Art

Intent 

The Art curriculum at the College is designed to develop students’ technical skills, creativity, conceptual understanding, and ability to communicate meaning visually. From Years 7–13, students progress from foundational techniques in drawing, painting, and sculpture, to GCSE and IB level projects requiring independence, critical thinking, and personal expression. 

Key aims across the stages: 

• Years 7–9 (KS3-MYP): Build fundamental skills in drawing, painting, sculpture, pattern, perspective, and visual analysis. Develop confidence, observational skills, and creative problem-solving through structured projects. 
• Years 10–11 (KS4/GCSE): Prepare students for assessment-driven projects, teaching them how to explore media, document their process, and communicate intentions effectively. Component 1 (“Reflections”) develops breadth and skill knowledge; Component 2 (Externally Set Assignment) develops depth and independent decision-making. 
• Years 12–13 (KS5/IB DP): Encourage students to explore personal themes and undertake self-initiated, in-depth projects, encompassing the three IB components: Art Making inquiries portfolio, connection study (SL) or Artists project (HL) and final outcome. Provide scaffolding for independent learning while promoting conceptual and technical mastery. 

Implementation 

A consistent and varied set of teaching approaches ensures progression and engagement across all years: 

Core Teaching Approaches (Years 7–13): 

• Lecture and direct instruction 
• Modelling and live modelling 
• Low-stakes quizzing and self-quizzing 
• Scaffolding and guided questioning 
• Drilling techniques and enquiry-based learning 
• Expeditionary and experiential projects 
• Pair/group collaboration 
• Personalized learning and project-based learning 
• Active learning strategies 

By stage: 

• Years 7–9 (KS3-MYP): Projects focus on skill development, observational drawing, abstraction, and experimentation with media. Students progressively apply knowledge to increasingly complex tasks. 
• Years 10–11 (KS4/GCSE): 
  • Reflections (Component 1): Students explore a wide range of skills and media to produce a structured project aligned to assessment objectives. This provides foundational knowledge for Component 2. 
  • Externally Set Assignment (Component 2): Students produce a timed, independent project following GCSE assessment criteria. Focus is on demonstrating development of ideas, refining through experimentation, and technical skill via creativity.
• Years 12–13 (KS5/IB DP):
  • Mood: Introduces students to IB Visual Arts requirements, facilities, and assessment structure. Encourages experimentation with media and conceptual development. 
  • Self-Initiated Project: Students independently pursue a thematic project addressing all three IB components. Teacher guidance is provided through individual tutorials, structured worksheets, and written feedback on a regular basis.

Impact

The curriculum ensures that students: 

• Develop technical and conceptual mastery: Through cumulative skill-building and increasingly complex projects, students acquire confidence with media, techniques, and artistic concepts. 
• Enhance critical thinking and creativity: Across all stages, students are encouraged to analyze, experiment, and reflect on their own work and that of others. 
• Build independence and project management skills: KS4 and KS5 projects emphasize independent planning, research, and execution, preparing students for future academic and professional pursuits. 
• Prepare for progression: Skills and knowledge gained at KS3 support success at GCSE and IB level, while IB projects further develop higher-order thinking, research, and self-directed learning essential for higher education or art careers. 
• Achieve measurable outcomes: Assessment-aligned projects in GCSE and IB allow students to demonstrate their skills and conceptual understanding, ensuring they are well-prepared for formal evaluations and real-world artistic practice. 
• Experience holistic learning: The integration of collaborative work, expeditionary learning, and cross-disciplinary projects ensures students develop communication, reflection, and teamwork skills alongside artistic proficiency.