At Chase Terrace Academy we aspire for all of our students to achieve greater things than they ever thought possible.
We pride ourselves on being a warm and welcoming school that places community at the heart of everything we do. Our ambitious curriculum is enriching and inclusive, providing challenge and breadth for all. This empowers our students to become compassionate, confident and creative individuals who are resilient, respectful and equipped with a desire to take up a fulfilling role in society and the wider world.
In Art and Photography, we encourage pupils to take risks, becoming resourceful, innovative and enterprising. Through the evaluation of past and present visual communication and cultures, they develop a critical understanding of its impact on daily life and the wider world. The rationale behind our curriculum design aims to embrace not only the personal interests, local contexts but also place the value of visual arts in the world of potential career pathways. These pathways include both local and National competitions and events exposing learners to a global world where the arts thrive, cultural links are
imbedded throughout.
Our curriculum design is aimed to be broadly balanced across the visual arts, driven by a desire to increase learners understanding and application of visual literacy, the empowerment of increased confidence in their own creativity and understanding of the universal language of Art, Craft and Design. Through their experience they will revisit and refine knowledge and skills whilst introducing new concepts which embrace cross curricular elements and subjects. The skills covered within this are broad. Art is generally delivered through the Fine Arts (painting, drawing, sculpture and printmaking), and the 3D/ Photography endorsements through (ceramics, textiles, photography, CAD, CAM, photoshop).
Art and design and photography offers pupils the opportunity to develop their creativity by using a range of skills in a wide variety of contexts. Pupils are entitled to communicate and to express their ideas and feelings through visual and other forms. Through exploring and sharing these ideas, pupils develop confidence and independence in learning. This is essential to becoming a successful learner who enjoys learning, makes progress and achieves.
To become confident individuals. Through working in art, craft and design pupils become open to the excitement and inspiration offered by both the natural and made worlds. By engaging in purposeful, imaginative and creative activities pupils learn to take managed risks, trying out new ideas and new ways of working without fear of failure. Through a range of processes, including drawing perceptively and creatively, pupils observe and investigate the world around them, inventing and visualising with increasing independence and ambition. Through allowing their work to be driven by imagination,
experience and issues in the real world they learn to explore and interpret ideas and emotions, and develop understanding of others. By developing and using sets of values to evaluate their own and others’ work, pupils are able to increase confidence in their own opinions, in their feelings of self-worth and in their ability to relate to others.
To become responsible citizens. The investigations in art, photography and design help pupils to appreciate the diversity of ideas and approaches to conveying meaning. They learn to understand, respect, value and engage with their own and other cultures and traditions. They learn that through their creative contributions it is possible to change things for the better.
Working in the areas of art, craft and design, and in applied practices, promotes an enterprising culture and develops pupils’ ability to work collaboratively with others by taking different roles in teams. Pupils’ understanding and appreciation of fine art, design and photography will enrich their lives now and in the future.
| Sixth Form (Year 12 and 13) | Curriculum Implementation Plan |
| Knowledge Organiser – Art | |
| Knowledge Organiser – Photography |