Visual Curriculum Overview
Curriculum Aim & Intent
Aim
At our Academy, we believe art and design are much more than recreational activities – they are vital for personal growth and preparing young people for the wider world. We create a stimulating and inclusive environment where students are encouraged to explore, invent, dream, and express themselves. Every child’s creativity is nurtured, whether they are high achievers or need extra support, because we know the arts can inspire confidence and a love of learning.
Intent
Our Art and Photography Department offers carefully designed courses that help students build skills step by step, while still giving them space for exciting, one-off projects. From learning techniques and using materials to developing confidence, independence, and self-awareness, pupils are encouraged to take pride in their achievements at every level of ability. Above all, we want them to enjoy the process and feel proud of their progress.
In Graphics The course begins with an Introduction to Graphics, covering the basics of design, layout, and visual communication. Students then explore Magazine design, learning how to structure pages effectively. They also study Grime Art, inspired by Richie Velazquez, creating bold, expressive digital artwork.
Next, students apply their skills in a Supporting Project and design a Movie Advertisement. They study the work of Saul Bass and begin using 3D Rendering tools to explore depth and space. Advanced techniques are introduced to refine their digital design skills.
In the spring term, students focus on Photoshop Basics, learning essential tools and techniques. They explore Identity through personal and cultural themes, and develop expressive work in the Portraiture unit.
The summer term encourages creativity through Collage and Mixed Media, combining different materials and styles. The course ends with Presentation Ideas, where students prepare and showcase their final portfolios.
Art activities enrich your child’s school experience in so many ways – helping them communicate ideas and emotions, develop practical and creative skills, and build qualities like teamwork, perseverance, and ambition. Every student is included and supported so they gain a sense of belonging and self-confidence. This foundation can lead them into GCSEs, A Levels, and even careers in creative industries.
Our classrooms are vibrant and welcoming spaces where all students’ work is celebrated. Displays showcase creativity and effort across all abilities, helping to inspire others and showing every pupil that their contributions are valued. Resources and materials are easily accessible to encourage curiosity and connect what they learn in class to the wider world around them.
We work hard to create a positive and purposeful atmosphere where children feel safe, respected, and motivated. Teachers encourage focus and independence, while also supporting collaboration and creativity. Our aim is for every child to enjoy their art lessons, grow in confidence, and leave with skills and experiences that will stay with them for life.
Brief Overview of Curriculum Content for Each Term
Autumn term Spring Term Summer Term Yr 7 - Formal elements umbrella
- 3D drawing
- Explore texture, detail
- Mix media outcome using grid method
- Tom Schamp research
- Design own typography
- Produce final design
- O’Keefee research
- View finder flower designs
- Colour theory using paint
- Painted flower final outcome
Yr 8 - Burgerman research page
- Character design
- Final designs using Burgerman to develop ideas
- Observational drawing page using grid method (tonal and coloured pencil) inspired by Joel Penkman
- Watercolour techniques
- Oil pastel techniques
- Observational drawing using different medias following the theme of animals
- Creature designs using collage
- Creature Design using texture and detail
Yr 9 - Facial proportion
- Facial features observational drawings
- Gridded portrait
- Gridded portrait
- Protest art research
- Own protest art planning and testing different medias
- Protest outcome
- Graffiti Vs Vandalism mind map
- Graffiti wall designs
- Typography development
- 2D/3D outcome of a street scene
Yr 10 Art - Skills based workshops surrounding the theme of ‘Natural Forms’.
- Independent Projects taught through ‘task sheets’
- Development of personal project
- Preparation for mock by developing ideas and practicing techniques for final outcome(s)
- Development of ideas
- Final outcomes
Yr 10 Photography - Supportive evidence mini project learning camera controls and editing techniques on Photoshop
- Fundamentals of Photography learnt through ‘Abstract’ project.
- Abstract project continued, expanding knowledge of camera controls, rules of photography and editing software.
- Preparation of mock project based on AQA prior ESA starting points.
- Continue to develop Abstract project and/ or the mock project.
Yr 10 Graphics - Introduction to Graphics
- Magazines
- Grime art/Richie Velazquez
- Photoshop basics
- Supporting project
- Movie Advertisement
- Saul Bass
- 3d Rendering
- Advance techniques
- Identity
- Portraiture
- Collage
- Mixed media
- Presentation ideas
Yr 11 Art - Development of ideas
- Final outcomes
- ESA project development and outcomes
- 10-hour preparation and exam
- Coursework final touches and corrections
Yr 11 Photography - Development of ideas
- Final outcomes
- ESA project development and outcomes
- 10-hour preparation and exam
- Coursework final touches and corrections
Yr 11 Graphics - Development of ideas on chosen project
- Final outcomes fully developed with a range of relevant media
- ESA project development and outcomes
- 10-hour preparation and exam
- Coursework final touches and corrections
How Our Curriculum Caters For SEND Students
How does our Curriculum cater for students with SEND?
In Art, Photography, and Graphics, teachers adapt lessons to meet individual needs by using pupil passports. Common strategies include chunking tasks, providing checklists, and giving consistent verbal and written feedback. Students engage in ‘think, pair, share’ activities and group work to build confidence, supported by regular praise and encouragement. Lessons follow a clear structure of Connect, Content, Consolidate, and students are guided to understand the ‘bigger picture’ through Know more, do more, go further. Gallery walks help develop oracy skills and link directly to success criteria.
Key Strategies:
- Use of pupil passports to tailor support
- Chunked tasks and checklists for self-monitoring
- Verbal and written feedback (digital comments in Photography/Graphics)
- ‘Think, pair, share’ and structured group work
- Consistent routines: Connect, Content, Consolidate
- Gallery walks to build confidence in oracy
How Our Curriculum Caters For Disadvantaged Students
How does our curriculum cater for disadvantaged students and those from minority groups?
To support disadvantaged students and those from minority groups, the curriculum is designed to close attainment gaps caused by social contexts. Targeted use of funding and resources helps ensure equity, raising attainment so all pupils achieve equally by the time they leave the Academy.
For Disadvantaged Students:
- Resources provided or given a discounted price.
- Equal opportunities for success across all subjects.
- Extra support provided during lessons and afterschool and lunchtimes.
Knowledge Organisers
Other Related Curriculum Documents
