Year 7 Art & Design Knowledge
Teacher Assessment Descriptor
Curriculum Statement
Autumn Term • Mark making • Accurate application of tone • Accurate application of lost edges • Basic colour mixing • Draw accurately and experimentally • How to mix basic secondary colours. • How to mix more complicated tertiary colours.
Spring Term • How to colour match • How to work through a series of colours to get to the right tone/shade/tint/colour • To apply this to their own work • Using scissors • Understanding balance and the impact of gravity on 3D forms • Plan to build • Build in card
Summer Term • Manipulate clay • Work within material limitations • Applying scratch, slip and joining techniques • Using clay tools to develop texture • Apply compositional rules to image making • Mix media, such as paint/string/oil pastel • Pair colours according to the rules of the colour theory • Apply paint with control and enjoy the lack of control
1 - EMERGING
2 -DEVELOPING
3 - SECURE
4 - EXTENDING
5 - Exceptional
• Students can carry out a simple drawing task with support. • Students can carry out simple techniques of 3D construction. • With scaffolded guidance, students can recognise the basic colour wheel and primary and secondary colours. • Students are starting to remember some of the key vocabulary explored in the Year 7 curriculum. • They can recognise some art techniques and processes but are not yet able to use their understanding to explain their observations.
• Students are beginning to think about the purposes and functions of drawing, but are not yet able to always apply this understanding to their work. • Students are beginning to think about the techniques of 3D construction. • With specific guidance, students can understand basic colour theory, and apply to simple investigations. • Students at this level are developing their understanding of some of the key vocabulary in the Year 7 curriculum. They can Studier use some art terms currently. Their evidence of art techniques and processes are not always complete.
• Students are beginning to understand the purposes and functions of drawing. • With guidance, students can apply basic tone and line to build their drawing skills. • Students are beginning to understand techniques of 3D construction. • With guidance, students can analyse colour theory and apply this to their investigations. • Students at this level have remembered and understood most of the key vocabulary in the Year 7 curriculum. They can evidence this learning through a range of outcomes.
• Students are consistently able to understand the purposes and functions of drawing. Independently, they can apply basic tone and line to build their drawing skills. • Students are able to understand techniques of 3D construction. • Students can analyse colour theory and apply this to their investigations without prompting. • Students at this level have remembered and understood virtually all of the content, key vocabulary and concepts explored in the Year 7 curriculum. They can independently apply their understanding to new situations and make predictions. They can provide comprehensive reflective accounts of their progress.
• Students innately understand the purposes and functions of drawing. • Independently, they can apply basic tone and line in their drawing. • Students are confident in using and applying techniques of 3D construction. • Students can analyse colour theory and intuitively apply this to their investigations independently. • Students at this level have remembered and understood all of the content, key vocabulary and concepts explored in the Year 7 curriculum. • Students know and understand all of the content above at a greater depth and can confidently apply this knowledge in both familiar and unfamiliar situations. Students explain their ideas well using complex art vocabulary.