Art & Photography

Curriculum Map – Art, Design & Photography
Key Stage 3	Content	Skills
Year 7 Artists make marks to draw our attention Art communicates in every sense Art has its own vocabulary shaped across time and space	Mark making on surfaces and in space Why and how artists make marks The benefits of experimentation and creative ‘play’ ‘Reading’ (and talking about) artist marks History of Art research How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Still life Expressive approaches- introducing colour and mixed media How art can impact upon all of our senses How works of art ‘speak’ in various ways Why words are not always sufficient to explain our experiences of art Portraits How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Memory, dreams, or hope. Structure and form-and words and art The visual elements of an artwork- the language and “grammar” we need to know How elements combine to communicate How artists “play” with visual language How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Sculpture	Formal elements Tone Mark making Shape Form Space Construction. Colour theory Drawing Painting Oil pastels Chalks Mixing media Introducing new skills, media and techniques. Development and refinement through: Analysis Exploration Experimentation Meaning Composition Context Creation
Year 8 Artists use and abuse tradition Artist's “play” with materials, ideas and failure Art engages head, hands, heart	Exploring (and “abusing”) a genre- portrait, landscape, still life Why and how different art movements/cultures develop particular art rules and conventions. Why and how artists ‘abuse’ established genres and traditions. How artists and artworks continually influence one another. How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Typography and Pattern Craft, design, and invention - the playful, purposeful and absurd How and why artists embrace 'purposeful ‘play’. The importance of creative risk-taking, trusting your intuition, making mistakes. The value of the ‘journey’ within art making – becoming lost, finding your way; trusting process; problem solving via materials. How to apply skills and knowledge to own work using critical thinking and creativity through the subject of World Cultures Artists sensitivities to – sensations of, relationships with – ideas, materials, feelings The varying degrees to which artists rely/have relied on their heads, hands, hearts How artists have / can engage with the world How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Location	Mixed media, 3D or relief, printing Pattern Teselation Symmetry Ratios Angles Growth mindset Resilience Embrace learning Introducing new skills, media and techniques. Development and refinement through: Analysis Exploration Experimentation Meaning Composition Context Creation Introducing new skills, media and techniques. Development and refinement through: Analysis Exploration Experimentation Meaning Composition Context Creation
Year 9 Art is not fixed in meaning, context is everything Art has value in unequal measures Art makes people powerful, for good and bad	A sense of place, mapping and movements Why meanings of art are subject to change How interpretations of art are shaped by knowledge, experiences and prejudices Artworks as evidence from a particular time, place, sequence of events/(inter)action How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Stories Balance and harmony – representation and abstraction Measuring the ‘value’ of art, in diverse ways How art histories (and values) are shaped, (Im)balanced, prejudiced, subject to change How and why art institutions are addressing inequalities and reconsidering art histories Issues of representation and abstraction How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Surrealism Speaking truth to power- socially engaged and issue-based work The role and expectations of an artist How art influences the thoughts and actions of others for good and for bad How art can be transformative; deployed to speak truth to power Independent learning preparation for KS4 Learning about artists, designers, and craftspeople from a range given, using knowledge, and understanding to create own unique outcomes How to apply skills and knowledge to own work using critical thinking and creativity through the subject of Politics	Independent learning projects on Cultural appreciation and artist intention Research Analysis Synthesis Application Development Refinement Creation Introducing new skills, media and techniques. Development and refinement through: Research Analysis Exploration Experimentation Application Synthesis Meaning Composition Context Creation Introducing new skills, media and techniques. Development and refinement through: Research Analysis Exploration Experimentation Application Synthesis Meaning Composition Context Creation
Key Stage 4 – Art GCSE Exam Board WJEC
Year 10	Baseline Skills based workshops Portfolio understanding how to respond to chosen stimulus Independent learning	AO 1 to 4: Contextual understanding; exploration and development of ideas, materials and techniques; recording ideas through a variety of forms and personal and meaningful responses.
Year 11	Mock Exam Prep, Real Exam Prep Personal responses to set questions and themes	AO 1 to 4: Contextual understanding; exploration and development of ideas, materials and techniques; recording ideas through a variety of forms and personal and meaningful responses.
Key Stage 4 – Photography GCSE Exam Board WJEC
Year 10	Learn basic camera setting skills Rules of composition and formal elements. Hand & Digital editing using Photoshop or equivalent. Studio and outdoor photoshoots. Portfolio prep – Understanding how to present work (digital and sketchbook), respond to a stimulus and create a personal response.	AO1 to 4: Contextual understanding; exploration and development of ideas, materials, and techniques; recording ideas through a variety of forms and personal and meaningful responses.
Year 11	Mock Exam Prep, Real Exam Prep Personal responses to set questions and themes	AO 1 to 4: Contextual understanding; exploration and development of ideas, materials and techniques; recording ideas through a variety of forms and personal and meaningful responses.

