Hednesford Valley High

Hednesford Vallery High School

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Art & Design

Curriculum – Art and Design


Years 7 and 8 Programme of Study

In Years 7 and 8 students build up the core skills in Art and Design of:

  • - Generating Ideas: skills in designing and developing ideas
  • - Making: skills of making in two and three dimensions
  • - Evaluating: skills of judgement
  • - Knowledge: about art processes and context


Students will develop these skills through a series of thematic projects which allow them to build up their confidence and own visual ‘language’. They are encouraged to take ownership of their work and will be guided to use a sketchbook as an ongoing record of their developments.


Students will experience a range of processes and techniques throughout each project and will be encouraged to reflect upon how materials can be used to make images or artefacts. Through the course of two years students will learn about how other artists, craftspeople and designers respond to the world around them and this will help students to build up their knowledge of different types of Art. During the year students will experience working collaboratively in groups and with a visiting artist. They will share their success in Art through displaying their work around school and engaging with the ‘Work of the Week’. Art is taught for one hour per week.


For SLD learners we look at building up foundation skills in pencil and brush control and students have one single lesson per week. Learning links to the ‘topic’ being studied each half term. SLD learners progress through the P scale descriptors in Art from P5 to P8:

 Progression P Levels in SLD Art:

 P5 Students handle or use tools and materials purposefully • They show preferences for activities and begin to carry out simple processes • They choose tools and materials which are appropriate to the activity [for example, picking brushes or rollers for painting] • They show they can create and apply familiar techniques to a task [for example, manipulating and shaping malleable materials to produce a desired effect or applying glue to a surface to make materials stick together in making a model].


P6 Students show an intention to create • They start to use tools, materials and simple actions to produce a piece of work • They imitate the use of tools, materials and simple actions [for example, cutting]. • They practise new skills with less support, developing their knowledge of the process of making [for example, selecting and gathering suitable resources and tools for a piece of work].


P7 Students communicate ideas, events or experiences through their use of colour, form, line and tone • Working in two or three dimensions they may intentionally represent or symbolise an object or an emotion • They purposefully choose colours or techniques • They show confidence in using a variety of processes and make appropriate use of tools and materials.


P8 Students develop their ideas and use materials and processes working in two and three dimensions • They finish a piece of work following an established pattern of activity [for example, gathering appropriate materials, taking part in an activity and stopping work when finished] • They know that paintings, sculptures and drawings have meaning • They use a growing art vocabulary and begin to express meaning in their own work


Where possible our curriculum crosses over with Music at HVH, so themes marked in red are where learners will be looking at the same theme in both subjects.


Thematic Framework:


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Joan Miro

What’s In A Building

South & Central American Art

LS Lowry

Landscapes & Cityscapes

Colour Chaos

Year 8


Still Life

Animating Art

Ancient Egypt

North American Art

Nature Sculptures


Assessment Framework: Years 7 and 8


 Years 9-11 Programme of Study


Some students decide to build upon their interest in Art and Design and will opt to follow an Art course in Years 9, 10 and 11. Students will have one and a half hours per week in Years 9 and 10, and three hours per week in Year 11. In Year 9 students follow a GCSE preparation programme of study which develops both practical and written skills to allow them to meet the specification.


In Year 9/10 pupils can follow the AQA Entry Level Certificate framework in their practical work. This qualification enables pupils to work through two different components of Art and Design (Fine Art/Three Dimensional Design or Graphics/Three Dimensional Design) by presenting a portfolio of coursework produced under supervision. There is a ten hour examination for the Entry Level Certificate in Year 11.  Entry Level learners will follow the same thematic curriculum as the GCSE learners, but will respond to a different exam paper.


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 9/10


Wildlife Birds

Plants & Flowers

Fruit & Vegetables


The Seaside

For those students whom it is appropriate, work done in Year 10 would contribute to the full AQA GCSE Art and Design qualification. This would entail a ten hour practical examination which is worth 40% of the course. The other 60% is made up of a coursework portfolio that shows forty five hours of practical work including one fully completed project. For those who follow a GCSE Pathway the themes in Year 11 will be as follows:


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 11

Mock Exam Paper

Mock Exam  Paper

Exam Preparation

Exam Preparation

Exam (10 hours)


Assessment Framework for for ELC and GCSE:

AO1 DEVELOP: develop ideas by investigating and demonstrating understanding of appropriate sources

AO2 EXPERIMENT: refine ideas through experimenting with appropriate resources, media, materials, techniques and processes

AO3 RECORD: record ideas, observations and experiences in visual, and, if appropriate, other forms. Use written annotation to record observations and ideas.

AO4 PRESENT: present a personal response, realising intentions and make connections with selected sources, such as the work of artists, craftspeople and designers.