Art
What is our curriculum intention and purpose?
Our key priority is to provide an inclusive, exciting and engaging curriculum for all our pupils. It prepares and enables our pupils with the cultural knowledge and skills to experiment, invent and create their own exciting works of art. As pupils progress through the KS3 journey, they will be equipped to critically think and develop a rigorous understanding of art and design. Throughout the curriculum we demonstrate how art and design both reflect and shape our history as they gain a deeper cultural understanding of the changing world around us.
What is our learning journey?
Our art learning journey focusses on developing foundational skills in a wide range of artistic disciplines while also encouraging personal expression and creativity.
KS3, students focus on developing basic technical skills in drawing, painting, and sculpture.
Line, shape, and form: Understanding the basics of creating shapes and lines in drawing and how to represent objects realistically.
Tone and texture: Developing skills in adding depth and dimension to their artwork through techniques like hatching, cross-hatching, and blending.
Basic colour theory: Introduction to mixing colours, understanding primary, secondary, and tertiary colours, and learning about complementary and analogous colour schemes.
Media and Materials: Students start experimenting with different materials such as pencils, charcoal, pastels, and watercolours.
Creative Expression: Early lessons focus on encouraging students to express their thoughts and ideas through their art, even if it's basic at this stage.
How is the curriculum sequenced?
The KS3 curriculum is structured with 1-hour lessons per week. Pupils have their own sketchbooks in Year 7, which they continue into year 8. At key stage 3, pupils work on 4 projects each year. Pupils study a variety of artists, analyse concepts and replicate work. They develop their own ideas showing the influence of artists studied. Within each project pupils explore a range media and processes. They produce written reflections of their understanding of skills and media.
In year 9 the students move away from sketchbooks and are taught to present work as presentation sheets which sequences skills and knowledge that prepares pupils for accessing the GCSE course. This is also assessed at the end of each project.
The KS4 curriculum is structured with 2 lessons per week, incorporating: 2 units in Y10 and Y11 and an externally set component in Y11.
What will my child experience in a typical lesson in Art?
In a typical art lesson, students will be introduced to the lesson:
- Objective and Focus: The teacher will introduce the theme or focus of the lesson, such as learning a new technique (e.g., shading, perspective) or exploring a particular medium (e.g. watercolours, charcoal).
- Demonstration: The teacher might give a brief demonstration of the technique or skill that will be taught during the lesson. This could include showing how to mix colours, how to approach a still life drawing, or the steps to create a print.
- Instruction on Techniques: The lesson might include step-by-step instructions on how to complete a project, such as drawing, painting, or sculpting. Students are expected to follow along and practice the technique.
- Practice Exercises: Students could spend time practising the skill being taught, such as sketching basic shapes, learning brush strokes, or experimenting with textures.
- Creating Artwork. Application of Techniques: Students work on their own art pieces, applying the techniques they've learnt. This might involve completing a project like a still life drawing, landscape painting, or abstract art based on certain guidelines.
- Teacher Assistance: As students work, the teacher walks around the classroom, offering guidance, tips, and feedback on their progress. They might help students with technical issues, offer suggestions for improvement, or give encouragement.
- In some classes, students may be encouraged to share their work with peers, either in informal discussions or structured critiques. They can discuss what they like about each other's work and offer constructive criticism.
- Reflection and tidy away.
- Reflection: At the end of the lesson, students might reflect on what they learned and how they approached their artwork. This could be done through a brief class discussion or by having students write a few sentences about their creative process or what they enjoyed.
- Tidy away. Students clean their workspaces, washing brushes, putting away materials, and ensuring that the classroom is ready for the next lesson.
How do we assess progress?
At KS3 work is assessed in a variety of ways. Sticker marking, self, peer and verbal teacher feedback. At the end of the unit formative teacher feedback is given. This order and method of working is repeated in every project, giving the pupils the grounding and continuity to refine and revisit each component of project requirements.
At KS4 coursework will be assessed by the class teachers using the GCSE criteria as students evidence the assessment objectives shown below. Individual feedback is offered verbally during lessons and presentation sheets are formally assessed with individual constructive feedback.
- AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3: Record ideas, observations and insights relevant to intentions as work progresses.
- AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
How do we extend and enrich our curriculum?
Enrichment opportunities are being introduced in the curriculum, offering learners a broader experience of Art & Design. It is important for learners to experience art competitions and art galleries to widen their knowledge and skills. As a department we are passionate about improving the Art capital of our young people, so they are equipped with the knowledge and skills for the next stage of their journey.
Presently KS4 experience art outside of the classroom as we offer the opportunity to visit The Hepworth gallery and the Yorkshire Sculpture Park. We are hoping to offer meaningful Art-related trips for each year group to add extra excitement and experience to our subject.
What higher education and career opportunities can this subject lead to?
An Art GCSE can open the door to a range of higher education opportunities, particularly for those interested in pursuing creative fields. Here are some potential pathways:
- A-Level Art and Design: This is the natural progression for students who want to deepen their artistic skills and knowledge. A-Level Art can cover areas such as fine art, photography, textiles, and 3D design.
- Foundation Art and Design Courses: GCSEs, many students choose to take a one-year foundation course to build a portfolio and explore various creative disciplines before specialising in a particular area of art at university.
- Degree Programs Art: A degree in Fine Art can lead to careers in painting, sculpture, installation art, and performance art.
- Graphic Design: Focused on visual communication and digital design.
- Illustration: Aimed at creating artwork for books, magazines, websites, etc
- Fashion Design: For students interested in the creative process behind clothing and accessories.
- Photography: A specialised field that can lead to careers in commercial, fashion, or artistic photography.
- Animation: For those interested in creating animated movies, video games, or digital art.
- Architecture: Some art students pursue architecture if they are interested in the design and construction of buildings.
- Product Design: Combining art and engineering to create functional products.
- Interior Design: Focused on designing spaces and environments.
- Art History: For those interested in studying and interpreting art and visual culture.
- Creative Media Production: A course focused on digital media, video production, and multimedia design.
- Creative Apprenticeships or Vocational Qualifications:
For students who want to dive into the professional world of art and design more quickly, apprenticeships or vocational training might be a suitable option. These allow students to learn on the job while still pursuing artistic development.
Other Related Fields.
Theatre Design, Film Studies, Game Design, and Music Technology could also be potential paths if you are interested in combining your art background with other creative industries.
Each of these options can lead to careers in art, design, education, or the creative industries.
How can I support my child in Art?
Supporting your child with their artwork can be a rewarding experience, and there are many ways you can encourage their creativity while also helping them build confidence and skills. Here are some ideas on how you can support your child's artistic journey:
1. Provide Materials: Encourage creativity by providing a variety of art materials. You don’t have to go overboard, but have the basics (pencils, coloured pencil crayons, paints, brushes, paper)
2. Show an Interest: Ask questions about their artwork. Let them explain their process and what inspired them. Instead of giving feedback like "That’s nice," try asking, “What made you choose those colours?” or “How did you decide on that design?” This shows you value their creative process.
3.Praise effort, Not Just Results: Focus on praising their effort and progress rather than just the result.
4.Compliment their hard work, risk-taking, and exploration rather than solely on whether the artwork is "perfect." By being an encouraging and positive presence, you can help your child feel confident in their creativity and artistic abilities. The goal is to nurture their love for art, whether it's through casual exploration or more focused skill development.
Key Stage 3
| Year 7 | Year 8 | Year 9 |
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Key Stage 4
| Year 10 | Year 11 |
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