Art & Design
Art, craft and design embody some of the highest forms of human creativity. A high-quality art education will engage, inspire and challenge every pupil with inclusivity and originality. It equips pupils with the knowledge, skills and experience to recreate, experiment and invent their own interpretation of visual literacy. As pupils actively engage in contextually based scenarios, they begin to develop a rigorous comprehension of art across time, culture and movements. Their sensory engagement with a broad range of materials, techniques and processes will allow pupils to explore and develop a curiosity for the arts. Through an iterative design process, they can organise their ideas and realise their intentions through the creation of personal and meaningful works of art. Students can broaden their knowledge by critically reflecting on their own work as well as that of others. They know how art reflects and shapes our history and how this contributes to the creativity and wealth of our nation and beyond.
The study of art:
- Allows pupils an opportunity to fully immerse themselves in sensory activities which creatively explore materials, techniques and processes.
- Enables pupils to become proficient in areas such as drawing, painting, sculpture, printing, digital art and mixed media.
- Encourages in-depth investigations into cultural, historical and contextual scenarios which help pupils to develop a personal perspective and appreciation of the world in which they live
- Uses higher level analysis to critically evaluate and find meaning across a range of visual art movements.
- Supports the development of essential life skills such as the application of knowledge, problem solving, communication and time management. Through self-reflection pupils also build their resilience and independence.
- Improves the prospects of progressing into careers such as architecture, product design and engineering.
The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school. There are three guiding elements which are brought to life in the art and design curriculum:
- Educational Excellence:
- Alongside other subjects, art and design enriches the curriculum by providing a broader range of knowledge and skills.
- Pupils have the freedom to explore and express themselves through the creation of personal and meaningful works of art.
- Creative Art specialists enhance the learning journey by imparting their passion, knowledge and experience within every lesson.
- Character Development:
- There are several opportunities for students to develop character and leadership within arts and culture.
- Many classroom activities promote the growth of emotional intelligence whilst extra-curricular activities encourage pupils to discover their own interests and specialisms with art and design.
- Professional workshops, visits to galleries and entries into local and national competitions are just some of the opportunities that are offered to pupils.
- Service to Communities:
- Art, craft and design encourages pupils to consider the needs of others and to be curious about the world around them.
- Pupils are made aware of local community initiatives which provide volunteering opportunities that link to the arts and culture.
- Pupils are encouraged to identify their own way of serving the local community though visual arts.
Pupils learn to:
- Use contextual references to explore art from a particular time, culture, artist or movement.
- Become proficient in a wide range of materials, techniques and processes.
- Articulate their personal thoughts and feelings through the creation of original works of art
- Follow an iterative process and visually record ideas and observations using a range of methods including sketchbooks, design sheets and journals.
Critically analyse their own work and that of others using appropriate artistic terminology.
The following principles underpin the art & design curriculum:
- The most important declarative knowledge is identified through the use of themes and contexts.
- Disciplinary knowledge provides a clear foundation of what pupils must know before they are able to master the skills needed to demonstrate procedural knowledge.
- Conditional and generative knowledge is developed by combining existing knowledge and skills with new concepts and ideas.
- The creative outcomes produced through composite tasks encompass all the knowledge components that have been explicitly taught.
Year 7
Students will learn the formal elements of art and how they are combined to create visual impact, the principles of art including rhythm, balance and proportion, about modern and historical artists, to analyse the meaning of art and articulate this using artistic terminology, how to compare and contrast art from different movements, how to create 2D and 3D art forms using paint, ink, pencil, markers, crayon, chalk and digital methods, how to apply elements of art to recreate the work of other artists, to refine their application of mediums through reflection and practice, to develop techniques such as mark making, grid drawing, illustration and observational drawing, how to plan and organise their ideas and manage their time.
| Elements of Art | Movement | Changes |
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| Artists: Henri Matisse, Mark Rothko, Damien Hirst, David Hockney | Artists: Vincent Van Gogh, Victor Vasarely, Budget Riley | Artists: Andy Warhol, Keith Haring, Robert Indiana, Peter Blake, Ed Ruscha, Jeff Koons |
| Near & far | Characters |
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| Artists: Paul Cezanne, Linnea Tobias, Sherry Egger | Artists: Quentin Blake, Oliver Jeffers, Pablo Picasso |
Year 8
Exploring techniques and students will explore 2D art forms including land, sea and cityscapes, printing and portraiture, develop skills within observational drawing and refine tonal drawing techniques, select and apply materials to create mixed media works of art and sculptures, learn construction techniques to create 3D works of art using adhesives, paper and card, safely use the tools and equipment used for block and screen printing, find and capture inspiration from the world around us, compare and contrast the work of traditional and contemporary artists, recreate the work of artists using similar materials and techniques, incorporate personal and meaningful ideas into works of art.
