Art & Photography

Art & Photography Curriculum Overview

Click here to download our Art & Photography learning journey.

Aim

Art and design must be presented as an education of value relevant to the outside world and personal development and not merely a recreational activity. We nurture the growth of developing minds by providing opportunities to explore, invent, express, dream, reflect, and communicate in a stimulating environment that fosters critical thinking and celebrates diversity. Our Academy values and supports the arts for both their uniqueness and their integral role in the education of all children, supporting high achievers equally alongside disadvantaged and vulnerable pupils. We believe that art can play an exciting and leading role in providing dynamic focus for the educational experience our learners within the Academy.

It is vital that the Art and Photography Department develop relevant courses which are structured and provide a logical and challenging progression, ensure entitlement yet still allow for a one-off project.  Units of work must offer knowledge, skills, techniques, expertise in handling equipment and materials but also develop powers of discrimination, initiative, investigation, organisation and self-awareness.  These skills and qualities can only be developed through units of work in which the pupils are engaged, inspired and enthusiastic.  Pupils must have a sense of enjoyment, satisfaction, pride in their achievements and efforts whatever their individual ability level.

The arts enrich the quality of our experiences, providing rewarding activities that inspire, enrich, inform, stimulate, challenge and engage. Art activities help develop the capacity to formulate and communicate ideas and feelings; they enhance perceptual skills through responding, developing and evaluating, and physical skills through control and use of movement. Involvement in the arts helps to foster a positive attitude among students by developing a wide range of qualities such as cooperation, enthusiasm, passion, inspiration, tenacity and ambition. We also emphasise that this is an inclusive involvement, which helps students acquire an important sense of belonging as well as building the self-confidence they need to do well and make their first steps towards studying GCSE and A level endorsements in Fine Art and Photography, possibly leading to higher education and employment.

The staff in this department believe that through our fortnightly lessons our structured units in years 7 and 8 lay a foundation in which the basic visual language, concepts, materials, skills and methods of working are developed (please refer to schemes of work).  More complex and individual responses to assignments occur in key stage 4 for those following GCSE endorsements in Fine Art, Photography and Graphic Communication.  

Intent

The Art Department should be a stimulating and exciting environment to work in.  It is used for lunchtime clubs and extra-curricular activities and should be a vibrant centre of activity.  Display within the Department reflects work of all ability levels and age ranges.  Work is carefully mounted and exhibited as it is often used as a teaching aid and seen as a way of encouraging and enriching pupils in the classroom.  Displays must reflect a sense of value, quality and care for the work of all pupils. Work of comparatively poorer quality and finish should be displayed if it reflects enthusiasm, effort and understanding.

The rooms within the Department should have easy access to resources, stimulus material, objects, photographs, posters, books, reproductions etc.  These elements heighten the student’s awareness of the visual language we are trying to develop and draw attention to the links between work done in class and the environment that exists outside.  

It is the responsibility of each teacher to organise space and materials of the room in a manner that encourages a sense of respect and order. Materials and equipment must be accessible and arranged to ensure an efficient, happy and pleasant working environment within the classroom.  Pupils are encouraged to respect the materials and the environment they work in as a way of building a sense of responsibility towards themselves and others.

We believe the working atmosphere in the classroom should be serious, purposeful and focused. Quiet work is encouraged during appropriate tasks in order to allow pupils to concentrate. Activity and movement in the classroom must have a purpose to help create a safe learning environment. 

Sequence and structure 

Our curriculum is split in to Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (years 10 and 11).  

• Year 7 KS3 Curriculum

  Click here to view the Year 7 Art curriculum intent for 2021-2022.

• Year 8 KS3 Curriculum

  Click here to view the Year 8 Art curriculum intent for 2021-2022.

• Year 9 KS3 Curriculum

  Click here to view the Year 9 Art curriculum intent for 2021-2022.

• Year 10 KS4 Curriculum

  Our Year 10 Key Stage 4 Curriculum

  At Key Stage 4 students can follow the AQA Art and Design (Fine Art Endorsement), Art and Design (Photography Endorsement), Art and Design (Graphic Communication Endorsement).

  This is an illustration of what we may offer throughout the 3 Year Fine Art GCSE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students and is subject to change.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 9	Observational: skull assignment / Contextual /Skills, techniques and media-based work / Journal / outcomes	Observational: skull assignment / Contextual /Skills, techniques and media-based work / Journal / outcomes	Observational: skull assignment / Contextual /Skills, techniques and media-based work / Journal / outcomes	Portraiture: Contextual / Drawing / Material based work / Outcomes / Journal	Portraiture: Contextual / Drawing / Material based work / Outcomes / Journal	Portraiture: Contextual / Drawing / Material based work / Outcomes / Journal
  Year 10	Identity: Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Identity: Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Identity: Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes
  Year 11	Artist Response project? E.g. Christo. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Artist Response project? E.g. Christo. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam.	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam.	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam.	AQA: Moderation of GCSE Courses.

