Art, Design & Photography

Art & Design

Art allows me to be free to imagine, inspire others and express myself. Art allows me to make, change, and understand the world around me. Artists are able to ask questions, make connections and persevere to realise their intentions.

Art and Design embody some of the highest forms of human creativity. A high-quality Art and Design education should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Studying Art and Design sparks creativity across the curriculum, encouraging young people to be inquisitive, disciplined and determined.

An Art and Design education helps students to unlock their innate creativity, enabling them to become more rounded and confident human beings.

Students in Years 7-9 at Leigh Academy Hugh Christie follow the IB Middle Years Programme (MYP) in Art and Design, while also meeting the requirements of the National Curriculum. Learners explore a range of modern, historical, and contemporary practitioners, gaining insight into how artists communicate ideas and respond to their surroundings. Students engage with various techniques such as drawing, painting, printmaking, sculpture, and digital media to express their creativity. They develop key skills in observation, critical thinking, and the use of artistic language, enabling them to reflect on their own work and that of others.

Through studying Art and Design, students gain an understanding of how the subject connects to the wider world, addressing themes such as identity, culture, and the environment. Art fosters emotional expression and visual literacy, encouraging students to think critically about the world around them. These skills are not only essential for creative industries but also for problem-solving, empathy, and innovation in a broad range of fields.

By studying both historical and contemporary art, students develop a deeper appreciation of diverse perspectives, setting them up for success in further education and in navigating the global landscape. The curriculum builds a foundation for KS4, where students will explore more specialised art forms and engage in more independent, personal projects. Lessons in Art and Design provide students with valuable opportunities to explore who they are and how they relate to the world, helping them become well-rounded individuals with an appreciation for cultural diversity.

Photography

Photography helps me explore my creative expression. Through Photography I can both start to question and learn to understand the world around me. Photography gives me the confidence to communicate my ideas.

Students will follow a course that will introduce them to a variety of experiences, exploring a range of photographic techniques, equipment and processes. Students will research both historical and contemporary photographers and study how this medium has grown in popularity and the impact it has had on all aspects of modern life. This will involve visiting exhibitions and galleries and producing projects in sketchbooks. Students will be introduced to the potential of photography through:

• The use of professional cameras
• Studio environment lighting
• Experimenting with darkroom processes and techniques
• Manipulating images in Photoshop and other digital applications
• Working to a brief, theme or topic
• Mounting and presenting their own work
• The safe use of equipment and materials

Students in Year 7 and 8 will study Art and Design as a core subject for two hours per week, with a dedicated Art Teacher. All students will study the Art and Design Key Stage 3 National Curriculum.

Pupils in Year 7 currently follow a broad-based course structured on the Formal Elements in Art. The work of other artist s is used to teach techniques, skills and processes and to understand the way which artwork is made and what it communicates.

Further skills and techniques are developed using a range of media, giving solid foundation on which to build when Year 8 pupils study specific artists and art movements.

Projects studied include: Aboriginal Art, Truth and Memory, Expressionist Portraits and Book Illustration.

In Year 10 and the first term of Year 11, students focus on Component 1: Portfolio, which makes up 60% of the final GCSE grade. This component is comprised of three units:

• Unit 1: Organics and Mechanics – Students explore natural and mechanical forms, experimenting with various media to create responses that connect to organic structures and mechanical designs.
• Unit 2: Consumerism – Students investigate the theme of consumer culture, focusing on overconsumption and its impact on society, the environment, and mental well-being. They develop their ideas through the study of contemporary and historical artists, using a range of techniques to express their personal views.
• Unit 3: My Environment – This unit encourages students to examine their local surroundings, responding to the physical and social environment around them. They explore themes such as community, identity, and urban landscapes.

In January of Year 11, students begin Component 2: Externally Set Task, which accounts for 40% of their final grade. The AQA stimulus provides a range of starting points for students to choose from, allowing them to develop a personal project over several months. This culminates in a 10-hour supervised exam, usually completed in late April, where students finalise their practical responses.

