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Curriculum Mission Statement

At Sandhill View Academy we believe that studying an arts subject is perfect for pupils who are happy to explore ideas in a creative way. Pupils learn how to work with others in a team as well as figure out problems independently. In the arts there is never a ‘right or wrong’ answer. Students are awarded up a quarter of marks at GCSE level for experimenting with ideas! This approach allows students to develop resilience and patience whilst they learn how to develop their skills in painting, drawing, photography and sculpture. We believe that it is vital for students to work with practising artists and photographers which is why we take our GCSE groups on several visits outside of school throughout the course as well invite people from the arts sector in to school to teach workshops and advise on careers.

The creative industries in this country are growing fast and currently 1 in 12 jobs (2.8million in 2016) are filled with adults from an art and design background. The arts provide a skill set which is attractive to employers from all industries. Students will expand their knowledge of contemporary issues and current affairs and discover ways they can discuss and portray their own ideas in a variety of materials to express their identity and views with their coursework.

Progression | Further/Higher Education and Careers

Are you wondering how you can express your creativity and love of art into a professional career? While pursuing an art career typically requires formal education, hard work, dedication and talent, there are many different types of professional opportunities in this field. When you take the time to consider the wide variety of art careers that exist, there’s a good chance that you’ll find a few options that just might suit you perfectly.

A GCSE in art or photography can lead onto a whole host of further education courses such as: computer games design, animation, 3D Design, Architecture, Fashion, fine art, photography and ceramics. These courses and many more are available to study in the north-east at A Level, diploma and degree level.

Your photography GCSE can support you in a variety of career pathways. For example, you may be interested in hair dressing, beauty or model making. You can document your hobbies into a portfolio in your photography coursework. This portfolio could be used in interviews for courses in further education or for apprenticeships.

Curriculum/Course Overview

Art & Design
KS3 & 4 Half Term 1 Half Term 2 Term 2 Term 3
Year 7

Show off your drawing skills!(Baseline test 3 weeks)

Exploding Drawings! (perspective drawing and painting)

Portraiture (mark making and skilled drawing)

Childhood (mixed media 2D)

Childhood: My idea

Year 8

Pop Art Packaging (3D project)

Pop Art Portraits (2D grid drawing and painting/photo editing)

Loui Jover (experimental watercolour work)

Jover: My Idea

Year 9

Graffiti Lettering (Photoshop, typography, drawing and painting)

Banksy (drawing, painting,stencils)

My Identity (Tattoos and photography in response to a theme)

My Identity (Stitch drawings and photography)

Who is KAWS?(Drawing, painting and sculpture)

KAWS: My idea

Year 10

Portraits: Shepard Fairey and Florian Nicolle artist exploration

Personal response and individual artist research in response to portraits

What is sculpture?

Visit to Yorkshire sculpture park to inspire own ideas

Year 11

What is sculpture?

My Idea

Exam: papers issued in January


KS 4 Half Term 1 Half Term 2 Term 2 Term 3
Year 9

All about me: Photo Challenge

Typography: creating the alphabet

January blues project: making people smile with words.


Creating photos which portray a message linked by current issues

Who is KAWS?

(Drawing, painting and sculpture)

KAWS: My idea

Year 10

Fantastic and strange: Hands: John Coplans

Fantastic and strange: Hands: Tim Booth

Fantastic and strange: exploring artists and photographers

My Idea


Visit to Yorkshire sculpture park Human cloning and movement in photography


Year 11


Exam: papers issued in January

How the subject supports pupils in making progress

At Key stage 3 students are taught skills which enable them to be prepared for further study at Key stage 4. Pupils explore paintings and portraiture as well as developing their mark making skills. Year Eight students use the Pop Art movement to inspire ‘supersized’ packaging and pop portraits before moving onto experimental watercolour work inspired by Australian artist Loui Jover. Homework is issued to prepare students for what takes place in the lesson and allows them more time to develop artistic skills in their own time.

At Key Stage 4 we art and photography courses for pupils to build on knowledge from years 7 and 8.

In ‘AQA Art and Design GCSE’ Year Nine will tackle Graffiti art, Identity (mixed media project) and Portraiture. Year Tens develop the ‘My Identity’ topic (with links to graffiti and contemporary art and photography) as well as analysing Sculpture. Finally in Year Eleven sculpture is pursued further (by making personal responses) with mock exam projects linked to the sculpture theme. Exam papers will be issued in January allowing 3 months of preparation for a ten-hour exam in April.

Alternatively we offer ‘AQA Art: Photography GCSE’ where Year Nines will be challenged with a photo project all about themselves before studying graffiti, animation and film. Year Ten students continue the photo challenge along with the theme ‘Fantastic and Strange’. Finally in Year Eleven, movement within film and photography is explored before a ten-hour exam in April with three months of preparation allowed.

