Art and design at key stage 3

The 'use of language' across the curriculum requirement in the national curriculum for 2000 states that:

1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

3. In speaking, pupils should be taught to use language precisely and cogently.

4. Pupils should be taught to listen to others, and respond and build on their ideas and views constructively.

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.
6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop an argument).

This requirement encourages pupils to use language, both spoken and written, to think, learn, express their ideas and use information and evidence to support their analysis, ideas and views. Pupils also need to be able to read texts with understanding, evaluating their usefulness and reliability.

• enhancing pupils language skills enhances their subject learning;
• using subject-specific vocabulary and patterns of language contributes to developing pupils' language skills;
• all teaching contributes to pupils' development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

Pupils are likely to be more successful if there are consistent approaches to speaking, listening, reading and writing across the curriculum that build on the work of primary teachers who have been implementing the National Literacy Strategy: Framework for teaching. Coordinated whole-school policies should promote effective and coherent approaches to the teaching and learning of language. To assist schools in this process, QCA/DfES have developed a set of expectations in language and learning for each of years 7, 8 and 9. These language objectives have been built into the schemes of work for all subjects. They are highlighted in 'Language for learning' in each unit, along with specialist vocabulary, and integrated into the work in each unit.

• finding out about art, craft and design by extracting information from sources such as reference books, CD-ROMs, e-mails and the internet;
• presenting ideas and information to others, in written or in other forms.

• visual and tactile elements and the codes and conventions used in different times and cultures;
• the materials and processes used in making art, craft and design.

• analytical language for evaluating their own and others' work, including the subject matter, the materials and processes used in the making of the work, and how visual and tactile qualities are combined and organised;
• expressive language to describe and discuss the impact of the work of others, the ideas and meanings that are communicated through the work, and views and opinions about it.

Opportunities for links between art and design and design and technology are indicated in the units. Design and technology can help pupils' learning in art and design by developing skills for working with tools, equipment, materials and components when:

• shaping, assembling and joining materials and components;
• measuring, marking out, cutting and shaping a range of materials;
• using appropriate finishing techniques.

Using ICT will enhance pupils' learning of art and design. Opportunities to link work with ICT are indicated in the units. The use of ICT can help pupils' learning in art and design by:

• providing additional equipment and tools to help them produce and manipulate images and play with ideas and possibilities for using materials and processes creatively;
• making it possible for them to document the stages in the development of their ideas electronically in a sketchbook, share this with others and review and develop their work further;
• providing a range of information sources to enhance their knowledge and understanding of the work of artists, craftspeople and designers;
• extending the possibilities for sharing their work with others via e-mail or through developing a school gallery on a website.

Many units may be enhanced by the use of source material from a CD-ROM or the internet. Opportunities to use the internet are highlighted in 'Resources' and 'Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance. Web addresses listed were correct at the time of publication, although teachers will need to be aware that web addresses and site content can change.

• communication - when pupils discuss relevant information, speak clearly to suit the situation, listen and respond one-to-one or in a group;
• working with others - when pupils work with a partner or in a group and plan what needs to be done, confirm their understanding of the objectives, their responsibilities and working arrangements, carry out tasks and review their progress;
• improving own learning and performance - when pupils use the plan-do-review cycle: confirm their understanding of the targets and how these will be met, follow plans using support, and review achievements and progress.

Research has shown that helping pupils reflect on their own learning aids their progress. The art and design scheme of work includes activities that enable pupils to reflect on their own thinking processes, and to clarify and reflect on their problem-solving strategies. These activities include:

• teacher reflection on, and modelling of, thinking skills;
• problem solving in pairs;
• cooperative learning;
• group discussion.

By using thinking skills pupils can focus on knowing how as well as knowing what - on learning how to learn. Many aspects of art and design contribute to the development of thinking skills.

Creative-thinking skills enable pupils to generate and extend ideas; to suggest hypotheses; to apply imagination; and to look for innovative outcomes.

Enquiry skills enable pupils to ask relevant questions; to pose and define problems; to plan what to do and ways to research; to predict outcomes and anticipate consequences; and to test conclusions and improve ideas.

Information-processing skills enable pupils to locate and collect relevant information; to sort, clarify, sequence, compare and contrast; and to analyse part or whole relationships.

Reasoning skills enable pupils to support their opinions and actions; to draw references and make deductions; to use precise language to explain what they think; and to make judgements and discussions informed by reasons and/or evidence.

Evaluation skills enable pupils to evaluate information; to judge the value of what they read, hear and do; to develop criteria for judging the value of their own and others work or ideas; and to have confidence in their judgements.

The national curriculum requirements for citizenship became statutory in September 2002. Schools need to consider how the citizenship programme of study should be taught. This scheme does not provide a model for an approach to citizenship, but does suggest where links between art and design and citizenship might be made.

Where there are opportunities for links with other subjects, notably history and geography, these are made explicit in the units.

Opportunities to contribute to other curriculum areas, for example personal, social and health education, environmental education, the world of work, and aspects of pupils' spiritual, moral, social and cultural development are also highlighted.