This Charter helps to implement the intent of the art & design curriculum every lesson by every teacher. 

Art & Design Secondary Curriculum Intent 

The Art & Design curriculum at Fulwood Academy is designed to engage, inspire and challenge pupils; giving them a high level of art education which equips them with the knowledge and skills to experiment, invent and create their own works of art and design. 

Art and design embodies some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils; equipping them with the knowledge and skills to experiment, invent and create their own works of art and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflects and shapes our history, and contributes to the culture, creativity and wealth of our nation. The curriculum for art and design aims to ensure that all pupils produce creative work, exploring their ideas and recording their experiences; become proficient in drawing, painting, 3-D and other art and design techniques; evaluate and analyse creative works using the language of art and design; know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. 

The four Progress Objectives 

Students need to learn about materials, techniques and processes, developing skills in the selection and handling of materials, displaying knowledgeable discrimination in the creative choices they make. All of which is supported by the four Progress Objectives that define learning in the subject. 

■ Generating Ideas: Promotes - research, observation, imagining, ideas, originality, perception, designing, investigation, exploration, research, enquiry, experimentation, composition, planning, analysis, visualising, selection, organisation, modelling, testing, synthesis, problem solving, aspiration, innovation, thinking and acting creatively. 

■ Making: Promotes - technique, skill, control, complexity, mastery, quality, judgement, competency, expression, tactile and sensory response, interaction, purpose, investigation, production, outcome, process, exploiting properties of materials, media and techniques, line, shape, tone, colour texture, space and form, thinking and acting creatively. 

■ Evaluating: Promotes - literate and reasoned critical thinking and response, analysis, interpretation, perception, knowledgeable judgement, autonomy, independence, subtlety, aesthetic understanding, speaking, listening, evaluation, review, technical understanding, making meaning and making connections, spiritual, moral, social, and cultural understanding. 

■ Knowledge: Promotes - critical, contextual, technical and aesthetic understanding, breadth, process actions and outcomes, medium and media, meaning, purpose, apply, master, rework, interaction, judgement, knowledge of art and artists, periods, genres, styles, movements, crafts, makers, form and function, design, architecture, artist, maker, designer, historic, contemporary, cultural artefacts and products. 

Pupils should aim to: 

• produce creative work, exploring their ideas and recording their experiences.  
• become proficient in drawing, painting, sculpture and other art and design techniques.  
• evaluate and analyse creative works using the language of art and design. 
• know about great artists and designers, and understand the historical and cultural development of their art forms.  
• Pupils should be taught to:  
• develop their creativity and ideas and increase proficiency in their execution.  
• develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.   
• use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas. 
• use a range of techniques and media. 
• increase their proficiency in the handling of different materials 
• analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work 
• understand where different artists and art styles fit into the history of art and why they are significant. 

 Implementing the intent through the Charter: 

• Ensure all lessons begin with a Do It Now Activity that encourages short, medium and long-term recall, so that key links can be made between the intertwining aspects of the subject. 
• Ensure that learning objectives are clear and concise, as well as making links to the ‘Big Picture’. 
• Model key artistic and creative concepts and techniques to inspire students and secure understanding.  
• Use key subject specific language to enable pupils to articulate creative concepts with accuracy in both the spoken and written word. 
• Use a range of effective questioning strategies to draw out deeper understanding of key concepts. 
• Build in regular opportunities to check for understanding during the lesson, so that misconceptions can be identified and further progress made. 
• Check that new learning is being retained to the working memory at the start and end of lessons. 
• Ensure pupils take pride in their work and provide clear evidence of development and understanding of knowledge and skills.