Art and design at key stage 3

• develop their creativity and imagination through visual, tactile and sensory experiences;
• develop practical, technical and critical skills and use visual and tactile language to communicate their ideas, feelings and meanings;
• learn to make value judgements and aesthetic and practical decisions, becoming actively involved in shaping environments;
• explore ideas and meanings in the work of artists, craftspeople and designers and learn about the diverse roles and functions of art, craft and design in the contemporary world and in different times and cultures.

• explore and develop ideas;
• investigate and make art, craft and design;
• evaluate and develop work.

• the visual and tactile qualities of materials and processes and how these can be manipulated and matched to ideas, purposes and audiences;
• codes and conventions and how these are used to represent ideas, beliefs and values in works of art, craft and design;
• continuity and change in the purposes and audiences of artists, craftspeople and designers from Western Europe and the wider world.

ASPECT	By the end of year 7, pupils:	By the end of year 8, pupils:	By the end of year 9, pupils:
1 Exploring and developing ideas	explore and select ideas collect visual and other information for different purposes	select and use visual and other information in developing their work take account of the purpose	assess visual and other information, including images and artefacts from different historical, social and cultural contexts use this information to develop their ideas, taking account of purpose and audience
2 Investigating and making art, craft and design	use their knowledge and experience of materials and processes to communicate ideas and meanings and make images and artefacts combine and organise visual and tactile qualities to suit their intentions	manipulate materials and processes to communicate ideas and meanings and make images and artefacts match visual and tactile qualities to their intentions	manipulate materials and processes and analyse outcomes interpret visual and tactile qualities to communicate ideas and meanings and realise their intentions
3 Evaluating and developing work	compare and comment on ideas, methods and approaches used in their own and others' work, relating their comments to the context in which the work was made adapt and improve their work to realise their own intentions	analyse and comment on ideas, methods and approaches used in their own and others' work, relating their comments to the context in which the work was made adapt and refine their work to reflect their own view of its purpose and meaning	analyse and comment on how ideas and meanings are conveyed in their own and others' work explain how their understanding of the context affects their views and practice
4 Knowledge and understanding	Visual and tactile qualities of materials and processes and how these can be combined and organised for different purposes	Visual and tactile qualities and how these can be matched to ideas and purposes	Visual and tactile qualities and how these can be manipulated and matched to ideas, purpose and audiences
	Materials and processes used in art, craft and design and how these can be matched to ideas and intentions	Codes and conventions in art, craft and design	Codes and conventions in art, craft and design and how these are used to represent ideas, beliefs and values
	The roles and purposes of artists, craftspeople and designers working in different times and cultures	Change in the projects of artists, craftspeople and designers from Western Europe and the wider world	Continuity and change in the purposes of artists, craftspeople and designers from Western Europe and the wider world

The new health and safety requirement was drawn up by QCA after consultation with the Health and Safety Executive. Pupils will need to be taught about the hazards, risks and risk control in art and design so that risk awareness forms an integral part of their learning and development.

• recognise the existence of hazards, risks and uncertainty in a range of contexts;
• assess their own ability, and the ability of others, to deal with different situations;
• assess the consequences when dealing with hazards presented to themselves and others;
• seek advice from appropriate sources to minimise and manage risk;
• understand that rules and regulations follow from risk assessment and help define individual and collective responsibility.

In the future, pupils ability to assess and control risks will be increasingly important. An ability to manage risk has application in leisure activities and in the home as well as work.