| Curriculum Intent | Implement | Impact | |
|---|---|---|---|
| KS3 Curriculum / Accreditation | KS4 Accreditation | Ks5 |
|
| Navigator (Learning to Know and Do) | The KS2 and KS3 Art & Design curriculum in England focuses on developing proficiency in drawing, painting, and sculpture, while fostering creativity and critical analysis. Pupils progress from exploring basic techniques and materials in Key Stage 2 to more complex, independent, and culturally informed projects in Key Stage | AQA GCSE Fine Art and Three-Dimensional Design Arts Award Explore/ Bronze Entry Level /Level 1 ICT | Arts Award Bronze Silver (level 2 GCSE 4-9) |
| Venture (Learning to Know and Do) |
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| Venture (Learning to | The KS2 and KS3 Art & Design curriculum in England focuses on developing proficiency in drawing, painting, and sculpture, while fostering creativity and critical analysis. Pupils progress from exploring basic techniques and materials in Key Stage 2 to more complex, independent, and culturally informed projects in Key Stage | AQA GCSE Fine Art and Three-Dimensional Design Arts Award Explore/ Bronze Entry Level /Level 1 ICT Arts Award Bronze/ Explore | Arts Award Bronze/ Explore |
| Explorer (Learning to Live together and Know) |
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| Quest (Learning to be, Live together and begin to Know) | The KS1 and KS2 art curriculum focuses on developing creativity, technical proficiency, and critical analysis through drawing, painting, sculpture, and design. KS1 builds fundamental skills in colour, pattern, and shape, while KS2 advances to complex techniques, art history, and personal expression, aligning with national curriculum standards. | Pre Entry Level Arts Award Discover/ Explore Pre Entry Level ICT | Arts Award Explore |
| Discovery (Learning to Be and Live together) | The EYFS and KS1 art curriculum focuses on developing foundational skills in drawing, painting, and sculpture through exploration, play, and experimentation. Children learn to use a range of materials, express ideas, and explore formal elements like colour, shape, and texture, while being introduced to the work of artists. | Pre Entry Level Arts Award Discover/ Explore | Arts Award Explore (different arts medium) Discover |
Arts Curriculum (Whole School)
Intent
The Arts curriculum develops pupils’ creativity, cultural understanding, communication, and confidence. It builds upon KS3 foundations to deepen technical skill, contextual knowledge, and independence. The curriculum enables pupils to explore, refine, and present meaningful ideas while engaging with diverse artistic traditions.
Implementation
Teaching is structured, sequential, and clearly modelled. Students work with a wide range of media—drawing, painting, printmaking, sculpture, textiles, and digital processes—supported by explicit vocabulary instruction, artist study, and purposeful project work. Sketchbooks are used to plan, experiment, and evaluate throughout.
Impact
Students achieve recognised qualifications such as GCSE Fine Art/Three-Dimensional Art & Design or Arts Award. They demonstrate strong technical skills, personal expression, and cultural understanding. They become reflective, resilient learners equipped for further study and creative pathways.
Music Curriculum (Whole School)
Intent
Music is a powerful medium that supports students in identifying their needs, interacting with others, and deepening their understanding of the world. It fosters independence while promoting communication grounded in respect, kindness, and appreciation for diversity. Music enables students to connect with themselves and others, transcending cultural, spiritual, and educational boundaries.
Our aim is for all students—regardless of prior attainment or background—to develop a sense of musicality. Through a wide range of musical experiences, including live performances, students strengthen their musical skills while also building empathy, collaboration, and a deeper awareness of diverse cultures and perspectives.
Implementation
Students participate in music‑themed workshops where they listen, respond, and engage with musical concepts. They experience live performances through celebration days and contribute to culturally themed assemblies.
Impact
Students have opportunities to explore a variety of instruments and learn about music and dance from different cultures. These experiences nurture a lifelong love of music, broaden cultural understanding, and support their personal development.
DRAMA Whole School
Intent
The Drama curriculum nurtures pupils’ creativity, communication, social understanding, and self-confidence. It builds upon KS3 foundations to develop core performance skills, emotional literacy, and collaborative abilities. The curriculum enables pupils to explore character, story, and expression through accessible, structured practical work. Learners engage with a range of dramatic styles, conventions, and cultural traditions, empowering them to share ideas, interpret meaning, and develop a strong sense of personal voice.
