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 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.
 

Aims taken from the Key Stage 3 National Curriculum for Art and Design

• produce creative work, exploring their ideas and recording their experiences
• become proficient in drawing, painting, sculpture and other art, craft and design techniques
• evaluate and analyse creative works using the language of art, craft and design
• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Key Stage 3 Curriculum requirements

Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Pupils should be taught:

• to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
• to use a range of techniques and media, including painting
• to increase their proficiency in the handling of different materials
• to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
• about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

Key Stage 3 Art and Design Overview Map

Our GCSE exams in Art and Design (Fine Art) 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%)