Intent Statement

"Nurturing creative expression"​

At St Andrew's, the Art Department is committed to nurturing creative expression and providing a stimulating and inclusive learning environment that fosters curiosity, skill and an appreciation for the Arts in all their forms. Our curriculum intent is centred around the following key areas:

​

1. Values and Character

We structure our taught themes to include our school's core beliefs and values of trust, resilience, patience, compassion and kindness by teaching units of work that touch upon the importance of family and what that might look like in the 21st century, taking responsibility for ourselves and our choices, the importance of education as well as tackling sensitive subjects such as inclusion, diversity, mental health, ethics and values and cultural heritage.

​

2. Reflective Practice

The skills students acquire allow them to use their arts skills to reflect and explore projects and conceptual ideas in greater depth. Students are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. We have designed an interleaved curriculum that takes into account the need for literacy within the Arts subjects, the refinement of skills and the contextual understanding of British values and the wider world.

​

3. Creative Curiosity

Our objective at St Andrew's is to develop curiosity, as well as an understanding and acceptance of the validity and importance of all types of creativity, and an unbiased respect for the role that the Arts may play in any person's life. We are committed to ensuring our young men understand the value and importance of the Arts in the wider community.

​

4. Cultural Understanding

We use art as a medium to understand the world around us and to unlock thoughts and emotions, whilst taking into account other cultural customs and traditions. This then enhances students' personal, social and emotional development, encouraging a more empathetic viewpoint of their peers and the local community.

​

By embracing these key areas, we strive to equip our students with the creative skills, confidence and cultural understanding to express themselves and engage with the world around them, fostering their personal, social and emotional growth.

Key Stage 3

The Art curriculum at KS3 is based upon the learning of skills via the formal elements. Project themes are interleaved to allow the development, consolidation and extension of skills alongside the teaching of 20th century and contemporary artists, craftspeople and designers. In Year 7 we begin by teaching colour theory and mark-making in colour with a focus on British values and identity through the work of David Hockney. Moving onto the Hundertwasser project, consolidating knowledge on colour theory and introducing 3D relief construction skills by looking at architecture and eco design. Then finally, the Insect project that consolidates knowledge of drawing and mark-making and extends 3D skills, creating a fully 3D insect from wire with a focus on the contemporary artist Rosalind Monks.

​

In Year 8 we begin by revisiting colour theory and 3D construction skills through the 'Day of the Dead' project. This project introduces students to world cultural identities. Moving on to the Bold Design project with a focus on British female artists, consolidating and extending understanding of colour theory and British design and lettering. Then finally, the Portrait project that consolidates and extends their drawing and mark-making skills and understanding of proportion and scale, with a focus on Van Gogh and Frida Kahlo, extending students' understanding of identity through portraiture and symbolism.

​

In Year 9 the main focus throughout the year is Pop Art. We begin with the Oldenburg cake project, extending students' 3D construction skills with a focus on fast/junk food and consumerism. Moving on to Lichtenstein portraits with a focus on comic strips, bold colour, pattern and outlines. This project also touches upon the portrayal and roles of females in the 50s/60s societies and how this has changed, and revisits British values and the emerging cultural and youth identities, drawing parallels with current issues.

Art - Key stage 4

Students explore, through a range of two-dimensional and/or three-dimensional processes and media, practical application of skills and relevant critical and contextual sources such as the work of contemporary artists, craftspeople and designers and the different purposes, intentions and functions of art, craft and design as appropriate to their own work. Students will create a minimum of two extended projects that will make up the coursework portfolio of work. All projects have different starting points and themes are wide enough to inspire and encourage a range of individual artistic tastes and will encourage students to work independently and explore their ideas.

Photography - Key stage 4

Students are required to work in one or more area(s) of photography. Our current curriculum allows students to work in the following areas: portraiture, location photography, studio photography and experimental imagery. We cover two extended coursework projects during Years 10 and 11 which allow for a range of personal responses from students. The course starts with an introduction to Photoshop, developing students' skills in image making and manipulation which prepares them for the course. Following projects are based upon Surrealism, Structures and Product Photography. We incorporate contextual sources from 20th century and contemporary photographers, whose work inspires students to produce individual creative responses.