Art & Design
Curriculum Intent
- To challenge pupils, to think, act and speak. Teaching students to become visually literate so that they are able to read, interpret and find meanings in signs, symbols, codes and conventions.
- To ensure our students understand how music can support the development of life skills, such as confidence, self-awareness and discipline.
- To ensure our students understand the complexities of music through analysis of a wide range of genres from different musical and cultural perspectives.
- To develop students’ critical thinking skills and artistic vocabulary to enable them to formulate their own ideas and opinions when reviewing, modifying and evaluating work and setting personal targets.
- To enable students to transfer their practical and cognitive skills for realising ideas, to create and make their own work, manipulating materials, tools and techniques.
- To provide high quality opportunities for all our students to work with creative practitioners and cultural organisation partnerships.
- To provide instruments, equipment and resources to students, ensuring there are no barriers to learning.
- To accumulate knowledge, behaviours and skills that a student can draw upon and which demonstrates their cultural awareness so that they may be successful in society.
- To ensure our students understand the creative processes of different practitioners and encourage them to understand creative practice through knowledge, understanding and production of art in context. Engaging with practitioners and examples of historical art and design from a range of cultural contexts.
- To develop students to have limitless aspirations of the arts.
- To enable academic success within the arts alongside creativity and inventiveness, equipping our students with the personal qualities and key skills they need to excel.
- To ensure that our students have the necessary skills to be able to access the optional arts curriculum at KS 4 and KS 5.
- To challenge students in all arts lessons to be able to demonstrate understanding and creativity through performance, composition, through collaboration with their peers and evaluation of their work.
- To provide a high quality and balanced curriculum which promotes students’ understanding of themselves, their identity and personal culture by building on their own interests and prior learning.
- To offer extra-curricular instrumental lessons to all students.
- To develop student’s identities, to help them to make sense of who they are and how they fit into the world.
- To inspire students to develop a love of music and their ability as musicians, and so increase their self-confidence, creativity and sense of achievement.
- To develop in our students an awareness of how the arts are firmly rooted in culture, its contribution to the wealth of our nation and how the arts affect our everyday life and our being in the world.
- To develop Students to be positive, creative and emotionally intelligent performers.
- To encourage our learners to explore and discover in a safe and purposeful Arts environment.
- To develop an appreciation for theatre and to have a cultural awareness of it.
KS3 Curriculum Overview
Key Stage 3 Curriculum Overview:
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
| Y7 |
Mark-Making 2D /Formal elements Exploring the power, purpose and the meaning of drawing. Mind-Maps exploring a starting point. Making critical connections. Street art. Art and design in the news. Baseline assessment. Re-stablishing classroom routines. Retrieval and re-visit. Literacy focus and use of subject specific language. 2D/Expressive approaches/ Digital drawing, introducing colour theory, Presenting a final response. |
Structures/Architecture 3D/Experimentation. Making critical connections. Introduction to the creative processes. Design process. Investigating Architecture around the world. Exploration of how issues such as poverty can influence architecture. Construction planning and working Marquette and model making. |
Still life 2D 2D, drawing, painting, print making, digital media. Mind-maps exploring the starting point: Mechanical. Printing/photography/digital media. Drawing techniques, formal elements, and use of digital media. Application of tone and different painting techniques. Making critical connections, and observational drawing. Exploring a range of artists, designers and craftsperson’s. Presenting artist research, idea development and reflection. Compare and contrast. |
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| Y8 |
Exploring cultural traditions around the world. 2D/ Exploring qualities and the potential of media. AFL/ Retrieval and re-visit. Sketchbook presentation, review literacy expectations. Understanding cultural influences and experiences. Creating informed investigations using painting, weaving, 3D, printing, and illustration. Independent development of ideas. Applying the formal elements and developing a visual language to recognise signs and symbols. Art and Design in the news. |
Mixed Media Collage/2D/cardboard relief/digital media Making contextual links, exploring conflict and protest art, experimenting with media and image and text. Image manipulation software. Developing textural surfaces , developing ideas into relief printmaking, Exploring the properties of different media, techniques and materials skills based workshops. |
Still life 2D/ Digital media/ image manipulation/Photography/ Zine creating. Applying the formal elements to a series of observed studies. Investigations informed by critical connections. Colour blending and drawing from 3 Dimensional starting points. Engaging with a range of creative practitioners. Different angles, viewpoints, diagonals, angles, symmetry. Use of digital media. |
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| Y9 |
Microscopia 2D/3D Print making, digital media, exploring the qualities of a range of media that include clay, scraffito and card relief. Introduction to conceptual based work. Making critical connections with practitioners who freely communicate visually. Independently creating interpretations in response to the work of others. Recovery curriculum retrieval and re-visit annotation, literacy expectations, engaging with the work of others and also observational recording. Independent review and reflection. |
What is art and design? Exploring careers and L3 qualifications within the visual arts. Making critical connections to contemporary artists and designers. |
Sweets Still life |
Portraits and distortion Portrait and line/ proportion and ratio, 2D/digital media Exploring drawing techniques and observational recording. Looking at portraits over time, producing informed investigations. Experimenting and exploring the qualities of selected media. Using annotation describes the creative process. Generate discussion of the work and participate in group work activities. Art and design in the news. |
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KS4 Curriculum Overview
Key Stage 4 Curriculum Overview:
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
| Y10 |
Natural Form/Decayed and distressed surfaces. (60%) 2d/Relief Recovery curriculum Retrieval and re-cap prior learning. Exploration of the theme. Observational recording explores different surface qualities, applying the formal elements, experimenting, and exploring techniques and media. Exploring recording techniques, close up. Creating informed investigations and experimenting with a wide range of media, techniques, and materials. Skills-led workshops and use of hook and connect to inform reflection and evaluation. Students to independently collect, annotate, record, refine and review.
