Technologies Department: Curriculum Intent, Implementation and Impact
In art we strive to create thoughtful and confident young people prepared for the opportunities, responsibilities and experiences which they will encounter in adult life. As such, the curriculum is rooted in knowledge and skills for future learning and employment. Employability skills are communicated, promoted and tracked to enable staff to cumulatively embed knowledge and skills into the planning and delivery of sessions. Skills like collaboration, communication, confidence, planning, resilience and reflection are routinely experienced, promoted and supported. This helps to prepare students for the challenges of GCSE level qualifications like Arts Award at KS4.
Students are provided with opportunities to explore careers and pathways in the arts and develop their leadership skills through planning, delivering and reflecting on their own arts projects. Thus providing ample opportunity for targeted individual reflection of progress towards knowledge and skills.
All students are challenged to think, act and speak critically as practitioners would. Student progress is documented through both sketchbooks and online learning journals. Pupils are guided to interpret and find meaning and messages within pieces by artists, movements and themselves. They are provided with opportunities to experience the arts first hand ranging from spiritual, moral and cultural contexts.
Where possible every effort is made to link these opportunities to current local exhibitions or national focus. Students at KS3 and KS4 are provided with visits to local galleries like Kirkby and Tate Liverpool to take part in focused workshops and research. Some KS4 students use such visits to form links to professionals and provide them with insight and experience for planning, implementing and reflecting on their own exhibitions in school.
The subject aims to provide adequate balance of knowledge and skills for pupils to draw from within lessons and experiences. The arts, as a creative industry, is open to entry by students, ranging from potential career pathways and further study, to events like internal and external gallery submissions. In Art we recognise that knowledge underpins skills and that there is a critical symbiotic relationship between both. We define the knowledge needed by students.
We provide key concepts and vocabulary with specific examples related to the topic through knowledge organisers. Students use these to check understanding and inform their research and application of skills towards their designs and experimentations. As each step in the learning journey develops, we aim to incorporate a deeper understanding of prior learning.
In art we encourage conversation, discussion, critique and debate about the work of artists and movements. Through such methods we are able to work towards embedding and extending our students’ knowledge of concepts and principles, with appropriate language for discussing works of art. Students are expected to think, respond and create learning across the curriculum to achieve