Vision Statement and Curriculum Intent

Art and design is a fundamental means of investigating, recording and communicating experiences and feelings. It is concerned with the development of the whole child emotionally, aesthetically, spiritually, intellectually and socially.

‘As a department, we aim to develop pupils who are visually literate. We aim to do this by providing a challenging, disciplined and safe environment for high quality teaching and learning. This is achieved through creating an enjoyable and productive atmosphere for staff and pupils, where we strive to inspire and engage students to participate and achieve. This will enable all pupils to have the motivation, confidence, understanding, knowledge and confidence to make informed choices and choose to engage with the visual arts’

Art and design has its own visual language, a system of marks, symbols and conventions all of its own which must be learned systematically if skills, knowledge and understanding are to be developed in a coherent way. 

To assist young people in becoming ‘visually literate’ they need to become fluent in the use of this visual language they must first understand the specific elements of line, colour, tone, texture, form, shape and space and to be familiar with a wide variety of technical skills and media. 

Learning through art and design provides young people with a unique way of perceiving themselves and the world. The ability to see clearly and to draw, paint, model and handle the associated technical problems is essential in a world that relies increasingly on direct visual communication. A coordinated and sustained provision for the arts in the whole curriculum will enable the child to achieve this.

If pupils are to be helped to realise their full potential as learners, a full and balanced art and design education is essential because the process of making, in the arts, provides all young people with fundamental ways of formulating and communicating their own ideas and feelings about the world in which they live. It develops understanding of existing works in the arts, in all forms, gives them vivid access to the ideas, values and beliefs of other people and to some of the most pervasive achievements of human culture. 

Art and design education is concerned with the development of perception, physical and technical skills, awareness of cultural changes and differences and the ability to discriminate and make sensitive and informed judgments. 

Within the context of art and design the following are essential:

Pupils need to be:

  • Encouraged to work from a variety of contexts including self, home, school, local environment, the work of artists and designers both local, national and from a wider social and historical context.
  • Given opportunities for first-hand experience and to work in ways that are appropriate to their age and level of visual development.
  • Provided with sufficient time and opportunity to go out into the environment, to enjoy it, to respond to it and to learn from it in a positive way.
  • Provided with a wide variety of resources and stimulus including natural and made objects and artefacts, original works of art, craft and design, reproductions of art, slides and videos, contact with artists/craftsmen and designers.
  • Have the opportunity to work with a wide range of good quality materials in painting and drawing, three dimensional work including papier-mâché, clay, wood, card and paper and found materials; textiles including printing and various surface embellishments; printmaking including relief, block and screen printing.
  • Exposed to evocative and stimulating language used to describe feelings senses and emotions; contact with books and publications containing good quality illustrations, poems and stories.
  • Exposed to a variety of teaching and learning approaches including key experiences, closed tasks or projects and open projects.

Department Aims

The National Curriculum for Art and Design aims to ensure that all pupils: produce creative work, explore their ideas and record their experiences, become proficient in drawing, painting, sculpture and other art, craft and design techniques, evaluate and analyse creative works using the language of art, craft and design, know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

At Hexham Middle School we have carefully sequenced a broad and balanced curriculum offering pupils the opportunity to expand their awareness of themselves, the natural environment and to learn an appreciation of the diverse cultures that surround them. Pupils explore ideas and meanings in the work of crafts people, artists and designers. Lessons underpinned by Art History expand pupil’s awareness of the diverse roles and functions of the creative industries in contemporary life.

At Hexham Middle School we strive to achieve this in the following ways:

  1. Develop visual literacy, confidence and competence in reading and evaluating visual images. To develop pupils’ ability to communicate ideas, opinions and feelings about their own work and that of others
  2. Provide the widest possible range of experiences through which the child can gain confidence, self-esteem, knowledge and enjoyment, and from which they can become an active and valued adult
  3. Build a thriving, dynamic environment where creative ideas can grow and questions and experimentation can occur naturally.
  4. Contribute to the aesthetic development of the whole school in all visual areas. To integrate with other areas of the curriculum and to enrich and reinforce learning throughout the school.
  5. Respond thoughtfully, critically and imaginatively to ideas, images and objects of many kinds and from many cultures.
  6. Develop pupils’ aesthetic sensibilities and to enable them to make informed judgments about art. To find enjoyment and pleasure from looking, responding and creating.
  7. Provide the opportunity to work towards the Arts Council accredited ‘Bronze Award,’ in addition to opportunities to exhibit their work within both the school environment and in professional gallery contexts.

Key Stage 2

Many of the topics in Years 5 and 6 are skills-based where pupils learn about the elements of art with a focus on drawing. Pupils build up confidence and independence by using a variety of processes and investigating different types of media. Pupils achieve excellence by retaining focus of attention, learning how to take pride in their work and by presenting their outcomes well. Many artistic elements and creative techniques are revisited throughout the diverse projects offered at HMS during KS2. Progress can be seen clearly throughout their sketchbooks and in the realization of final artwork.

