Share This Page

Art & Technology

Back

The Art and Technology curriculum enables pupils to develop creativity, imagination and practical skills through a range of artistic and design-based experiences. Pupils explore their own ideas, record observations, and become proficient in a variety of art, craft and design techniques, including drawing, painting, sculpture and product design.

Through the study of historical and contemporary artists, designers and craftspeople, pupils develop an understanding of how creativity has shaped cultures and societies. They learn to investigate design problems, generate ideas and create prototypes that respond to specific needs, while evaluating and refining their work throughout the design process. Pupils also consider the wider social, cultural and environmental impact of design and technology, developing the knowledge and confidence required to become creative and critical thinkers.

EA Foundations (Y5, Y6 and Y7)

Intent

At Excelsior Academy, our intent is that the teaching of Art and Design enables pupils to develop a coherent understanding of the subject while fostering creativity, confidence and self-expression. Through engaging, high-quality lessons, pupils learn how artists and designers communicate ideas, respond to the world around them and influence society and culture. We aim to equip pupils with the knowledge, skills and vocabulary needed to create, evaluate and appreciate art in its many forms.

We have chosen to follow the Kapow Art and Design scheme of work because it provides a clear and progressive programme of study that supports our vision and enables pupils to meet National Curriculum expectations. The scheme is designed by subject specialists and gives pupils opportunities to develop technical skills, nurture personal interests, express their ideas creatively and explore the rich artistic heritage of Britain and the wider world.

Topics are informed by the National Curriculum and provide all pupils with broad and balanced access to Art and Design. Whilst the National Curriculum forms the foundation of our provision, we ensure that pupils develop additional skills, knowledge and understanding through enrichment opportunities and carefully planned learning experiences. Our curriculum develops pupils' understanding of significant artists, designers and art movements through the "Every Picture Tells a Story" units, alongside practical work that allows them to apply and deepen their learning.

The Art and Design curriculum is carefully sequenced to ensure that pupils experience a wide range of artistic media, techniques and processes throughout their time in EA Foundations. Learning is designed to build progressively, allowing pupils to revisit, strengthen and refine artistic skills while demonstrating clear progression over time. Essential learning is scaffolded appropriately and adapted where necessary to create meaningful cross-curricular links.

Creativity and independence are embedded throughout the curriculum. Pupils are encouraged to make their own creative choices and decisions so that outcomes reflect both the knowledge they have acquired and their own individual ideas. In line with the National Curriculum, we aim to ensure that all pupils become confident, resilient and willing to experiment through practical and creative learning experiences.

Lessons are practical in nature and encourage exploration, experimentation and reflection. Pupils use sketchbooks as visual journals to record observations, develop ideas, refine techniques and evaluate their work. We believe that studying Art and Design develops curiosity, imagination and critical thinking, helping pupils to better understand both the creative process and the world around them.

Through Art and Design, pupils learn to communicate ideas through visual, written and verbal forms. They develop confidence in discussing their work, explaining their decisions and evaluating both their own creations and the work of others.

Differentiation is carefully planned within every lesson to ensure that all pupils can access and enjoy learning whilst being appropriately challenged. Opportunities to deepen understanding and extend learning are incorporated throughout the curriculum.

Teachers have ongoing access to high-quality professional development through Kapow's online platform, including training materials and video demonstrations that support effective modelling and delivery of key skills. Specialist pupil videos are also used within lessons to model artistic techniques and processes, ensuring pupils receive expert guidance and high-quality instruction.

Excelsior Academy promotes a growth mindset within Art and Design, encouraging pupils to embrace challenge, persevere through difficulties and take pride in their development. This is enhanced through the use of quality texts, artefacts, artist studies, educational visits and visiting practitioners, enabling pupils to gain a deeper understanding of the contribution and significance of artists and designers, both past and present.

Implementation

To ensure progression and high-quality learning, we have identified the key concepts and end points that pupils will develop throughout the Art and Design curriculum. These are organised into four strands:

Making Skills
Formal Elements (line, shape, tone, texture, pattern and colour)
Knowledge of Artists
Evaluating

These strands are supported by threshold concepts that are broken down into progressive milestones. Learning is delivered through a spiral curriculum, where key skills and concepts are revisited and developed with increasing depth and complexity. This approach enables pupils to secure prior learning whilst continually extending their knowledge and artistic capabilities.

Pupils also have opportunities to learn and practise specific techniques through dedicated units focused on the formal elements of art. These units build technical proficiency while supporting creative application.

Cross-curricular opportunities are actively encouraged wherever appropriate. Strong links are made between Art and Design and other curriculum subjects, allowing pupils to make meaningful connections and apply their learning in different contexts.

The curriculum is designed to place pupils at the centre of the learning process. They are regularly involved in evaluating their work, discussing creative decisions and identifying ways to improve. These reflective conversations support pupils in understanding their own artistic journey and recognising the progress they have made.

Teacher observations and formative assessment within lessons are used to inform future planning and identify pupils who require additional support or challenge. Knowledge organisers support learning and assessment within each unit, whilst summative assessments are completed regularly to monitor progress and attainment.

Strong links continue to be developed with the wider secondary provision, enabling pupils to access specialist facilities and experiences where appropriate. These partnerships help ensure continuity, progression and high aspirations within Art and Design.