  This is an illustration of what we may offer throughout the 3 Year Photography GCSE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students and is subject to change.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 9	Introduction to photography: Still Life. Camera skills-Basic use / Protocols for setting out work in presentation / Photoshop-Basic editing skills / Intro to contextual	Formal Elements of Photography: A series of activities that introduces aspects of taking different types of photos / Personal responses / Contextual responses for some activities	Formal Elements of Photography: A series of activities that introduces aspects of taking different types of photos / Personal responses / Contextual responses for some activities	Miniature Person assignment:  Creative Photography and digital editing. Contextual / idea development / Creativity / Digital Editing Skills / Camera Skill / Personal responses. Drawing: Idea development through diagrams / sketches	Miniature Person assignment:  Creative Photography and digital editing. Contextual / idea development / Creativity / Digital Editing Skills / Camera Skill / Personal responses. Drawing: Idea development through diagrams / sketches	Pop Art assignment: Contextual / Responses to work of others / Digital editing skills / Camera Skills / Personal responses.
  Year 10	Textures / Surfaces:   Contextual / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes	Speaking with Hands:  Contextual / Idea dev. / Independence / Camera skill / Personal responses Drawing: Idea development through diagrams / sketches	Photomontage: Contextual / Responses to a range of Photographers work / camera and digital editing skills / Idea development / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Artist Response project? E.g. Arnulf Rainer. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome Drawing: Working in to Photographs / Creative approach to photography
  Year 11	Identity: Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes Drawing: Idea development through diagrams / sketches	Identity: Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	AQA: Moderation of GCSE Courses.

  This is an illustration of what we may offer throughout the 3 Year Graphic Communication GCSE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students and is subject to change.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 9	Introduction to Graphic Communication: Still Life. Coca Cola: Culture based project. Designing a bottle label. Contextual elements / process and idea development. Presentation of research and development.	Introduction to Graphic Communication: Still Life. Coca Cola: Culture based project. Designing a bottle label / Presentation of final work.	Typography: A series of activities that explores experimental type forms/ Personal responses / Contextual connections. Drawing: Idea development through diagrams / sketches	Typography: A series of activities that explores experimental type forms/ Personal responses / Contextual connections. Drawing: Idea development through diagrams / sketches	Vans Re-brand/ Contextual / Idea development / Target audience / Personal responses Presentation of final outcomes Drawing: Idea development through diagrams / sketches	Vans Re-brand/ Contextual / Idea development / Target audience / Personal responses Presentation of final outcomes Drawing: Idea development through diagrams / sketches
  Year 10	Retro Graphic design Brief: Poster design. Contextual / Idea development / Layouts / Own Photographs / Personal responses / Outcomes Drawing: Idea development through diagrams / sketches	Retro Graphic design Brief: Poster design. Contextual / Idea development / Layouts / Own Photographs / Personal responses / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Graphic Designer Response project? E.g. David Carson. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome Drawing: Idea development through diagrams / sketches	Graphic Designer Response project? E.g. David Carson. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome Drawing: Idea development through diagrams / sketches
  Year 11	Self -Identity: Promoting- self image through Graphic Communication Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes Drawing: Idea development through diagrams / sketches	Self -Identity: Promoting- self image through Graphic Communication Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	AQA: Moderation of GCSE Courses.

  We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.

• Year 11 KS4 Curriculum

  Our Year 11 Key Stage 4 Curriculum

  At Key Stage 4 students can follow the AQA Art and Design (Fine Art Endorsement), Art and Design (Photography Endorsement), Art and Design (Graphic Communication Endorsement).

  This is an illustration of what we may offer throughout the 3 Year Fine Art GCSE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students and is subject to change.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 9	Observational: skull assignment / Contextual /Skills, techniques and media-based work / Journal / outcomes	Observational: skull assignment / Contextual /Skills, techniques and media-based work / Journal / outcomes	Observational: skull assignment / Contextual /Skills, techniques and media-based work / Journal / outcomes	Portraiture: Contextual / Drawing / Material based work / Outcomes / Journal	Portraiture: Contextual / Drawing / Material based work / Outcomes / Journal	Portraiture: Contextual / Drawing / Material based work / Outcomes / Journal
  Year 10	Identity: Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Identity: Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Identity: Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes
  Year 11	Artist Response project? E.g. Christo. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Artist Response project? E.g. Christo. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam.	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam.	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam.	AQA: Moderation of GCSE Courses.

