Art

Intent

“Art is a place for children to learn to trust their ideas, themselves, and to explore what is possible.”

Maryann F. Kohl

Introduction:

The Bishop Chadwick Trust is committed to maintain and develop the Catholic Education in the areas served by its schools. The message of ‘Christ Centred, faith enlightened’ is held at the core of our curriculum vision here at St. Anthony’s Girls’ Catholic Academy Art Department. This requires our department to be a place where the entire community encounter a transformative love and trust, which ultimately determines and guides all we do to empower our young women.

The purpose of Art and Photography education at St. Anthony’s Girls’ Catholic Academy is to inspire future generations of creative people who have an understanding, passion and want to better themselves and the world around them through a range of creative outlets, some known and others awaiting to be discovered and developed. We know from all those who internally, and externally, review the work of our school that our students are cheerful, creative, conscientious and confident. Employers regularly tell us that our students are professional and act with honesty and integrity. Our school has been very successful with numerous external accreditations, for the community and the individuals within it, over many decades. Our staff and students very much feel part of our Mercy community.

As a department our aim is to offer a stimulating and exciting educational environment in which students of all abilities are offered a comparable range of artistic opportunities and feel comfortable to excel with their creative endeavours. We strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities throughout our curriculum. Our Art and Design curriculum is high quality, well thought out and is planned to demonstrate progression. This can be clearly evidenced in our Implementation documents, which clearly reflect the planned curriculum on offer in all years and the impact can be seen in a multitude of ways outlined below:

“Art has the role in education of helping children become like themselves instead of more like everyone else”

Sydney Gurewitz Clemens

Art and Photography Curriculum Video

Overview of Whole Curriculum:

Art and Design learning is loved by teachers and pupils across school. This is clear from the working atmosphere in the department and through conversation with staff, students, parents, governors and other stakeholders
Both staff and students are always keen to learn new skills and keep practices contemporary and fresh. We strive for perfection at all times and encourage motivation and aspiration by embracing challenge and change. This can be evidenced in our adaptive teaching, continual review and updating of teaching topics and CPD development linked to skills and subject knowledge
Teachers have high expectations of all students and quality evidence can be seen in sketchbooks and portfolio’s of work. Staff have both high academic and pastoral beliefs for all students. We believe that achievement is in part academic success linked to final grading which is reflective of student effort and committed progress over time, but also that students become well rounded individuals and responsible citizens
Students creative work often contains cross-curricular links, and helps them to express feelings and emotions, as well as show their knowledge and understanding of key practical skills. This enables students to have a positive impact within their family, friendship groups, school/college, university, the workplace and the wider community. The process of creativity is also very mindful and can aid in students ability to concentrate, destress and improve appreciation and observation of the world around them. This also has clear links to the moral, spiritual, social and cultural development of students, and in turn links to students own cultural capital and social mobility
Staff in the Art and Photography department support subject specific literacy and numeracy for all our students to help them succeed in their studies and they aim to holistically develop the gifts and talents of each individual within a caring, compassionate, charitable and challenging Christian environment. Evidence of this can be found in the multitude of engaging and supportive resources produced by departmental staff and used regularly in class as well as literacy focussed tasks and tiered vocabulary
All students explore and use technical vocabulary accurately and pupils are expected to know, apply and understand the matters, skills and processes specified
Students become more confident in analysing their work and applying constructive feedback and opinion to their own and others work
Our teaching and learning programmes support our students to know, understand and be able to retrieve more knowledge about the worlds of Art and Photography and to achieve subject fluency, enabling them to grow and develop as creative people. Students are regularly asked to consider what, how and why in relation to a given lesson or task. These objectives are also linked to our Trust wide assessment success criteria at three key levels, surface, deep and transfer
Students become competent in improving their resilience and perseverance by continually evaluating and improving their work
Classroom displays reflect the children’s sense of pride in their artwork and this is also demonstrated by creative outcomes and displays across the school and on social media platforms/websites
The department celebrates student’s creativity in Art and Photography through awards, culminating in the Antonian Awards evening and demonstrates the subject’s high status in the school, with outcomes, enhancing the indoor environment of the school
Interviewing the pupils about their learning (pupil voice) is a key component of departmental life and staff value the feedback given and will adjust work as appropriate to meet the needs of learners
Summative and formative assessment occurs regularly in line with whole school policy and calendar. The department is always keen to set up a mutual dialogue with students through the use of directed assessment time, to give students the opportunity to ask questions and for staff to challenge any misconceptions. This helps pupils set clear, achievable targets and understand progress both in relation to their own work and that of others
Our wide-ranging and broad-based curriculum offers a variety of extended curricular opportunities and events, for all, such as competitions, after school clubs, educational visits and exhibitions of work both internally and within our local community
Moderation meetings occur regularly where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. This happen within our school and the wider Trust
Successful seasons of results at both GCSE and A Level in Fine Art and Photography and many successful trends linked to student’s attainment
Uptake of Art and Photography at both GCSE and A Level continues to be healthy and an area of growth for the department. We welcome students from a variety of previous schools and feedback about our working methods and ultimate grading is very positive
Students overall are ambitious and often look to pursue opportunities within the creative sector. Our curriculum helps our students to develop the detailed knowledge and skills required to progress to the next stage of education, employment or training and become active citizens long after their education at St. Anthony’s Girls’ Catholic Academy.
The Art curriculum enriches students understanding of the world around them, carrying cultural capital and in turn aiding social mobility
We believe that all students have creative potential and that is it the job of our staff to design the right vehicle in which students can fully explore the world of Art and Photography without compromise. We believe that, regardless of option choices, students should leave their art education with an understanding of the importance art plays in everyday life and to appreciate its worth and impact upon their wider context.
Excellence in Art and Photography can be reflected in a learner who has enjoyed their art/photography classes finding them fun and engaging, who has explored and experimented with a range of materials/techniques/processes with success but who has also had time to learn from this process and correct misconceptions through staff guidance/facilitation, who can recall key information both contextual and linked to working skills and practices, who is able to record accurately in both written and visual form their intentions, who is able to realise intentions to an intended or high standard and who can ultimately evaluate their ongoing progress continuing to pursue excellence by being a reflective learner

