Art
Curriculum Intent
At Hayes School, our commitment is to provide moments of joy, support pupils to thrive beyond our gates, and nurture community and character through a curriculum that is conceptual, inclusive and responsive. Our values — kindness, endeavour, inclusivity and responsibility — shape every aspect of this curriculum. They ensure that every pupil, particularly the most disadvantaged and vulnerable, is known, supported and challenged to achieve highly and to flourish in school and beyond.
Purpose
Art, Craft and Design embody some of the highest forms of human creativity.
At Hayes School we are committed to delivering a high-quality Art and Design education that continually inspires and challenges. Our purpose is to equip our young artists, designers, crafts men and women with the knowledge, skills and confidence to develop, experiment, record in order to realize their creative intentions through the media of drawing, painting, photography, sculpture and textiles. We actively promote critical and analytical thinking in order that our pupils develop a rigorous understanding of the role art and design play in society. Through the study of artistic genres and artists from past and present both male and female, we develop a culture where our pupils appreciate how art and design can both reflect and shape our history.
We aim to equip them with the necessary skills to leave Hayes School and progress to universities and art colleges where they will successfully contribute to the culture, creativity and wealth of our nation.
Specification Information
GCSE AQA Art and Design
GCSE AQA Art and Design (Textiles)
A Level AQA Art and Design
A Level AQA Art Photography
Academic end points |
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Year 7
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By the end of Year 7 students will build core technical knowledge and artistic, analytical thinking skills needed to successfully progress into Year 8. Students will focus on 2D and 3D formal elements within art exploring line, tone, light and dark, contrast, shape, form, texture, pattern and colour. They will work from primary and secondary sources to create drawings, paintings and sculptures. They will create observational drawings and colour work using the foundational skills of basic shapes and forms to create complex and accurate images. They will learn the properties of media and materials and how to manipulate them. They will research, write and discuss the work of other artists both historical and contemporary. They will learn how to appreciate art form other cultures and genres. |
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Year 8 |
By the end of Year 8 students will have studied one-and two-point perspective. Students will have gained knowledge and understanding of the theory and practise of creating 3D perspective in a flat space. Through the second year of Key Stage 3 students will have worked in a wide variety of media and materials through a range of artistic techniques and processes. Students will have learnt how to appreciate the working methods of an array of contemporary male and female artists as well as artists from the past. Students will have been able to explore ideas around their own life experiences culminating in several personalised outcomes. |
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Year 9
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By the end of Year 9 students will have expanded on their core technical knowledge and artistic, analytical thinking skills needed to successfully progress onto our GCSE Art/Textiles programmes building skills that will be needed to be successful at KS4 and beyond. Students will continue to focus on 2D and 3D formal elements within art exploring line, tone, light and dark, contrast, shape, form, texture, pattern and colour through portraiture. They will learn to understand facial proportions and value. They will develop an understanding of proportions and accuracy via a guided self-portrait project. They will develop a series of personal 2D and 3D responses via structured drawings applying previous knowledge of colour theory to create final outcomes. They will be introduced to acrylic paint. They will research, write and discuss the work of other artists both historical and contemporary. They will earn how to appreciate art form other cultures and genres. |
| GCSE Art and Design | GCSE Textiles | |
| Year 10 | By the end of Year 10 students will have worked through 4 course work themes including Organic Mechanic, Ian Murphy, Ceramics and begun their own personal A5 sketchbooks. They will have created artwork through exploring a wide range of media, materials and processes including experimental drawing, painting, sculpture, papier mache, paper pulp, clay work, ceramics, photography, printmaking, and mixed. | Year 10 students build a strong foundation in textile techniques and processes, learning how to work creatively with methods such as weaving, printing, embroidery, batik, appliqué, collage and pattern cutting. They study a wide range of historical and contemporary textile artists and designers, using this research to develop ideas and make meaningful connections within their own work. Students learn to refine their practice by experimenting with materials, media and processes, recording observations and developing ideas through sketchbooks and personal investigations. They produce individual textile outcomes that demonstrate increasing technical skill, creativity and understanding of visual language. Throughout the year, students engage in critique, discussion and reflection, strengthening their ability to analyse artwork and evaluate their own progress. By the end of the course, they can produce personal, well‑developed textile responses that meet GCSE assessment objectives and show confident mastery of textile design. |