Our partnership with the Hippodrome Education Network (HEN) enriches this offer by giving students access to professional theatre experiences, live performances, and industry-led workshops that broaden their cultural awareness and aspirations.
Implementation
Teaching is highly structured, sequential, and consistently modelled. Lessons use clear routines, visual supports, and scaffolded tasks to ensure accessibility for all learners. Students participate in practical drama activities involving voice, movement, improvisation, storytelling, and simple script work. Key vocabulary is taught explicitly and reinforced through repetition, modelling, and multisensory strategies.
Selected classes work weekly with an HEN drama facilitator, benefiting from specialist input that supports skill development, creativity, and confidence. Through this partnership, students regularly experience live theatre performances and engage with professional practitioners. In addition, pupils are given opportunities to access the Hippodrome Work ExperienceProgramme, offering authentic insights into theatre production, customer service, and creative industry roles.
Reflective practice, teacher guidance, and supportive feedback help learners recognise progress and take increasing ownership of their development.
Impact
Students develop increased confidence, communication skills, and emotional awareness. They demonstrate the ability to collaborate effectively, create and perform simple dramatic pieces, and apply key dramatic techniques with growing independence. Pupils speak more confidently about ideas, characters, and performance choices, and evaluate their own work with sensitivity.
Through our collaboration with the Hippodrome Education Network, learners gain meaningful cultural capital and insight into live theatre, enhancing aspiration and personal development. Participation in workshops and work experience‑ pathways supports readiness for further training or qualifications such as Arts Award.
Overall, students become expressive, resilient learners equipped with transferable communication, teamwork, and creative skills that support future learning, employment, and life.
ICT Whole School
Intent
The ICT curriculum develops pupils’ digital literacy, problem-solving skills, communication, and independence. It builds upon KS3 foundations to strengthen technical knowledge, computational thinking, and safe digital practice. The curriculum enables pupils to explore, create, and communicate using a range of technologies while understanding their role in an increasingly digital world. Learners engage with accessible, meaningful tasks that promote curiosity, confidence, and readiness for everyday digital demands.
Implementation
Teaching is structured, sequential, and clearly modelled. Lessons incorporate visual supports, step-by-step demonstrations, and differentiated tasks to ensure accessibility for all learners. Students work with a wide range of hardware and software—word processing, presentation tools, graphics, coding platforms, data handling, and online communication—supported by explicit vocabulary instruction and practical, purposeful project work. Regular reinforcement of E-safety underpins all learning. Scaffolded resources, repetition, and hands-on exploration help pupils develop both functional ICT skills and broader problem-solving strategies.
Impact
Students develop essential digital literacy, confidence, and independence. They can navigate software, create digital content, stay safe online, and apply problem-solving techniques with increasing autonomy. Learners communicate effectively using digital tools and can evaluate their own work and the work of others. Many progress to Entry Students develop essential digital literacy, confidence, and independence. They can navigate software, create digital content, stay safe online, and apply problem-solving techniques with increasing autonomy. Learners communicate effectively using digital tools and can evaluate their own work and the work of others. Many progress to an Entry Level qualification. They leave as resilient, competent users of technology, equipped with the practical skills needed for future learning, employment, and everyday life.
