British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Art and Design 9479

  • Overview
  • Chapters

The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• develop an inquisitive, creative approach to research and problem-solving

• develop the ability to record from first-hand observation, personal experience and other sources

• effectively communicate their personal response by improving technical skills in a range of processes and media

• develop independent expression by analysing, evaluating and applying concepts and techniques

• articulate ideas and responses to their work and the work of others using a relevant vocabulary • develop a clear contextual framework that aids critical reflection of their work

• develop a critical understanding of important concepts and formal elements of art and design

• develop the skills needed to study art and design at higher education.

  • 1: Fine art
    1.1: Skills and techniques
    1.1.1: Ability to use appropriate materials & techniques to communicate their intention
    1.1.2: Understanding of form, perspective and scale
    1.1.3: Ability to compose images with consideration for space & colour relationships
    1.1.4: Effective use of a number of appropriate skills
    1.1.5: The ability to respond to a theme
    1.1.6: Potential relationship(s) that may form between the intended audience & the work
    1.1.7: Appropriate use of visual language
    1.2: Knowledge and understanding
    1.2.1: Appropriate materials, processes, technologies and resources
    1.2.2: How fine art can be used to communicate
    1.2.3: The visual language of fine art
    1.2.4: Importance of location and space in the making, exhibiting and viewing of work
    1.2.5: Importance of social & cultural factors in making, exhibiting & viewing of work
    1.2.6: The origin, continuity and development of techniques, genres and key movements
    1.2.7: Intention, research, realisation & reflection to the artistic process
    1.2.8: Relevant fine art genres, styles and techniques used by artists past and present
    1.2.9: A range of specialist vocabulary relevant to fine art
  • 2: Graphic communication
    2.1: Skills and techniques
    2.1.1: Ability to use appropriate media & techniques to communicate their intention
    2.1.2: An understanding of perspective, scale and colour
    2.1.3: Ability to create designs with consideration for space & colour relationships
    2.1.4: The effective use of a number of appropriate skills
    2.1.5: Ability to respond to a theme or brief
    2.1.6: The required potential impact of the work on the identified audience
    2.1.7: The appropriate use of visual language
    2.2: Knowledge and understanding
    2.2.1: Appropriate materials, processes, technologies & resources
    2.2.2: How graphic design can be used to communicate
    2.2.3: Importance of location and space in the making, exhibiting & viewing of work
    2.2.4: Social and cultural factors in the making, exhibiting and viewing of work
    2.2.5: Importance of intention, research, realisation & reflection
    2.2.6: Relevant graphic communication styles & techniques used by designers
    2.2.7: A range of specialist vocabulary relevant to graphic communication
  • 3: Three-dimensional design
    3.1: Skills and techniques
    3.1.1: Ability to use materials & techniques to communicate their intention effectively
    3.1.2: An understanding of form, scale and structure
    3.1.3: Create designs with consideration of texture, shape, colour & movement
    3.1.4: Effective use of specialist working processes and equipment
    3.1.5: The ability to respond to a theme or brief
    3.1.6: Consideration of the setting in which the final outcome will be situated
    3.1.7: An understanding of the identified audience for the work
    3.1.8: An appropriate use of visual language
    3.2: Knowledge and understanding
    3.2.1: Appropriate materials,technologies, processes and resources
    3.2.2: How three-dimensional design can be used to communicate
    3.2.3: Importance of space and location in the making, exhibiting & viewing of work
    3.2.4: Social & cultural factors in the making, exhibiting & viewing of work
    3.2.5: The origin, continuity and development of techniques, genres & key movements
    3.2.6: Importance of intention, research, realisation & reflection to 3D design process
    3.2.7: Relevant genres, styles & techniques used by artists and designers
    3.2.8: A range of specialist vocabulary relevant to three-dimensional design
  • 4: Textiles and fashion
    4.1: Skills and techniques
    4.1.1: Ability to use materials & techniques to communicate their intention
    4.1.2: Form & function and colour relationships within the design process
    4.1.3: The ability to create designs with consideration for texture, pattern and shape
    4.1.4: Effective use of a specialist working processes
    4.1.5: The ability to respond to a theme or a brief
    4.1.6: The understanding of the identified audience for the work
    4.1.7: Use of visual language
    4.2: Knowledge and understanding
    4.2.1: Appropriate materials, processes,resources and technologies
    4.2.2: How textiles and fashion design can be used to communicate
    4.2.3: Importance of space and location in the making, exhibiting and viewing of work
    4.2.4: Social and cultural factors in the making, exhibiting & viewing of work
    4.2.5: Origin, continuity and development of techniques, genres and key movements
    4.2.6: The importance of intention, research, realisation and reflection
    4.2.7: Relevant textile and fashion genres, styles and techniques used by designers
    4.2.8: A range of specialist vocabulary relevant to textiles and fashion

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