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Artist/skills-based workshops AND Mock examination paper (60%) A series of practical-based workshops introducing a range of artists over time for pupils to make explicit links with. Students to present their responses and investigations. Mock Examination (60%) Live paper Independent exploring of a starting point. Visual journal or design sheets.
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| Y11 |
Artist/skills based workshops AND Mock examination paper (60%) A series of practical based workshops introducing a range of artists over time for pupils to make explicit links with. Students to present their responses and investigations. Mock Examination (60%) Live paper Independent exploring of a starting point. Visual journal or design sheets.
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Identity and a sense of self. (60%) 2D/3D/ digital media/ photography/ installation/ relief Observation and recording, Experimenting to develop and refine ideas. Collecting visual materials. Creating informed investigations, reviewing and refining. Investigating issue based art work/portraiture and responding to the world around them. Independently responding to the starting point. Students to document their findings. Using a range of drawing methods and media. (Less teacher led)
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ESA 40% |
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What your child will learn in:
Year 7 Year 8 Year 9 Year 10 Year 11
Art SMSC Statement
Within the faculty we are committed to establishing and developing long term cultural partnerships to extend students awareness. We endeavour to present opportunities for cultural engagement, museums, theatres, studios, orchestras, community based music groups, galleries, and creative practitioners. As a MiSST partner school our students have access to classical music education, and a programme of excellence, removing barriers between them and classical music. MiSST unlocks the potential and builds confidence and social skills. Participation and achievements are a source of pride within families.
We strive to develop an appreciation of the arts with students of all year groups. Our schemes of work have been devised to expose students to a wide range of different cultures, beliefs and to assist them in seeing the world from other points of view. For example in year 8 Art and design, students complete a cultural world tour and study the importance of the visual arts within different cultures.
We reinforce the importance of a cohesive, harmonious, law abiding society through images, classroom displays, exhibitions, performances and showcases of work. The arts equip students with the skills and knowledge to face current and topical issues that will also allow them to respond with resilience to future change and challenge within their personal lives and wider world. Our students are encouraged to see the world around them as a source of inspiration, visually, conceptually, politically, spiritually and culturally. The courses delivered within the faculty are dependent on the student’s ability to enquire and communicate their ideas, meaning and feelings. Our students develop confidence and also their understanding of themselves. For example within performing arts, students examine the purpose of performance to inform, educate, raise awareness and challenge and discuss the themes within Oh! What a lovely war. In performing arts students develop an understanding of what is universally right or wrong, covering different angles, perspectives and cultural values. Students develop mutual respect and the views of others.
The arts develop personal management and communication, challenging imagination and creativity and always celebrating diversity. Our schemes of work inspire students to achieve their best in a creative way as well as create their own work. We want our students to enjoy and have a lifelong appreciation of the arts. We encourage independent thinking that will enable students to develop their ideas and intentions. For example within photography we use the weekly hook and connect tool. This tool encourages students to evaluate, analyse and identify their next steps in their own self-development.
The arts are subjects which encourage students to question things that could limit their self-knowledge, self –esteem and confidence –For example, lack of aspiration, discrimination, injustice etc. Personal opinion and justification within the arts are vital skills in being able to progress in the creative process as well as contribute towards a cohesive society. As students’ progress through the key stages they are taught to view their own and others work critically through oral and written discussion. Students respect each other’s opinions and respect the value of working collaboratively.
