ks4 photography
Module 1 - Development of Fundamental Photographic Skills
Link to prior learning
- Students have experimented with both composition and lighting in a Photography-based GRASP task in Y9. Building technical knowledge and skills is a focus for M1 & M2.
- Students have a wealth of Art history knowledge, dating from Prehistoric Art to Twentieth Century forms. This can be used to understand the themes of key artists and photographers;
- All students have been exposed to a variety of traditional and unconventional mediums, which has encouraged them to explore a range of experimentations. This should help them to further develop and build upon their own findings in KS4;
- Students will experiment with the skills and knowledge built in M1 to experiment with the ‘rules’ of photographic practice;
- Throughout KS3, students developed their understanding of the importance of the formal elements of art and should be able to confidently drawn upon them when analysing the work of their choosing.
Core declarative knowledge: What should students know?
- What is shutter speed?
- What is aperture?
- What is ISO?
- What is high key photography?
- What is low key photography?
Core procedural knowledge: What should students be able to do?
- How to creatively use and question what they already know about the ‘rules’ or conventions of photography;
- How to create and maintain an online portfolio and manage digital assets’
- How to control a digital SLR – settings and file management;
- How to create a fluid body of work based on a specific starting point;
- How to know, understand and apply the Formal Elements in Photography;
- How to work independently, managing time and resources appropriately;
- How to control and manipulate digital cameras and other image capturing devices e.g scanners, photocopiers, handheld devices to realise intentions;
- How to to use visual language to communicate personal ideas, meanings and responses;
- How to critically engage with visual language, visual concepts, media, materials and the application of appropriate techniques and working methods;
- How to reflect critically upon one’s creative journey and its effectiveness in relation to the realisation of personal intentions.
Modules 2, 3 & 4 - Distortion
Link to prior learning
- Students have experimented with both composition and lighting in a Photography-based GRASP task in Y9. Building technical knowledge and skills is a focus for M1 & M2.
- Students have a wealth of Art history knowledge, dating from Prehistoric Art to Twentieth Century forms. This can be used to understand the themes of key artists and photographers;
- All students have been exposed to a variety of traditional and unconventional mediums, which has encouraged them to explore a range of experimentations. This should help them to further develop and build upon their own findings in KS4;
- Students will experiment with the skills and knowledge built in M1 to experiment with the ‘rules’ of photographic practice;
- Throughout KS3, students developed their understanding of the importance of the formal elements of art and should be able to confidently drawn upon them when analysing the work of their choosing.
Core declarative knowledge: What should students know?
- How do you record the development of an idea?
- How do you explore and experiment with ideas, techniques and processes?
- What is visual language and how do you communicate using it?
- What is a personal and meaningful response?
- What are your creative intentions and how do you plan to realise them?
- What is annotation and why is it important for your practice and portfolio?
Core procedural knowledge: What should students be able to do?
- How ideas, feelings and meanings can be conveyed and interpreted in photographic practice;
- How historical and contemporary developments and different styles and genres;
- How images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the time and place in which they were created;
- How continuity and change in different styles, genres and traditions have affected the history of Photography;
- To be able to use specialist terminology that is relevant to the hardware being used;
- How to create a fluid body of work based on a specific starting point;
- How to carry out strategic research about others’ work;
- How to analyse/evaluate their own and others’ outcomes using increasingly sophisticated subject specific language;
- How to create personal and meaningful final outcomes suitable for exhibition;
- How to know, understand and apply the Formal Elements in Photography;
- How to work independently, managing time and resources appropriately;
- How to creatively use and question what they already know about the ‘rules’ or conventions of Photography to develop an idea from the starting point – ‘Distortion’;
- How to experiment with a theme and document it on an online platform;
- How to analyse and communicate visually;
- How techniques and processes can aid in the realisation of intentions;
- How annotation is useful in the development of an idea;
- How to experiment with photographic techniques and processes to realise creative intentions.
Modules 5 & 6 - Light & Dark
Link to prior learning
- Students have experimented with both composition and lighting in a Photography-based GRASP task in Y9. Building technical knowledge and skills is a focus for M1 & M2.
- Students have a wealth of Art history knowledge, dating from Prehistoric Art to Twentieth Century forms. This can be used to understand the themes of key artists and photographers;
- All students have been exposed to a variety of traditional and unconventional mediums, which has encouraged them to explore a range of experimentations. This should help them to further develop and build upon their own findings in KS4;
- Students will experiment with the skills and knowledge built in M1 to experiment with the ‘rules’ of photographic practice;
- Throughout KS3, students developed their understanding of the importance of the formal elements of art and should be able to confidently drawn upon them when analysing the work of their choosing.
Core declarative knowledge: What should students know?
- What could be explored from the starting point ‘Light and Dark’?
- What is critical and contextual understanding and how is this evidenced in your portfolio?
- What techniques and processes can you experiment with to explore your idea?
- What are your creative intentions and how do you realise them?
- How do you record the development of an idea?
- What is annotation and why is it important for your practice and portfolio?
Core procedural knowledge: What should students be able to do?
- How critical and contextual understanding can inform their work;
- How exploration of materials and processes can aid in the development of an idea;
- How to communicate an idea using visual language;
- How to conduct strategic research to further develop and refine their ideas;
- How to experiment and refine their personal and meaningful ideas in order to resolve intentions.
Modules 1 & 2 - Continuation of Light & Dark
Link to prior learning
Students are given the structure of a creative process and the journey has been modelled throughout Year 10 and into Year 11. Investigations into the themes of ‘Distortion’ and ‘Light and Dark’ follow a prescribed theme through to resolution.The students will mimic this process/journey to develop, experiment, reflect and refine a theme decided by AQA. At the end of the preparation period, students will be given 10 hours to ‘realise their intentions’ and conclude their investigations.
Core declarative knowledge: What should students know?
- What could be explored from the starting point ‘Light and Dark’?
- What is critical and contextual understanding and how is this evidenced in your portfolio?
- What techniques and processes can you experiment with to explore your idea?
- What are creative intentions and how do you realise them?
- How do you record the development of an idea?
- What is annotation and why is it important for your practice and portfolio?
Core procedural knowledge: What should students be able to do?
- How critical and contextual understanding can inform their work;
- How exploration of materials and processes can aid in the development of an idea;
- How they can communicate their idea/s using visual language;
- How to conduct strategic research to further develop and refine their ideas;
- How to experiment and refine their personal and meaningful ideas in order to resolve intentions.
- How to create a fluid body of work based on a specific starting point
- How ideas, feelings and meanings can be conveyed and interpreted in photographic practice
- How to carry out strategic research about others’ work
- How to analyse/evaluate their own and others’ outcomes using increasingly sophisticated subject specific language
- How to work independently, managing time and resources appropriately
- How to experiment with photographic techniques and processes to realise creative intentions.
- How exploration of materials and processes can aid in the development of an idea;
- How they can communicate their idea/s using visual language;
- How to conduct strategic research to further develop and refine their ideas;
- How to create a personal and meaningful response;
- How to experiment and refine their personal and meaningful ideas in order to resolve intentions.
Modules 3-6 - Exams
- Students will be given their Externally Set Assignment papers in January
- Component 2 (40 %)