The Art and Design curriculum at supports our young people in developing skills and attributes that will enable them to complete school and make a successful transition to their next stage in life, weather they chose to pursue the subject or not. Art and Design projects are designed to expose students to a wide range of artistic skills and techniques, building their confidence, resilience and concentration skills. Every art lesson is an opportunity for students to gain skills in independence, organisation and respect for others. Our young people are supported in developing a breadth of creative disciplines which will be applicable in a wide variety of future settings, whether that be further study, at college, apprenticeships or the world of work. All students are offered the opportunity to gain a GCSE qualification in the subject.
Through the teaching of art and design at pupils learn to reflect and analyse their own work and that of others in order to strengthen their understanding of visual culture and the artistic process. Drawing on influences across time and space, with an emphasis on the development of cultural, moral, spiritual and social values, students are afforded the opportunity to enrich their learning, with cross-curricular links embedded into each art lesson, including history, geography and literacy. Through the participation in a wide range of practical activities students are encouraged to develop and refine their motor skills through a range of processes and techniques.
Art and Design: The Art and Design curriculum is designed to develop creative knowledge and skills, building confidence and resilience, by offering students the opportunity to work in a wide range of artistic materials, processes and techniques. Offsite trips to galleries and events provide students with enrichment opportunities to expand their knowledge and experiences of creative culture. Students are encouraged to discover, explore and develop their creative ideas and abilities in a supportive and safe environment where their individual strengths and interests are nurtured, fostering the development of each individual's unique creative talents and voice.
The Art and Design curriculum aims to equip our young people with a range of skills to aid self-regulation, self- reflection and self-knowledge. Students gain these skills through making and discussing their own artwork and that of others. In learning to express themselves through artistic techniques, our young people learn the vital power of effective and healthy communication with others. Students are encouraged to discover, explore and develop their creative ideas and abilities in a supportive and safe environment where their individual strengths and interests are nurtured, fostering the development of each individual's unique creative talents and voice.
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Sequencing of Content
Art and design is sequenced so that students are introduced to a broad range of materials and working methods in KS2. This is to encourage their enthusiasm and participation in the subject, enabling them to discover their personal strengths and interests. Students also study the work of prominent artists and architects and learn how to describe artworks using visual language. Through KS3 students begin to develop their proficiency in the handling of different materials, and their skills in writing about art and artists using technical vocabulary. Access to a wide range of techniques and processes further encourages them to discover their own unique talents, interests and voice. This prepares them for KS4 where the focus for GCSE begins to become more self-directed, and students are encouraged to develop their artistic interests with more independence, following their own inspiration, ideas, and lines of enquiry.
Sequencing of Content
KS2 & 3: Generating ideas, Making, Evaluating and
Knowledge and Understanding.
KS4: Develop, Record, Refine and Present.
Numeracy, literacy and communication:
Literacy is embedded into art lessons through opportunities for group and individual reading, with texts selected to enhance learning through cross-curricular links to other subjects such as geography, history and science. Students learn vocabulary and technical terms related to art and design.
Retrieval Practice
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Art Curriculum Statement
Art Curriculum Statement
Often pupils arrive at Hopewell with low confidence in their creative ability and may have had a negative experience of art lessons in the past. Gaps in their education mean that pupils may have had a lack of exposure to many artistic materials and processes. Some pupils find aspects of the creative process that require patience, resilience, self-reflection, coordination and fine motor skills particularly challenging, and these can prove to be barriers to learning.
At Hopewell the art room is seen as a safe space for pupils to participate, explore and share their creativity through an engaging, fun and inclusive curriculum. Lessons are planned to nurture individual interests and needs, to foster positive experiences, and build confidence through the celebration of each pupil's creativity and achievements. Pupils are exposed to a wide range of artistic materials, processes and art-makers from which to draw inspiration from. An emphasis is placed on engagement in process rather than on outcomes alone in order to foster a 'can do' approach to learning. Experimentation and exploration is encouraged, and lessons are carefully pitched, providing the right level of challenge for each pupil in order to build their confidence and resilience.