Art & Design @ BBS KS3

Intent: Art, Design and Photography at Burton Borough School, actively promotes original thinking and collaboration - independent and interdependent learning, making, problem-solving and more. Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative, and innovative; hence we embed creativity through our curriculum for our Burton Borough students.

Year 7

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

BASELINE DRAWING ASSESSMENT

Formal Elements - Building blocks for success in Art and Design

HT 1

What are the formal elements of Art?

How have other artists recorded their ideas and personal response using the formal elements?

All about me collage/drawing

A drawing of any still life object. (Glass, bottle, shoe) Add tone/mark making

A collage that shows understanding of one of the formal elements.

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing, and refining.

HT 2

What are the benefits of creative play?

Exploring different ways of recording the formal elements.

Skills building through drawing, painting, recording, mark making in response to the formal elements.

Evaluation of Formal elements

Research Artists who use colour within their work.

Takashi Murakami, Pop artists, Op Art, Fauves, Yayoi Katsuma, Wassily Kandinsky,

Michael Craig Martin, Patrick Caulfield, Anish Kapoor

Colour wheel/colour theory revision

Peer, self and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing, and refining.

Fantastic Fish

HT 3

J Vincent Scarpace – How does he use the formal elements in his work?

Explore how MC Escher uses pattern, texture and detail in this work.

Design a fish influenced by Scarpace and Zentangle patterns, exploring, line, shape, colour and considering composition.

Drawing of a marine creature showing use of tone, texture, mark making.

Research page on JVincent Scarpace

Compare the work of Escher and Scarpace

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing, and refining.

HT 4

Synthesis of skills and understanding to produce a 2D or 3D personal response to Fantastic Fish

Evaluation of project

Create a research page about Zentangle patterns

Peer, self, and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.

Growth mindset and seeing learning as a process of trying, developing, and refining.

Entomology - Insects

HT 5

How do artists interpret the world around them?

Students will produce a series of studies based around insects, revisiting the formal elements, line, tone, texture, colour.

Students will explore a range of materials and techniques linked to the artists.

Research Abby Diamond/Rosalind Monks/ Graham Sutherland/MC Escher/Ernst Haeckel, Levon Biss

A collage of different insects

Damian Hirst – Butterfly Mandala paintings. Do you think animals should be used to make art? Why?

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.

Growth mindset and seeing learning as a process of trying, developing, and refining.

HT 6

Personal response

Synthesis of skills and understanding to produce a 2D or 3D personal response to ‘Insects’

Evaluation of project

Design an insect by combining other insect parts. Add tone.

Plan a composition for final piece 2D/3D response.

Peer, self, and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing, and refining.

Art & Design @ BBS KS3

Year 8

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

BASELINE DRAWING ASSESSMENT - Retrieval of skills from year 7

Location - Site Place Position

HT 1

What’s in a Location?

Investigating Landscapes and townscapes.

How artists/art movements have approached this subject.

Experimenting with media, processes, and techniques.

Collage of amazing buildings from around the world

Research page of a Fauve artist /architect – focus on their use of colour, shape, form and line

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing, and refining.

HT 2

Personal response

Synthesis of skills and understanding to produce a 2D response to the theme of ‘Location’

Evaluation of project

Observational drawing your house/locality

Design a futuristic townscape/landscape 300 years into the future.

Peer, self and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing, and refining.

World Cultures and Diversity

HT 3

World Cultures and Diversity

What are the benefits of experimentation and creative play?

Students will use techniques to allow them to explore and replicate the patterns, textures, colours, lines and shapes found in World cultures.

Research one cultures traditions/artefacts linked to your project.

Make a page of drawings and collage about patterns from different cultures. African/Islamic/Mexican/Indian

Bring in objects to add to your 2D/3D response

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing, and refining.

HT 4

Personal response

Synthesis of skills and understanding to produce a 2D or 3D personal response to ‘World Culture and Diversity’.

Evaluation of project

Research 20^th artists use of their culture in their work

Esther Mahlangu, Chris Ofili, Klara Walker, Kehinde Whiley, Peter Blake,

Peer, self and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.

Growth mindset and seeing learning as a process of trying, developing, and refining.