| Year 11 |
By the end of Year 11 students will have completed: Component 1: Course work 60% working through 6 course work themes and completing their own personal A5 sketchbooks. Component 2: The Externally set examination 40% and created a body of artwork of one A3 and one A4 and one A5 sketchbooks with 6-7 major final 2D/3D outcomes. They will have shown evidence of having explored a wide range of media, materials and processes including experimental drawing, painting, sculpture, papier Mache, paper pulp, clay work, ceramics, photography, printmaking, and mixed media. |
Year 11 textiles students complete Component 1 coursework, producing four themed projects and six final outcomes that demonstrate confident use of a wide range of textile materials and processes. Across the year, they develop sustained investigations through sketchbooks, refining ideas and techniques in response to themes such as A Moment in Time, Felting Still Life, Reconstruction, Nature and Portraiture. Students show increasing technical mastery through embroidery, felting, sewing, mixed media, printing and textile construction, applying these processes creatively and purposefully. They also complete Component 2, the externally set exam, producing a substantial body of artwork that evidences independent planning, experimentation and personal response. Throughout the course, students strengthen their ability to analyse artists’ work, make meaningful connections and present resolved textile outcomes that meet AQA assessment objectives. By the end of Year 11, they demonstrate a mature, individual textile practice and a comprehensive portfolio that reflects both breadth and depth across techniques, themes and creative intentions. |
| A Level Art and Design | A Level Art Photography | |
| Year 12 |
By the end of Year 12 students will have partially completed: Component 1: Course work 60% working through a Summer Bridging Unit, an Abstract Teacher led theme in the Autumn term of Year 12, and a 3,000-word essay. From Spring 1 to Summer 2, students will have shown evidence of having explored a wide range of media, materials and processes including experimental drawing, painting, textiles techniques and processes, sculpture, paper pulp, clay work, ceramics, photography, printmaking, and mixed media through the introductory theme of ABSTRACTION. Students will be introduced to a variety of experiences that explore a range of two-dimensional and/or three-dimensional media, processes and techniques. They will be made aware of both traditional and new media. Students will have explored the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their work where appropriate. Students will have explored relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making processes. Students' responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions. |
Students in Year 12 will develop a strong understanding of photographic techniques and processes, including camera operation, exposure, composition, lighting, darkroom practice and digital image editing. They learn how to investigate and analyse the work of photographers and artists, using critical and contextual research to inform and develop their own creative ideas. Students build technical knowledge of photographic vocabulary and concepts such as aperture, shutter speed, ISO, depth of field, focal length and visual composition. Throughout the course, they explore personal themes and projects, refining their ability to communicate meaning, emotion and ideas through photographic images. They also learn how to present, evaluate and justify their work through written analysis, sketchbooks, visual investigations and an extended essay. |
| Year 13 | By the end of Year 13 students will have fully completed Component 1: The Personal Investigation worth 60% and Component 2: The externally set assignment worth 40%. Students will have completed several A3, A4 and A5 sketchbooks and several major final responses as well as a 3,000-word essay linked to their art practise for Component 1. | Students following Year 13 A Level Photography build upon their technical skills to complete an independent Personal Investigation and externally assessed project, demonstrating confidence in developing and refining personal ideas. They deepen their understanding of photographic processes, including studio lighting, darkroom techniques, digital editing, photomontage, double exposure and the purposeful use of visual language. Students critically analyse the work of photographers and other visual sources, making informed connections between contextual research and their own creative practice. They develop advanced skills in evaluation, written communication and academic research through the production of a substantial essay alongside their practical work. Throughout the year, students create sustained, personal and meaningful photographic outcomes that demonstrate independence, creativity and a sophisticated understanding of the A Level assessment objectives. |