The study and analysis of other artists and photographers’ work, communicated through the use of subject specific vocabulary to justify their opinions. Students will work on expressing their ideas in a range of different areas of photographic practice including Analogue, Digital, Collage and Mixed-Media. Students’ work is assessed at the end of each unit of work 

Although the course is predominantly practical work it is worth noting that this qualification also demands a significant written element in the analysis of photographers work and the evaluation of their own. 

The course is divided into two elements: 

1. A coursework portfolio consisting of one sustained project and a series of smaller satellite projects and experiments, all of which is formally assessed at the end of the course and represents 60% of the final grade 
2. An exam project, starting from January of the students year 11, which makes up the additional 40% of the marks and includes a ten-hour controlled assessment. We are following the course structure of the AQA examination board and work is submitted to them for final assessment.

* Photography is an expensive subject to run and therefore students will be asked to make a donation towards the cost of materials, printing costs and any planned visits.

• Component 1: Coursework Portfolio
• Unit 1: Introduction to Photographic Practice
• Unit 2: Built Environment
• Unit 3: Urban Experienced
• Component 2: Externally Set Task

Students studying A-Level AQA Art and Design engage in an in-depth exploration of personal and conceptual themes, fostering advanced technical and creative skills. The course encourages independent thinking, critical analysis, and experimentation across a wide range of media, preparing students for further study or careers in creative fields.

Over the course of two years students will study a broad base course in Art, Craft and Design exploring, experimenting and recording on a variety of scales using a wide range of media. Processes and techniques include printmaking, painting, wirework, ceramic sculpture, collage, time-based media and digital art. Alongside this, students are required to contextualise their artwork by investigating the work of contemporary and historical practitioners, explaining links and making personal connections with their own practice.

Students are encouraged to use a sketchbook to plan, experiment and refine their designs from concept through to finalisation. Their annotations explain the creative process and show the progression of ideas demonstrating the students understanding of key concepts and technical vocabulary. They also explain personal opinions and judgements about their own work and that of others.

Within the coursework portfolio students are required to independently pursue one area of the project through into a substantial final piece.

In the second year of the course students complete their Personal Study where they produce a written investigation into an aspect of Art that informs their own personal practice. They will also produce a substantial body of resolved artwork working to a self-initiated brief.

In addition, students complete a Controlled Test over a period of four months, selecting and refining their ideas in the sketchbook and using materials of their own choice. Students celebrate their achievements at the end of the course in a large-scale exhibition which they will curate and hang.

In Year 12, students begin with two structured projects:

• Modules 1 and 2: Constructing Identity – Students respond to the work of Cindy Sherman, exploring themes of identity, representation, and self-portraiture. Through this project, they investigate how artists construct and challenge ideas of self in contemporary society.
• Modules 3 and 4: Deconstructing Space – Mazes and Labyrinths – Students engage with concepts of space, movement, and architecture. This project encourages exploration of three-dimensional design, perspective, and the interaction between physical and psychological spaces.

Towards the end of Year 12, students transition to more independent work through Component 1: Personal Investigation, which accounts for 60% of their final grade. This component allows students to explore a theme of their choice, developing a personal line of inquiry that is supported by in-depth research and practical experimentation.

In February of Year 13, students receive Component 2: Externally Set Assignment, which contributes to 40% of their final grade. They choose from a range of starting points provided by AQA and develop a body of work culminating in a 15-hour supervised exam, completed by early May.

Students will look at the work of a wide range of photographic artists building their analytical and critical skills in the assessment of the work. They will then explore the techniques and processes involved in their practise, formulating their own personal responses.

The department is equipped with a studio and large darkroom space along with a full suite of PC’s running the Adobe Creative Suite package which can be accessed by students whenever required. All work is documented in sketchbooks and their best outcomes are hand selected by the students and displayed in the end of year exhibition at each stage of the course. At least two trips are organised over the duration of the course to relevant sites or exhibitions to support their learning.

* Photography is an expensive subject to run and therefore students will be asked to make a donation towards the cost of materials, printing costs and any planned visits.

• Component 1: Personal Investigation
• Component 2: Externally Set Assignment