The secondary curriculum review
To make good progress pupils need continuity and opportunities for development across the key stages. To achieve this, curriculum planning at key stage 3 needs to:
The programme of study at key stage 2 provides pupils with opportunities to record from experience, imagination and first-hand observation, and explore ideas for different purposes. Pupils learn to question and make thoughtful observations about starting points and select ideas to use in their work. Projects will allow them to apply their experience of materials and processes, including drawing and developing their control of tools and techniques. They make use of a range of materials, processes and methods, including ICT, when exploring and communicating ideas and making images and artefacts.
Pupils learn about the roles and purposes of artists, craftspeople and designers working in different times and cultures, and investigate art, craft and design in a variety of genres, styles and traditions.
By the end of key stage 2, most pupils are able to explore and respond to ideas, collecting visual and other information to help them develop their work. Most can use their knowledge and understanding of materials and processes to communicate their ideas and meanings. Most pupils are able to design and make images and artefacts, combining and organising visual, tactile and sensory qualities. Most are able to compare and comment on ideas, methods and approaches used in their own and others' work, and to analyse and evaluate their work.
The art and design programme of study at key stage 3 builds on the knowledge, skills and understanding pupils acquire at key stage 2. Pupils work in and across the areas of fine art, design and crafts. They develop their ability to work from ideas and issues, first-hand observation, experience, inspiration, imagination and other sources. They investigate, express and realise ideas using formal elements and a range of media. Pupils work with increasing independence and experiment with materials, techniques and processes.
They learn to use research and investigative skills appropriate to art, craft and design. They learn to work collaboratively and take on different roles in teams. They evaluate their own and others' work, adapting and refining their work in response to this. They study a range of artefacts from contemporary, historical, personal and cultural contexts.
By the end of key stage 3, most pupils are able to explore and respond to ideas, selecting visual, sensory and other information. They use this information when designing and making their work, taking account of the purpose. Most pupils are able to investigate and manipulate materials and processes to communicate their ideas and meanings and to make images and artefacts. Most are able to analyse, understand and communicate how ideas, methods and approaches used in their own and others' work relate to the context and purpose. Most can evaluate their work, reflecting on its purpose and meaning in order to refine ideas and processes and realise intentions.
Key stage 4 builds on the experiences of the earlier key stages, allowing pupils to work with increasing independence and depth at all areas of their work. It extends pupils' existing knowledge, skills and understanding of art, craft and design. Some may consider a broad course exploring the key concepts and processes through a range of media and processes, while others will elect to work through more specific endorsed areas of art, craft and design. These include fine art and applied areas of art, craft and design. Study at key stage 4 should provide both taught experiences and the opportunity for self-directed study.
Progression to key stage 4 is ensured through coherence between the levels and the GCSE assessment criteria.