  This is an illustration of what we may offer throughout the 3 Year Photography GCSE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students and is subject to change.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 9	Introduction to photography: Still Life. Camera skills-Basic use / Protocols for setting out work in presentation / Photoshop-Basic editing skills / Intro to contextual	Formal Elements of Photography: A series of activities that introduces aspects of taking different types of photos / Personal responses / Contextual responses for some activities	Formal Elements of Photography: A series of activities that introduces aspects of taking different types of photos / Personal responses / Contextual responses for some activities	Miniature Person assignment:  Creative Photography and digital editing. Contextual / idea development / Creativity / Digital Editing Skills / Camera Skill / Personal responses. Drawing: Idea development through diagrams / sketches	Miniature Person assignment:  Creative Photography and digital editing. Contextual / idea development / Creativity / Digital Editing Skills / Camera Skill / Personal responses. Drawing: Idea development through diagrams / sketches	Pop Art assignment: Contextual / Responses to work of others / Digital editing skills / Camera Skills / Personal responses.
  Year 10	Textures / Surfaces:   Contextual / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes	Speaking with Hands:  Contextual / Idea dev. / Independence / Camera skill / Personal responses Drawing: Idea development through diagrams / sketches	Photomontage: Contextual / Responses to a range of Photographers work / camera and digital editing skills / Idea development / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Artist Response project? E.g. Arnulf Rainer. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome Drawing: Working in to Photographs / Creative approach to photography
  Year 11	Identity: Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes Drawing: Idea development through diagrams / sketches	Identity: Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	AQA: Moderation of GCSE Courses.

  This is an illustration of what we may offer throughout the 3 Year Graphic Communication GCSE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students and is subject to change.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 9	Introduction to Graphic Communication: Still Life. Coca Cola: Culture based project. Designing a bottle label. Contextual elements / process and idea development. Presentation of research and development.	Introduction to Graphic Communication: Still Life. Coca Cola: Culture based project. Designing a bottle label / Presentation of final work.	Typography: A series of activities that explores experimental type forms/ Personal responses / Contextual connections. Drawing: Idea development through diagrams / sketches	Typography: A series of activities that explores experimental type forms/ Personal responses / Contextual connections. Drawing: Idea development through diagrams / sketches	Vans Re-brand/ Contextual / Idea development / Target audience / Personal responses Presentation of final outcomes Drawing: Idea development through diagrams / sketches	Vans Re-brand/ Contextual / Idea development / Target audience / Personal responses Presentation of final outcomes Drawing: Idea development through diagrams / sketches
  Year 10	Retro Graphic design Brief: Poster design. Contextual / Idea development / Layouts / Own Photographs / Personal responses / Outcomes Drawing: Idea development through diagrams / sketches	Retro Graphic design Brief: Poster design. Contextual / Idea development / Layouts / Own Photographs / Personal responses / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Mock Exam Style Starting Points: Range of chosen questions. Contextual / Journal / Idea dev. / Independence / Creativity / Outcomes Drawing: Idea development through diagrams / sketches	Graphic Designer Response project? E.g. David Carson. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome Drawing: Idea development through diagrams / sketches	Graphic Designer Response project? E.g. David Carson. Contextual / Idea dev. / Independence / Journal / Creativity / Outcome Drawing: Idea development through diagrams / sketches
  Year 11	Self -Identity: Promoting- self image through Graphic Communication Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes Drawing: Idea development through diagrams / sketches	Self -Identity: Promoting- self image through Graphic Communication Contextual / Idea dev. / Independence / Responses to work of others / Camera skills / Digital editing skill / Presentation / Development / Personal outcomes	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	Externally Set Exam:  Questions set by AQA. Approx. 10 weeks prep prior to 10 hour final exam. Drawing: Idea development through diagrams / sketches	AQA: Moderation of GCSE Courses.

  We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.

• Key Stage 5 Curriculum

  Our Key Stage 5 Curriculum

  At Key Stage 5 students can follow the AQA GCE / A level Art and Design (Fine Art Endorsement), Art and Design (Photography Endorsement).

  This is an illustration of what we may offer throughout the 2 Year Fine Art GCE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students and is subject to change.

