Art at BCCS equips our students with the knowledge and skills to record, explore, experiment, invent and create their own works of art, craft and design. Our curriculum design engages, inspires and challenges our students, making them question and appreciate what they see in the world around them. From the outset in year 7 we reinforce that art is for everyone. We believe, and instil this in our students, that access to making and being creative is a human right and central to wellbeing. Our curriculum is designed not just to prepare our students for an exciting career in the creative industries but also to instil a love of art and a desire to engage with it into adulthood. 

Our students are taught about and introduced to wide ranging and diverse historical and contemporary artists and movements through practical exploration.This knowledge supports and places practical learning in context and is designed to inspire students and to be culturally and socially diverse. Our curriculum places understanding of how and why artists, craftspeople and designers work at its heart. We want our students to understand that art is a live practice and that it influences every aspect of their lives.

We focus the learning in lessons around the creative process, teaching students explicitly how exploring, experimenting and testing fit into the ‘big picture’ of their learning and encourage risk taking with processes, media and techniques. Through reflection and discussion our students build their confidence in a plethora of media and specialisms, allowing them to make appropriate and effective choices as they work. We believe that knowledge and understanding is reinforced through the making process and that embracing artistic ‘mistakes’ allows children to grow personally and artistically.

We have chosen to teach textiles under the art curriculum umbrella so that students have the opportunity to experiment and explore in the same way as they do in art. We want students to learn confidence and skill in a wide range of processes and media manipulation before embarking on more complex construction projects from Y9 onwards. We ultimately aim to foster inquisitive minds regarding the potential in making art.

Art at BCCS equips our students with the knowledge and skills to record, explore, experiment, invent and create their own works of art, craft and design. Our curriculum design engages, inspires and challenges our students, making them question and appreciate what they see in the world around them. From the outset in year 7 we reinforce that art is for everyone. We believe, and instil this in our students, that access to making and being creative is a human right and central to wellbeing. Our curriculum is designed not just to prepare our students for an exciting career in the creative industries but also to instil a love of art and a desire to engage with it into adulthood. 

Our students are taught about and introduced to wide ranging and diverse historical and contemporary artists and movements through practical exploration.This knowledge supports and places practical learning in context and is designed to inspire students and to be culturally and socially diverse. Our curriculum places understanding of how and why artists, craftspeople and designers work at its heart. We want our students to understand that art is a live practice and that it influences every aspect of their lives.

We focus the learning in lessons around the creative process, teaching students explicitly how exploring, experimenting and testing fit into the ‘big picture’ of their learning and encourage risk taking with processes, media and techniques. Through reflection and discussion our students build their confidence in a plethora of media and specialisms, allowing them to make appropriate and effective choices as they work. We believe that knowledge and understanding is reinforced through the making process and that embracing artistic ‘mistakes’ allows children to grow personally and artistically.

We have chosen to teach textiles under the art curriculum umbrella so that students have the opportunity to experiment and explore in the same way as they do in art. We want students to learn confidence and skill in a wide range of processes and media manipulation before embarking on more complex construction projects from Y9 onwards. We ultimately aim to foster inquisitive minds regarding the potential in making art.

Art & Design Curriculum 

Our teachers foster a calm and purposeful learning environment that allows all students to make progress. Silent starts are used to recap and review prior concepts and encourage hard thinking. Teachers use ‘live marking’ continually in art lessons, giving both individual and group feedback through targeted questioning, highlighting exemplar practice and addressing misconceptions as they arise.Teachers have high expectations of behaviour and quality of work and make timely interventions in both as appropriate. They know their students and how they learn best, adapting their delivery, resources and support as needed.

Students know and understand the ‘big picture’ for their learning in art/textiles lessons. This is supported through visual project overview sheets that provide details of the key learning areas for students at the start. They demonstrate pride in their work through their sketchbook presentation, and work with increasing confidence and independence as they progress through the key stages. Students are able to articulate what they are learning and how they need to develop and improve their skills. Students support and guide one another, when appropriate, and feel safe to seek support and guidance from others. Students contribute to class discussions about processes, techniques and contextual sources with increasing confidence as they move through the key stages.

Key Stage 3

Sketchbooks are maintained across years 7-9, allowing for a continual record of progress against starting points. Students are encouraged to self reflect from the outset and see their books as a place to explore, question and experiment. Books are referenced prior to data drops and reporting so that the most up to date information is provided to parents and students. Within lessons teachers stop the class at key moments and use questioning to assess understanding and progress. Powerful knowledge and key skills are checked regularly -  at the start of lessons and in plenary discussions. Teachers adapt and develop schemes for different classes (as learning progresses) taking into account progress and misconceptions. 

Key Stage 4 and 5

At KS4 and 5, work is live marked in lessons; this is the most immediate and effective way of providing feedback to pupils, ensuring that they make changes to their working practice. It is important that students understand whether they are on track to meet or exceed their target grades and therefore at least once every 6 weeks students are marked against their target grade and receive 1 of 4 statements - ‘Serious Concern’, ‘Working towards target grade’, Working at target grade’ or ‘Exceeding target grade’. Students are given comprehensive targets for how to improve and expected to act on them in support sessions. 

Also at KS5, once the Personal Investigation has started, a tutorial system is in place. Students will meet with their subject teacher at least once a week for an in depth discussion about their work, ideally led by them with the subject teacher facilitating. Targets are set, in agreement with the student, and checked at the next tutorial. Students are RAG graded at each tutorial so that underperformance across weeks, and teachers, can be easily identified and interventions made.

As students progress through KS3 and KS4, they will be able to think more critically and develop a more rigorous and full understanding of the world of art and design. Students will be taught the skills that underpin the ability to create; including drawing, painting, constructing, printing and, alongside this, the ability to select from these skills to make work that fulfils different needs and speaks to different audiences. Students will understand why art is made and how it is important in reflecting and shaping our history (and ourselves) and contributing to the culture, creativity and well being of our nation. 

KS3 - Our curriculum at KS3 will:

• Ignite a love of the subject through practical lessons that inspire and motivate students by introducing them to new and exciting ways of working, making, and developing ideas.
• Build up skills in recording, in its broadest sense, so that students have the artistic language to create and feel confident about their work.
• Give opportunities to work in different ways and with different media, so that the potential of art and its relevance to our world can be understood and to enable all students to feel success in their outcomes. 
• Provide students with an understanding of the GCSE curriculum, the way it is assessed and the relevance of the assessment objectives to skilful and considered making. 

KS4 - Our curriculum at KS4 will:

• Introduce students to a wide range of artists, designers and craftspeople so that they are aware of the potential for their work.
• Continue to develop a love of art through visits, trips and workshops that inspire and motivate our students.
• Ensure that key learning is based around the exam board assessment objectives so that students become more fully aware of the expectations for NEA work.
• Prepare students to be able to work independently by equipping them with a range of ways to record, explore, experiment, develop, refine and make their ideas.
• Personalise their learning through more individual choice over projects and influences. 

KS5 - Our curriculum at KS5 will:

• Develop a deeper understanding of the role of artist and designer in society and how this has changed over time.
• Expand students' understanding of contemporary art, enabling them to respond critically and analytically.
• Encourage play and risk taking as part of the creative process. 
• Prepare students for the increased complexity of skilful media manipulation and the thought process required to respond to and make art that meets the increased expectation at A level.
• Ensure that students produce personal and meaningful work devoid of pastiche. 
• Prepare students for entry to foundation courses and degree courses where necessary. 

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