Art and Design

Intent 

At Academy 360 we aim to develop and nurture a love of Art and equip children with the knowledge and skills to experiment, invent and create their own works of art, craft and designs. We want out children to develop as artists, craftspeople, artisans and designers, developing art knowledge and skills. Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of Art and Design. They should also know how art and design reflect and shape our history, and contribute to the cultures, creativity and wealth of our nation. 

We want children to think and behave like an artist; to use the vocabulary of an artist, developing a fundamental appreciation of art, to create and see a beauty in a range of art forms and to consider art more deeply, evaluating and analysing creative works of the language of art, craft and design particularly when presented in an abstract form (disciplinary knowledge). We want children to produce creative work, exploring their ideas and recording their experiences, and to become more proficient in drawing, painting and sculpture and other techniques. We want our children to use their imagination, creativity and experiences to produce their own work (practical knowledge). Also, we want our children to know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms (theoretical work).  

It is important as a school we recognise that we are not looking for children to just replicate a piece of artwork. We want our children to be ‘inspired’ by works of art, artists and techniques in order to make choices about what they create. 

Implementation 

Art comes in many forms; drama, dance poetry, craft, painting, sketching, digital art, music, mixed media and sculpture to name but a few. It has the ability to be weaved throughout the curriculum and we do not under-estimate its importance. Research suggest that the arts develop creativity, a core prerequisite of innovative mindsets, communicative attitudes and problem solving; it seems obvious that the skills of ‘creating’ is fundamental to the development of solutions. Furthermore, the teaching and learning of art has been proven to have a positive impact on handwriting, social skills and overall well-being.  

The National Curriculum for art aims to ensure that all pupils:  

1. Produce creative work, exploring their ideas and recording their experiences 

2. Become proficient in drawing, painting, sculpture and other at, craft and design techniques 

3. Evaluate and analyse creative works using the language of art, craft and design 

4. Know about great artists, craft makers and designers, and understand the historical cultural development of their art forms 

We believe that art should develop children with the following essential characteristics to help them become artists:  

1. To develop a knowledge and understanding of other artists, craft makers and designers 

2. The ability to use artistic language to express themselves (for example, line, shape, pattern, colour, texture, form). 

3. The ability to explore and invent marks, develop and deconstruct ideas and communicate through drawing in 2D, 3D or digital media.  

4. The ability to use their knowledge and understanding of different media and art forms to inform and inspire their practice; selecting and using materials, processes and techniques skilfully. 

5. The ability to draw confidently and adventurously from observation memory and imagination.  

6. The ability to reflect on, analyse and critically evaluate their own work and that of others.  

7. To have a passion for and a commitment to the subject. 

Our curriculum covers key aspects as prescribed in the National Curriculum and uses inspiration from a wide range of artists from across the world and from different time periods to engage and inspire our pupils to develop their own skills and ingenuity. Our curriculum covers three key time periods in art history;  

Traditional artists such as Gullio Clovio, Lavina Teelinc and the great potters of the Ancient Greek era. This art is part of a culture of a group of people and contains skills and knowledge which are passed down through generations from master craftsmen to apprentices. This is generally art with classical techniques such in drawing, painting and sculpture.  

Modern artists such as LS Lowry and Norman Cornish, who created art produced during the period extending roughly from the 1860’s to the 1970’s and denotes the styles and philosophies of the art produced during that era.  

Contemporary artists such as Yinka Shonibare and Lee Jeffries who produce art that is of the present day. Usually, these artists are alive and often still making work. This art is often about the ideas and concepts behind it rather that solely for its aesthetic purposes. 

After learning about a particular artist, children will invest time in developing their art skills in that area, with a clear progression of skills seen in their sketch books. At then end of the unit, children will plan and create a final piece of art inspired by that artist and reflect on the skills they have developed throughout the unit. Academy 360 provides our children with regular opportunities to share their creations with the school and the wider community. 

How we support SEN pupils in Art 

In our primary school, Art lessons are fully inclusive and carefully planned to support pupils with special educational needs and disabilities (SEND). Learning is adapted so that all children can participate and succeed, with flexible outcomes that value creativity, effort, and personal progress. Teachers use clear instructions, visual prompts, and practical demonstrations to support understanding, alongside hands-on, multi-sensory activities that engage and motivate learners. A range of adapted resources is available to support individual needs, and structured routines help pupils feel confident and secure. Where appropriate, teaching assistants provide targeted support, encouraging independence, communication, and self-esteem in a calm, nurturing environment. 

