KS3 & KS4 Art and design

Aims and purpose

What are the aims and purpose of our curriculum?

This curriculum instils a passion for art, craft and design. Pupils study a broad and diverse range of art and artists, as well as learning the knowledge and skills to develop their own reflective art practice. They have multiple opportunities to express their own ideas and experiences both in practical tasks and discussion, and the exposure to creative industries and professions fosters curiosity in opportunities beyond the classroom.

Oak curriculum principles

What overarching curriculum principles inform the design of our curriculum?

Knowledge and vocabulary rich

This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. We identify and map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. New vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance. We have carefully selected vocabulary that develops pupils’ visual literacy and enables them to engage with the visual world around them. This supports them to better utilise the skills, materials and techniques being taught and equips them with the language to express their own ideas.

Sequenced and coherent

A careful and purposeful sequencing of our curriculum content underpins the design of our curriculum, ensuring that pupils are able to build on and make links with existing knowledge. For example, key stage 1 drawing units focus on the ability to observe and record simple lines and shapes. Pupils progressively build the confidence to draw complex forms and explore the qualities of different materials and techniques to do this. Pupils then move onto a range of design, making and expressive activities that encourage them to apply what they have learned with increasing independence. Attention is paid to vertical coherence via threads, which map the developments of concepts over time, for example, in our ‘paint’ thread pupils are taught about basic colour mixing in year 1 through to finding their artistic voices at GCSE.

Evidence-informed

Our evidence-informed approach enables the rigorous application of research outcomes, science of learning and impactful best practice both in education in general and at a subject specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our lesson design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF). At the subject level, our curriculum sequence has been developed by drawing together research and best practices from the National Society of Education in Art and Design (NSEAD) such as ‘The Big Landscape’ and ‘Better Practice’ research programme as well as the Runnymede Trust 'Visualise' research programme. Our curriculum draws on the work of NSEAD special interest groups including the Special Interest Group for Advancing Anti-ableist Pedagogy and Anti-Racist Art Education groups, who advise on issues of anti-racism, gender and anti-ableism.

Flexible

Our flexible approach enables schools to use our resources in a way that fits their school setting and meets the varying needs of teachers and their pupils. Our curriculum can be used in its entirety or units can be selected to complement existing curricula.. Our resources are adaptable so that, for example, teachers can easily add local context such as the work of local artists, can edit or add checks for understanding, or adapt practice tasks to better reflect the prior knowledge of their pupils. At key stage 4 teachers and pupils can select a pathway aligned to the most frequently used exam board specifications for GCSE Art & Design: AQA, Edexcel, Eduqas or OCR.

Diverse

Our commitment to breadth and diversity in content, language, texts and media can be seen throughout the curriculum, for example in the group of diverse school age characters that feature in our resources. Through the curriculum, pupils learn about a diverse range of well known and lesser known artists, makers, and designers. These selections reflect the breadth of practice in art and the potential for future creative possibilities. Contextualising art and artworks historically and geographically allows pupils to recognise themselves in the visual world whilst broadening their perspectives.

Accessible

Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations, modelling and frequent checks for understanding, with guided and independent practice. Lessons are chunked into learning cycles and redundant images and information are minimised to manage cognitive load. We have removed reference to year groups in our resources so that they can be used when pupils are ready, regardless of their age. Our resources are purposefully created to be accessible, for example by using accessible fonts, colours with good contrast, and captions in our videos.

Oak subject principles

What subject specific principles inform the design of our curriculum?

Focuses on the knowledge and skills specific to art, craft and design, including:

• Drawing, painting and three-dimensional work - practised discretely to develop technical proficiency as part of a broad programme that includes pupils' experiences and original thinking;

• Cultural and contextual knowledge about artists, craftspeople and designers;

• How art and design is studied, discussed and judged enabling pupils to develop their own appreciation and opinion of it.

Our curriculum carefully maps the required theoretical knowledge with the need for experiential or practical knowledge though hands-on making. This balanced approach ensures that pupils develop the knowledge and skills necessary to create their own art whilst also gaining an understanding of the concepts and ideas that inform and give context to their creative work. Every unit incorporates opportunities for reading, writing and discussion. This prepares students to think critically and creatively, equipping them with a comprehensive understanding of the art world.

Facilitates both convergent (where pupils work towards similar outcomes) and divergent (where pupils work towards different outcomes) approaches to the way that pupils acquire knowledge and make work.

Our curriculum ensures that pupils are exposed to both convergent and divergent outcomes. Convergent outcomes where all pupils work towards a single, correct solution to a problem, technique or method of using materials. Divergent outcomes emphasise open-ended problem-solving, where there is no single, correct answer. They allow pupils to explore multiple solutions, experiment with ideas, and push creative boundaries. They give students the freedom to take risks and explore new methods or media without fear of being wrong. For example a convergent approach is used when teaching observational drawing skills with a pencil as pupils learn how to use the drawing tool to achieve tone. In contrast, a divergent approach is used in a collage unit where pupils explore different compositions and use their own artistic judgement to settle on an outcome.

Applies our diversity principle by exposing pupils to art and design from a diverse range of contexts.

Our curriculum includes art from the Western canon and from across the globe. We have been guided by the Runnymede Trust 2024 report, ‘VISUALISE: Race & Inclusion in Secondary School Art Education’ to ensure an appropriate and inclusive representation of artists, designers, and makers.

National curriculum

How does our curriculum reflect the aims & purpose of the national curriculum?