The Subject Leader monitors the quality of Art and Design through:

Lesson observations and learning walks
Teacher and subject leader discussions
Work scrutiny
Pupil voice activities
Curriculum reviews and deep dives
Monitoring of attainment and progress data

The findings from these activities are used to inform curriculum development and contribute to the subject action plan, ensuring continuous improvement across the subject.

Impact

The impact of our Art and Design curriculum is demonstrated through the knowledge, skills and confidence that pupils acquire over time.

Pupils develop an understanding of significant artists and designers from different periods, cultures and contexts. They become increasingly skilled in using a range of materials, media, tools and processes independently and confidently. They learn to select appropriate techniques and artistic approaches for different purposes and are able to explain and justify the creative decisions they make.

Outcomes in sketchbooks, practical work, displays and recorded evidence demonstrate progression in artistic knowledge, technical skill and creative thinking. Pupils are able to reflect on their learning, evaluate their work and identify ways to improve, using increasingly sophisticated artistic vocabulary.

Teachers continually assess pupils' understanding through observation, discussion, questioning and practical outcomes. This allows staff to monitor progress effectively and ensure that pupils are working towards the intended learning objectives and wider curriculum end points.

By the time pupils leave EA Foundations, they will have developed the confidence to experiment creatively, the resilience to refine and improve their work, and the knowledge and skills to engage critically with the visual world around them. They will be prepared to continue their artistic journey with enthusiasm, independence and a genuine appreciation of Art and Design.

Curriculum Overview

Term	Year 5	Year 6	Year 7
Autumn	Drawing: Depth, emotion and movement Digital world: Monitoring devices	Drawing: Expressing ideas	Art Colour theory
Autumn	Textiles: Stuffed toys Structure: Bridges	Digital world: Navigating the world	Technology Woods classification
Spring	Painting and mixed media: Expressive portraits	Painting and mixed media: World in watercolour	Art Day of the Dead/ Clay skull
Spring	Sculpture and 3D: Interactive installation	Sculpture and 3D: Making memories Structures: Playgrounds	Technology Day of the Dead Skull clock
Summer	Craft and design: Architecture Mechanical systems: Gears and pulleys	Craft and design: Photo opportunity Textiles: Waistcoats	Art African art Research & weave
Summer	Electrical systems: Doodlers: Cooking and nutrition: Developing a recipe	Cooking and nutrition: Come dine with me	Art African art Research & 3D card relief

Year 5 Curriculum

Topic: Drawing, Depth, Emotion and Movement
What pupils will know	How drawing can express emotion, movement and depth, inspired by the work of Charlie Mackesy and Elizabeth Catlett.
What pupils will be able to do	Use various types of lines to emphasise emotion or draw attention. Describe how artists have shown emotion. Describe how artists have created an effective composition using a focal point and balance. Use colour and line to convey emotion or movement in their sketch. Design a print, considering the composition carefully. Use a combination of marks to create tone and depth. Describe how artists use tone to show depth in their artwork. Create an effective printing plate. Reflect and improve their sketchbook experiments and final work.
Assessment	Kapow Quiz

Topic: Digital world: Monitoring devices
What pupils will know	That problems can be large and small. That environmental impact is how making the product might affect the environment. That drawings and diagrams can be communicated in 3D. That improving on prototypes can help to improve the final design. That the form of a product influences how it looks, feels and performs. That sustainability means thinking about the materials that were used to make a product and how the product was made. That their final product can still be improved by different materials or techniques. That explaining how they used feedback to improve their design can help them create better products in the future. That coding can complete tasks when used with a device such as a micro:bit. The features of a micro:bit that are useful for the product. That conditional statements (and, or, if) can be used to monitor and control products.
What pupils will be able to do	Describe what is meant by monitoring devices and provide an example. Explain briefly the development of thermometers from thermoscopes to digital thermometers. Research a chosen animal’s key information to develop a list of design criteria for an animal monitoring device. Write a program that monitors the ambient temperature and alerts someone when the temperature moves from a specified range. Identify errors (bugs) in the code and ways to fix (debug) them. State one or two facts about the history and development of plastic, including how it is now affecting planet Earth. Build a variety of brick models to invent Micro:bit case, housing and stand ideas, evaluating the success of their favourite model. Explain key pros and cons of virtual modelling vs physical modelling. Recall and describe the name and use of key tools used in Tinkercad (CAD) software.
Assessment	Kapow Quiz

Topic: Textiles - Stuffed Toys
What pupils will know	That annotations are detailed labels and comments on diagrams. That precise measuring and marking are essential for parts to fit and function correctly. That precision in cutting affects how well parts fit, function and look. That the form of a product influences how it looks, feels and performs. That looking at other designers work can help inform designs. That evaluating their designs in detail will help them understand its successful and less successful parts. That using a template (or clothing pattern) helps to accurately mark out a design on fabric. That blanket stitch is useful to reinforce the edges of a fabric material or join two pieces of fabric. That complete products are sometimes made in parts that are sewn together. That consistently sized stitches improve the aesthetic of a product.
What pupils will be able to do	Design a stuffed toy, considering the main component shapes of their toy. Create an appropriate template for their stuffed toy. Join two pieces of fabric using a blanket stitch. Neatly cut out their fabric. Use appliqué or decorative stitching to decorate the front of their stuffed toy. Use blanket stitch to assemble their stuffed toy, repairing when needed. Identify what worked well and areas for improvement.
Assessment	Kapow Quiz