KS2 and KS3 both cover the core threads of generating ideas, making, evaluating and knowledge and understanding. In KS4 students cover the AQA GCSE syllabus with 4 assessment objectives - Develop, Record, Refine and Present.
Art and design is sequenced so that pupils are introduced to a broad range of materials and working methods in KS2. This is to encourage their enthusiasm and participation in the subject, enabling them to discover their personal strengths and interests. Pupils also study the work of prominent artists and architects and learn how to describe artworks using visual language.
Through KS3 pupils begin to develop their proficiency in the handling of different materials, and their skills in writing about art and artists using technical vocabulary. Access to a wide range of techniques and processes further encourages them to discover their own unique talents, interests and voice.
This prepares them for KS4 where the focus for GCSE begins to become more self-directed, and pupils are encouraged to develop their artistic interests with more independence, following their own inspiration, ideas, and lines of enquiry.
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Sequencing of Content
Art and design is sequenced so that students are introduced to a broad range of materials and working methods in KS2. This is to encourage their enthusiasm and participation in the subject, enabling them to discover their personal strengths and interests. Students also study the work of prominent artists and architects and learn how to describe artworks using visual language. Through KS3 students begin to develop their proficiency in the handling of different materials, and their skills in writing about art and artists using technical vocabulary. Access to a wide range of techniques and processes further encourages them to discover their own unique talents, interests and voice. This prepares them for KS4 where the focus for GCSE begins to become more self-directed, and students are encouraged to develop their artistic interests with more independence, following their own inspiration, ideas, and lines of enquiry.
Sequencing of Content
KS2 & 3: Generating ideas, Making, Evaluating and
Knowledge and Understanding.
KS4: Develop, Record, Refine and Present.
Numeracy, literacy and communication:
Literacy is embedded into art lessons through opportunities for group and individual reading, with texts selected to enhance learning through cross-curricular links to other subjects such as geography, history and science. Students learn vocabulary and technical terms related to art and design.
Retrieval Practice
Click to view Art Statement
Click to go back to subjects
Art Curriculum Statement
Art Curriculum Statement
Often pupils arrive at Hopewell with low confidence in their creative ability and may have had a negative experience of art lessons in the past. Gaps in their education mean that pupils may have had a lack of exposure to many artistic materials and processes. Some pupils find aspects of the creative process that require patience, resilience, self-reflection, coordination and fine motor skills particularly challenging, and these can prove to be barriers to learning.
At Hopewell the art room is seen as a safe space for pupils to participate, explore and share their creativity through an engaging, fun and inclusive curriculum. Lessons are planned to nurture individual interests and needs, to foster positive experiences, and build confidence through the celebration of each pupil's creativity and achievements. Pupils are exposed to a wide range of artistic materials, processes and art-makers from which to draw inspiration from. An emphasis is placed on engagement in process rather than on outcomes alone in order to foster a 'can do' approach to learning. Experimentation and exploration is encouraged, and lessons are carefully pitched, providing the right level of challenge for each pupil in order to build their confidence and resilience.
KS2 and KS3 both cover the core threads of generating ideas, making, evaluating and knowledge and understanding. In KS4 students cover the AQA GCSE syllabus with 4 assessment objectives - Develop, Record, Refine and Present.
Art and design is sequenced so that pupils are introduced to a broad range of materials and working methods in KS2. This is to encourage their enthusiasm and participation in the subject, enabling them to discover their personal strengths and interests. Pupils also study the work of prominent artists and architects and learn how to describe artworks using visual language.
Through KS3 pupils begin to develop their proficiency in the handling of different materials, and their skills in writing about art and artists using technical vocabulary. Access to a wide range of techniques and processes further encourages them to discover their own unique talents, interests and voice.
This prepares them for KS4 where the focus for GCSE begins to become more self-directed, and pupils are encouraged to develop their artistic interests with more independence, following their own inspiration, ideas, and lines of enquiry.