  KS5	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 12 AS/A Level Course	AS COURSE: Introduction to A level. A series of mini assignments that build observational skill / drawing techniques/ creative use of media, techniques and materials / Strong emphasis on contextual analysis and personal responses through visual means as course develops. Evidence recorded on A2 mount boards.	A series of mini assignments that build observational skill / drawing techniques/ creative use of media, techniques and materials / Strong emphasis on contextual analysis and personal responses through visual means as course develops. Evidence recorded on A2 mount boards.	Continue mini assignments. Finalise all assignments.	Independent assignment: AQA AS level questions used as starting points. Contextual references and analysis / Idea Development / Experimentation and refinement of techniques and ideas / Range of experimental pieces/ Outcome(s)	Independent assignment: AQA AS level questions used as starting points. Contextual references and analysis / Idea Development / Experimentation and refinement of techniques and ideas / Range of experimental pieces/ Outcome(s)	A Level: Personal Investigation. Formal Introduction / Exemplar material / Support booklets-guidance / weekly Progress booklets. Contextual / Research / Discussion / Idea development Independent work set over the Summer holiday.
  Year 13 AS/A Level Course	A Level: Personal Investigation. An ongoing process of students developing their own work / ideas towards a series of outcomes. Staged assessments / Written content activities and lessons to support students / Weekly booklets – discussions and feedback.	A Level: Personal Investigation. An ongoing process of students developing their own work / ideas towards a series of outcomes. Staged assessments / Written content activities and lessons to support students / Weekly booklets – discussions and feedback.	A Level: Personal Investigation. Continue / First submission of all final work at the end of January. Detailed feedback using AQA AO’s given. Students then given until end of Easter break to re-Submit all Final work.   A Level: Externally set assignment: Feb 1st Introduced February 1st.	A Level: Externally set assignment: Contextual analysis / Visual connections / Idea development / experimentation and refinement of ideas -techniques, media and processes / evaluation of development / presenting outcome(s)	A Level: Externally set assignment: Contextual analysis / Visual connections / Idea development / experimentation and refinement of ideas -techniques, media and processes / evaluation of development / presenting outcome(s)	AQA: Moderation of GCE Courses

  This is an illustration of what we may offer throughout the 2 Year Photography GCE Course. This is an amalgamation of projects that we have introduced and delivered in recent years. We keep this very flexible to enable new ideas and meet the needs of our students.

  KS5	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 12 AS / A Level Course	AS COURSE: Introduction to A level. A series of mini assignments that build skill through the camera / digital editing techniques and processes.	A series of mini assignments that build skill through the camera / digital editing techniques and processes.	A series of mini assignments that build skill through the camera / digital editing techniques and processes.	Independent assignment: AQA AS level questions used as starting points. Contextual references and analysis / Idea Development / Experimentation and refinement of techniques and ideas / Range of experimental pieces/ Outcome(s)	Independent assignment: AQA AS level questions used as starting points. Contextual references and analysis / Idea Development / Experimentation and refinement of techniques and ideas / Range of experimental pieces/ Outcome(s)	A Level: Personal Investigation. Formal Introduction / Exemplar material / Support booklets-guidance / weekly Progress booklets. Contextual / Research / Discussion / Idea development Independent work set over the Summer holiday.
  Year 13 AS / A Level Course	A Level: Personal Investigation. An ongoing process of students developing their own work / ideas towards a series of outcomes. Staged assessments / Written content activities and lessons to support students / Weekly booklets – discussions and feedback.	A Level: Personal Investigation. An ongoing process of students developing their own work / ideas towards a series of outcomes. Staged assessments / Written content activities and lessons to support students / Weekly booklets – discussions and feedback.	A Level: Personal Investigation. Continue / First submission of all final work at the end of January. Detailed feedback using AQA AO’s given. Students then given until end of Easter break to re-Submit all Final work.   A Level: Externally set assignment: Feb 1st Introduced February 1st.	A Level: Externally set assignment: Contextual analysis / Visual connections / Idea development / experimentation and refinement of ideas -techniques, media and processes / evaluation of development / presenting outcome(s)	A Level: Externally set assignment: Contextual analysis / Visual connections / Idea development / experimentation and refinement of ideas -techniques, media and processes / evaluation of development / presenting outcome(s)	AQA: Moderation of GCE Courses

How does our Curriculum cater for students with SEND?

Southmoor Academy is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.

How does our curriculum cater for disadvantaged students and those from minority groups?

As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy.

How do we make sure that our curriculum is implemented effectively?

The curriculum leader is responsible for designing the Art and Design curriculum and monitoring implementation.

The subject leader’s monitoring is validated by senior leaders.

Staff have regular access to professional development/training to ensure that curriculum requirements are met.

Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.

Curriculum resources are selected carefully and reviewed regularly.

Assessments are designed thoughtfully to assess student progress and inform future learning and progression.

Work scrutiny is carried out within departments to check consistency of marking and feedback.

Analysis of pupil progress through use of SISRA to identify gaps in pupil progress / Target groups.

How do we make sure our curriculum is having the desired impact?

• Examination results analysis and evaluation
• Termly assessments-analysis and evaluation meetings
• Lesson observations
• Learning walks
• Work Journal / Sketchbook / artwork scrutiny
• Regular feedback from Teaching Staff during department meetings
• Regular feedback from Middle Leaders during curriculum meetings
• Parental feedback