Topic: Structures - Bridges
What pupils will know	Some different ways to reinforce structures. Triangles can be used to reinforce bridges. Material selection is important based on properties. The material (functional and aesthetic) properties of wood. The difference between arch, beam, truss and suspension bridges. How to carry and use a saw safely. Properties are words that describe the form and function of materials.
What pupils will be able to do	Identify stronger and weaker supporting shapes. Recognise that supporting shapes can help increase the strength of a bridge so it can hold more weight. Identify beam, arch and truss bridges and describe their differences. Use triangles to create simple truss bridges that support a load (weight). Cut beams to the correct size using a cutting mat. Smooth down rough cut edges with sandpaper. Follow each stage of the truss bridge creation as instructed by the teacher. Complete a bridge with varying ranges of accuracy and finish supported by the teacher. Identify some areas for improvement and reinforcing bridges as necessary.
Assessment	Kapow Quiz

Topic: Painting & Mixed Media - Expressive Portraits
What pupils will know	Artists are influenced by what is going on around them; for example culture, politics and technology. How an artwork is interpreted will depend on the life experiences of the person looking at it. Artists use self-portraits to represent important things about themselves. Artists can choose their medium to create a particular effect on the viewer. Artists can combine materials; for example digital imagery with paint or print. People make art to express emotion. People make art to encourage others to question their ideas or beliefs. People make art to portray ideas about identity. Some artists become well-known or famous and people tend to talk more about their work because it is familiar. Talking about plans for artwork, or evaluating finished work, can help improve what artists create. Comparing artworks can help people understand them better. Artists use colour to create an atmosphere or to represent feelings in an artwork, for example by using warm or cool colours. Artists create pattern to add expressive detail to art works, for example Chila Kumari Singh Burman using small everyday objects to add detail to sculptures.
What pupils will be able to do	Identify how artists use self-portraits to communicate aspects of their identity. Identify artistic choices, including symbolism, colour and composition, and suggest what they might communicate. Use evidence from an artwork to explain interpretations of an artist’s self-portrait. Select and use words and phrases to communicate meaningful aspects of identity in a self-portrait. Experiment with colour and expressive brushstrokes to communicate different effects. Experiment with monoprinting techniques and layering to develop a mixed-media self-portrait. Use ideas and experiments from sketchbook work to inform a final piece. Select and purposefully combine media and techniques to communicate aspects of identity in a final mixed-media self-portrait.
Assessment	Kapow Quiz

Topic: Sculpture and 3D: Interactive Installation
What pupils will know	Form: The size and scale of three-dimensional artwork change the effect of the piece. Shape: Shapes can be used to place the key elements in a composition and help to create compositions with depth. Space: Creating a foreground, middle-ground and background creates depth, making artwork look like it has space and distance. Space: An art installation is often a room or environment in which the viewer ‘experiences’ the art all around them. How to make an explosion drawing in the style of Cai Guo-Qiang, exploring the effect of different materials. How to try out ideas on a small scale to assess their effect. How to use everyday objects to form a sculpture. How to transform and manipulate ordinary objects into sculpture by wrapping, colouring, covering and joining them. How to try out ideas for making a sculpture interactive. How to plan an installation proposal, making choices about light, sound and display. Artists are influenced by what is going on around them; for example, culture, politics and technology. How an artwork is interpreted will depend on the life experiences of the person looking at it. Artists create works that make us question our beliefs. Art can be interactive; the viewer becomes part of it, experiencing the artwork with more than one of the senses. Sometimes people disagree about whether something can be called ‘art’. Art doesn’t always last for a long time; it can be temporary. People make art to express emotion. People make art to encourage others to question their ideas or beliefs. People can explore and discuss art in different ways, for example, by visiting galleries, discussing it, writing about it, using it as inspiration for their own work or by sharing ideas online. Some artists become well-known or famous, and people tend to talk more about their work because it is familiar. Talking about plans for artwork, or evaluating finished work, can help improve what artists create. Comparing artworks can help people understand them better.
What pupils will be able to do	Group images together, explaining their choices. Answer questions about a chosen installation thoughtfully and generate their own questions. Show that they understand what installation art means. Justify their opinions of installation artworks. Evaluate their box designs, considering how they might appear as full-sized spaces. Suggest changes they could make if they repeated the activity to create a different atmosphere in the space. Create an installation plan, model or space. Describe their creations and the changes they made as they worked. Describe how their space conveys a particular message or theme. Make and explain their choices about materials used, arrangement of items in the space and the overall display of the installation. Show they have considered options for how to display their installation best e.g. lighting effects. Present information about their installation clearly in the chosen format. Justify choices made, explaining how they improve the viewer experience or make it interactive
Assessment	Kapow Quiz