KS3 and KS4 follow an assessment structure which encourages experimentation of ideas and pupils will receive a mix of self, peer and teacher feedback in each lesson to make progress.

Assessment & Feedback

Art and Design/Photography: Programme of study: Key Stage 4

Students are assessed using 4 assessment objectives at KS4.

60% is coursework (Two projects)

40% is externally set task

(One independent project, 10 hours of unaided ‘exam’ time)

Students study a variety of skills including drawing and painting, printing techniques, mixed media work (such as collage and stitch), photo editing, moviemaking and sculpture.


Expected Standard – Year 7

  • Working towards expected standard

    • Experiment with a variety of drawing materials to create marks and attempts at linear form creating both 3D and 2D shapes. The ability to apply tone to drawings may be limited and unrealistic.
    • Understand what observational drawing is and has a range of drawings from both secondary and primary sources. Drawings from imagination rather than observation may be evident.
    • Works with a variety of textures, colours, photo editing software and mark making materials in response to an artist and can make links between their work and that of others both verbally and in their sketchbook
  • Working at expected standard

    • Experiment and refine observational work with a variety of drawing materials to create marks. Can create 3D and 2D shapes with careful application of tone and use of perspective.
    • Observational drawings and secondary drawings show a link to independent work at home to develop drawing skills and are clearly inspired by the work of artists. Students can describe the process used and they can explain why this is important when generating ideas.
    • Understanding of colour wheel (primary, secondary and tertiary colours) and application of this within work.
    • Artist research sheets include experimental and accurate copies of the work with written analysis linked to the artist using similar materials to them, applying control. Students show a link to the artist in their own work.
    • Selection of appropriate resources to develop a final response insured by independent work.
  • Working beyond expected standard

    • Thoughtfully select appropriate resources through extensive experimentation with materials to exploit the qualities of the media to develop a high quality final piece.
    • Confidently analyse and select sources from different artists and cultures to influence the design of final piece to include new ideas and independent planning.
    • Realistic tonal drawing and painting is achieved through experimentation and reviewing artistic studies and mark making. Final pieces have been carefully considered and planned via extensive research.
    • Written and verbal analysis of artistic techniques, including how it can be identified with personal taste and how this can influence own designs
    • Colour theory is understood and applied to painting to improve final outcomes.

Expected Standard – Year 8

  • Working towards expected standard

    • Works with purpose to create 2D and 3D responses to the work of artists and themes.
    • Records ideas, plans, thoughts and sketches in a sketchbook to show how they have been inspired by the work of artists to improve their final outcome
    • Attempt to apply technical understanding of drawing and painting: gridding up to scale, painting to apply tone, observational drawing using guidelines and measurement, correct use of colour.
    • Explain the purpose of their work and that of others to create expressive and individualised work.
  • Working at expected standard

    • Clear improved accuracy when drawing from both secondary and primary sources. Technical drawing shows use of measurement and guidelines, tonal work is applied carefully with appropriate materials in wet and dry materials.
    • Follows a sequence of design steps to carefully consider the process of a final outcome, using various drawings, computer software, plans and artist research to inspire a final piece.
    • Students can safely model in 3D using appropriate materials to replicate the design process.
    • Creates imaginative responses to reflect their own society and interests.
    • Can apply control when applying watercolour paint and can also paint to express emotion. This can be linked to appropriate artists and expressed verbally and in written format.
  • Working beyond expected standard

    • Engages in purposeful and open ended research into artists and themes which results in creative and personal responses to the project
    • Applies control when creating realistic replicas of artists/designers work using correct measurement, tonal use of paint and pencil and correct use of colour theory
    • Uses a variety of sources to document work: photo editing/paint/collage/drawing, the process is documented in a sketchbook and is clearly annotated to describe the process. This can also be verbally communicated to suggest how artists and designers have influenced ideas.

For more information please refer to our Age Expected Levels for Art & Photography


Mrs G Roche: Subject leader

Mrs Roche has worked at Sandhill View School for 8 years and has developed both art and photography courses to suite all abilities. She works closely with art teachers and galleries across the North East to develop and adapt lessons to support and challenge our students.

Mrs E Johnson: Teacher of art/ SMSC co-ordinator

Mrs Johnson has taught at the Academy for 3 years across the key stages. She is also responsible for planning tutor time activities and Social, Moral, Spiritual and Culture (SMSC) events across the school. She is passionate about promoting discussion through artwork.

Useful Links

• https://uk.pinterest.com/

• http://www.studentartguide.com/

• http://creativejourneyuk.org/

• http://jobs.lovetoknow.com/career-fields/list-art-careers