Sweet Treats

HT 5

Looking at the way artists respond to sweets, cakes, biscuits.

Student will use gridded drawing method to record observations based on sweet treats.

Students will explore related media to respond to the work of artists Joel Penkman/ Wayne Thiebaud/ Sarah Graham/claes Oldenburg/Patianne Stevenson

Research page on the artist Joel Penkman

Drawing and Collage of sweet ‘treats’

Observational drawing of a chocolate/sweet wrapper or creased paper. Focus on tone, shape, form.

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.

Growth mindset and seeing learning as a process of trying, developing, and refining.

HT 6

Synthesis of skills and understanding to produce a 2D or 3D personal response to ‘sweet treats’

Evaluation of project

Compare the work Pattianne Stevenson cake sculptures and Claes Oldenburg food sculptures.

Peer, self and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.

Growth mindset and seeing learning as a process of trying, developing, and refining.

Art & Design @ BBS KS3

Year 9

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

BASELINE DRAWING ASSESSMENT – Retrieval of skills from year 8

Surrealism –The mind is a powerful tool

Half Term 1

What is Surrealism? Recording initial thoughts about what surreal means.

Research - Develop an understanding of Surrealism.

How did the surrealist generate their ideas?

Choose an artist from Surrealist art movement to research. Salvador Dali, Rene Magritte, Marc Chagall, Marcel Duchamp

Recall and record a recent dream. This may be written or images.

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 2

Explore different surrealism styles.

Explore a range of materials

Synthesis of skills and understanding to be shown in final art works

Evaluation of project

Idea collage/moodboard of images for surreal final piece.

Plan a final response influenced by Surrealism

Peer, self and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing and refining.

Celebrity Portraits – What makes a celebrity?

Half term 3

What is a portrait? What is a selfie?

Retrieval – tone, drawing, mark marking

How has the past influenced the present? Looking at portraits from the past comparing to celebs now. How are artists influenced by culture?

Recording a celebrity portrait.

Students will use a range of materials and techniques to draw their celebrity

Research a ‘traditional’ portrait artist and compare to a contemporary artist.

Kehinde Whiley, Frida Kahlo, Lisa Grue, Leonardo da vinci, Chris Ofili, Melissa Falconer, Ian MacArthur. graffiti artists, Grime art

A4 drawing of yourself/friend/family member

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 4

Produce a Celebrity portrait - Synthesis of skills, techniques and artists understanding to be shown in final art works, incorporating colours, typography, and pattern.

Evaluation of project

A collage of images/patterns/words linked to your chosen celebrity

Complete plan for a final response.

Peer, self and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing and refining.
Communication and collaboration

Protest Art - How can words have power?

Half term 5

What is protest art?

How can words change the world? People's opinions? Their beliefs?

Students to explore a range of political art/artists that use typography/images to make a statement. Record

Practise 3 different font styles based on their chosen ‘protest’ word/phrase’

Students will explore different fonts materials, compositions and colours

Research page about protest art/artists using creative presentation skills.

Barbara Kruger, Tracey Emin, Bob and Roberta Smith, Banksy, City Murals – public art Keith Haring,

Ai Wei Weu.

What do you ‘protest’ about. Mind map possible topics that you feel passionate about.

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 6

Begin to plan your ‘protest’ art using words only.

Synthesis of skills, techniques and understanding of artists to be shown in final personal response

Evaluation of project

Collect and collage ideas (colour, text, composition) for final protest art

Complete the plan for your final protest art

Evaluation of the project

Peer, self and teacher assessment

Knowledge and understanding of what, why and how artists record ideas.
Citizenship: understanding and appreciation of different ways of working in Art.
Growth mindset and seeing learning as a process of trying, developing and refining.

