Art & Design

The Art, Craft and Design area is found in the WG Block. Art forms part of the core curriculum at KS3 and then is an option for KS4, with groups organised into mixed ability groups in all year groups. Students can elect to study Art and Design as post-16 courses.

What is the curriculum within Art?

The emphasis is on  structured learning which is also  fun, creative and challenging. Students are supported in becoming increasingly reflective and independent learners. The curriculum is differentiated by ability and attitude to learning. All students are offered the opportunity to experience a broad range of skills, processes and techniques within the subject. Visual arts learning is structured around process based experiences that develop knowledge and skills through creative opportunities to work in an iterative way to investigate, explore, experiment while learning new techniques, evaluating and developing ideas for making. These process actions inform the imagination as students generate and develop ideas as part of the design process.  Students are taught sequentially so that all learning relates with learning, skills, knowledge and understanding developed across the years that they study art, craft and design.

All projects begin with the teacher directing learning, knowledge and skill acquisition together with the introduction of concepts and ideas behind Art. Each project includes an element of freedom of personal choice to enable all students to develop a field of art, craft and design that interests them, to challenge themselves, to enjoy and to develop life-long independent learning and time management skills.

The overriding intent of the Art course is to encourage passionate, personal interaction with the world of Visual and digital Art, craft and design whilst also introducing students to this vast, creative and constantly shifting industry. Our close links with Norwich University of the Arts also facilitates visiting alumni students and Arts Practitioners providing students with an opportunity to relate the subject to the wider world and respond to external feedback and set briefs. Recent visits include workshops with Textile Artists, Illustrators, Photographers, Intaglio Printmakers, Painters and installation Conceptual Artists

Drawing is fundamental to learning and expression in all aspects of art, craft and design. Drawing can be precise, measured, scaled, accurate, or expressive, descriptive and able to convey subtle nuances of meaning through the quality of line or mark. Drawing is used to research, record and gather information (from observation, memory and other visual sources). Drawing helps to organise thinking and give form to imaginative ideas, as well as being used to solve problems (through composition, sequences of annotated studies, plans and prototypes). Drawing also communicates ideas and meaning and can be both a fundamental part of the design and development process, as well as a creative product itself

 There are cross-media elements within the curriculum. At this school students study a variety of Art disciplines including

  • Fine Art: painting and drawing, printmaking, illustration and sculpture.
  • Digital processes including Photography, digital design
  • Craft: ceramics, textiles and traditional photography, three dimensional design and community based art
  • Design: photographic processes, architecture., illustration and graphics
  • Contextual studies: what is art for? Who makes it and why? What is good art?

Our Progress Objectives are developed from those written by the National Society for Education in Art and Design.  Students need to learn about materials, techniques and processes, developing skills in the selection and handling of materials, displaying knowledgeable discrimination in the creative choices they make. All of which is supported by the Four Progress Objectives that define learning in the subject.

  • Generating Ideas: Promotes - research, observation, imagining, ideas, originality, perception, designing, investigation, exploration, research, enquiry, experimentation, composition, planning, analysis, visualising, selection, organisation, modelling, testing, synthesis, problem solving, aspiration, innovation, thinking and acting creatively… 
  • Making: Promotes - technique, skill, control, complexity, mastery, quality, judgement, competency, expression, tactile and sensory response, interaction, purpose, investigation, production, outcome, process, exploiting properties of materials, media and techniques, line, shape, tone, colour texture, space and form, thinking and acting creatively… 
  • Evaluating and recording: Promotes - literate and reasoned critical thinking and response, analysis, interpretation, perception, knowledgeable judgement, autonomy, independence, subtlety, aesthetic understanding, speaking, listening, evaluation, review, technical understanding, making meaning and making connections, spiritual, moral, social, and cultural understanding… 
  • Knowledge/responding: Promotes - critical, contextual, technical and aesthetic understanding, breadth, process actions and outcomes, medium and media, meaning, purpose, apply, master, rework, interaction, judgement, knowledge of art and artists, periods, genres, styles, movements, crafts, makers, form and function, design, architecture, artist, maker, designer, historic, contemporary, cultural artefacts and products

    In addition we also focus on a fifth progress objective 
  • Presenting outcomes: promotes - presentation, project management, creativity, control, time management, quality control, exhibition, refining and understanding visual literacy making outcomes with meaning for themselves and for an audience. 

What will the students learn in Art and Design?

There is more to art than using a pencil, and we will work together with students to improve their existing techniques and introduce them to new ones. Students could find themselves using: new kinds of paint, pastels, clay, card, computers, digital cameras, sticky tape, fabric, wire, pencils, ink, wax, plaster. They may work in three dimensions, with clay, mixed media, textiles or sculpture techniques, could use digital processes, printing methods or develop their skills with paint and with pencil. Successful students are prepared to try new skills and work to improve old ones.

Art and Designs KS3 Curriculum map

What is GCSE Art and Design like?

GCSE Art and Design is an Eduqas course. Students initially explore a wide range of techniques, processes and ideas before choosing where to specialise for their main Component One Project. Most students choose to specialise in Fine Art where ideas are as important as progress evidence and final pieces, other students choose to be entered for Three-Dimensional Design or Art Textiles. The course values the evidence of progress and discovery, refinement and experimenting as highly as the final outcomes. Evidence of progress is usually kept in a sketch-book, which is your work journal. Fill it with ideas, plans, experiments, thoughts and observations. You may also use video, websites, presentation boards or video to present preparation work

These are some of the projects undertaken by current students for their component one project:

  • Print making techniques, exploring intaglio, lino, mono and collagraph methods
  • Design a series of posters to promote an issue, an event or a client brief
  • Create painting inspired by music / memories / texture / the sea / nature
  • Build a sculpture out of wire mesh, mod roc + other surface decoration techniques
  • Investigate the work of other artists living in areas of Conflict
  • Make an original pottery vessel inspired by architecture / personality
  • How do artists represent the human figure?
  • Who am I? a series of developing studies of the self
  • Build an abstract structure to convey an emotion.
  • Creating a hand-made time lapse Animation using Rotoscoping and stop motion

Art and Design KS4 Curriculum map

How are the students assessed at GCSE?

Component One is worth 60% of the GCSE and completed in lessons and at home. The coursework projects last from September in Y10 to December in Y11. Everything that students produce in that time is considered coursework and counts towards the GCSE grade. During the first term the work produced is considered supportive and experimental evidence for component one. The most important work is the Major Personal Practical Project which is begun in February in Y10

Component Two is an exam board Externally Set Assignment worth 40% of the GCSE and is in two parts. It is completed in the Spring term of Y11; at the start of January the exam board distributes a series of starting points; students must select ONE starting point for a personal project. They must complete their research and development work during a 10-week prep period and before producing a final outcome that realises their ideas during a final timed practical period of sustained work completed in exam conditions.

SCA Grade Descriptors for Art and Design