• Long term planning is in place for all courses. Schemes of learning and curriculum maps have been designed to contain curriculum detail on: development of ideas through investigations of a wide range of sources, refinement of work, recording of ideas and observations and presentation of meaningful responses.
• Schemes of learning encourage progression with a view to exceeding national standards;
• There is consistency in terms of curriculum delivery across curriculum area;
• Appropriate awarding bodies and courses are selected so that they best meet the learning needs of our students;
• Varied methods of assessment are regular and purposeful, appropriate to the course and the students following particular courses;
• There is a consistent approach towards assessment; By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
• Assessment is moderated effectively to ensure accuracy and reliability of data;
• Appropriate members of MLT and SLT are well informed of proposed changes to curriculum delivery or content;
• All relevant information/data is shared with subject staff. This includes meeting deadlines related to exam entries, data entry on reports etc.
• Student performance data is reviewed on a regular basis to ensure that any necessary changes in terms of curriculum delivery are planned and carried out in a timely fashion;
• Best practice is shared with other colleagues in terms of curriculum design and delivery;
• Staff CPD is continuous and purposeful with focus on subject specific knowledge to aid a fluid and expansive curriculum.

Teaching staff will:

• Ensure the curriculum is implemented in accordance with this Curriculum Area policy;
• Plan and deliver engaging lessons that cater to the needs of all learners;
• Show effective implementation of the accelerated learning cycle in all areas of lesson planning;
• Keep up to date with developments in their subject areas;
• Have access to, and be able to interpret data on each student to inform the design of the curriculum in order that it best meets the needs of each cohort of students;
• Contribute to departmental evaluation and development of the curriculum for their subject;
• Participate in high quality professional development, working with colleagues and within subject networks to develop their skills in understanding the learning needs of their students and how best to plan a curriculum to address those needs and engage them;
• Work in partnership with other agencies to provide an appropriate range of curriculum opportunities.

Students will:

• Develop their creativity and ideas, and increase proficiency in their execution. They will develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.
• Use a range of techniques to record their observations and creative processes in any format applicable to the course specification
• Use a range of techniques and media, including painting
• Analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
• Learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day
• Have their individual needs addressed, both within the school and extending beyond the school through a curriculum which offers breadth, support and challenge;
• Be given additional individualised support with their learning if they are not making expected levels of progress;
• Receive co-ordinated support to enable them to make the appropriate curriculum choices.

The Art and Design curriculum will:

• Lead to qualifications that are of worth to employers and for entry to higher level education;
• Fulfil statutory requirements;
• Enable students to fulfil their potential, meeting the needs of students of all abilities;
• Provide equal access for all students to a full range of learning experiences beyond statutory guidelines and requirements;
• Help students develop technical skill in all areas, including critical, verbal and written analysis
• Ensure continuity and progression within the school and between phases of education, increasing students’ choices during their time at school;
• Help students, where appropriate, develop numeracy and literacy skills which can be applied across the curriculum;
• Ensure that students' social, moral, spiritual and cultural understanding is at the heart of the school's work in promoting fundamental British values and addressing prejudice and extremism by building resilience, confidence and a sense of belonging.
• Make clear links to RRSA.

The Curriculum Leader will produce a report on:

• The standards reached in their subject(s) compared with national and local benchmarks and any changes to the curriculum as a result;
• The standards achieved at the end of each year, taking into account any important variations between groups of students, subjects, courses and trends over time, compared with national and local benchmarks and any changes to the curriculum as a result;

The Curriculum Leader and their SLT line manager will review this policy at least once a year and assess its implementation and effectiveness.

Transition

• Year 3/4/5 – G&T or targeted sessions/workshops specifically designed for each year group in Summer term – Developing and refining art skills such as drawing in pencil/pen, printing or collage
• Year 6 Induction day – Experience your first Art or Tech lesson

Year 7 Art

• Landmark assessment (observational drawing)
• Develop drawing skills – Shading, tone, mark making, form, texture
• Landscape Art
• Analyse artists such as Van Gogh – How does he make his work? C.A.M.O (Context, Approach, Materials, Opinion) – historical context
• Experiment with mixed media (pen, pencil, chalk, charcoal, inks and paint) Monochromatic colour ways – refine, develop and present your own landscape mixed media piece!
• Food Project – Drawing and using colour
• Macro images of food – sweets/cakes/fruit – Photography workshops (macro photography, manual focus)
• Draw from photos - developing and refining drawing skills
• Begin to use watercolour paints – Developing gradient and tone to create realistic paintings of Food

DT – Graphics/Woodwork/Textiles/Food Tech – you will do all of these in 10 week rotations throughout the year, fulfilling a design brief in each subject:-

Skills include:

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!