Everyone in our school community and department is aware of what it means to be an Antonian: to pursue excellence, to build community, to show concern for those who may be disadvantaged and to particularly support the education of women and girls. We have definitely had an impact within this “city by the sea”, and well beyond it, since we were founded in 1904. We are confident that our distinctive ethos will continue to have a big impact as it is carried forward by future generations of creative Antonian’s and powerful, independent women.

“Inhale possibility, exhale creativity”

Laura Jaworski

Overview of KS3:

Our KS3 curriculum builds upon the KS1 and KS2 Art foundation of our feeder schools. The Art curriculum at KS1 and KS2 has been developed by Subject Leaders from Trust Secondary Schools in conjunction with our Primary school leads and partners. This is to ensure consistency and that Art is appreciated and explored from a young age, with key skills being recalled throughout a student’s education, from KS1 to KS5. This allows for refinement of skill and technical ability at all ages
Our KS3 curriculum spans Year 7, Year 8 and Year 9 at St. Anthony’s Girls’ Catholic Academy. Students are encouraged to explore a range of projects, skills, materials and contexts within the KS3 framework
Each year group within KS3 has its own ‘Intent’ statement attached to the start of the implementation plans. The department endeavours to make transparent its full intention across each key stage, informed by critical writing, experience and critical feedback. Each Year group has a set of ‘Guiding Principles’ and clear end points related to skills developments within projects and key phases/modules.
Our aim as a department is to ensure we add to an enriched curriculum where Art is considered central to student development and not a peripheral subject. Art learning is not confined to the parameters of the classroom
Planning at KS3 is robust and considered (see implementation document for further details). Lessons are sequenced in response to artistic development linked to the formal elements of Art (Line, Shape/Form, Tone, Texture/Pattern, Colour and Space). In essence we aim to give all students the opportunity to explore and manipulate all of the formal elements to best effect, in turn producing outcomes that are interesting, fun and of a high quality
Recall and scaffolding is used to aid learners reflective processes. Our curriculum reflects our local context both in terms of practical tasks linked to local ideas/landmarks and projects but also responds to wider community issues linked to literacy, for example
As a department we set ambitious goals for all of our learners. Students identified as vulnerable, disadvantaged or with SEND requirements are also able to access our curriculum. The curriculum is not reduced or curtailed for these students, but rather, staff seek ways of improving the provision for students to access lessons

“The purpose of arts education is not to produce more artists, though that is a by-product. The real purpose of arts education is to create complete human beings capable of leading successful and productive lives in a free society”

Dana Gioia

Overview of KS4:

Our KS4 curriculum’s in Art and Photography are built to respond to the needs of the exam board assessment objectives of:
AO1 – Develop ideas through investigations, demonstrating critical understanding of sources
AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
AO3 – Record ideas, observations and insights relevant to intentions as work progresses
AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
The curriculum also builds upon and is clearly linked to the development of the formal elements in Art and Photography (Line, Shape/Form, Tone, Texture/Pattern, Colour and Space). This dovetails with the KS1, KS2 and KS3 curriculums
The curriculum has been developed with the advice of exam board representatives and other external bodies who’s aim is to deliver the best form of art education whilst simultaneously allowing learners to achieve their full potential reflected in high quality grading, progress and overall performance/attainment
The curriculums hosts many opportunities for personal artistic development and opportunities, culminating in a project devised entirely by students based upon their subject interests and strengths to maximise engagement and quality of outcome
Planning at KS4 is robust and considered (see implementation document for further details). Lessons are sequenced in response to artistic/photographic development linked to the formal elements of Art and demands of the exam board. In essence we aim to give all students the opportunity to explore and manipulate all of the formal elements to best effect, whilst responding in a personal manner to the assessment criteria of the exam board, realising outcomes that are personal, fun and of a high quality
Recall and scaffolding is used to aid learners reflective processes. As a department we set ambitious goals for all of our learners. Students identified as vulnerable, disadvantaged or with SEND requirements are also able to access our curriculum. The curriculum is not reduced or curtailed for these students, but rather, staff seek ways of improving the provision for students to access lessons
Extra-curricular opportunities are frequent and engaging including educational visits, opportunities for extra learning, entry into competitions and exhibitions both internal and external

“You cannot use up creativity. The more you use it, the more you have.”

