo
● William Blake
● Mark Quinn
● Lucian Freud
● NATIONAL PORTRAIT GALLERY – teaching resource
●
Encourage a class discussion to gather ideas generated by images from these artists and others, and collect them by
writing them on a board. The class could combine ideas in small groups and feedback to the whole class.

Provide objects for learners to draw from. Identity – self portrait (RESOURCES – MIRRORS). Learners should think of
aspects of identity of interest to them to build on this theme. (I)

Some informative web sites that may be useful as inspiration throughout the course both for learners and teachers to
support the gathering of resources are:
www.npg.org.uk
www.moma.org
www.portraitgallery.org
www.thephotographersgallery.org.uk
www.vam.ac.uk
www.aucklandmuseum.com
www.tate.org.uk
www.googleartproject.com/en-gb/education
http://indiaart.com
www.louvre.fr/en
www.textileartist.org
www.worldofwearableart.com
www.studentartguide.com

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Week 3 AO3 - Record Learners visually investigate the theme by gathering relevant images

Gathering ● Learners should continue to build on these initial ideas by taking photographs related to and exploring the
images related theme.
to theme ● These might directly link to the work seen previously or might be an expansion and development of them.
● This could include photographs of themselves or others, photographs showing culture of identity, or religion or
race/gender/ability etc, the school day, photographing at different times of the day, arriving to school, break,
lesson time, lunch and end of the day. The focus could be on people. (I)

Extension activity: Learners research an artist that links to some of the photographs they have chosen to take.

Weeks 4−6 AO3 - Record Introduce your learners to the following visual elements:
● Line
Investigation AO1 - Develop ● Texture
and recording
● Colour
● Shape
● Size
● Pattern
● Form
● Movement
● Composition
Activity: Group learners and give each group examples of artworks from those you provided in Week 1 and ask them to
identify the visual elements.

Explain that over the following three weeks you will demonstrate a new medium or technique focusing on black and white
images exploring line, shape, form and tone

Learners should explore the theme through gathering, recording and investigating using drawings and paintings.
● Focus on observation relating to the theme that learners have brought in to class or you have provided. (I)
● Ideas for their observations will have been generated from their investigations with photography and the initial
class discussion.
● Each lesson you should demonstrate a new medium or technique, keeping the focus on line, shape, form and
tone.
● Supply a variety of textured and neutral coloured paper as well as a range of materials for learners to choose
from to draw on and with.
● Use a light source such as a spot light so that learners can use shade and tone to describe forms.
● Get learners to make their own viewfinder to help them select an area of the object to focus their study on. This

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 can be made by cutting a 5cm by 5cm window out of a piece of 10cm by 10cm card (or any size you like,
perhaps ask learners to cut a variety of different sizes). Alternatively cut out two ‘L’ shaped pieces of card which
can be slotted together, adjusted and taped into position to form a variety of square or rectangle ‘windows’ to
view through.
● Learners complete at least two outcomes each week. Emphasise that they should vary the scale and focus in
each study.

Suggestions for media use include:

● Different grades of pencil on white paper to record tone using shading techniques
● Biro to use cross hatching, stippling and other mark making techniques to describe tone and different surface
qualities
● Ink pen on brown craft paper
● Black and white colour pencil on grey paper
● Making own drawing tools out of small pieces of card to draw with ink on white paper or printed paper
● Charcoal on different coloured paper
● White chalk on black paper
● Mono printing
Demonstrate a range of these mediums and how to use them for example:

Charcoal-drawing workshop
Working from the objects using charcoal and chalk to create a study of one area or the whole object
● starting with a background covered with charcoal learners could use putty rubbers to describe light. They should
work from their chosen object to describe the form by rubbing away areas where the light falls on the shapes.
● using black paper and white chalk draw the object or a section of it using the chalk to describe the form rather
than drawing an outline and filling it in. Quick drawing using cross-hatching and mark making skills.

Demonstrate how to annotate outcomes

Demonstrate how learners should annotate their work, use past examples to explain how to write about the media used,
technique, characteristics of the process and the effect they give.

Week 7 AO3 – Record Teacher discussion on colour theory

Class discussion of colour theory / terminology, including primary, secondary and tertiary colour.
Introduction to AO1 - Develop Find out your learners existing knowledge of colour, what are their experiences of colour, favorite colour, and any
colour theory connections with meaning?
Learners complete practical colour mixing. You should demonstrate and explain primary, secondary, tertiary colours,
value, hints and hues.

Expand on learner’s art specific vocabulary and terminology of colour theory.

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 Discuss:
● complimentary colours
● cool colours
● warm colours.