Topic: Craft & Design - Architecture
What pupils will know	Shape: Shapes can be used to place the key elements in a composition and help to create compositions with depth. Line: Lines can be used by artists to control what the viewer looks at within a composition, eg by using diagonal lines to draw your eye into the centre of a drawing. To know the steps to make a monoprint when a roller is sufficiently inked. How to make an observational drawing of a house. How to use shapes and measuring as methods to draw accurate proportions. How to select a small section of a drawing to use as a print design. How to develop drawings further to use as a design for print. How to design a building that fits a specific brief. How to draw an idea in the style of an architect that is annotated to explain key features. How to draw from different views, such as a front or side elevation. How to use sketchbooks to research and present information about an artist. How to interpret an idea in into a design for a structure. Artists are influenced by what is going on around them; for example, culture, politics and technology. Artists ‘borrow’ ideas and imagery from other times and cultures to create new artworks. Visual designs can represent big ideas like harmony with nature or peace. Art, craft and design can be functional and affect human environments and experiences. People make art to portray ideas about identity. People can explore and discuss art in different ways, for example, by visiting galleries, discussing it, writing about it, using it as inspiration for their own work or by sharing ideas online.
What pupils will be able to do	Sketch a house from first-hand or second-hand observation. Use basic shapes to place key features and form the composition, measuring to work out proportions. Notice small details to incorporate into the drawing by observing. Select a section of their drawing that creates an interesting composition, with a variety of patterns, lines and texture. Follow steps to create a print with clear lines, with some smudging. Purposefully evaluate their work, demonstrating what went well and what could be improved. Create a building design based on a theme or set purpose. Draw a plan view or front elevation of their building, annotating the key features. Discuss Hundertwasser’s work and recognise his style. Create a factual presentation about Hundertwasser in a visually pleasing way. Show understanding of what a monument is for by designing a monument that symbolises a person or event. Describe their monument and explain their choices. Give constructive feedback to others about their monument designs.
Assessment	Kapow Quiz

Topic: Mechanical - Gears & Pulleys
What pupils will know	Mechanical systems that use gears in everyday objects (e.g. bicycle, clock, etc.). Gears and pulleys allow us to transfer movement and force from one part of a mechanical system to another. Gears allow us to increase the output of a mechanism. Market research is a way of collecting information about problems or needs. Constraints are things that might stop our ideas from being successful. Original and innovative ideas are different from what has been made before. Annotations are detailed labels and comments on diagrams. Risks are things that might happen. Hot glue creates a strong bond quickly. It is often better to choose safer equipment. Sustainability means thinking about the materials that were used to make a product and how the product was made. Their final product can still be improved by different materials or techniques. Evaluating their designs in detail will help them understand their successful and less successful parts. Feedback should be positive, helpful and specific. That explaining how they used feedback to improve their design can help them create better products in the future.
What pupils will be able to do	Give examples of machines that use gears and/or pulleys. Describe how gears and pulleys work and their purpose. Design and make a gear and pulley system. Write a problem statement. Write questions for market research, provide feedback and research market competitors. Write and use a design brief to guide design. Evaluate a product against a set of design criteria, provide useful feedback and incorporate changes. Draw and annotate an eco-gadget bike design.
Assessment	Kapow Quiz

Topic: Mechanical - Gears & Pulleys

What pupils will know

Mechanical systems that use gears in everyday objects (e.g. bicycle, clock, etc.). Gears and pulleys allow us to transfer movement and force from one part of a mechanical system to another. Gears allow us to increase the output of a mechanism. Market research is a way of collecting information about problems or needs. Constraints are things that might stop our ideas from being successful. Original and innovative ideas are different from what has been made before.

Annotations are detailed labels and comments on diagrams. Risks are things that might happen. Hot glue creates a strong bond quickly. It is often better to choose safer equipment. Sustainability means thinking about the materials that were used to make a product and how the product was made.

Their final product can still be improved by different materials or techniques. Evaluating their designs in detail will help them understand their successful and less successful parts. Feedback should be positive, helpful and specific. That explaining how they used feedback to improve their design can help them create better products in the future.

What pupils will be able to do

Give examples of machines that use gears and/or pulleys.
Describe how gears and pulleys work and their purpose.
Design and make a gear and pulley system.
Write a problem statement.
Write questions for market research, provide feedback and research market competitors.
Write and use a design brief to guide design.
Evaluate a product against a set of design criteria, provide useful feedback and incorporate changes.
Draw and annotate an eco-gadget bike design.

Assessment

Kapow Quiz

Topic: Electrical Systems - Doodlers
What pupils will know	To know that, in a series circuit, electricity only flows in one direction. To know when there is a break in a series circuit, all components turn off. To know that an electric motor converts electrical energy into rotational movement, causing the motor’s axle to spin. To know a motorised product is one which uses a motor to function.
What pupils will be able to do	Identify simple circuit components (battery, bulb and switch) with a basic explanation of their function. Explain that a series circuit is assembled in a loop to allow the electricity to flow along one path. Describe a motor as a circuit component that changes electrical energy into movement. Provide examples of motorised products that use movement to rotate or spin different parts. Remove and replace different parts of a Doodler, as part of a team. Suggest ways to switch the configuration to amend the form or function of the Doodler. Explain, in an investigation report, each of the changes they made and the effect this had on the Doodler’s ability to draw scribbles (function) and appearance (form). Develop design criteria with consideration for the target user, the purpose of their Doodler, a key function and the Doodler’s form and final appearance (e.g. fun, bright, soft). Explain simply why their Doodler has a certain configuration based on the findings of their investigation (e.g. I used four pens because the Doodler would fall over with two). Create a functional Doodler that creates scribbles on paper with or without a switch. Identify and list each of the required materials, tools and circuit components required to build a Doodler. Explain simply the steps to assemble a Doodler as part of a set of instructions (or storyboard). Write instructions to build a functional circuit, explaining how to identify if it is functional or not. Provide suggestions to improve a peer’s set of instructions after testing how effective they are at guiding someone.
Assessment	Kapow Quiz

