Our curriculum ensures that art education is accessible to all, with an emphasis on building skills in visual communication, conceptual thinking, and artistic technique. We aim to inspire students by giving them opportunities to explore a wide range of media, styles, and themes, while also challenging them to think critically about the role of art and design in society. By embedding the principles of the National Curriculum in every aspect of our lessons, we ensure that our students not only acquire the technical skills needed to succeed in the subject but also understand the broader context of art in the world around them.

We are committed to ensuring that all students, regardless of their individual needs or backgrounds, feel empowered to participate in art lessons. For example, we provide differentiated tasks and scaffolded support for students with different abilities, ensuring that each student can engage meaningfully with the subject. This might include offering visual aids, adaptive tools, or alternative methods of communication for students with additional learning needs. We aim for all students to leave each lesson with a sense of accomplishment, building their confidence and curiosity about art.

Through the exploration of diverse artists, art movements, and global cultures, we encourage students to engage with issues of identity and global citizenship. We might incorporate discussions on how art has been used historically to shape social movements or raise awareness about global issues such as climate change, racism, or gender equality. This helps students understand the power of art as a tool for societal change and encourages them to think critically about their own role in shaping the future.

Our curriculum encourages students to develop their ability to think critically about their work and the work of others. Through regular peer and self-assessment activities, students are taught to reflect on their artistic decisions and articulate their thought processes. This reflective practice not only improves their artistic skills but also equips them with the ability to analyze and evaluate information critically, a skill that is essential for their future roles as informed citizens.

Building on KS2

Key Stage 3 Art lessons build on the skills and knowledge acquired in Key Stage 2 by deepening students' understanding of artistic techniques, fostering critical thinking, and expanding their ability to engage with more complex ideas and concepts in art. While the Key Stage 2 Art and Design curriculum lays the foundation for creativity, technical skills, and the appreciation of art, Key Stage 3 offers students the opportunity to refine and develop those skills further in a more structured and challenging context. Consideration also needs to be given to the varying experiences of students from different backgrounds, different primary schools and areas within Bolton, with an initial focus on the formal elements given to help identify a baseline of understanding and skill within each student.

In Key Stage 2, students are introduced to basic techniques like drawing, painting and sculpture. They begin to experiment with different materials and understand the basic principles of art, such as line, shape, texture, pattern, tone and colour. At Key Stage 3, these foundational skills are built upon by introducing more advanced techniques and a broader range of materials.

• Drawing: While students at Key Stage 2 might focus on simple sketches and observational drawings, in Key Stage 3, they are encouraged to experiment with more complex forms of drawing, such as life drawing, perspective, and tonal shading.
   
• Painting: Students refine their understanding of colour theory, learn about mixing primary and secondary colours, and experimenting with different brush techniques and mediums, such as acrylics and watercolors, to create more detailed and layered works.
   
• Sketchbook Presentation and Folder work: Students will learn additional skills in presenting sketchbooks and folder work, moving towards the requirements at GCSE level and beyond, showcasing skills in mixed media, collage etc within their work.

At Key Stage 2, students are taught to follow basic steps in creating artwork, such as planning, developing ideas, and evaluating their work. They are introduced to the concept of working through a creative process. Key Stage 3 Art lessons encourage students to approach art-making more independently, integrating the following: Research and Experimentation: Students are encouraged to conduct independent research into various artists, art movements, and cultural influences. They learn how to use this research to inspire and influence their own creative decisions. In-depth Development of Ideas: Students are tasked with developing and refining their ideas over a series of lessons, using sketchbooks to explore initial concepts, experiment with different compositions, and refine their techniques.

At Key Stage 2, students are introduced to basic art history, learning about different artists, styles, and cultural movements. Key Stage 3 broadens this historical knowledge by delving into art history with more depth: Cultural Contexts and Movements: Students explore different art movements such as the Renaissance, Impressionism, Surrealism, or contemporary art, learning to identify key characteristics, techniques, and the socio-political contexts in which these movements emerged. Global and Contemporary Art: There is also an increased focus on art from a wider range of cultures and periods.

While Key Stage 2 students may focus more on producing art based on straightforward observation or their own experiences, Key Stage 3 challenges them to develop more sophisticated conceptual frameworks for their work. Conceptual Thinking: At Key Stage 3, students are encouraged to explore more complex ideas, themes, and emotions through their artwork. They may be asked to respond to prompts that require abstract thinking or to create art that explores social, environmental, or political issues. Personal Expression and Identity: Students are encouraged to use their work as a means of personal expression, allowing them to explore their own identities, experiences, and interests in more meaningful ways.
Exploring Styles and Media: At Key Stage 3, students are given more freedom to explore their individual artistic voice. They experiment with different media, styles, and methods, from traditional to contemporary techniques, allowing them to find the medium and style that best suits their vision.

The Key Stage 2 curriculum may  introduce students to basic digital tools for creating art, such as simple photo editing software or digital drawing tools. In Key Stage 3, digital art becomes a more prominent aspect of the curriculum. Students might use programs like Adobe Photoshop to create digital compositions, experiment with graphic design, or explore digital photography.
 