KS2 Key Objectives

  • Pupils develop their skills in the use of techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
  • Pupils maintain and contribute to sketch books to record their observations through drawing and use them to review and revisit ideas
  • Pupils improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, chalk pastel, paint, mixed-media) to create interesting outcomes and artwork.
  • Pupils learn about great artists, crafts people and designers from around the world and throughout history.

Key Stage 3

In Years 7 and 8, pupils build upon the knowledge and skills they have learnt previously. Extended projects help students refine the elements of art and design to achieve final outcomes in a variety of media and materials. It is evident that pupils have more confidence by the time they are in KS3. There is focus on our whole school values and pupils becoming more independent in their learning. By the time pupils are ready to go to the high school, they are confident individuals that are equipped with the relevant skills and knowledge to pursue this subject further if they choose.

KS3 Key Objectives

  • Pupils develop their creativity and ideas, and increase proficiency in their execution. Pupils develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.
  • Underpinned by the rigor of drawing pupils use a range of techniques to record their observations in sketchbooks, log-books and through homework activities as a basis for exploring their ideas. Pupils use a range of techniques and media, including drawing, painting and 3D-making to increase their proficiency in the handling of different materials.
  • Pupils analyze and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work.
  • Pupils embed their knowledge in a deeper understanding of the history of art, craft, design and architecture, including major movements.

Sequence of Learning

Autumn Term 1

Drawing from Observation

Main Focus

  • Pupils taught to develop their techniques
  • Develop their control and use of materials
  • Create sketchbooks to record their observations

Forms of Assessment

  • Accuracy when drawing using enlargement techniques
  • Drawing in proportion and at appropriate scale
  • Success criteria for each drawing activity

Autumn Term 2

Drawing from Observation

Main Focus

  • Pupils taught to develop their techniques
  • Develop their control and use of materials
  • Create sketchbooks to record their observations

Forms of Assessment

  • TLFs to encourage self-peer evaluation
  • Working collaboratively to develop outcomes
  • Using a range of media to realise artistic ideas

Spring Term 1

Drawing from Observation

Main Focus

  • Use sketchbooks to review and revisit ideas
  • Improve their mastery of art and design techniques

Forms of Assessment

  • Self and peer-evaluation
  • Success criteria for each activity (beginning to use shading and colour)
  • Final Outcome Assessment based on application of control and mastery when drawing

Spring Term 2

Colour/Colour Theory

Main Focus

  • Taught to develop their techniques
  • Develop their control and use of materials
  • learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

Forms of Assessment

  • Basic understanding of colour and colour mixing
  • Success criteria for each colour activity
  • TLF to encourage self-peer evaluation
  • Developing a sensitivity to colour
  • A basic understanding of hue and saturation
  • Produce work in the style of artists and movements
  • Research basic facts about an artist
  • Assessment of planned outcome

Summer Term 1

Colour/Colour Theory

Main Focus

  • Develop their creativity and ideas increase proficiency in their execution
  • Develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work

Forms of Assessment

  • TLF to encourage self-peer evaluation
  • Final Outcome Assessment reflecting skills in colour and its application
  • Success criteria for each colour theory activity
  • Understanding of colour wheel
  • Primary and Secondary colours and how to mix them

Summer Term 2

Personal Project based on skills learnt previously

Main Focus

  • Analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

Forms of Assessment

  • Wider-World understanding of art and design
  • Success criteria for personal project idea activity
  • TLF to encourage self-peer evaluation
  • Final Outcome Assessment

Autumn Term 1

Texture

Main Focus

  • Use a range of techniques to record their observations in sketchbooks, journals and other media
  • To use a range of techniques and media, including painting
  • Increase their proficiency in the handling of different materials

Forms of Assessment

  • Building up skills using different media
  • How to draw using correct equipment
  • How to draw from observation using shape and form
  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation

Autumn Term 2

Texture

Main Focus

  • Develop their creativity and ideas increase proficiency in their execution
  • Develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work

Forms of Assessment

  • How to draw using line, tone and texture
  • Line drawings
  • Success criteria for each material exploration activity
  • How produce work in the style of artists and movements
  • TLF to encourage self-peer evaluation

Spring Term 1

Texture

Main Focus

  • Learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present date

Forms of Assessment

  • TLF to encourage self-peer evaluation
  • Success criteria for GOND activity
  • Experiment with found materials and paint
  • Research facts about an artist
  • Final Outcome Assessment

Spring Term 2

Ceramics: Texture

Main Focus

  • Analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

Forms of Assessment

  • Success criteria for personal project activity
  • Accurately produce work in the style of artists and movements
  • Evaluate own work, visually adapting and improving work
  • TLF to encourage self-peer evaluation

Summer Term 1

Ceramics: Texture

Main Focus

  • Record ideas, observations and insights relevant to intentions as work progresses.