Useful resources to inform teaching may be found on a range of websites including

www.studentartguide.com
www.slideshare.net

Week 8 AO2 - Refine Introduce different artists who use colour in their work

Complete an Select three or four artists who use colour in their work to express meaning or emotion, for example Henri Matisse ‘green
artist study to stripe’, Chris Ofili ‘No woman, no cry‘, or Edward Hopper ‘nighthawks’.
develop own
work into Discuss the materials used, scale, subject matter, and contextual references.
colour Prompt a class discussion on meaning in these paintings and how colours are used to explain feelings and emotions.

Artist copy activity

● Learners select an artwork from one of these artists, or research their own. (I)
● Start with the title, artist name, date of work and source of image.
● Learners complete an artist study of the artwork, by taking a section that is of interest and making a careful and
accurate copy in appropriate media.
● Learners analyse the artwork- focusing on describing how the artist has used colour in their work, consider
questions such as those shown below.

Content – looking at the subject of the work

● What is it? What is it about? What is happening?
● Does the title change the way we see the work?
● Is the artwork a realistic interpretation?
● Have any parts been exaggerated or distorted? If so why?
● What is the theme of the work?
● What message does the work communicate?
● Landscape, portrait, still life, journey, moment, memory, event, surreal, fantasy, abstract

Form – looking at the formal elements

● What colours does the artist use? Why? How is the colour organized?
● What kind of shapes can you see?
● What kind of marks does the artist use?
● What is the surface like?
● What kind of textures can you see?

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 How big is the work?
Light, delicate, layered, strong, rough, dark, peaceful, textured, scale

Process – how the work has been made

● What materials and tools have been used?
● What is the evidence for this?
● How has the work been made?
● What works well?
● How would you develop your own work after researching this artist?

Extension activity: Research and compare a second artist who uses colour in a different way to express meaning/
emotion

Weeks 9−10 AO1 Create colour studies

● Demonstrate how to add black and white to create tones in colour.
Experiment AO2 ● Learners should identify the colours analysed in the artist research and attempt to mix similar colours by colour
with colour mixing using either oil pastel or paint.
mixing ● Learners select one black and white tonal drawing from Weeks 4−6
● Learners experiment with trying to translate the black and white tones of this drawing into colours to complete a
colour study.

Building on knowledge of colour theory from the previous week, learners should introduce a complimentary colour to
their work and complete a second colour study.

Learners should annotate their work, use past examples to explain how to write about the media used, technique,
characteristics of the process and the effect they give.

Extension activity: produce an observational study using only either warm or cool colours.

Week 11 AO3 Learners use peer and self-assessment to review their work
● Peer assessment – assess each other’s work done so far and identify one piece of work that they consider is the
Review work AO1 most successful, explain they think this and identify the media used.
to identify ● Learners review their own work and identify strengths in terms of media and process.
areas for
development Learners select at least two images from their work so far that they would like to develop into a final outcome. Explain
Gather more that they will be developing these images into a final composition over the next four weeks.
relevant

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images to Consider any other relevant images they may want to gather either by drawing from observation, or from second source
inform a final material or by taking their own photographs. (I)
outcome
Extension activity: gather images from a combination of first hand direct observation and secondary sources.

Weeks 12−13 AO1 Manipulate images to develop composition ideas

Learners AO2 Demonstrate different processes and ways that learners could use to manipulate and develop ideas. Focus on the formal
develop a elements, line, form, colour and composition. Learners should explore a range of media to expand on these ideas, for
range of example:
composition ● Overlapping images, using line drawings and overlapping these to create new shapes.
options. ● Transferring 2D shapes in to 3D forms using clay or card structures
● Selecting interesting sections and enlarging them to create abstract images
● Creating repeat patterns by repeating a section of a drawing
● Altering the scale, viewpoint, light source
● Experimenting with combining the images into a variety of composition
● Placing objects in the mid, fore and background and playing with perspective and scale
● Simplify drawings into shapes and create collage background over which you paint a detailed painting/line
drawing.
● Trying different colour ways.
● Using artists’ work to inform this stage of the development.
Refer to the internet to encourage ideas.

By the end of the Week 13 learners should produce three thumbnail sketches using line only, of possible final idea
compositions.

Weeks 14–15 AO4 Present Learners use peer and self-assessment to review their work
● Peer assessment –assess each other’s work done so far and identify one composition that they consider is the
Complete a most successful, explain why they think this.
final outcome ● Learners review their own work and identify strengths in terms of composition, media and process.
based on the
theme from Learners complete a final outcome
Project One Learners use this review process to help them select the best composition from their three thumbnail sketches and over
the following two weeks they complete a final outcome based on their work into the theme from Project One.

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 They may make alterations and refine work as it progresses.

Week 16 AO1 Introduction to Project Two – learner led

Introduction to Learners should select their own theme for this second project based on strengths and interests identified in Project One.
Project Two
(total 14 Independent evaluation – learners review their first project using the suggested questions below. (F)
weeks) ● What were the strengths and interests in the work you completed for Project One?
● What reasons did you give for the decisions you made when developing your work?
● What would be two good examples from your Project One that could be used as a starting point for developing
Project Two? Why?

