Curriculum Intent

Art and Design is a vehicle of communication and self-expression, which encourages the ability to observe, select and interpret with feeling and understanding. We aim to foster pupils’ natural enthusiasm for visual and other forms of expression in a non-threatening atmosphere, which is essential if pupils are to develop a sense of self-discipline and are open to new ideas and stimuli.

Curriculum Content

Pupils will be taught:

  • to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas

  • to use a range of techniques and media, including painting

  • to increase their proficiency in the handling of different materials

  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

  • about the history of art, craft, design and architecture, including periods up to the present day

Year 7

Formal elements taught: Line, Tone, Colour, Texture, Shape, Photoshop, Graphics, Poetry Artist, Indian Culture Research.
Media practiced: Paint, Ink, Collage, Coloured Pencil, Pen, Modrock, IT.

Term 1:
Baseline test (Objective Drawing) and Portraits
Identity, Measurements, Features and Expression.

Term 2:
Insects and Nature
Symmetry, Insects and Artists whose work includes Insects.

Term 3:
Indian Culture
Aspects of society which make up a culture, Geography, Language, Dance, Music, Art, Clothing, Religion, Sport and History

Year 8

Formal elements taught; Composition, Line, Tone, Form, Colour, Texture, Shape, Pattern, Graphics, Poetry, Artist Research.
Media Practiced: Paint, Printing, plate and Ink Collage, Coloured Pencil, Pen and Modrock.

Term 1:
Natural forms (Beatriz Milhazes, Peter Randall and Mark Powell) and Printing.
Students draw Natural forms using a variety of media and then create a compositional display page by selecting from the work they have made.

Term 2:
Ceramics Project and Landscape Project.
Students learn the basics about clay and and recall their knowledge about natural forms in addition to the work of the Artists studied to then create a 3D ceramic tile which is fired and painted.

Term 3:
Op art/abstraction.
Student practice making a variety of Optical illusions which are exhibited when completed on a colourwash page. All work is assessed and commented on by the student her peers and their teacher.

Year 9

Formal elements taught: Line, Tone, Colour, Texture, Shape, 2D and 3D Graphics, Picasso Research and African culture research.

Media practiced; Acrylic Paint, Water Colour, Ink, Collage, Coloured Pencil, Pen Modrock and clay.

All classes are taught for 1 lesson every two weeks

Term project - African culture and Ceramic Masks.

Students research traditional African culture and the role of African masks.

Curriculum Content


Component 1: Portfolio- The students will complete a portfolio of work during the two year course consisting of two projects.

The content of the pupils’ portfolios will be determined by the particular requirements and nature of the course of study undertaken. There is no restriction on the scale of work, media or materials used.

Each student must select and present a portfolio representative of their course of study. The portfolio must include both:

1. A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.

2. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written work.

The work the pupils selected for their portfolio should be presented in an appropriate format and could include: mounted studies, sketchbooks, visual diaries, journals, design sheets, design proposals, models, Marquette’s, prototypes, storyboards, video, photographic or digital presentations, records of transient and site-specific installations.

A termly timetable for the completion of the portfolio projects is set out below.

Year 10

Project 1
The first project is compiled of drawings, paintings, 3D clay sculpture, prints, photoshop, Artist/cultural research pages with written notes.

Term 1: Day of the Dead research/pilot project “Disguise”. Students produce a variety of research notes drawings paintings and images about an Artist related to the theme E.g. Day of the Dead and Ed Hardy tattoo artist.

Term 2: Photoshop Development / ceramic skulls. Photoshop images are produced in either of the two project themes. These are developed further in the next term

Term 3: Development painting of canvas /Begin Aboriginal Art Research as preparation for the second project.

Year 11

Project 2
The second project is compiled of drawings , paintings, 3D clay sculpture, prints ,batik (textiles) Artist/cultural research pages with written notes.

Term 1 - 3: Aboriginal Art Batik design /Boomerang sculpture/design

Curriculum Content
KS5 / A-Level


Component 1: Personal investigation
St John Bosco students produce a practical investigation supported by written material.

They are required to conduct this into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes.

The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation.

The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials.

The investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople.

The written material must confirm understanding of creative decisions, providing evidence of all four assessment objectives by:

  • clarifying the focus of the investigation

  • demonstrating critical understanding of contextual and other sources

  • substantiating decisions leading to the development and refinement of ideas

  • recording ideas, observations and insights relevant to intentions by reflecting critically on practical work

  • making meaningful connections between, visual, written and other elements.

The written material must:

  • be a coherent and logically structured extended response of between 1000 and 3000 words of continuous prose.

  • include specialist vocabulary appropriate to the subject matter

  • include a bibliography that, identifies contextual references from sources such as: books, journals, websites, through studies of others’ work made during a residency, or on a site, museum or gallery visit

  • be legible with accurate use of spelling, punctuation and grammar so that meaning is clear.

Our students can present the written material as a single passage of continuous prose or as a series of shorter discrete, but linked, passages of continuous prose incorporated within the practical work.

There is no restriction on the scale of practical work produced. Students should carefully select, organise and present their work for their Personal investigation to ensure it is well structured and provides evidence that meets the requirements of all four assessment objectives.

The personal investigation will be assessed as a whole. Evidence of meeting the requirements of all four assessment objectives must be provided in both the practical and written material.

Students must identify and acknowledge sources which are not their own.

To help students complete this component the project the timetable for year 12 and 13 is set out below.

Year 12

Students are encouraged to become self-directing when approaching the A level and while some skills with FINE ART materials are developed from their GCSE experience , the direction the work takes should be owned by the student.

Term 1:Induction project based on photography and Nature. Students are introduced to the course and set tasks.

Term 2: Developmental and personal study project work using drawing painting print Photoshop. Tutors will interview and discuss the work of students individually advising and encouraging.

Term 3: Personal study development using composition. Draft written work for the chosen Personal Study begins. The work for the Personal study written work is collated and compiled and the practical work is directed on an individual basis.

Year 13

Term 1: Ceramic 3D work is developed within the confines of the personal study .Final designs and preparation for final Large painting are undertaken.

Term 2 - 3: Complete personal written study, developments and a large painting.

Department Courses

KS3 National Curriculum Art

KS4 GCSE Art and Design

KS5 GCE A level Fine Art

Exam Board


BBC Bitesize
National Curriculum Art and Design Programmes KS3
GCSE Specification
A-Level Specification

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