Year 8 Art

• Landmark assessment (observational drawing)
• Abstract art/Abstract Expressionism
• Develop an understanding and analyse and study the works of Wassily Kandinsky using CAMO (Historical, geographical and political contexts)
• Colour theory – Understanding the colour wheel
• Watercolour development – Blending, gradient, flat colour, experimentation
• Geometric shapes, composition, colour balance
• Refine and develop own abstract expressionist paintings
• Present final piece
• Cubism
• Contextualise and analyse the work of Pablo Picasso using CAMO ((Historical, geographical and political contexts)
• Refine observational drawing creating a still life image using pencil, tone, shading, perspective and proportions
• Develop understanding of ‘flat perspective’ – refine drawings by flattening the perspective in the Cubist style
• Develop colour theory knowledge – monochromatic colour palettes – painting in hues and tints
• Present final painting of Cubist style still life

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)

Art textiles (60% Coursework, 40% Exam Module)

• One sustained project inspired by Indian Textiles
• Develop, refine, record ideas based around the historical and cultural research into Indian Textiles, fashions and artistic inspirations
• Refine drawing and design skills using pencil, lino/block/potato printing, watercolour, oil pastel, wax resist
• Study Mandalas – where do they come from and what do they mean? Religious context
• Design own mandalas based on nature, repetition and symmetry
• Develop textiles skills in sewing, embellishments (decoration), tie dye, marble dye, hand dye, batik (wax) and embroidery
• Design and produce your own block prints – creating a final outcome of your choosing that demonstrates all of the skills and knowledge you have developed

Art Graphics (60% Coursework, 40% Exam Module)

• Become a Graphic Designer by working to fulfil a design brief
• Work in a range of media such as drawing, lino printing, mono printing, etching, painting, photography and photoshop
• Illustrate, design and create, looking at advertising, media, publishing, brand-design, logos and more!

Fine Art (60% Coursework, 40% Exam Module)

• Develop and refine your drawing skills utilising pencil, pen and a wide variety of other media to create detailed drawings of tribal masks
• Begin with researching and understanding African tribal masks – what are they for? Who used them?
• Research masks of another culture of your choice (Japanese, Mexican, Native American or African)
• Develop your portraiture skills, learning the proportions of the face and experiment with drawing facial features and expressions – developing your own portraits in your own unique Mask, suiting your personality and identity!

Extra-curricular – Art intervention and catch up sessions, artist-led workshops, gallery visits, plus competitions

Resistant Materials

• Develop core knowledge of materials and processes
• Learn all about polymers, metals, timbers and textiles – how to use them and what for
• Look at target markets and market research – how to design your product for a specific customer
• Use workshop machinery and sustainable materials to build and make your product

Food Preparation and Nutrition (50% Coursework and Theory, 50% Practical)

• ‘Cuisines around the world’ Looking at different food and cuisines from a selection of different countries
• Understand sourcability and sustainability of food products
• Flavours and textures- what makes a balanced palate?
• Nutrition and health – what makes a balanced, healthy diet?
• Food science – experiment with different elements of cooking, writing your hypotheses and results, as well as evaluating your own and your peers’ cooking!

Extra-curricular – Southsea Food Festival, Network with BoxxFresh, Apprenticeships with local restaurants, Culinary school visits

GCSE Year 10 & 11

Arts –

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

• ‘Identity’ project
• What does Identity mean? How does it differ for different people?
• Within your subject area, refine and develop the skills you have acquired from foundation to demonstrate an understanding of visual language surrounding the theme of ‘Identity’
• Externally set assignment – January year 11 – 7 ‘Starting points’ to choose from, differing each year. Spend 15 weeks building a body of work covering all of the assessment objectives based around your chosen starting point.
• 2 day exam working on a final outcome/response

Year 10/11 Resistant Materials

• 50% coursework, 50% NEA
• Develop confidence and knowledge of a wide range of complex materials and processes
• Become and engineer and design, make and build/construct a wide range of outcomes
• Use various types of hard and soft woods, metals, polymers and textiles, working to fit a design brief

Year 10/11 Food preparation and nutrition

• What are the 7 Components of a healthy diet?
• What are calories, why do we need them?
• Develop practical skills within the kitchen – low, middle and high end skill basis (knife skills, food preparation, butchering, baking, filleting, patisserie)
• Scientific elements – experiment with yeast, enzymic browning, starch, fibre
• How to create detailed meal plans to suit various dietary requirements
• 3 hour practical exam – cooking 3 meals with a specific focus (NEA)