Peer evaluation:
Learners answer the above questions regarding their peer’s work and share their observations. (F)

Learners may want to continue with the theme introduced in Project One. For example they may be inspired to look into
natural forms in more detail or the structure of local architecture, or they may have been inspired to investigate a new
theme completely from artists’ work they have seen.

Weeks 17−19 AO3 Record Learners complete at least four observational studies investigating their chosen theme.

Investigation AO1 Develop Learners refer back to Weeks 4−6 of Project One and select a combination of three media to use to record and gather
and recording images related to their chosen theme. The emphasis is recording from direct observation as in Project One. You may
want to introduce new techniques to them, for example printmaking or clay to record texture, shape or form.

Focus on the visual elements:

● Line
● Texture
● Colour
● Shape
● Size
● Pattern
● Form
● Movement
● Composition
Week 20 AO3 Record Learners gather images relevant to their individual theme

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 ● Learners continue to build on these initial ideas by taking photographs related to and exploring their chosen
Investigation theme. (I)
and recording ● They should also gather relevant images from second source as necessary.

Extension activity: Learners research an artist that links to some of the photographs they have chosen to take.

Week 21 AO1 Develop Artist copy

● Learners select an artwork from an artist that relates in some way to their theme, for example because of subject
Complete an matter, media choice or process.
artist study ● Learners complete an artist study of the artwork, by taking a section that is of interest and making a careful and
accurate copy in appropriate media.
● Learners analyse the artwork − focus on describing how the artist has used the visual elements in their work, for
example composition, subject matter, colour, line.

Weeks 22−24 AO2 Refine Learners develop ideas using media experiments

Media AO1 Develop At this point in the course learners will be following a variety of interests, processes and using a range of media. Try and
experiments direct them to appropriate media choice that suits their interest. Continually referring back to artists for inspiration is
useful.
● Learners should select two images from their initial research into their theme and experiment with different media
and processes relevant to their artist research. For example they might experiment with simplifying their drawing
into shapes and use collage to reproduce a section of it inspired by the collage work of Henri Matisse.
● Using the same or different images, learners should build on ideas for media experimentation, building on and
refining their skills. For example if they are interested in developing painting they should experiment with colour
mixing, mark making, painting on different grounds such as different colours or different textured ground.
● They should aim to complete at least four different outcomes from their media experiments
● Alter scale and viewpoints
● Remind learners that this is their opportunity to explore media to select the area of study they feel most confident
with and most interested in. This may be any of the areas of study outlined in the syllabus, 2D or 3D.
● The aim is to explore and experiment with media, not to create a finished and resolved final outcome.
The internet is a source for researching different ways to experiment with materials and generate ideas.

www.worldofwearableart.com
www.studentartguide.com

Learners should annotate their work to outline the media, technique, characteristics of the process and the effect they
give.

Week 25 AO3 Record Using peer / self-assessment learners should reflect on the work they have completed so far. (F)

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Reflect on 1. Learners review their own work and identify strengths in terms of media and process and consider ideas for a
work final outcome. Share these with a peer explaining their concerns and problems they foresee.
2. Peer assessment – learner’s review each other’s work to identify areas that have worked well and that could be
developed further.
3. Annotate ideas and reflections making links to artists’ research where necessary.

Learners reflect on this review of their work and complete three thumbnail sketches of possible ideas for final outcomes

Weeks 26−29 AO4 Present Create a final outcome

Complete a Learners select the most successful composition option from the three thumbnail sketches and develop this into a final
final outcome outcome using ideas, media and process from the previous weeks to inform their work. They may adapt and change the
work as it progresses and they should be encouraged to annotate and reflect on any changes during this process.

They should research new images from direct observation or second source using relevant media as necessary.
They should refer to artists work for inspiration on how to refine and improve media skills or for resolving composition
ideas.

Weeks 30−31 AO4 Present Select work from Project One and Project Two for submission of Component 1, to include a final outcome and a portfolio
of supporting work.
Select and
present work From the work completed in Projects One and Project Two learners select the best outcome; this could be a single
for submission response or a series of outcomes. These should be the pieces that best demonstrate a personal and coherent process
of Component leading to the production of the final outcome. They should make sure there is evidence of work to cover all of the
1 assessment objectives and select work to be presented on up to four sheets of A2 (learners may use both sides) The
portfolio should demonstrate that the learner has:
● Recorded ideas and observations form first-hand studies, such as drawings and photography, and secondary
imagery and sources
● Developed ideas and explored and experimented with different media, techniques and processes
● Made reference to contextual sources where appropriate, e.g. artists, key art movements, historical events or
local or national art, craft and design
● Selected, reviewed and refined their ideas as work progresses to plan and produce a personal and coherent
outcome.

