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Curriculum Statement : Art and design

Core Values

Our curriculum is underpinned by our core values;


Curriculum intent  

The Art and design area at Pewsey Vale is a stimulating and vibrant environment where all students learn to make aesthetic and practical decisions, becoming actively involved in making art. We aim to encourage and secure students’ creativity and imagination in feeling confident to use a variety of materials and techniques to communicate what they see, feel and think. Student’s will also explore ideas and meanings of the work of other artists and learn about the diverse roles and functions of art and design in contemporary life and from different time periods and cultures. We celebrate the creative achievements of all students, from their successes in local and national competitions to international creative links with schools. 

Our Art curriculums truly build confidence in a variety of life skills in order to prepare all students to be innovative, successful and resilient in pursuing their ambitions. We have developed links with Marlborough College, Leeds University and Roche Court New Art Centre to give students an experience of life beyond Pewsey Vale.  These strong connections, mean students can grow their personal portfolio in Years 7-9 and then during GCSE they can hone in on skills that enable them to discuss artworks, cultures and experiences to their peers and adults alike. Our ongoing support from Fowler Architects and Planning offers a student to complete a week’s work experience in their offices in Pewsey. 

Within the community Art at Pewsey Vale is well regarded as a highly successful department. We periodically collaborate with Pewsey Primary and St Francis, in creating student artworks to be displayed in Pewsey. Other events include the annual GCSE exhibition, exhibiting at the Royal Academy of Arts and exhibiting at the House of Commons.

Planning Documentation - Term 1&2

KS3 & KS4 Curriculum Map

Year 7 Learning Journey

Year 8 Learning Journey

Year 9 Learning Journey

KS4 Learning Journey


Planning Documentation - Term 3&4

Year 7 Learning Journey 

Year 8 Learning Journey 

Year 9 Learning Journey

Year 10 Learning Journey 

Year 11 Learning Journey 


Curriculum implementation   

As a department, we support several transition days for Year 5 and Year 6 students. They gain a flavour of our varied curriculum through exploring our Compass for Life programme within the arts. Our link with Pewsey Primary and several feeder primaries mean students can know what to expect when they decide to join us in Year 7. 

During Key Stage 3, all students explore a foundation of art disciplines, such as drawing, painting, sculpture and printmaking. Alongside these projects, students will develop a critical and contextual understanding of other artists work, work with local artists as well as collaborate with other UK and International schools. 

Through Nurture Provision (Individual Needs)  

A personalised learning curriculum is developed yearly, according to the needs of each individual students in that cohort. When students start in Year 7, their needs are address through exploratory art work, design, drawing, colour, painting and sculpture. As they progress through the school, the curriculums are adapted to fit with national developments in Art teaching (NSEAD) and SEND needs. Differentiated and structured tasks will be given to individual students who need further support in developing writing skills in art.  

Through enrichment  

Within Art we offer a GCSE support session after school for an hour during the autumn and Spring terms. During the spring and summer terms, Trinity College Arts Award (Bronze and Silver) is offered as an after-school enrichment session. Students taking the Arts Award, will visit a museum or gallery, such as Roche Court Sculpture Park, Salisbury or The Holburne Museum in Bath. Students who chose to take Art for GCSE will visit a gallery, have several exhibitions and other opportunities to develop and enhance their skills and knowledge of being a practicing student artist. The department supports a termly photographic competition and during the summer term, students and staff are challenged into creating a drawing, painting or printmaking portfolio of work. 

Through teaching, learning and assessment  

Through learning walks and lesson observations, the department is consistently good to outstanding in several areas of teaching, learning and assessment. GCSE results have been consistently above average for the past two cohorts (EDEXCEL).  Students develop their skills, understanding and knowledge of art and artists through consistent assessment in lessons and through producing work for an exhibition space in school and public spaces outside of school. Students develop a deeper understanding of creating art, through longer projects which are designed to hone in on practicing skills, and becoming confident experts in several disciplines. 

In KS3 students study several art disciplines, drawing, painting, printmaking, sculpture including ceramic work, mixed media and an opportunity to exhibit their work in an outside of school.  

GCSE Fine Art/Art, Craft and Design allows students to develop a vast and developed portfolio or work, based on several themes as part of their coursework unit. During the two years students will experience mock examinations (10 hours over two days) to develop larger outcome pieces. In year 11 students will receive the ESA assignment, in which they develop a smaller portfolio of work, leading to a final 10 hour controlled test. Students will explore a range of disciplines to truly engage and stimulate their talents and skills within art.  

Through promoting literacy 

Within each scheme of learning KS3 and KS4, there is a dedicated week in each term, when each class develops a critical and contextual understanding about an artist or craftsperson, experiences an artist workshop, visits an artist studio or experiences an open critical conversation about a specific artwork. These are tailored to developing each students’ ability to critically discuss their work and the work of others. This also links with their knowledge and understanding of Art History. 

Each subject has a copy of the school’s literacy strategy both in the front of the student’s books and also as a learning mat on desks. This is given to support the accurate use of subject specific spelling and correct use of grammar and punctuation. The subject specific word listed on each document are Tier 2 and Tier 3 language. The aim of this document is to provide learners with a format that is familiar, but developed for the lesson they are in at the time. Classrooms display Tier 2 and Tier 3 language for the specific topics being taught. Spellings of key words are corrected when work is deep marked. A literacy target is given. Both are addressed during DIRT sessions where learners are asked to improve their work in a dedicated section of any given lesson. Students are encouraged to read aloud in lessons and to grapple with difficult texts.  

Through homework  

KS3 students have home learning projects which allow students to develop a sketchbook of work, based on the theme they are studying in lessons. This sketchbook, acts as a home learning diary to record, observe and analyse their own work and the work of others’. Home learning projects are assessed, marked and students are given feedback which allows them to review, develop and improve their work going forward. 

Curriculum Impact

The impact of the school’s curriculum is measured through several means:  

  • Outcomes for students at GCSE in Y11 

  • Uptake for GCSE groups at options  

  • Progress and attainment data for current year groups 

  • Engagement in enrichment activities 

  • Student voice 

For further information about our Art Department, please click here

Pewsey Vale School
On Wednesday, 1st February, the school can only open partially due to strike action. The school will be open to Years 7, 10 and 11. Therefore, students in years 8 and 9 will have to remain at home. More information is available on our website. https://t.co/1iaKHmTs4q https://t.co/Wty7LRaCfO
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