Topic: Cooking & Nutrition - Developing a Recipe
What pupils will know	That problems can be large and small. That environmental impact is how making the product might affect the environment. That different materials have different costs That original and innovative ideas are different from what has been made before. That materials and equipment lists help to plan better. That research can help decide on form and function. That some equipment can work well with other equipment. That precision in cutting affects how well parts fit, function and look. That the form of a product influences how it looks, feels and performs. That looking at other designers work can help inform designs. That their final product can still be improved by different materials or techniques. That evaluating their designs in detail will help them understand its successful and less successful parts. That meat comes from animals. That recipes can be adapted to suit nutritional needs and dietary requirements. That I can use a nutritional calculator to see how healthy a food option is. That adapting means changing ingredients. That the steps in a recipe fit together and what happens if they are changed. That ‘cross-contamination’ means bacteria and germs have been passed onto ready-to-eat foods and it happens when these foods mix with raw meat or unclean objects. That coloured chopping boards can prevent cross-contamination.
What pupils will be able to do	Describe the process of beef production. Research a traditional recipe and make changes to it. Add nutritional value to a recipe by selecting ingredients. Prepare and cook a version of bolognese sauce.
Assessment	Kapow Quiz

Year 6 Curriculum

Topic: Drawing - Expressing Ideas
What pupils will know	Explore the expressive qualities of line as part of their iterative process. Consider the desired line quality in their artwork and thoughtfully choose materials and techniques to best achieve this effect. Further develop shading techniques by creatively selecting and combining tools and techniques to align with their artistic intentions. Find a point in the distance to draw from (one-point perspective). Scale drawings up or down while aiming to keep proportion. Shape: Elements such as perspective, depth and abstraction can change how shapes appear in a composition. Tone: Variations in tone can enhance composition and create spatial illusion. Space: Scaling is a technique for enlarging or reducing an image while keeping the proportions the same. Space: Using a vanishing point on a horizon can create a sense of distance in their artwork. Artists can use symbols in their artwork to convey meaning. Sometimes artists add extra meaning to what they create by working in places where they don’t have permission to work. Art can be a form of protest. Artists use art to tell stories about things that are important to them; looking at artworks from the past can reveal thoughts and opinions from that time. Art sometimes creates difficult feelings when we look at it. Sometimes people make art to express their views and opinions, which can be political or topical. Sometime people make art to create reactions. People can have varying ideas about the value of art. Art can be analysed and interpreted in lots of ways and can be different for everyone. Everyone has a unique way of experiencing art.
What pupils will be able to do	Identify key features of street art and murals. Discuss the intention and impact of street art. Use various shading techniques to show texture, tone, form and depth. Apply one point perspective in their work. Enlarge a drawing by scaling using an accurately drawn grid. Show an understanding of perspective, scale and proportion with a level of accuracy across their design. Choose appropriate materials for their design and explain their choices and intention. Use space effectively to enhance visual impact of their graffiti tag.
Assessment	Kapow Quiz

Topic: Digital World - Navigating the World
What pupils will know	To know that accelerometers can detect movement. To understand that sensors can be useful in products as they mean the product can function without human input. To know that designers write design briefs and develop design criteria to enable them to fulfil a client’s request. To know that ‘multifunctional’ means an object or product has more than one function. To know that magnetometers are devices that measure the Earth’s magnetic field to determine which direction you are facing.
What pupils will be able to do	Incorporate key information from a client’s design request such as ‘multifunctional’ and ‘compact’ in their design brief. Write a program that displays an arrow to indicate cardinal compass directions with an ‘On start’ loading screen. Identify errors (bugs) in the code and suggest ways to fix (debug) them. Self and peer evaluate a product concept against a list of design criteria with basic statements. Identify key industries that use 3D CAD modelling and why. Recall and describe the name and use of key tools used in Tinkercad (CAD) software. Combine more than one object to develop a finished 3D CAD model in Tinkercad. Complete a product pitch plan that includes key information.
Assessment	Kapow Quiz

Topic: Painting & Mixed Media - World in Watercolour
What pupils will know	That artists can use materials to respond to a feeling or idea in an abstract way. Artists take risks to try out ideas, which can lead to new techniques being developed. Art does not have to be a literal representation of something; it can sometimes be imagined and abstract. People can have varying ideas about the value of art. Art can be analysed and interpreted in lots of ways and can be different for everyone. Everyone has a unique way of experiencing art. To know how line is used beyond drawing and can be applied to other art forms (line). To know how pattern can be created in many different ways, e.g. in the rhythm of brushstrokes in a painting (like the work of van Gogh) or in repeated shapes within a composition (pattern).
What pupils will be able to do	Give examples of how artists use sketchbooks to record, explore and develop ideas. Identify and compare how artists use colour, materials and techniques to represent the natural world. Use wet-on-wet and wet-on-dry techniques to create different effects. Control the amount of water used to change the intensity of colour. Select and use a range of watercolour techniques to achieve intended effects. Use studies and sketchbook work to develop and inform a final composition. Create and develop painted studies to explore ideas before producing a final piece. Evaluate a final piece, identifying strengths and areas for development.
Assessment	Kapow Quiz