Art & Design @ BBS KS4
Intent: Art, Design and Photography at Burton Borough School, actively promotes original thinking and collaboration - independent and interdependent learning, making, problem-solving and more. Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative, and innovative; hence we embed creativity through our curriculum for our Burton Borough students.
Year 10	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
HT 1	How to fulfil your potential in Art and design Introduction to the course; showing graded examples of work and explain the assessment objective Where are we now and how to make great progress	Mind map and title page for coursework project 1 Artist research; facts opinions, images and drawing in an appropriate layout and presentation	Knowledge and understanding of what, why and how artists record ideas. Citizenship: understanding and appreciation of different ways of working in Art. Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 2	Synthesis of skills and understanding to be shown in final art works (AO2&4)	Final piece ideas in colour	Knowledge and understanding of what, why and how artists record ideas. Citizenship: understanding and appreciation of different ways of working in Art. Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 3	Coursework Sketchbook research, development, refinment and annotation What are the benefits of experimentation and creative play	Research multicultural masks Select and bring in found objects to add to your mask	Knowledge and understanding of what, why and how artists record ideas. Citizenship: understanding and appreciation of different ways of working in Art. Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 4	L4. Synthesis of skills and understanding to be shown in final art works (AO2&4)	Research 20^th century sculpture	Knowledge and understanding of what, why and how artists record ideas. Citizenship: understanding and appreciation of different ways of working in Art. Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 5	Skills workshops Targeted interventions New media and techniques new coursework project		Knowledge and understanding of what, why and how artists record ideas. Citizenship: understanding and appreciation of different ways of working in Art. Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 6	Synthesis of skills and understanding to be shown in final art works		Knowledge and understanding of what, why and how artists record ideas. Citizenship: understanding and appreciation of different ways of working in Art. Growth mindset and seeing learning as a process of trying, developing, and refining.

Art & Design @ BBS KS4
Intent: Art, Design and Photography at Burton Borough School, actively promotes original thinking and collaboration - independent and interdependent learning, making, problem-solving and more. Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative, and innovative; hence we embed creativity through our curriculum for our Burton Borough students.
Year 11	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
Half Term 1	Completing Portfolio project No.2 Synthesis of skills and understanding to be shown in final art works (AO2&4)	Mind map and title page for coursework project 1 Artist research; facts opinions, images and drawing in an appropriate layout and presentation Artist research	Creativity, problem solving, critical thinking, visual literacy, perseverance, collaboration and sharing good practice are embedded in the subject. Using technology and digital literacy to enhance and problem solve in creating ideas Growth mindset and seeing learning as a process of trying, developing, and refining.
Half Term 2	Mock exam paper released. Sketchbook preparation; research, development, refinement and annotation Mock exam final piece 10 hours	Take photo’s that relate to the title chosen on the exam paper and present them neatly and creatively in your sketchbook Collect Images from the internet and magazine and books that relate to your chosen title and present them neatly and creatively in your sketchbook Artist research 2 and artist research 3 Final piece ideas in colour	Creativity, problem solving, critical thinking, visual literacy, perseverance, collaboration and sharing good practice are embedded in the subject. Using technology and digital literacy to enhance and problem solve in creating ideas Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 3	Exam Paper released in January	Take photo’s that relate to the title chosen on the exam paper and present them neatly and creatively in your sketchbook Collect Images from the internet and magazine and books that relate to your chosen title and present them neatly and creatively in your sketchbook Artist research 2 and artist research 3	Creativity, problem solving, critical thinking, visual literacy, perseverance, collaboration and sharing good practice are embedded in the subject. Using technology and digital literacy to enhance and problem solve in creating ideas Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 4	Synthesis of skills and understanding to be shown in final art works (AO2&4) 10 hour final exam	Make sure the sketchbook work is all complete and that you are fully prepared for the exam	Creativity, problem solving, critical thinking, visual literacy, perseverance, collaboration and sharing good practice are embedded in the subject. Using technology and digital literacy to enhance and problem solve in creating ideas Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 5	Exploring how to present the portfolio of coursework. Portfolio presentation	Exam Portfolio final assessment	Creativity, problem solving, critical thinking, visual literacy, perseverance, collaboration and sharing good practice are embedded in the subject. Using technology and digital literacy to enhance and problem solve in creating ideas Growth mindset and seeing learning as a process of trying, developing, and refining.
HT 6

Photography @ BBS KS4

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

Component 1( Portfolio)

Half Term 1

The Basics

Camera settings

Rules of composition

Refine work by exploring ideas, selecting

and experimenting with appropriate

media, materials, techniques and

processes.

Record ideas, observations and

insights relevant to intentions as work

progresses.

Homework – Photoshoots that reinforce understanding of the basics.

Knowledge and understanding of what, why and how creatives record ideas.
Citizenship: understanding and appreciation of different ways of working in the creative industry
Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 2

The Basics

Formal Elements of photography

Photoshop skill and techniques to develop ideas.

Refine work by exploring ideas, selecting

and experimenting with appropriate

media, materials, techniques and

processes.

Record ideas, observations and

insights relevant to intentions as work

progresses.

Homework – Photoshoots that reinforce understanding of formal elements and composition

Knowledge and understanding of what, why and how creatives record ideas.
Citizenship: understanding and appreciation of different ways of working in the creative industry
Growth mindset and seeing learning as a process of trying, developing and refining.

