Art

  • Miss A Sadler - Curriculum Leader
  • Miss S Hughes - Teacher of Art
  • Miss M Jump

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"Art develops spiritual values and contributes a wider understanding to the experience of life, which helps to build a balanced personality."

Bridget Riley, painter


Art

Intent

Art allows students to assess the world around them using a visual language helping to bring about a balance between creativity and more academic work.

Studying Art helps students to build confidence through the acquisition of skills and the development of an idea from concept to the production of an independent final piece. The department aim to follow a balanced and inclusive scheme of learning based around the Fine Art principles of drawing, painting, printmaking and sculpture.

We support students in becoming more resilient learners, unafraid to try new ideas, make mistakes and learn through this process. We aim to foster a lifelong passion for Art and encourage students to nurture their passion for the subject outside of the classroom, providing students with a sense of pride and achievement. Developing students’ enquiry skills and creativity can support their learning journey in all aspects of the curriculum and hopefully beyond, into the outside world.

Design Rationale

Drawing is a core skill that underpins all other elements of Art. Proficiency in drawing is developed through handling of a wide range of materials and techniques. This explorative approach at KS3 enables students who go on to study Art at KS4 to progress their skills and understanding, applying them with more sophistication and mastery. Students gain knowledge of the work of artists, craftspeople and designers through thematic based projects set around a timeline of Art from ancient art to modern day art. At GCSE, students are encouraged to independently explore a range of artists’ styles and approaches, which reflect their choice of theme and support the development of their ideas.

The curriculum is built around the formal elements of line, colour, tone, form, texture, pattern, shape and composition. Students at KS3 are taught about the formal elements and are then taught how to apply the formal elements effectively to communicate ideas and respond to the world around them. The curriculum aims to build on students’ prior knowledge through retrieval practice and enable them to apply their knowledge, skills and understanding to new themes and ideas.

Delivery

We aim to inspire students through a range of teaching strategies which are accessible for all learners. Rigorous and sequential planning allow for scaffolding of skills and extension tasks catering for all abilities. Expert subject knowledge through modelling techniques and processes allows students to aim high and build confidence; retrieval tasks help students retain and apply knowledge and skills effectively to new and challenging themes and topics.

We aim to create an environment where students feel free to explore ideas without fear of failure - helping to build independence. Wide-ranging resources are employed within lessons to motivate and build confidence and understanding, for example Power Points, video clips, teacher examples, exemplar student work and practical demonstrations.

Students are encouraged to talk about their work and ideas and share good practice, promoting oracy skills and peer support. Rewards and recognition through the school reward system and the department social media platform help to inspire students to strive to be their best. Students work in a sketchbook format over KS3, allowing them to have a visual record of their learning journey and development over time.

Impact

The effectiveness of curriculum implementation is measured by student progress; progress means knowing, remembering and producing more and is the direct result of excellent learning.

To track progress, we follow a three layered assessment structure.

High Stake Testing

High quality summative assessments (twice or three times a year) interleave knowledge and skills to support students in developing long-term memory. Stand-alone lessons ensure that students reflect and respond to teacher feedback.

Mid Stake Testing

Typically purposeful practice tasks completed independently in lessons at least twice per half-term. These tasks are used to identify learning gaps prior to high stake testing. Students receive personalised written feedback to which they respond in lessons.

Low Stake Testing

To embed knowledge in long-term memory, every lesson starts with students quizzed on prior knowledge (Do Now Tasks). Student performance is then used effectively by teachers to identify misconceptions and plan accordingly to narrow knowledge gaps.

Download long term plan

Download knowledge organisers