KS3 Arts Curriculum
KS3 Intent, Implementation & Impact
Discovery Pathway
| Intent (Why are we doing it) | Implementation (How we are going to do it) | Impact (What we want to see and develop) |
|---|---|---|
| Our curriculum supports students in identifying their needs, developing social interaction skills, and gaining a deeper understanding of the world. It nurtures holistic development through learning, creativity, and aesthetic appreciation while strengthening foundational skills such as fine motor control, self-expression, confidence, and resilience. Through music and the arts, students experiment with sound, explore rhythm and pitch, and communicate with respect, kindness, and appreciation of diversity. This inclusive approach builds independence, collaboration, and communication skills. These skills enable them to approach challenges with confidence and resilience, adapting to difficulties and persisting in the face of adversity. They engage thoughtfully with peers, expressing their ideas and solutions in a way that values the perspectives and experiences of others. Through communication and interaction with others, students learn to work together effectively, share ideas, and build meaningful relationships. By fostering these abilities, we empower students to become thoughtful, resourceful, and respectful communicators in both their personal and collective endeavours, while continuously understanding the world around them and developing a global perspective. | Teachers deliver a well sequenced Arts curriculum with clear modelling, explicit vocabulary instruction, and structured opportunities for guided and independent creative practice. Students explore a wide range of media, techniques, and cultural contexts, helping them develop confidence and strong foundational knowledge. | Students experience a broad range of artistic mediums, building both technical and creative skills. They strengthen their ability to interpret and appreciate the visual world. Lessons are engaging, calming, and enjoyable, fostering confidence, curiosity, and enthusiasm for learning. |
Quest Pathway
| Intent | Implementation | Impact |
|---|---|---|
| The curriculum enables students to understand their needs, interact positively with others, and appreciate diversity through the arts. By developing fine motor control, creativity, and self-expression , students build meaningful connections and learn to communicate their thoughts and emotions confidently. | Students engage in a broad Arts education, exploring creativity through colour, texture, design, and model making. They experiment with a variety of materials and processes to express ideas and build strong foundational artistic skills. | Students develop practical skills and a deeper understanding of artistic techniques. They build a strong foundation for future study and enhance their ability to observe, appreciate, and interpret the visual world with creativity and awareness. |
Explorer Pathway
| Intent | Implementation | Impact |
|---|---|---|
| The Explorer Pathway provides a broad, practical Arts curriculum that develops skills in drawing, painting, mixed media, printmaking, textiles, clay, and basic D.T. Students study artists, makers, and cultural traditions to develop cultural awareness, creativity, observational skills, and problem-solving abilities. | Students explore a wide range of artistic processes and materials, such as watercolours, pastels, mixed media, embroidery, felt, wood, and metals. They learn from artists and cultural traditions to understand how creative expression varies across societies. | Students develop imagination, creativity, and personal expression. They strengthen core visual and problem-solving skills, gaining transferable abilities that support wider learning and prepare them for future creative pathways. |
Navigator Pathway
| Intent | Implementation | Impact |
|---|---|---|
| The Arts curriculum helps students explore, plan, and experiment confidently using a wide range of techniques and materials. Students learn key arts vocabulary and build understanding of major artistic movements and their cultural significance. | Each student uses a personal sketchbook to plan, record ideas, practise skills, and reflect on progress. Students explore a range of media through studying key artists, makers, or designers and use subject specific vocabulary to discuss artwork meaningfully. | The curriculum nurtures creativity, independence, and self-reflection. Students develop ownership of their creative outcomes and proudly showcase their work in school displays, virtual galleries, and social media platforms. |
Venture Pathway
| Intent | Implementation | Impact |
|---|---|---|
| The Arts curriculum supports students in expressing ideas, developing independence, and building confidence. Students reflect on their own work and the work of others, learning to communicate with respect and an appreciation for diversity. | Each student uses a personal sketchbook to plan, record ideas, practise skills, and reflect on progress. Students explore a range of media through studying key artists, makers, or designers and use subject specific vocabulary to discuss artwork meaningfully. | The curriculum nurtures creativity, independence, and self-reflection. Students develop ownership of their creative outcomes and proudly showcase their work in school displays, virtual galleries, and social media platforms. |
KS4 Arts Curriculum
KS4 Intent, Implementation & Impact
Discovery Pathway
| Intent (Why are we doing it?) | Implementation (How we are going to do it) | Impact (What we want to see and develop) |
|---|---|---|
