RRSA Link – Articles 1, 2, 13, 29, 31
Article 29. Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
The department’s aim is for all learners is to be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation through cross-curricular links in all lessons, as well as wider school and community.
It is our aim to offer students access to a wide range of materials and skills to inspire a love of art and to develop all learners’ talents, abilities and interests. The curriculum will support cognitive development by ensuring all students have the opportunities to verbalise their thinking and socially construct ideas to ensure complex ideas are captured effectively in artistic media.
The art and design curriculum aims to ensure that all pupils:
The curriculum should be differentiated to the needs of different students and student groups to ensure that all students make good or outstanding progress regardless of starting point.
Teaching staff will:
The Art and Design curriculum will:
The Curriculum Leader will produce a report on:
The Curriculum Leader and their SLT line manager will review this policy at least once a year and assess its implementation and effectiveness.
Graphics - Drawing, lettering, colour theory, logo design, printing – Creating own logo or brand working to a design specification
Woodwork – Researching different materials, measuring and sawing wood, using drills and tools - Constructing a wooden catapult – Completing product analysis and market research using ACCESS FM (Aesthetics, Cost, Customer, Environment, Size, Safety, Function, Materials)
Textiles - sewing, dying, embroidery, embellishments – Studying African masks and printing techniques to create own fabric final piece
Food tech – Working safely in the kitchen, how to create a balanced diet, 7 components of a balanced diet (EatWell guide), basic cooking techniques – mise en place, knife skills, cleanliness while working, understanding sensory tests for professional evaluation of meals. Learn the background of where Pizza comes from – Historical and Geographical context
You will make – Fruit salad, Scones, Fruit Crumble, Pizza!
Art club(s) & Extra-curricular – work on independent project, developing and refining key drawing and painting skills. + Annual art competitions with external agencies such as the Royal Academy Summer Show (All years) and Aspex Youth Platform/Workshops, Exhibitions (change yearly)
House competitions – Christmas card design (All Years)
DT Club(s) & Extra-curricular – BAE Roadshow, UTC STEM Taster day (Years 7 & 8), Bake club, Engineering club
Year 8 – Time to take your options! Choose between:
Fine Art, Art Graphics, Art Textiles
Food Preparation and Nutrition, Resistant Materials
Year 9 – Foundation Year – (Year 10 working on Component 1 [sustained projects] until Component 2 [NEA] in year 11)
Extra-curricular – Art intervention and catch up sessions, artist-led workshops, gallery visits, plus competitions
Extra-curricular – Southsea Food Festival, Network with BoxxFresh, Apprenticeships with local restaurants, Culinary school visits
60% Component 1 (Portfolio including one sustained project) 40% Component 2 (Externally set assignment spread over 15 weeks culminating in a 2 day, 10 hour exam)
Year 10 – 11 Fine Art, Textiles and Graphics
Year 10/11 Resistant Materials
Year 10/11 Food preparation and nutrition