Forms of Assessment

  • TLF to encourage self-peer evaluation
  • Clay as a medium and its properties
  • Success criteria for refinement of personal project activity
  • How to produce a 3-D form

Summer Term 2

Final Project: Ceramics and Texture

Main Focus

  • Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Forms of Assessment

  • TLF to encourage self-peer evaluation
  • How to produce accurate and detailed line drawings
  • Success criteria for each drawing activity
  • Key characteristics of different artists’ work and art movements
  • Techniques used to shape clay
  • Final Outcome Assessment

Autumn Term 1

Repeating Pattern

Main Focus

  • Taught to develop their techniques
  • Including their control and their use of materials, with creativity, experimentation
  • Create sketch books to record their observations

Forms of Assessment

  • How to add colour neatly and with some skill
  • Tessellating shapes
  • Success criteria for each drawing activity
  • Drawing accurately from observation using shape, tone and texture
  • TLF to encourage self-peer evaluation

Autumn Term 2

Repeating Pattern

Main Focus

  • Improve their mastery of art and design techniques including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay)

Forms of Assessment

  • Using watercolour paints
  • Blending and shading
  • How to produce detailed line drawings
  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation

Spring Term 1

Repeating Pattern

Main Focus

  • Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Forms of Assessment

  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation
  • Accurately produce work in the style of artists and movements
  • Evaluate own work, visually adapting and improving work
  • Identify primary, secondary and tertiary colours and explain how to mix them, and describe complementary and harmonious colours
  • Research facts about an artist
  • Final Outcome Assessment

Spring Term 2

Impressionist and Symbolist; based on the Isle of the Dead

Main Focus

  • Increasing awareness of different kinds of art, craft and design
  • Knowledge of great artists, architects and designers in history.
  • Use sketchbooks to start developing ideas

Forms of Assessment

  • TLF to encourage self-peer evaluation
  • Draw accurately from observation
  • Visually adapting and refining work to improve it
  • Recognise and use key characteristics of different artists’ work and art movements
  • Success criteria for each drawing activity

Summer Term 1

Impressionist and Symbolist; based on the Isle of the Dead

Main Focus

  • Use sketchbooks to review and revisit ideas
  • Learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day
  • Improve their mastery of art and design techniques including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint wax scraper board)

Forms of Assessment

  • Use tools and equipment, showing accuracy and precision
  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation

Summer Term 2

Impressionist and Symbolist; based on the Isle of the Dead

Main Focus

  • Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Forms of Assessment

  • TLF to encourage self-peer evaluation
  • Use tools and equipment with confidence when working with scraperboard techniques
  • Success criteria for each drawing activity
  • Final Outcome Assessment

Autumn Term 1

Portrait: Stanley Spencer

Main Focus

  • Learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

Forms of Assessment

  • Success criteria for each drawing activity
  • Proportions of the face
  • How to draw accurately from observation using tone and texture
  • How to draw accurately using various media, adding tone and texture
  • TLF to encourage self-peer evaluation

Autumn Term 2

Portrait: Stanley Spencer

Main Focus

  • Use a range of techniques to record their observations in sketchbooks, journals and other media
  • To use a range of techniques and media, including painting
  • Increase their proficiency in the handling of different materials

Forms of Assessment

  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation
  • Mixing tints and shades
  • How to draw accurately from observation using shape and form
  • Use soft pastels, blending and shading accurately
  • Final Outcome Assessment

Spring Term 1

Portrait: Lucian Freud

Main Focus

  • Develop their creativity and ideas increase proficiency in their execution
  • Develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work
  • Analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

Forms of Assessment

  • Produce accurate and detailed line drawings
  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation
  • Evaluate my own work, visually adapting and refining work to improve it
  • Research an artist and produce a detailed information page about them, analysing their work using technical and subject specific language

Spring Term 2

Identity: Frida Kahlo

Main Focus

  • Develop ideas through investigations, demonstrating critical understanding of sources.

Forms of Assessment

  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation
  • Recognise and use key characteristics of different artists’ work and art movements

Summer Term 1

Identity: Chuck Close

Main Focus

  • Record ideas, observations and insights relevant to intentions as work progresses.

Forms of Assessment

  • Success criteria for each drawing activity
  • TLF to encourage self-peer evaluation
  • Draw accurately from observation using tone and texture

Summer Term 2

Identity: Personal Project

Main Focus

  • Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Forms of Assessment

  • How artists portray themselves
  • Similarities and differences in artists’ work
  • Final Outcome Assessment