| Our curriculum enables students to identify their needs, develop meaningful interactions with others, and strengthen their understanding of the world. By emphasising problem solving, creative thinking, research, and communication, students build independence, life skills, and a strong sense of self. We promote respectful, kind, and inclusive relationships, helping students value diverse perspectives and experiences. This approach supports them in becoming thoughtful, resourceful, and confident communicators who can express their ideas clearly and engage positively with others. | Students follow a structured curriculum that systematically develops their understanding of the formal elements—colour, line, form, shape, tone, and texture. They explore a range of artists and makers, learning about different styles, cultural influences, and creative processes. Students practise drawing and making skills with a variety of materials, selecting appropriate techniques to communicate ideas effectively. This blend of technical development and contextual understanding helps students become confident and informed young artists. | Students work towards an Arts Award qualification (Explore/ Discover) while developing understanding of diverse cultures and creative traditions. They build a strong foundation of artistic knowledge and personal expression, developing skills such as creative thinking, reflective practice, and cultural appreciation. These transferable skills support progression into further education and deepen students’ understanding of the world around them. |
Quest Pathway
| Intent | Implementation | Impact |
|---|---|---|
| At KS4, students refine their technical skills and develop greater independence in their creative practice. They explore and present ideas with increased depth, working confidently with a wide range of materials and techniques. By studying diverse artists and movements, students strengthen their contextual understanding and make informed creative decisions. The curriculum fosters confident, reflective young artists who can communicate their intentions clearly and appreciate the wider creative world. | Students engage in structured, long term projects requiring them to plan, research, experiment, and refine ideas. They work across multiple mediums—including drawing, painting, printmaking, sculpture, textiles, and mixed media—purposefully applying the formal elements. Sketchbooks capture research, experimentation, and evaluations. Teacher modelling, ongoing feedback, and guided practice support students as they become increasingly independent and able to refine outcomes effectively. | By the end of KS4, students achieve a recognised qualification Arts Award (Explore / Bronze). They demonstrate strong technical skills, clear creative intentions, and meaningful personal responses. Students can evaluate their work independently, apply key artistic vocabulary, and use cultural and contextual knowledge with confidence. They leave KS4 well prepared for further study with transferable skills including creativity, resilience, and reflective thinking. |
Explorer Pathway
| Intent | Implementation | Impact |
|---|---|---|
| The curriculum helps students understand their needs, interact positively with others, and deepen their understanding of the world through creative engagement. It fosters independence and respectful communication while developing problem solving , creative thinking, research, and expressive skills. Students learn to explore, refine, and present ideas confidently, valuing both their own creativity and that of others. This supports thoughtful collaboration, critical thinking, and personal growth. | Students develop skills in visual language through structured teaching of the formal elements—colour, line, form, shape, tone, and texture. They experiment with drawing and making skills for a variety of purposes, selecting suitable materials and adapting techniques. Through focused practice, students gain confidence, strengthen creativity, and build a secure foundation for future artistic development. | Students work towards an Arts Award or GCSE (Fine Art / Design Technology) qualification. They broaden their creative skill set, increase confidence in expressing ideas, and deepen their appreciation of artistic practices and cultural influences. This prepares them well for future study or further creative opportunities. |
Navigator Pathway
| Intent | Implementation | Impact |
|---|---|---|
| The curriculum supports students in identifying their needs, collaborating effectively, and gaining a deeper understanding of the world. It promotes independence and respectful communication while developing key skills in problem solving , creative thinking, research, communication, and teamwork. These experiences empower students to refine and present ideas confidently, building competencies valuable both within the arts and in wider employability contexts. | Students develop, refine, and record ideas with increasing independence. They learn to present personal and meaningful responses that clearly reflect their intentions. Practical skills are strengthened through the safe and effective use of a wide range of media, materials, and techniques. This structured progression builds strong technical competence and creative understanding. | Students work towards GCSE (Fine Art/ Design Technology) or Arts Award qualification while deepening their artistic knowledge and appreciation. They develop creative, technical, and reflective skills essential for formal assessment and progression into further education. Their qualification supports future pathways and broadens opportunities within the creative sector. |
Venture Pathway
| Intent | Implementation | Impact |
|---|---|---|
| The Arts curriculum helps students understand their needs, build social interaction skills, and deepen their engagement with the world. Creative activities—such as painting, sewing, or shaping wood—support fine motor development, independence, and confidence. Students also encounter basic mathematical and scientific concepts through creative tasks. The curriculum provides a safe space for self expression , helping students communicate respectfully and develop emotional resilience. | Students learn to explore and develop ideas through purposeful planning and structured project work. They experiment with a wide range of techniques and materials, understanding how different creative decisions affect outcomes. Students evaluate their own work, identifying strengths and areas for improvement. They develop strong subject vocabulary and learn about significant artistic movements and how these have shaped society and creative practice. | Students gain confidence in generating and expressing ideas creatively. They build secure knowledge of materials, processes, and techniques used to communicate meaning in art. Through reflective practice, they learn to evaluate and improve their work, becoming more independent, resilient, and thoughtful young artists equipped to strengthen their outcomes over time. |
