Welcome to Art, Photography and Textiles

We aim to engage, inspire and challenge pupils giving them the knowledge and skills to think creatively. Each student will produce dynamic, exciting outcomes that are inspired by the world around them.

Implementation Key Principles:

• Learning encourages self and peer evaluative skills that help to develop positive and productive critical thinking.
• Strategies built into lessons to develop understanding between visual and verbal/written literacy.
• Content is rich, relevant and reflective of the diverse world in which we live.
• Learning is sequenced to enable young people to develop knowledge and skills.
• Literacy is explicitly delivered across the curriculum. 
• Learning is adapted to support the specific needs of individuals.
• A sustainable approach is supported through the curriculum.
• Resilience is promoted for students by frequent (low stakes) assessment to inform teaching

In classrooms, this may look like:

KS3

• students using regular assessment sheet proforma to provide own and peer feedback including targeted literacy/subject keyword development.
• Visuals built into class resources alongside keywords to encourage inter-disciplinary connections.

KS4

• Student analysis and annotation of own coursework.
• Peer critique -visualiser discussions on classwork.
• Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
• DO NOW tasks drawing on prior learning
• Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
• Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
• Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
• Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

• Green/purple pen bullet points annotating KS3 assessment sheets.
• One or two sentences accompanying assessment sheets using key words.
• KS4 annotations in sketchbooks and on coursework boards.
• Regular feedback, which addresses knowledge or skills gaps
• Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
• Opportunities for self and peer assessment, engaging with success criteria
• As relevant to Key Stage, opportunities to engage with exam-style content
• Home learning will promote digital literacy in line with school strategy

For students, this experience may include:

• Discussion of ideas, principles and key themes in project.
• One to one review of work, independent assessment of targets and thinking about how to improve work by using targeted questioning given by teacher.
• Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
• Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
• A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
• Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)

In evaluating the impact of our curriculum, we will consider:

• Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
• Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
• Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
• The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.

Art - National Curriculum

All Year 7 subjects Next Year 7 Subject - Business

Art - National Curriculum

All Year 8 subjects Next Year 8 Subject - Business

Art - National Curriculum

All Year 9 subjects Next Year 9 Subject - Business

AQA GCSE Fine Art

AQA GCSE Art and Design: Photography

AQA GCSE Art and Design: Textiles

All Year 10 subjects Next Year 10 Subject - Business

AQA GCSE Fine Art

AQA GCSE Art and Design: Photography

AQA GCSE Art and Design: Textiles

All Year 11 subjects Next Year 11 Subject - Business

AQA A-Level Fine Art

All Year 12 subjects Next Year 12 Subject - Business

AQA A-Level Fine Art

All Year 13 subjects Next Year 13 Subject - Business