Topic: Sculptures and 3D - Making Memories
What pupils will know	Colour: Colours can be symbolic and have meanings that vary according to your culture or background, eg red for danger or for celebration. Form: The surface textures created by different materials can help suggest form in two-dimensional art work. Shape: Elements such as perspective, depth and abstraction can change how shapes appear in a composition. Shape: How an understanding of shape and space can support creating effective composition. Line: How line is used beyond drawing and can be applied to other art forms. Pattern: Pattern can be created in many different ways, eg in the rhythm of brushstrokes in a painting (like the work of van Gogh) or in repeated shapes within a composition. How to translate a 2D image into a 3D form. How to manipulate cardboard to create 3D forms (tearing, cutting, folding, bending, ripping). How to manipulate cardboard to create different textures. How to make a cardboard relief sculpture. How to make visual notes to generate ideas for a final piece. How to translate ideas into sculptural forms. Artists can use symbols in their artwork to convey meaning. Art can be a form of protest. Artists use art to tell stories about things that are important to them; looking at artworks from the past can reveal thoughts and opinions from that time. Artists can use materials to respond to a feeling or idea in an abstract way. Artists take risks to try out ideas; this can lead to new techniques being developed. Artists can make work by collecting and combining ready-made objects to create ‘assemblage’. Art doesn’t have to be a literal representation of something; it can sometimes be imagined and abstract. Art can represent abstract concepts, like memories and experiences. Sometimes people make art to express their views and opinions, which can be political or topical. Sometimes people make art to create reactions. People use art as a means to reflect on their unique characteristics.
What pupils will be able to do	Discuss the work of artists that appreciate different artistic styles. Create a sculpture to express themselves in a literal or symbolic way. Reflect verbally or in writing about creative decisions. Suggest ways to represent memories through imagery, shapes and colours. Draw a composition of shapes developed from initial ideas to form a plan for a sculpture. Competently use scissors to cut shapes accurately. Talk about artists’ work and explain what they might use in their own work. Produce a clear sketchbook idea for a sculpture, including written notes and drawings to show their methods and materials needed. Successfully translate plans to a 3D sculpture. Work mostly independently, experimenting and trying new things. Identify and make improvements to their work. Produce a completed sculpture demonstrating experimentation, originality and technical competence. Competently reflect on successes and personal development.
Assessment	Kapow Quiz

Topic: Structures - Playgrounds
What pupils will know	To know that structures can be strengthened by manipulating materials and shapes. To understand what a ‘footprint plan’ is. To understand that in the real world, design can impact users in positive and negative ways. To know that a prototype is a cheap model to test a design idea.
What pupils will be able to do	Create five apparatus designs, applying the design criteria to their work. Make suitable changes to their work after peer evaluation. Make roughly three different structures from their plans using the materials available. Complete their structures, improving the quality of their rough versions and applying some cladding to a few areas. Secure their apparatus to a base. Make a range of landscape features using a variety of materials which will enhance their apparatus.
Assessment	Kapow Quiz

Topic: Craft & Design - Photo Opportunity
What pupils will know	Colour: Colours can be symbolic and have meanings that vary according to your culture or background, eg red for danger or for celebration. Shape: Elements such as perspective, depth and abstraction can change how shapes appear in a composition. Line: How line is used beyond drawing and can be applied to other art forms. Pattern: Pattern can be created in many different ways, eg in the rhythm of brushstrokes in a painting (like the work of van Gogh) or in repeated shapes within a composition. Tone: Variations in tone can enhance composition and create spatial illusion. To know how different materials can be used to produce photorealistic artwork. To know that macro photography is showing a subject as larger than it is in real life. How to create a photomontage. How to create artwork for a design brief. How to use a camera or tablet for photography. How to identify the parts of a camera. How to take a macro photo, choosing an interesting composition. How to manipulate a photograph using photo editing tools. How to use drama and props to recreate imagery. How to take a portrait photograph. How to use a grid method to copy a photograph into a drawing. Artists can use symbols in their artwork to convey meaning. Artists use art to tell stories about things that are important to them; looking at artworks from the past can reveal thoughts and opinions from that time. Artists take risks to try out ideas; this can lead to new techniques being developed. Art doesn’t have to be a literal representation of something; it can sometimes be imagined and abstract. Art can represent abstract concepts, like memories and experiences. Sometimes people make art to express their views and opinions, which can be political or topical. Art can be a digital art form, like photography. People use art as a means to reflect on their unique characteristics. Art can change through new and emerging technologies that challenge people to discuss and appreciate art in a new way. People can have varying ideas about the value of art.
What pupils will be able to do	Explain how a new image can be created using a combination of other images. Understand what photomontage is and recognise how artists use photography. Select relevant images and cut them with confidence and a level of control. Demonstrate a competent knowledge of effective composition, discussing their ideas. Use recording devices and available software with confidence. Demonstrate a confident understanding of Edward Weston’s style through their artistic choices. Discuss the features of a design, e.g. explaining what is effective about a composition. Select a suitable range of props, considering the design brief and their initial ideas. Use the viewfinder to set up an effective composition, thinking about the scale and positioning of objects. Use editing software to change their image, reflecting an artist’s style. Choose a suitable painting and suggest appropriate ways to recreate it photographically with props. Set up a composition and think about a space that will provide good lighting levels. Take a portrait that is focused and appropriately framed. Draw an accurately measured grid, with some support, understanding how it can support them with their drawing. Use the grid to translate a photograph to a drawn image that is mostly correctly proportioned. Create a final painting or drawing with tonal differences that create a photo-realistic effect.
Assessment	Kapow Quiz

