Art & Design
At Trinity drawing is a fundamental part of art and students are encouraged to continue developing their observational awareness skills by exploring with a range of primary and secondary sources as they progress through the curriculum. Our students are able to acknowledge the key characteristics of the sources studied, demonstrating their understanding of the formal elements and how this is applied. They are taught to become proficient with a range of media, materials and techniques; drawing, painting and sculpture are fundamental elements of the exploration process. They then continue to develop their confidence with the handling and execution of the tools used, making informed decisions to support the refinement of their ideas.
Through key stage 3 students are introduced to a range of artists, craft makers and designers to understand the cultural and historical contexts of artworks. They use this as a starting point to respond to the images, artefacts and cultures studied. Students will be able to recognise and explain the key characteristics of the work and will be able to present, record and develop creative responses to these. They will demonstrate where ideas have come from and how they have evolved, demonstrating minor changes and alterations with images, scale, background and content to visually demonstrate the decision-making process. Each project is designed to consolidate their learning. Important within this is the development of their artist vocabulary, using key terminology to explain and evaluate their work, reflecting on their and others performance. They will be able to analyse the work of other artists, understanding the history, context and meaning of the works.
By the end of year 11 students demonstrate how sources are used to inspire the development of ideas and are able to demonstrate key characteristics and approaches of artists, periods and cultures, they are able to understand ways in which meanings, ideas and intentions can be communicated through visual language, using the formal elements. They are able to demonstrate the properties of a range of materials and techniques, refining their ideas as work progresses through experimenting with media, materials, techniques and processes to fulfil their creative intentions. Students create a personal portfolio of work made up of a variety of projects and themes. Their art work demonstrates their knowledge, understanding and skills learnt throughout the GCSE course, by presenting a variety of personal responses to the themes.
Students have the opportunity to study Art, Craft & Design, Photography and Graphics at A Level. Each course is made up of three major elements in Component 1: supporting studies, practical work, and a personal study + Component 2: the externally set assignment. This is evidenced through a portfolio of work which presents a variety of work based on personal starting points, including responses to critical and contextual sources such as the work of other artists, designers or photographers. Students will show refinement when using a range of materials and techniques, present ideas and their development leading to a range of final responses. The personal study is an essay between 1000-3000 words of continuous prose about their chosen area of study, communicating critical understanding, contextual research and integrated images.
Inclusion in Art
To foster and promote a creative environment where all students feel safe to make and appreciate Art & Design.
Facilitate opportunities for all abilities and encourage students to try all 2D/3D materials to access the curriculum from Year 7 to Year 13.
Promote the students work through whole school displays building transferable skills including confidence, problem-solving, analysis and observation.
At Trinity School it is an expectation that all lessons and wider resourcing has effective provision for all students, regardless of need, so that they are able to make progress. Data is analysed frequently and used to inform planning and interventions where necessary.
In Art all teachers consider the needs of all students in three key ways, alongside the strategies in student passports and the Mainstream Core Standards.
Firstly, teachers consider a ‘seating check’ in Art. This means students sit in the most appropriate place based on their specific needs.
In Art, teachers make deliberate adaptations so that students with specific learning needs, including Dyslexia, ADHD and Autism, can access the curriculum, develop confidence and make progress as artists. We focus on inclusive teaching that should remove barriers through clear modelling, visual supports, small-step teaching, reasonable adjustments and a strong understanding of each learner’s individual profile.
For students with Dyslexia, Art lessons reduce reliance on extended written instructions by using visual prompts, teacher modelling, exemplar work, dual coding, key vocabulary displays, word banks and step-by-step demonstrations. Where written annotation or artist analysis is required, students are supported through sentence starters, structured writing frames, labelled diagrams, discussion before writing and access to assistive technology where appropriate. This enables students to demonstrate artistic understanding without literacy difficulties becoming a barrier to creativity.
For students with ADHD, teachers support attention, organisation and engagement through clear routines, chunked tasks, concise instructions, practical demonstrations and regular checks for understanding. Lessons are structured so students know what they are making, what equipment they need and what the next step is. Where appropriate, students may be given short movement opportunities, practical roles, fiddle tools, visual timers or scaffolded task lists to help them sustain focus. Teachers also use students’ interests, contemporary artists, real-world design links and practical experimentation to build motivation and purposeful engagement.
For students with Autism, teachers consider the sensory, social and organisational demands of the Art room. Seating, noise levels, transitions, changes to materials and expectations are planned carefully. Students are supported through predictable routines, clear visual instructions, advance notice of changes, calm working spaces where possible, and opportunities to communicate when they need help or time out. Teachers avoid assuming that all students will feel comfortable with messy materials, group critique or open-ended tasks, and instead provide structured choices, clear success criteria and reassurance so that students can participate safely and confidently."
Secondly, all resources are checked to ensure they are inclusive. In Art, this means that worksheets are adapted including step by step drawings. The curriculum is sequenced clearly so all students can build their artistic skills over time.
Finally, the way Art is implemented at Trinity School ensures all students can make progress.
This means they can fulfil their artistic potential by using their chosen art material to express their creativity fully. This in turn prepares them for KS4 and KS5 where there is a large emphasis on students using the material which is their strength.
The very popular Co-Curricular Art & Design Clubs allow all students to explore even more materials and processes, as well as developing their own artistic style.
