At Venn Boulevard Centre our KS3 Art curriculum is designed to be linked to the National Curriculum, while also reflecting the unique needs and interests of our students.
Our curriculum is designed to be inclusive, engaging, and inspiring, providing our students with the opportunity to explore a range of artistic techniques and styles. It builds upon the skills and knowledge learnt in KS2 and ensures the students are ready for the subject if chosen at KS4.
Our KS3 Art curriculum is designed to develop students’ skills in a range of areas, including drawing, painting, printmaking, and sculpture. We believe that art is an essential part of a well-rounded education, and that it can provide students with a range of benefits, including improved creative thinking, problem-solving skills, and emotional wellbeing.
Our curriculum is designed to provide students with the opportunity to explore a range of themes and subjects, including still life, portraiture, landscape, and abstract art. We encourage our students to experiment with different techniques and materials, and to develop their own unique style and voice as artists.
In addition to developing technical skills, our KS3 Art curriculum also includes opportunities for students to explore the cultural and historical context of art. We believe that understanding the social and cultural factors that influence artistic expression is essential for developing a deep appreciation for the art form.
Key Stage 4
At Venn Boulevard Centre, our Key Stage 4 Art curriculum is designed to prepare our students for the AQA Art and Design GCSE examination. Our curriculum is designed to be engaging and challenging, providing our students with the opportunity to develop their artistic skills and techniques, while also exploring a range of themes and concepts.
Our Key Stage 4 Art curriculum is designed to build on the skills and knowledge that our students have developed in earlier years, while also introducing new challenges and opportunities. We believe that the GCSE Art and Design course offers our students the opportunity to develop their creativity and individuality, while also developing essential skills such as critical analysis, evaluation, and problem-solving.
Our curriculum includes a range of practical activities, including drawing, painting, printmaking, sculpture, and digital media. We encourage our students to experiment with different techniques and materials, and to develop their own unique style and voice as artists.
In addition to developing practical skills, our Key Stage 4 Art curriculum also includes opportunities for students to explore the cultural and historical context of art, and to develop their critical analysis and evaluation skills. We believe that developing an understanding of the social and cultural factors that influence artistic expression is essential for developing a deep appreciation for the art form, as well as for preparing our students for the GCSE examination.
This is a popular subject chosen at KS4, as many of our students feel they can access Art subject content regardless of missed education. It is also a chance for our students to be individual and express themselves through the medium, many of our students carry on when they leave to study further in KS5.
“Your school helps pupils to become
confident rounded young people.”
“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”
“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”
“Pupils at your school feel safe.”
“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”
“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”
“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”
“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”
“The systems and structures that you have put in place ensure that pupils feel safe at school.”
“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”
“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”
“Pupils value the way in which you and your
staff make everyone feel included.”
“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”
“Pupils told inspectors that they really value the way in which they feel respected at your school.”
pupils’ emotional well-being deeply and give them space when they need to refocus.”