Technology further enhances accessibility through assistive features on iPads, allowing SEND pupils to engage with content independently and confidently. 

How we support vulnerable pupils in Art  

In our school, Art plays an important role in supporting vulnerable and disadvantaged pupils by providing a safe, inclusive, and expressive learning environment. Art lessons offer children opportunities to build confidence, express emotions, and develop a sense of achievement through creative activities. Teachers ensure all pupils have equal access to high-quality resources and experiences, removing barriers to participation where needed. Learning is carefully structured with clear expectations, encouragement, and positive reinforcement, helping pupils to feel valued and supported. Through creative exploration, collaboration, and celebration of individual outcomes, Art lessons promote wellbeing, resilience, and engagement for all learners. 

How Art relates to skills builder   

Art in Academy 360 strongly supports the Skills Builder framework by developing essential life skills through creative learning: 

• Listening: Pupils listen carefully to instructions, demonstrations, and feedback to understand techniques and expectations. 

• Speaking: Children discuss ideas, explain creative choices, and talk about their artwork with confidence. 

• Creativity: Art encourages pupils to generate original ideas, experiment with materials, and think imaginatively. 

• Problem-solving: Pupils explore how to improve their work, overcome challenges, and adapt techniques. 

• Teamwork: Collaborative projects and shared resources help pupils learn to work respectfully with others. 

• Leadership: Pupils may lead parts of activities, share skills, or support peers during lessons. 

These transferable skills are embedded within lessons, supporting pupils’ wider development and readiness for future learning. 

Impact 

Art learning is recorded in sketchbooks (Year 2 and beyond), this should typically evidence all four stages of generating ideas, making, knowledge and evaluation. We encourage our children to treat their sketchbooks like journals and their thoughts and learning are recorded in a format that they would like to use, for example using thought bubbles. Each child is unique and each sketchbook should be unique enabling children to develop their independence and creativity.  

Teachers assess children’s knowledge, understanding and skills in art by making observations of the children working during lessons. Feedback given to children by their peers or teachers is in the form of post-it notes or verbally so that their art is not marked during the process. Throughout the process children are encouraged to be critical of their own work, highlighting their own next steps.  

Lessons and activities are planned to include all children by using a range of approaches. This includes; questioning, use of equipment, and mixed ability grouping to enable children to offer peer support. Lessons are planned to facilitate the best possible outcome for all the children within the class. Collaborative work in art develops mutual respect for differing opinions, beliefs and abilities of others. In addition, children develop a respect for the environment, for their own health and safety and that of others. They learn to appreciate the value of similarities and differences and learn to show tolerance. A variety of experiences teaches them to appreciate that all people- and their views- are equally important. 

Art-Curriculum-Primary-2.pdf

Curriculum Intent – Art and Design 

At Academy 360 in Art and Design, we aim to give students the opportunity to master many practical skills over the course of key stage 3 and key stage 4.  We encourage them to develop, explore and record their own ideas whilst taking inspiration from great artists, craftspeople and designers.  We teach them to use the language of art, craft and design and critique their own work and that of others, including historical, cultural and contemporary pieces.  We also aim to deepen these connections independently through learning outside the classroom. 

We have organised our curriculum as a continuous learning journey that builds on the learning of KS2 and prepares pupils for life after A360 by teaching: 

• a range of techniques to record observations in sketchbooks and other media, as a basis for exploring ideas  

• a wide range of techniques and media, including painting  

• increasing proficiency in the handling of different materials  

• a range of techniques to critique their own work, and that of others, in order to strengthen the visual impact, or applications of their work  

• about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day. 

We have four Threshold Concepts that students revisit throughout their learning journey. These are; Mastering Practical Skills, developing ideas, taking inspirations and deepening connections.  

In year 7 we teach a Doorways project and the Formal Elements, as they are the building blocks used to create works of art and form the basis of the language of art.  Without this knowledge and understanding students find it difficult to make their own art or understand and discuss the work of others.  We cover a range of basic techniques, processes and media to give students a broad base from which to develop in subsequent years. 

In year 8 each of the projects (Surrealism and Landscapes) and their sub-topics build on and extend the skills, media, techniques and processes learnt through the Formal Elements in year 7.  Several new media are introduced to broaden students’ repertoire. 

In year 9 the Modern Portraiture project builds on and extends the skills, media, techniques and processes learnt in year 7 and year 8 whilst introducing additional ones to continue expanding students’ repertoires.  The project is structured to introduce more KS4 type approaches and prepare students for GCSE Fine Art and GCSE Photography. 