Use peer and self-assessment to review the selection. (F)

● Get learners to present their work to a peer and explain why they selected the pieces they did.
● In turn their partner can point out any areas they feel are not covered or communicated well.
● Learners should consider how the work has been placed on the A2 sheets and make sure links are made

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 between pieces either visually and /or written.
● Get the learners to complete a mark sheet that you create based on the mark scheme in the syllabus to see if
there are areas that need more communication or evidence.

Give learners time allowed for to reflect based on their feedback, and if necessary, refine their selection.

Past and specimen papers

Past / specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Component 2 – Externally set assignment

Syllabus ref. Learning objectives Suggested teaching activities

Week 32 AO3 Record Introduce the externally set assignment

Introduction to Start Component 2, the externally set assignment, by explaining the process:
the externally ● Supporting studies − 7 weeks
set ● 8-hour supervised test – 1 week
assignment
(total 8 weeks)
● Read through the question paper with your learners. Remind them that the question is to act as a starting point.
● Make sure they understand that the supporting studies must be completed before the supervised test and must
be taken into the supervised test with them. They will use these to inform their final piece. Supporting studies
must be mounted on up to two sheets of A2 paper or card, and learners may use both sides. Refer to the
syllabus for more information on presenting and submitting work.
● You will already have had access to the question paper and will have had time to create a collection of artists
whose work relates in some way to the questions.
● Encourage a class discussion about gathering ideas for each question generated by these images and collate
them by writing them on a board. The class could combine ideas in small groups and feedback to the whole
class.
● Learners select a question and use photography and second source images to gather initial images that explore
the question. (I)
● Over the week learners should find objects that they could bring in to class to draw from next week or/and make
sketches and take photographs during the week so that they can draw from them in class (I)

Weeks 33−34 AO3 Record Explore the question through gathering, recording and investigating using drawings and photography.
● Focus on observation from objects relating to the question that learners have brought in to class. (I)
Investigation AO2 Refine ● Ideas for these will have been generated from their investigations with photography and the initial class
and recording discussion. You may also want to bring in a collection of interesting objects and items that could relate to the
questions.
● Supply a variety of coloured paper and materials for the learners to choose from to draw on and with.
● Learners complete between two and three observational studies each week. Vary the scale and focus in each
study. Use a range of media; refer back to Project One for ideas.
● Learners may work from second source images and own photographs as well as first-hand sources.

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Week 35 AO1 Develop Artist copy

Complete an ● Learners select an artwork from an artist that relates in some way to their question, for example because of
artist study subject matter, media choice or process.
● Learners complete an artist study of the artwork, by taking a section that is of interest and making a careful and
accurate copy in appropriate media.
● Learners analyse the artwork − focus on describing how the artist has used the visual elements in their work, for
example composition, subject matter, colour, line.
● Remember to source and identify the artwork by including the artist name, title and date

Week 36 AO1 Develop Developing ideas linked to the question

● Learners use their artist research as inspiration for developing a composition for their final outcome. This could
Reflect on be in terms of subject matter, context, media use and colour use.
work to ● Complete three thumbnail pencil sketches outlining different composition options.
develop ideas
Use peer / self-assessment to reflect on work completed so far and to inform development of final idea (F)
● Peer assessment – learners review each other’s work to identify areas that they think have worked well and that
could be developed further.
● Learners review their own work and identify strengths in terms of media and process and consider ideas for a
final outcome. Learners share these with a peer explaining their concerns and any problems they foresee.
● Learners reflect on their work to identify the most successful option from the three thumbnail sketches in order to
select the one they would like to pursue further to develop their final outcome in the examination.
o Annotate ideas and reflections making links to artists’ research where necessary.

Weeks 37−38 AO2 Refine Learners develop ideas using media experiments
● Explore and refine media use, processes and technical skills to develop the outline composition sketch they have
Media selected.
experiments ● Learners should annotate their work to outline the media used, technique, characteristics of the process and the
effect they give.
● Learners should refer to their chosen artists work to influence, inspire and inform media experimentation.
● Adapt and refine final composition, sketch and gather new images through drawings and photography if
necessary.
● Learners present a plan for the exam. This should include a composition sketch / design outline, media choice
and a proposed plan for the 8-hour supervised test.

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Week 39 AO4 Present 10-hour supervised test
● Learners take all of their supporting work that they have completed over the previous seven weeks into the
10-hour supervised test.
supervised ● They complete a final outcome over the eight hours in exam conditions.
test
● This is submitted along with the supporting studies to Cambridge International.
● Refer to the Cambridge International Handbook for the year of examination to find examination guidelines.
Past and specimen papers

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