Component 1( Portfolio)

Half term 3

Portfolio task 1 – The Altered Portrait

A range of photoshoots, sketchbook tasks, analysis to produce a personal response based on the theme Altered Portrait.

Lighting and light sources

Composition

Hand altered techniques.

Presentation of final response.

Develop ideas through investigations,

demonstrating critical understanding of

sources.

Refine work by exploring ideas, selecting

and experimenting with appropriate

media, materials, techniques and

processes.

Record ideas, observations and

insights relevant to intentions as work

progresses.

Present a personal and meaningful

response that realises intentions and

demonstrates understanding of visual

language

Homework – Relevant photoshoots to link with Altered Portrait

Knowledge and understanding of what, why and how creatives record ideas.
Citizenship: understanding and appreciation of different ways of working in the creative industry
Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 4

Portfolio task 1 – The Altered Portrait

A range of photoshoots, sketchbook tasks, analysis to produce a personal response based on the theme Altered Portrait.

Lighting and light sources

Composition

Hand altered techniques.

Presentation of final response.

Develop ideas through investigations,

demonstrating critical understanding of

sources.

Refine work by exploring ideas, selecting

and experimenting with appropriate

media, materials, techniques and

processes.

Record ideas, observations and

insights relevant to intentions as work

progresses.

Present a personal and meaningful

response that realises intentions and

demonstrates understanding of visual

language

Homework – Relevant photoshoots to link with Altered Portrait

Knowledge and understanding of what, why and how creatives record ideas.
Citizenship: understanding and appreciation of different ways of working in the creative industry
Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 5

Portfolio Task 2 – Locality

A range of photoshoots, analysis to produce a personal response based on the theme Locality.

Photoshop skills

Revisit composition formal elements

Digital /media context for personal response.

Develop ideas through investigations,

demonstrating critical understanding of

sources.

Refine work by exploring ideas, selecting

and experimenting with appropriate

media, materials, techniques and

processes.

Record ideas, observations and

insights relevant to intentions as work

progresses.

Present a personal and meaningful

response that realises intentions and

demonstrates understanding of visual

language

Homework – Relevant photoshoots to link with Locality

Knowledge and understanding of what, why and how creatives record ideas.
Citizenship: understanding and appreciation of different ways of working in the creative industry
Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 6

A range of photoshoots, analysis to produce a personal response based on the theme.

Photoshop skills

Revisit composition formal elements

Digital /media context

Knowledge and understanding of what, why and how creatives record ideas.
Citizenship: understanding and appreciation of different ways of working in the creative industry
Growth mindset and seeing learning as a process of trying, developing and refining.

Photography @ BBS KS4
Intent: Art, Design and Photography at Burton Borough School, actively promotes original thinking and collaboration - independent and interdependent learning, making, problem-solving and more. Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative, and innovative; hence we embed creativity through our curriculum for our Burton Borough students.
11	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
	Component 1 (Portfolio)
Half Term 1	Completing component 1 Evaluation Creative statement	Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language	Knowledge and understanding of what, why and how creatives record ideas. Citizenship: understanding and appreciation of different ways of working in the creative industry Growth mindset and seeing learning as a process of trying, developing and refining.
Half term 2	Mock exam window Student received paper PPT/Sketchbook preparation; research, development, refinement and annotation Mock exam final piece 10 hours	Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Record ideas, observations and insights relevant to intentions as work progresses.	Knowledge and understanding of what, why and how creatives record ideas. Citizenship: understanding and appreciation of different ways of working in the creative industry Growth mindset and seeing learning as a process of trying, developing and refining.
	Component 2(Exam)
Half term 3	Exam paper released. Creative Statement PPT/Sketchbook preparation. research, development,	Develop ideas through investigations, demonstrating critical understanding of sources. Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Record ideas, observations and insights relevant to intentions as work progresses. Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language	Knowledge and understanding of what, why and how creatives record ideas. Citizenship: understanding and appreciation of different ways of working in the creative industry Growth mindset and seeing learning as a process of trying, developing and refining.
Half term 4	PPT/Sketchbook preparation. research, development, Evaluation 10 hour exam	Develop ideas through investigations, demonstrating critical understanding of sources. Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Record ideas, observations and insights relevant to intentions as work progresses. Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language	Knowledge and understanding of what, why and how creatives record ideas. Citizenship: understanding and appreciation of different ways of working in the creative industry Growth mindset and seeing learning as a process of trying, developing and refining.

Half term 5
Half term 6

School

Parents

Curriculum

Inclusion

Challenge

Curriculum Map – Art, Design & Photography

Key Stage 3

Content

Skills