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Art Intent
We recognise that students arrive with a limited and varied exposure to art at KS2 and so we prioritise the development of practical skills and a deepening their understanding of the meaning and intention behind the work of other artists. Therefore, our curriculum is focused on students developing their knowledge and skills about the Visual Elements of line, tone, colour, shape, texture, pattern, and form. This gives them a solid foundation to develop their own artistic voice, style and enables them to express themselves visually. To further enhance this, we embed opportunities for students to experiment with both wet and dry media, which also allows them to explore a range of techniques and materials. This hands-on approach is essential in fostering a sense of creativity and individuality within their work, but also helping students communicate ideas visually.In addition to technical skills, we place a significant emphasis on contextual analysis. Students actively engage with and reflect on the work of various artists, comparing styles and techniques. This not only helps students understand artistic intentions but also encourages critical thinking about how art reflects and influences cultural and societal issues. As part of this process, we emphasise the importance of refinement helping students develop their ability to independently improve their work through self-evaluation and honest constructive reflection. A key component of our approach is encouraging students to “be the artist” by creating pastiches of notable works relevant to their themes. This exercise allows them to immerse themselves in the techniques and styles of different artists. They then use the skills they have acquired to produce original compositions, blending their newfound knowledge with their personal artistic voice. By drawing inspiration from a wide range of artistic movements and cultural contexts, students are empowered to create diverse, unique pieces that reflect their own interpretations and experiences.
We sequence our learning in the order that we do because we recognise the need to build a strong foundation in the Visual Elements, contextual reasoning of artwork, and good adaptive range of visual creative/constructive skills of art to support KS4 and KS5 studies.
At Key Stage 3, we focus on equipping students with essential practical skills and contextual knowledge through hands-on experiences with wet and dry media, encouraging experimentation and creativity. This early emphasis on the Visual Elements provides a critical baseline that allows students to begin communicating their ideas visually.
As students’ progress to Key Stage 4, the curriculum is designed to deepen their contextual understanding and critical thinking skills. They engage more rigorously with artistic concepts, refine their techniques, and are encouraged to reflect on the work of diverse artists, comparing styles and contextualising art within broader cultural and societal frameworks. By fostering a culture of self-evaluation and refinement, students are prepared to take greater ownership of their artistic development.
At KS5 students are encouraged to apply the skills and knowledge acquired in previous stages to more sophisticated, independent work. Here, they transition from being learners to becoming more autonomous artists, creating original compositions inspired by a wide range of artistic movements and techniques. By sequencing the curriculum in this way, we ensure a structured yet flexible progression that supports the development of confident, creative, and critically engaged artists.
Through gradual development of contextual understanding and technical ability, we ensure that all students, regardless of their starting point, can begin to express themselves creatively and gain confidence in their work. End points at KS4/5 are marked by students demonstrating independence and proficiency in their artistic skills, as guided by the Key Stage 4 Assessment Objectives (AOs). Students are expected to produce large, impressive works of art that showcase their understanding of the four AOs: developing ideas (AO1), experimenting with media (AO2), recording observations (AO3), and presenting personal responses (AO4). At A-level, students build on this foundation, working with greater independence to produce sophisticated, original pieces that reflect a deeper level of critical thinking, creativity, and technical skill. Throughout this progression, our students become not only proficient in their use of materials but also reflective, independent learners who are prepared to engage with the wider visual world in meaningful and inventive ways.
