All students come to us equipped with creative and original minds. Our task is to turn the student into artists, giving them the power to utilise their ideas without stifling their freedom of expression.
We aim to equip pupils with the knowledge to understand what makes any work of art, design or craft successful. This understanding should enhance their enjoyment of works art and of the visual world around them. They will learn the technical skills to enable them to fully express themselves and to make successful art works of their own.
Key Stage 3
Every project starts with revisiting the core skills that are fundamental creating works of art. These focus on creating accurate shape and form using a variety of mediums. The demonstration, practical application and feedback, all focus on linking and developing these skills, as pupils progress through the years.
Projects look at how a variety of artists respond to the same theme. This allows pupils to explore a broad a range of styles, materials processes and ideas. It allows pupils to develop a broad understanding of what makes artworks successful.
The projects allow pupils many opportunities to be experimental, independent, creative and original. This is particularly prominent in the final outcome of each project as pupils combine and develop ideas and compositions from throughout the project
Key Stage 4
KS4 builds upon the skills techniques taught at KS3 (as detailed in the curriculum map.)
The projects increase in challenge, requiring more independence, skill and originality as the students progress into year y11. This allows a smooth transition into the autonomous exam project.
Curriculum Documents
Lessons are planned to visually look the same across the department so that students know they are in Art. This includes colour schemes, lettering and sequencing. The lesson content produced on Power-Point is usually identical across the department, so that skills and language are taught consistently.
Dual coding is used consistently across the department, both in the ‘do it now’ tasks and main lesson content. Looped video demonstration as well as staff and student exemplars are in most lessons to support learning and expectations. Tasks are consistently chunked to allow different entry points into the lesson.
When planning our schemes of work, we have ensured that there are links to styles, artists and objects which will engage underperforming SEN students (boys in particular).
At KS4 projects are individually adapted to SEN students’ interests, preferred mediums or specific skills. This may include 3D work, Manga styling, projecting from sketchbooks, using the light box and encouraging digital work etc.
Core skills are repeated termly and built upon each year. Do it now tasks reinforce these core skills, helping students prepare for the lesson and build upon previous learning.
Where written work is undertaken, writing frames are provided and modelled examples shown.
We regularly check Class Charts to check for changes to individual needs and refresh our memories of required strategies. SEND and under-target students are seated near the front, or in a quiet place next to positive role models. The seating plan allows quick access to these students and they are seen first for support.
Entry routines are consistent. students know what to do if they have no equipment or book. ‘Do it now’ tasks have accessible visual examples to support the written task. The teacher verbally models the ‘do it now’ task and checks for understanding visually after the register. There is a positive atmosphere when students share ideas during cold calling (at the end of the ‘do it now’ task).
Radar is used to identity students that are struggling during the ‘do it now’ and main lessons tasks.
We use learning at Pilton techniques to engage all students, including 100%, radar, and circulation to ensure all students understand the task.
We communicate clearly with our TAs to ensure they understand how they can best support the learning, making time to seek their advice for selected students.
During independent tasks we circulate consistently, looking to identify misconceptions or opportunities to give 1-2-1 support. Live marking in lessons focuses on SEND and under target students first.
Written feedback is consistently supported by visual demonstration, in books, through live demonstration or pre-prepared video. Key areas of misconception are retaught after assessments. Completion of example EBIs are modelled.
| Subject Documents |
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| Art GCSE Learning Journey |
| Art KS3 Learning Journey |
