7.88° scattered clouds
Navigate to the following curriculum areas using the topic buttons below:
Intent – What is Woodlane aiming to achieve through its Art curriculum
- To develop passion and enthusiasm for Art and Design.
- To develop skills using a range of media and materials.
- To learn about principle artist, craft makers and designers.
- To learn about some of the main periods in Art History.
- To be able to analyse the work of different artists.
- To be able to produce a personal response to an artist’s work or style of working.
- To recognise the impact and influence the Arts have on future generations.
- To ensure all pupils leave Woodlane with an Art and Design qualification which reflects the best of their ability.
Implementation – How is the Woodlane Art curriculum delivered?
- Pupils have full access to the Art and Design National Curriculum which is differentiated to meet pupils’ learning needs and styles.
- The Art and design curriculum is designed to be challenging, appropriate to each pupil’s stage of development.
- The Art Curriculum offers opportunities for cross-curricula learning, to ensure pupils make significant personal development, including:
- art activities during theme days;
- computer programs such as Photoshop;
- educational visits;
- design and technology technical drawing;
- use of a wide range of media to explore popular culture.
- The KS3 Art and Design curriculum is taught through 2.5 hours contact time (1.7 hours in year 9)
- The KS4 Art and Design curriculum is taught through 2.5 hours contact time per week
- The Art and Design curriculum is designed to build and expand on previous skills and subject knowledge, over a 5 year period. It also plans for opportunities for repetition to embed knowledge, increasing the chance of information recall and to integrate new knowledge into larger ideas (view our Art and Design curriculum map here).
- Typically 100% of Woodlane pupils achieve a GCSE in Art and Design.
- Where pupils are unable to access the GCSE qualification they will undertake an Entry Level Certificate in Art.
- We recognise and celebrate the impact/benefits of Art and all pupils will continue their Art studies into KS4, this is compulsory.
- We provide additional extra-curricular activities, including:
- lunchtime Art sessions;
- after school GCSE Art club.
Teaching and Learning
- Our pupils are taught by transition teachers in Year 7 and subject specialists from Year 8 to Year 11.
- The Art and Design curriculum is differentiated broadly into 3 levels of challenge, ‘all’, ‘most’ and ‘some’. Further differentiation and personalisation is implemented when required.
- Art and Design homework is provided on a standardised format and is differentiated to provide the appropriate level of challenge (see here for further details).
- In Art we have a 3 tiered approach to supporting a pupil’s learning, including:
Universal – this is the teaching your child will receive from the Art and Design subject teachers and will include adaptations to match learning needs. All classes:
- are supported by a teaching assistant (TA);
- have a maximum of 10 pupils per class to ensure there is a high level of support available from the teacher and TA;
- are multi-sensory;
- are dyslexia friendly (click here for further details);
- integrate speech, language and communication support;
- are supported either directly or indirectly by speech and language therapists (click here for further details); and
Targeted – it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.
Interventions may include:
- practical support and resources are made available for pupils with physical impairments or difficulties;
- one to one support from specialist Art TA;
- structured introductory tasks for pupils who are encountering a media or material for the first time, designed to developed skills and consolidate understanding of the processes required; and
Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional in order to plan for the best possible learning outcomes for your child.
Pupils collate Pupil Achievement Books, where they showcase their best work and progress over time in Art and Design.
Our bespoke Flight Path is used to track the progress of pupils in Art and Design and determine expected outcomes from different starting points (click here for further details).
Art and Design teachers use a range of formative and summative assessment procedures to assess progress and attainment, including:
- daily marking (click here for teaching and learning policy);
- self/peer assessment;
- annual sketching/still life assessment;
- assessments throughout the year highlight areas of strength/ for improvement;
- informal/formal examinations; and
- B-Squared etc.
Impact – What difference is the Woodlane Art curriculum making on pupils?
- The vast majority of pupils meet or exceed their expected progress in Art and Design (click here for further details).
- The vast majority of pupils meet or exceed their expected outcomes in Art and Design (external qualifications) (click here for further details).
- The vast majority of pupils leave Woodlane with a GCSE in Art and Design. Many pupils meet mainstream entry requirements at post-16
- Pupils are well-prepared for the next stage of their education.
- Analysis of Art and Design outcomes and pupil progress indicates that there is little statistical significance between key groups. Where any small differences are identified strategies are implemented swiftly.
- Cross curricular Art activities are supported by skills learnt and developed in Art lessons. Skills are used in a variety of ways outside of Art lessons.
- Joint targeted interventions by the Art and SaLT teams ensure the spoken language aspects of the curriculum are personalised to each pupil based on the outcomes identified within their EHCPs.
* Please see annual SEF/SIP for further details.