Topic: Textiles - Waistcoats
What pupils will know	To understand that it is important to design clothing with the client/target customer in mind. To know that using a template (or clothing pattern) helps to accurately mark out a design on fabric. To understand the importance of consistently sized stitches.
What pupils will be able to do	Consider a range of factors in their design criteria and use this to create a waistcoat design. Use a template to mark and cut out a design. Use a running stitch to join fabric to make a functional waistcoat. Attach a secure fastening, as well as decorative objects. Evaluate their final product.
Assessment	Kapow Quiz

Topic: Cooking & Nutrition - Come Dine with Me
What pupils will know	That problems can be large and small. That environmental impact is how the product and making the product might affect the environment. That different materials have different costs. That original and innovative ideas are different from what has been made before. That materials and equipment lists help to plan better. That aesthetics are the way something looks. That some equipment can work well with other equipment. That risks are things that might go wrong. That precision in cutting affects how well parts fit, function and look. That the form of a product influences how it looks, feels and performs. That looking at other designers work can help inform designs. That their final product can still be improved by different materials or techniques. That evaluating their designs in detail will help them understand its successful and less successful parts. That feedback should be positive, helpful and specific. That explaining how they used feedback to improve their design can help them create better products in the future. That meat comes from animals. That recipes can be adapted to suit nutritional needs and dietary requirements. That adapting means changing ingredients. The steps in a recipe fit together and what happens if they are changed. That flavour is how a food or drink tastes.
What pupils will be able to do	Find a suitable recipe for their course. Record the relevant ingredients and equipment needed. Follow a recipe, including using the correct quantities of each ingredient. Write a recipe, explaining the process taken. Explain where certain key foods come from before they appear on the supermarket shelf.
Assessment	Kapow Quiz

Year 7 Curriculum

Topic: Colour Theory
What pupils will know	Pupils will be able to identify the three primary colours associated with colour theory. Pupils will be able to explain the differences between tint, tone, ‘hue, and shade. Pupils should be able to identify secondary colours, and how these appear on the colour wheel. Pupils will be able to identify tertiary colours, and how these are made.
What pupils will be able to do	Create a Colour Theory research page demonstrating understanding of key concepts. Produce a colour wheel using primary, secondary and tertiary colours. Annotate work accurately using the terms tint, hue and tone. Experiment with tints and tones, creating light, dark and shaded colour swatches. Present work creatively and effectively, demonstrating composition, refinement and thoughtful use of titles and backgrounds.
Assessment	Pupils will be assessed via quality of the work produced, and how well this is articulated through annotation. At the end of each rotation/term each student will be given a formal assessment consisting of both written and multiple-choice questions, as well as drawing tasks. The assessment will cover the formal elements of colour theory.

Topic: Woods Classification & Day of the Dead
What pupils will know	The three classifications of wood, hardwood, softwood and man-made boards, including examples and their key characteristics. The difference between deciduous and coniferous trees and how these relate to hardwoods and softwoods. The key features, colours and styles associated with the Day of the Dead and sugar skull designs. How colour theory, templates, mechanisms and resistant materials are used when designing and making a product.
What pupils will be able to do	Identify and classify hardwoods, softwoods and man-made boards and compare their characteristics. Apply colour theory and Day of the Dead design features to develop and transfer a design onto a plywood template. Accurately assemble a laser-cut plywood product and clock mechanism. Apply knowledge of 2D and 3D design to produce a completed Day of the Dead-style clock.
Assessment	Pupils will be assessed via quality of the work produced, and how well this is articulated through annotation. At the end of each rotation/term each student will be given a formal assessment consisting of both written and multiple-choice questions, as well as drawing tasks. The assessment will cover woods classification, and 3D design.

Topic: Day of the Dead - Mechanisms (Clock Project)
What pupils will know	Day of the Dead (Día de los Muertos) is celebrated annually on 2 November and originated in Mexico. Sugar skulls, known as Calaveras, are a key feature of Day of the Dead celebrations. Plywood is a manufactured board commonly used to make lightweight products. Mechanisms are assembled components that create movement within a product for a specific purpose.
What pupils will be able to do	Identify the key features and history of Day of the Dead. Produce a research page using images, information and a mind map. Apply a Calavera-inspired design to a plywood template. Assemble a clock mechanism accurately and independently. Create a functional Day of the Dead-style clock using plywood and mechanical components.
Assessment	Pupils will be accessed at the end of Spring term 1 via quality of the work produced, and how well this is articulated through annotation, as well as drawing tasks and practical outcomes.