| Architecture | Environment | Botanical |
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| Artists: Antoni Gaudi, Ian Murphy, Stephen Wiltshire, LS Lowry |
Artists: Claude Monet, Kurt Jackson, Etel Adnan
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Artists: Angie Lewin, Karl Blossfeldt, William Morris, Maija Isola |
| Human | Identity |
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| Artists: Leonardo Da Vinci, Pablo Picasso, Domanic Beyler, Antony Gormley |
Artists: Teesha Moore, Eugeina Loli
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Year 9
Students will learn to independently explore printing techniques, observational drawing and mark making, develop and explore their own ideas in relation to a given theme, compare and contrast appropriate mediums and materials to realise intentions, apply mediums including ink, pencil, paint, pastel, charcoal, textiles and digital, explore the political, historical and economical influences on famous works of art, invent original works of art using imagination and creativity, develop resilience and problem solving skills through an iterative design process, present work on canvases, design sheets, textiles and through photographs, work as part of a team.
| In The News | Lest we Forget | Black and White |
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| Artists: James Goldcrown, Banksy, Mr Brainwash | Artists: Henry Moore, Shepard Fairey, Pablo Picasso | Artists: Vince Low, Sally Muir, Vicky Barranguet |
| Species | Layers |
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| Artist: Alexander McQueen, Iris Van Herpen | Artist: Andy Goldsworthy, Robert Smithson, Michael Heizer |
Year 10
Students learn to engage in the creative process of art, craft and design, how to use this knowledge to become independent learners and critical and reflective thinkers; develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products; become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques; develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills; develop and refine ideas and proposals, personal outcomes or solutions with increasing independence; acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent.
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Foundation Studies (taught): Theme: e.g. “Natural Form” |
Foundation Studies (taught): Theme: e.g. “Close Up” |
Developmental Phase (directed): Theme: e.g. “Identity” |
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| Example artists: Karl Blossfeldt, Ernst Haeckel, Alice Ballard, Louise Balaam | Example artists: Sarah Graham, Michael Craig Martin, Jim Dine | Example artists: Kathy Morton Stanion, Ant Carver, Modigliani, David Kemp (found object/sculpture) |
| *Areas of study: Drawing, painting, sculpture, installation, lens-/light-based media, photography and the moving image, printmaking, mixed media, land art. Materials (appropriate to area of study): Pen, pencil, pastel, charcoal, graphite, crayon, ink, printing, resistant techniques, stitched, digital, ceramics, collaged, found materials, clay, wood, metal, mixed media, paper, card, acetate, adhesives. | ||
Year 11
Students develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures; develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries; develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work; demonstrate safe working practices in art, craft and design.
| Sustained Phase (Independent learning) e.g. “Journeys” | Externally Set Task (Assignment + exam phase) | Selection and Creation of Final Portfolio |
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| *Pupil to select area/s of study: (in one or more of the following): Drawing, painting, sculpture, installation, lens-/light-based media, photography and the moving image, printmaking, mixed media, land art. Materials (appropriate to area of study): Pen, pencil, pastel, charcoal, graphite, crayon, ink, printing, resistant techniques, stitched, digital, ceramics, collaged, found materials, clay, wood, metal, mixed media, paper, card, acetate, adhesives. | ||
AQA GCSE Fine Art 8202
Component 1
| Overview | Focus |
| Non-exam assessment (NEA) set and marked by the school/college and moderated by AQA during a visit. Moderation will normally take place in June. No time limit 96 marks 60% of GCSE | A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study. |
Component 2
| Overview | Focus |
| Non-exam assessment (NEA) set and marked by the school/college and moderated by AQA during a visit. Moderation will normally take place in June. Preparatory period followed by 10 hours of supervised time 96 marks 40% of GCSE | Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives. |
Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model. Pupils partake in theme-based days (anti bullying week, internet safety days, Seerah competition, Remembrance day) where pupils use their creativity to deliver displays and competition-based entries.
- Interior Designer
- Community Arts Worker
- Graphic Designer
- Animator
- Fashion Designer
- Architect
