Art and Photography

Curriculum statement  

Art lessons will engage, inspire and challenge learners. Through practical and theoretical work, learners will be equipped with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Learners will engage in opportunities to think critically to develop a more rigorous understanding of art, craft and design. They will also learn about how art, craft and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.   

Art, Craft and Design KS3  

During KS3 lessons we aim to ensure that all pupils:  

  • produce creative work from a range of starting points, exploring  their ideas and recording their experiences in sketchbooks ; 
  • are encouraged and taught to consider creative, presentation techniques
  • become proficient in drawing, painting and ceramics;  
  • evaluate and analyse creative works using the language of art, craft and  design, with regular emphasis on literacy to improve articulation and  communication skills; 
  • know about great artists, craft makers and designers, and understand the  historical and cultural development of their art forms.  

Fine Art KS4  

During the Fine Art course at key stage 4, learners build on their prior knowledge, skills and understanding by engaging in and developing their own visual language through Painting, Drawing and Photography. The course also allows for and encourages flexibility and experimentation through Printmaking, Ceramics & Sculpture Learners may even collaborate with Design & Technology by involving the use of CAD/CAM processes, such as laser cutting and 3D printing. Learners may even choose to explore Film, Video and Installation Art processes to express their emerging ideas. 

Knowledge and understanding  

Core knowledge skills and understanding are developed through the exploration of sources to inspire the development of ideas, relevant to fine art.  

Learners explore:  

  • how sources relate to individual, social, historical, environmental,  cultural, ethical and/or issues-based contexts;  
  • how ideas, themes, forms, feelings and concerns can inspire personally  determined responses that are primarily aesthetic, intellectual or  conceptual; 

Learners investigate various ways in which meanings, ideas and intentions relevant to fine art can be communicated including the use of:  

  • figurative representation, abstraction, stylisation, simplification,  expression, exaggeration and imaginative interpretation.

Learners are ultimately assessed on a Portfolio of work. They will select and present their best work from Component 1 (coursework) and Component 2 (Externally Set Assignment in year 11). Both components are internally assessed and then externally moderated by the exam board. Learners’ Portfolios may include a wide range of evidence that can include both 2D and 3D work.  

At post-16 education many learners opt to study courses or careers including: Interior Design, Fashion, Landscape, Car and Set Design, Architecture and Photography, Teaching, Theatre, Make-up artistry and many more.  

Members of the Art and Photography Team

Mr C Mistry
Assistant Head of Technology

Miss J Greenhalgh
Teacher of Product Design and Art

Mr Baird
Teacher of Design Technology