In year 10 we provide a range of creative, exciting and stimulating opportunities to develop and explore personal interests in art and design.  We teach skills through project work rooted in artists, art movements and cultures and students learn about a variety of media, techniques and processes.  This enables them to then develop their sustained project independently, which in turn prepares them for the externally set assignment in year 11. 

In year 11 students develop their sustained project independently, having experienced modelled projects in year 10, which prepares them for this and then the externally set assignment after Christmas. 

Contributing to our A360 Curriculum Intent in Art and Design, we contribute to our whole school intent by: 

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

Students who are disadvantaged, including those with multiple barriers, are actively considered in curriculum planning and sequencing to ensure equitable access, targeted support, and the best possible outcomes for all. 

Core artistic knowledge and practical skills are introduced in clear, manageable steps, with explicit teacher modelling and regular opportunities to revisit key techniques and concepts so every learner can progress confidently. Practical studio sessions are structured so all students can access materials, tools, and high quality resources, with tasks adapted to ensure everyone can participate successfully while still being appropriately challenged. Targeted support—such as scaffolded processes, teaching of technical vocabulary, visual demonstrations, and flexible grouping—helps students build secure foundations in safe studio practice, creative techniques, and understanding of artistic principles. 

Literacy Skills

Students develop strong literacy skills within Art and Photography through deliberate opportunities to read, write speak and listen using subject-specific vocabulary and language, enabling them to communicate and think critically with confidence. 

Literacy skills are woven throughout the Art curriculum, with key vocabulary, visual analysis language, and written tasks introduced in clear, manageable steps. Technical terms—such as those relating to materials, processes, formal elements, and artistic movements—are explicitly taught and revisited so students can confidently discuss and evaluate artwork. Reading tasks, including artist studies and contextual research, are carefully modelled to support accurate comprehension and critical engagement. Structured writing activities—such as annotation, reflective journals, and analytical responses—are scaffolded to help all learners articulate their creative intentions and evaluate outcomes effectively. Targeted support, including vocabulary teaching, sentence starters, visual prompts, and flexible grouping, enables every student to build strong subject pecific literacy that underpins both practical exploration and critical understanding in Art. 

Qualifications

Students leave our academy with excellent qualifications that give them a wide range of choices and opportunities as they move into the next stage of education and adult life. 

By offering GCSE courses in Fine Art, Photography and Art, Craft and Design, which feed into both academic and vocational post 16 routes. 

Strong Character

Students develop strong character traits that will support them to adapt and thrive in a rapidly changing world.

From our curriculum students gain valuable transferable skills. They develop problem solving, creative thinking, investigation, research, communication and teamwork skills, and gain the ability to develop, refine and present ideas. Employers and universities regard all of these highly. 

Physical and Mental Health

Our students develop their physical and mental health, alongside their intellectual growth. 

Arts activities can help our young people to overcome mental distress by allowing the expression of emotions, helping to manage and transform their emotions, distracting from their problems, facilitating social support and relationships and contributing to their identity. 

Cultural Experiences and Opportunities

Students have access to high-quality cultural experiences and extra-curricular opportunities.  

Students have the opportunity to participate in educational visits, residential visits and academy based clubs. 

Careers Information

Students engage with high-quality careers information and guidance across all key stages 

More people work in the creative industries than the finance industry! The creative industries generate £84.1 billion to the UK economy each year and employ over 2.8 million people. Unlike many industries, the creative industries have continued to grow and we share many opportunities with students, from displays to online events, to visits, to engagement with post 16 providers. 

British Values

Students have a highly developed understanding of the fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance 

We ensure that students are aware of and consider the views and values of others, particularly when working collaboratively. 

During projects and activities, students access tools and materials making sure they are following class rules. They know and understand the consequences of not following these rules. 

Students are given regular opportunities to make their own decisions and choices in their projects. Whilst making their own choices, they also know that there are boundaries and to respect these. 

When giving feedback, students are taught to be constructive and respectful of others’ feelings and viewpoints. 

We teach students to understand people have different views and opinions and that that these make them who they are. We encourage students to be tolerant to such views and opinions and apply these attitudes when working with those who have different faiths and beliefs. 

Protected Characteristics

Students have a strong understanding and appreciation of all protected characteristics, including race, gender, religion, disability and sexual orientation 

In art and design we work to ensure that our students know and understand that: 

• Everyone is welcome  

• Everyone is different 

• We celebrate our differences  

• We are all equal in our differences 

Click the link below to see our Secondary Art Curriculum

Curriculum-Overview-Art-and-Design-Secondary.pdf