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Art & Design

Art Curriculum Statement  

Intent 

A student of Art works to develop a creative discipline and process that requires a vast skill set far beyond the innate ability to paint or draw. A student’s creativity is passion and critical thinking combined. It demands innovation, resilience and reflection, it demands analysis and problem solving, it requires students to challenge themselves, develop opinions and draw inspiration from everything they see. Art makes students look at things anew – and grants them the ability to find the beauty of pattern, colour, angle or shape in even the mundane ordinary aspects of the world. Artists not only question the aesthetic but also analyse context, culture and intention, developing relationships with history, philosophy, anthropology and politics. 

The intent of the Art curriculum is to stimulate the senses and create a safe haven for students to create, develop and express themselves with confidence and skill.  

The Art curriculum will: 

  • Encourage the development of the Academy’s values: wisdom, curiosity, generosity, courage and passion. 

  • Ensure that pupils are challenged, engaged and motivated to be able: 

  • At a personal level, to develop increasing levels of reflection, confidence, expression, self-worth and cultural capital.  

  • At an economic level, to develop and be able to apply not only the vast range of skills necessary to access one of the fastest growing industries in the UK today but also transferable skills which set them in a strong position to enter any role successfully, understanding the importance of diversity and imagination in their approaches to problem solving. 

  • At a societal level, to play a meaningful role in their local, national and international communities, recognising the importance of a wide variety of cultural, social and contextual influences in their everyday life. 

  • Provide a coherent knowledge base that is appropriately powerful, transferable and intelligently sequenced, thereby enabling pupils to retain and recall knowledge, develop understanding and apply skills. 

  • Provide a meaningful experience that can be used to build wider cultural capital and cognitive ability. 

  • Celebrate pupil activities within and beyond formal timetabled arrangements that are memorable, inspiring and life-changing. 

Implementation 

To implement the intended curriculum, a number of conceptual and organisational frameworks are used: 

  • Curriculum flightpaths identifies key knowledge, skills and understanding of assessment criteria throughout KS3-5 

  • Departmental curriculum review frameworks which supports the review of the curriculum offer and assessment practice. 

  • Departmental SoWs balance development and application of knowledge, skills and creative processes, carefully exposing students to a diverse range of cultural and contextual influences as well as allowing them to identify a variety of methods for the implementation of the formal elements. Detailed SoW are produced for each project clearly identifying: 

  • Overarching learning objectives and intended skills development, ensuring all learners build clear understanding of the formal elements and necessary techniques as they progress. 

  • Artist focus and key activities, ensuring continuity for a coherent and meaningful experience across the department whilst allowing staff freedom in their pedagogical approaches. 

  • Stretch and challenge opportunities to further develop confidence, independence and metacognitive ability. 

  • Literacy opportunities, supporting the academies emphasis on Language for Learning, providing a framework to create and refine successful approaches to the teaching of Reading, Writing and Speaking with an emphasis on reflection, evaluation and analysis.  

  • Numeracy opportunities emphasising the practical application of numeracy skills such as scale, proportion, ratios etc. 

  • SMSC and core academy values with an emphasis on curiosity, passion and self-awareness to develop confidence and resilience as learners. 

  • Extracurricular and cross curricular provision reviews allow students the opportunity to participate in larger scale Art projects develop from a broad range of cultural and contextual influences and receive nationally recognised qualifications in the form of Arts Award. 

  • Maximising Learning as well as regular attendance at LTSA SCN meetings and regular departmental skills share sessions provide a supportive framework for the wider development of effective pedagogical approaches. 

  • Maximising Effectiveness provides a suite of CPD opportunities for staff within the academy to further generate an enthusiasm for and enjoyment of their professional practice.

Impact 

The department’s continued focus on the curriculum improves: 

  • The quality of education for all learners and groups of learners 

  • The personal development and well-being of learners 

  • The chances for pupils to move successfully onto the next stage of their lives. 

  • The cultural, economic and societal capital to become citizens of the world