Maya Angelou

Overview of KS5:

Our KS5 curriculum’s in Art and Photography are built to respond to the needs of the exam board assessment objectives of:
AO1 – Develop ideas through sustained and focussed investigations informed by contextual and other sources, demonstrating analytical and critical understanding
AO2 – Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops
AO3 – Record ideas, observations and insights relevant to intentions reflecting critically on work and progress
AO4 – Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements
The curriculum also builds upon and is clearly linked to the development of the formal elements in Art and Photography (Line, Shape/Form, Tone, Texture/Pattern, Colour and Space). This dovetails with the KS1, KS2, KS3 and KS4 curriculums
The curriculum has been developed with the advice of exam board representatives and other external bodies who’s aim is to deliver the best form of art education whilst simultaneously allowing learners to achieve their full potential reflected in high quality grading, progress and overall performance/attainment
The curriculums hosts many opportunities for personal artistic development and opportunities, culminating in a project devised entirely by students based upon their subject interests and strengths to maximise engagement and quality of outcome
Planning at KS5 is robust and considered (see implementation document for further details). Lessons are sequenced in response to artistic/photographic development linked to the formal elements of Art and demands of the exam board. In essence we aim to give all students the opportunity to explore and manipulate all of the formal elements to best effect, whilst responding in a personal manner to the assessment criteria of the exam board, realising outcomes that are personal, fun and of a high quality
Recall and scaffolding is used to aid learners reflective processes. As a department we set ambitious goals for all of our learners. Students identified as vulnerable, disadvantaged or with SEND requirements are also able to access our curriculum. The curriculum is not reduced or curtailed for these students, but rather, staff seek ways of improving the provision for students to access lessons
Extra-curricular opportunities are frequent and engaging including educational visits, opportunities for extra learning, entry into competitions and exhibitions both internal and external
Employability is embedded across all curriculums but refined at KS5 with the introduction of portfolio advice/development, personal statement advice/CV development, Interview preparation and opportunities for working outside of the classroom in relation to local and national workshops, often linked to practical tasks as well as UCAS advice. It is also not uncommon for students to communicate with teaching staff when requiring reference for future jobs/positions beyond their school time. Staff are always more than willing to help with this

“As I’ve said many times before, arts education is not a luxury, it’s a necessity. It’s really the air many of these kids breathe. It’s how we get kids excited about getting up and going to school in the morning. It’s how we get them to take ownership of their future.”

Michelle Obama

Curriculum Impact:

The Art and Photography Department at St. Anthony’s Girls’ Catholic Academy considers the greatest impact of the curriculum to be high rates of pupil progress in:

Artistic and Photographic knowledge and understanding through the exploration and manipulation of specific disciplinary skills, materials, techniques and processes
Understanding of the subject matter through enquiry into skills, material manipulation and historical contextual movements linked to critical comparisons, including traditional, modern and contemporary practitioners
The application of observational, practical, modelling, experimental and problem solving skills, in a range of environments and linked to a variety of contexts and creative opportunities
The use and outcomes associated with both mathematical and literacy based tasks, including the use of key vocabulary
Open ended discussions around Art and Photographic practices including the most valuable form of discussion, questioning and verbal feedback/dialogue
The ability to reflect and evaluate progress, learning from experimentation and refining skills over time, challenging and correcting any misconceptions
The understanding and importance of Art and Photography in education, students next steps and future career development and life.

“Creativity is contagious, pass it on.”

Albert Einstein

Basis/Reference for our Intent document:

The statements in this document have been based on answering the following key questions about our curriculums and the work of M Bromley:

What are the desired outcomes of our curriculum?
What does excellence look like for our students?
What does moral, social, spiritual and cultural development mean/look like to our pupils?
What does employability mean to our pupils? How can we support this through creative education?
What do we believe about our pupils, their potential and their future destiny? How does this translate into our departmental workings/practices?
How can we ensure high expectations – and high challenge – for all pupils?
What is the purpose of Art education in our school?

Implementation

Year 7 – 11 Art Curriculum Map

Year 10 – 11 Photography Curriculum Map

Year 12 – 13 Art & Photography Curriculum Map

Year 7 -13 Art and Photography Progression Models

Photography Website Links