Our GCSE exams in Graphic Communication (Art and Design) include questions that allow students to demonstrate their ability to:

• bring together the knowledge, understanding and skills acquired during their course of study
• select and present work produced during their studies to demonstrate attainment, reflecting a holistic approach to coverage of the assessment objectives
• make connections between knowledge, understanding and skills when engaging with sources such as the work of artists, craftspeople and designers and when applying working methods and processes appropriate to one or more of:
  • a starting point, stimulus or issue-based concern
  • a design brief or problem requiring a solution
  • a task which specifies an outcome such as an image, artefact or product.

There is synoptic assessment in both components of the GCSE that provides rigour and presents opportunities for students as follows:

In Component 1 (portfolio) students develop responses to initial starting points, project briefs or specified tasks and realise intentions informed by research, the development and refinement of ideas and meaningful engagement with selected sources. Responses will include evidence of drawing for different purposes and needs and written annotation. (60%)

In Component 2 (externally set assignment) students respond to a starting point provided by AQA. This response provides evidence of the student’s ability to work independently within specified time constraints, realise intentions that are personal and meaningful and explicitly address the requirements of all four assessment objectives. (40%)

Aims and learning outcomes

Courses based on this specification should encourage students to:

• actively engage in the creative process of graphic design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
• develop creative, imaginative and intuitive capabilities when exploring and making images and products
• become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques, both by hand and digitally.
• develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
• develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
• acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent in traditional and digital areas.
• develop knowledge and understanding of graphic design in historical and contemporary contexts, societies and cultures
• develop an awareness of the different roles and individual work practices evident in the production of graphic design in the creative and cultural industries
• develop an awareness of the purposes, intentions and functions graphics design in a variety of contexts and as appropriate to students’ own work
• demonstrate safe working practices in graphic design both traditional hand made skills and digital design and editing skills.

 

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Art and Design specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives:

• AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
• AO3: Record ideas, observations and insights relevant to intentions as work progresses.
• AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

The ability to handle materials, techniques and processes effectively, skilfully and safely underpins all the assessment objectives. It is important in enabling students to develop a personal language, to express ideas and to link their intentions to outcomes in a confident and assured manner.

 

Year 10	Term 1	Term 2	Term 3
Topics	Logo Design Introduction to digital editing, creating mock ups Sketchbook presentation	Wallpaper Project, looking at the work of a range of designers based around the theme of natural forms. Key elements of designing assets and pattern	Covers project, students select from album, book, magazine, game, dvd cover. Explore a range of pre existing designs when creating their response. Concluding with 10 hour PPE

 

Year 11	Term 1	Term 2	Term 3
Topics	Typography based summer holiday task, taking inspiration from the work of Camille Walala.   Revisiting the entire coursework portfolio, addressing assessment objectives.	GCSE Exam paper received its first lesson after 1st Jan. Students work through the familiar process of research and development leading to 10 hours controlled time around Easter.	Final revisit of course work. Submitted at the start of May.

Assessment criteria

The assessment criteria must be applied to the assessment of students’ work for both components. The assessment objectives are equally weighted in each case. The Assessment criteria grid indicates the levels of attainment that would be expected for the award of marks in the ranges shown.

Each component is marked out of a total of 96 marks. As the assessment objectives are equally weighted in each component, there is a maximum of 24 marks for each of the assessment objectives. The marks, out of 24, for each assessment objective must be added together to produce the total mark out of 96.

You are required to provide a mark for each of the assessment objectives separately in accordance with the assessment criteria and a mark out of 96 must be provided for each component. The assessment grid must be used to identify the student’s level of performance in relation to each of the assessment objectives.

Six mark band descriptors are provided, with a range of marks for each of the four assessment objectives.

A Candidate record form (CRF) must be completed for each student for each component. When completing each form the teacher should decide which mark band best describes the student’s performance for each assessment objective, then circle the appropriate mark. These marks should then be transferred to the ‘mark awarded’ row and added together. This total should be entered in the ‘total mark box’ to the right of the grid.

Four marks are available for each mark band in each assessment objective. The lower mark indicates that the student has just met the requirement described in that particular band, the next mark indicates that evidence is adequate , the next that evidence is clear and the higher mark indicates that evidence is convincing but that the student has not quite met the requirements set out in the next band.

Assessing components 1 and 2

For Component 1, the portfolio submission must be assessed as a whole, using the assessment grid to select which of the six mark band descriptors for each objective best describes the student’s overall performance. The same process is met for Component 2, preparatory studies and the work undertaken in the supervised time, must be assessed together when arriving at an overall mark.

Marking to the correct standard

Work submitted for assessment for the GCSE components is assessed at a standard that can be reasonably expected of a student after a full GCSE course of study.

Graphic Communication must be moderated alongside Fine Art and Photography to ensure consistency and equal application of the assessment objectives and criteria.

Teachers of the course are advised to attend Standardisation meetings. At these meetings teachers are trained to use the assessment criteria grid through marking exercises using 'live' sets of students' work from each title.

In addition, online exemplification materials are provided on e-AQA with written commentaries which explain how the marks have been awarded.

To ensure you use the assessment criteria grid to mark to the correct standard:

• access the online exemplification materials (provided on e-AQA) before you mark your own students work
• ensure a subject leader with responsibility for conducting internal standardisation, attends a teacher standardisation meeting.