Topic: Day of the Dead - Clay Relief (Clay Skull)
What pupils will know	Day of the Dead (Día de los Muertos) is celebrated annually on 2 November and originated in Mexico. Sugar skulls, known as Calaveras, are a key feature of the celebration. Clay is a natural material that can be moulded and shaped when wet. A kiln is used to fire clay at high temperatures, turning it into a hard ceramic material. Slip is used to join pieces of clay securely. Clay tools can be used to shape, add detail and create decorative features.
What pupils will be able to do	Identify the key features and history of Day of the Dead. Produce a research page using images, information, a mind map and skull drawing. Develop a series of sugar skull design ideas and select one to create. Use clay modelling, joining and decorative techniques to create a Calavera. Use tools and slip accurately when constructing and refining their design. Apply their knowledge of materials and colour theory to decorate their finished ceramic sugar skull.
Assessment	Pupils will be assessed at the end of Spring term 2 via quality of the work produced, and how well this is articulated through annotation.

Topic: African Art - African Weave
What pupils will know	African Art refers to the art, fashion, and style of African culture. Kente Cloth refers to textiles which originate from Ghana in Africa. Kente cloth often symbolises African unity and heritage. Traditional African weaves are referred to as ‘KenteCloth’. The various colours used in a Kente Cloth have various meanings, for example; orange refers to royalty and wealth. White represents unity and innocence. Weaving is the process of overlapping yarns using a certain technique one after another to create a large fabric/cloth. Kente cloth has historically been worn by Ghanian Kings, Queens and various tribes throughout Africa.
What pupils will be able to do	Identify the key features and influences of African Art. Produce a research page using images, information and a mind map. Explore and create their own Ghanaian-inspired design. Apply their design to create a sample paper weave. Demonstrate understanding of pattern, colour and weaving techniques.
Assessment	Pupils will be assessed at the end of Summer Term 1 via quality of the work produced, and how well this is articulated through annotation.

Topic: African Art - African Mask
What pupils will know	African Art refers to the art, fashion, and style of African culture. Kente Cloth refers to textiles which originate from Ghana in Africa. Kente cloth often symbolises African unity and heritage. Composition is a word we use to describe how a piece of artwork is made, looking at pattern repetition, and how visual appealing a piece of 2D or 3D artwork appears. 2D refers to a material or object which is flat with no depth or volume; such as paper. 3D refers to a material or object which has depth or volume. Card Relief is using card to create a three-dimensional sculpture by building up layers on a cardboard surface creating a raised or relief effect.
What pupils will be able to do	Identify the key features and history of African Art. Produce a research page using images, information and a mind map. Explore traditional African patterns, colours and designs. Design and create their own cardboard mask inspired by African art and culture. Apply decorative techniques to refine and present their finished mask.
Assessment	How Pupils will be assessed at the end of Summer Term 2 via quality of the work produced, and how well this is articulated through annotation.

EA Horizons (Y8, Y9, Y10 and Y11)

Aims of the EA Horizons Curriculum

Across Years 8, 9, 10 and 11, pupils follow an Art and Technology curriculum that develops the knowledge, skills and understanding required for future study, employment and careers within the creative industries. Learning is structured around creative projects that mirror real-world design and artistic processes, enabling pupils to develop the research, planning, development and evaluation skills that underpin successful creative practice.

In Technology, pupils explore a range of materials, processes and manufacturing techniques whilst designing and producing functional products. Projects provide opportunities to develop practical skills, investigate design possibilities and understand how products are created to meet user needs and solve problems. Pupils are encouraged to think critically, work creatively and apply technical knowledge in a range of contexts.

In Art, pupils develop a secure understanding of the formal elements, including colour, tone, line, shape, texture and form. They experiment with a variety of materials, techniques and processes, building confidence in creative expression whilst developing an appreciation of different artistic styles, movements and cultural influences. Pupils explore the work of artists, designers and craftspeople, learning how creative work reflects and influences society.

Throughout their time in EA Horizons, pupils refine their presentation, analytical and evaluative skills through sketchbook work and project-based learning that documents their creative journey. They develop increasing independence in researching ideas, exploring materials, recording observations and creating personal responses.

As pupils progress through Years 10 and 11, learning becomes increasingly specialised and enables them to undertake sustained projects that promote creativity, resilience and personal expression. Pupils investigate artists and designers, experiment with materials and techniques, develop ideas through practical exploration and produce meaningful, individual outcomes that demonstrate both technical skill and creative understanding.

The curriculum encourages pupils to develop coherent and purposeful projects whilst strengthening their presentation, analytical and evaluative skills. Through creative problem-solving and practical application, pupils gain a deeper understanding of artistic and design processes and learn how to communicate ideas effectively through visual outcomes.

By the end of Year 11, pupils will have experienced a broad range of creative approaches and developed the confidence, resilience and technical expertise needed for progression into post-16 education, apprenticeships or careers within the creative, art, design and technology sectors. They will be equipped with the skills to think creatively, solve problems independently and engage confidently with the wider visual and designed world.

Subject leader: Abigail.Wood@excelsiornewcastle.org.uk

Art-and-Technology Curriculum