There are four aims of the national curriculum. First, is that the curriculum should enable pupils to ‘produce creative work, exploring their ideas and recording their experiences’. Our curriculum encourages students to express themselves creatively through a variety of processes, developing their ability to communicate visually.

We teach pupils to ‘become proficient in drawing, painting, sculpture, and other art, craft, and design techniques’. We provide opportunities for pupils to acquire fundamental techniques in drawing, painting, and three-dimensional work, amongst other approaches. Our secondary units build on this with a focus on more advanced techniques and deeper, more autonomous artistic exploration. In the year 5 unit ‘Architecture: drawing and sculpture’ pupils learn drawing and sketching techniques for communicating architectural ideas and gain an understanding of 3D forms and spatial relationships. In the year 9 unit ‘Architecture: the built environment’ pupils deepen their knowledge of perspective drawing and consider different types of architecture in more detail, for example domestic, functional, public and monumental.

Our curriculum ensures pupils can ‘evaluate and analyse creative works using the language of art, craft, and design’ by teaching them to use art-specific vocabulary and establish criteria for self and peer assessments. This approach supports their ability to form informed opinions and engage in meaningful discussions about art. They learn to discuss and critique their own and others' work, using appropriate terminology to articulate their thoughts on artistic choices and techniques.

Pupils are given the opportunity to ‘know about great artists, craft makers, and designers, and understand the historical and cultural development of their art forms’. The curriculum nurtures an early appreciation for art and its historical contexts, with secondary units offering a more detailed study of art history, movements, and critical analysis, providing pupils with a comprehensive understanding of art's evolution and its influence from and impact on society. The year 6 unit ‘Art detectives: looking at people and places’ develops pupils’ ability to access, filter and identify appropriate and relevant information on art history. In subsequent secondary units, such as ‘Art movements’, pupils learn in depth about art from western art movements and broaden their understanding of movements from different places alongside this.

Curriculum delivery

What teaching time does our curriculum require?

Our curricula for key stages 1-3 are designed for 36 weeks of curriculum time across the school year, leaving time for other activities both within and beyond the curriculum such as assessments or school trips. At key stage 4, year 10 also has 36 weeks of curriculum time, but year 11 has only 24 weeks (approximately 2 terms) to recognise that schools will not be teaching new content in the run up to the GCSE exams.

At key stages 1-3, our curriculum has been designed to teach one weekly lesson, approximately 40 minutes long in key stage 1 and 50 minutes to an hour in key stages 2 and 3. We understand that exact time dedicated to art and design can vary greatly between schools due to differences in curriculum planning, resource allocation and school specific priorities. Therefore we fully expect and encourage teachers to adapt our curriculum and resources to best suit their needs and available curriculum time.

At key stage 4, our curriculum allows for approximately two one hour lessons per week, though there are more lessons available as different unit options in the sequence to allow for different endorsements (areas of specialisation) in different exam board pathways. We have not provided explicit lessons to support the externally set assessment (ESA) in line with JCQ and awarding body regulations which stipulate only providing pupils with technical and health and safety guidance.

Curriculum coherence

What are 'threads'?

We use threads to signpost groups of units that link to one another, building a common body of knowledge over time. We use the term thread, rather than vertical concepts, themes, or big ideas, because it helps to bring to mind the visual concept of a thread weaving through the curriculum.

Our art and design threads that weave through both our primary and secondary curricula are (in alphabetical order):

• Collage
• Design
• Digital
• Draw
• Paint
• Print
• Sculpt
• Textiles

Our threads reflect the knowledge, skills and techniques that are the foundation of art, craft and design. They map the development of practical, theoretical and disciplinary knowledge of art, craft and design over time. The threads develop pupils’ knowledge, personal expression and creative skills and expose them to a range of creative industries. For example, the ‘digital’ thread introduces pupils to photography in key stage 2 using a studio set-up and in key stage 3 pupils use digital editing tools to manipulate images. Consistent threads across our primary and secondary curricula can enable more effective transition, helping pupils to bridge their knowledge and understanding from primary to secondary.

Recommendations from subject specific reports

How does our curriculum address and enact recommendations from subject specific reports (e.g. EEF guidance reports & Ofsted Research Review)?

Our curriculum is aligned with the NSEAD ‘Big Landscape’ toolkit. The toolkit emphasises the need to encourage critical thinking and discussion about the societal and cultural influences on art. A key feature of our units is to support teachers and pupils in having rich, contextual and critical discussion about the art they look at as well as making their own art inspired by it. In line with the toolkit, we ensure that pupils see themselves and others reflected in the curriculum and create opportunities for personal and social exploration through art.

Our curriculum draws on evidence-based research and is informed by the definitions and examples of good practice referenced in the Ofsted research review for art and design. The review notes that deep learning cannot be achieved with an ‘inch deep mile wide’ approach. Our curriculum focuses deeply on specific aspects of art, allowing students to build technical skills, develop critical understanding, and apply knowledge creatively. Rather than rushing through many topics, students have the time to master important skills, such as observational drawing, analysis of artworks, and creative experimentation.

Subject-specific needs

How does our curriculum deal with elements that arise from the specific needs of the subject?

What artists, makers and designers are featured in our art and design curricula?

Our curriculum includes art from the Western canon and from across the globe. We have been guided by the Runnymede Trust 2024 report, ‘VISUALISE: Race & Inclusion in Secondary School Art Education’ to ensure an appropriate and inclusive representation of artists, designers, and makers.