Art and design at key stage 3

• exploring and developing ideas;
• investigating and making art, craft and design;
• evaluating and developing work.

Pupils use their knowledge and understanding of art, craft and design to inform and enhance progression in these three areas. Aspects of progression in art and design describes in more detail how progression can be characterised.

• visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes;
• materials and processes used in making art, craft and design, and how these can be matched to ideas and intentions;
• differences and similarities in the work, roles and purposes of artists, craftspeople and designers working in different times and cultures.

• selecting and recording from first-hand observation, experience and imagination for different purposes;
• asking and answering questions about starting points for their work;
• collecting visual and other information to help them develop their ideas, including using a sketchbook;

• applying their experience and developing their control of tools and techniques;
• using a variety of methods and approaches to communicate observations, ideas and feelings, and design and make images and artefacts;

• comparing their own and others work and saying what they think and feel about it;
• adapting their work and describing how they might develop it further.

Transfer from primary to secondary

The scheme builds on the knowledge, skills and understanding developed through the key stage 2 programme of study. Although the expectation is that pupils starting key stage 3 are working at level 4, the units take account of the fact that some pupils will be working at level 3.

• assessing their drawing skills;
• reviewing their sketchbooks from key stage 2;
• finding out their experience with materials and processes;
• asking them about the artists, craftspeople and designers they have studied.

Pupils should be encouraged to practise their drawing skills regularly. They should develop the willingness to make working drawings and to accept that it is good practice to rework drawings (without the need for an eraser) as they observe with increasing accuracy and develop their understanding.

Pupils should be challenged to draw:

• from observation, imagination and experience using their sketchbooks where appropriate;
• at different scales and on different surfaces;
• in two and three dimensions using different media, eg wire, wool and clay, as well as traditional media;
• for different purposes, eg to explore ideas, to explain ideas to themselves and others, to record information about what has been observed.

Using a sketchbook

• for recording, exploring and storing visual and other information, eg notes and selected materials, which can be readily retrieved and used as reference;
• for working out ideas, plans and designs;
• for reference as they develop ideas for their work;
• for looking back at and reflecting on their work, reviewing and identifying their progress;
• as an ongoing record of their learning and achievement, which they can use to develop further their ideas, skills and understanding.

• to keep a visual record of their observations made from a range of first-hand sources, such as interesting objects, plant forms, buildings, people. Pupils should develop and practise the skills of drawing from observation on a regular basis, so that they can increase and sustain their concentration;
• to record a personal response to their experiences and their environment - a way of communicating ideas, feelings and interests;
• as an 'ideas book' where they can explore possibilities and alternatives based on their own ideas and imagination. These may be quirky, odd or impossible and may not necessarily be realised;
• to analyse the methods and techniques used by different artists, craftspeople and designers;
• for visual and annotated notes about line, tone, colour, pattern and so on, for reference for their own creative work;
• for visual and other notes, including personal comments about artists, craftspeople and designers and about particular works that interest them that they study in school and on visits to museums, galleries and exhibitions.

• explore and select ideas and collect visual and other information for different purposes;
• use their knowledge and experience of materials and processes to represent observations, communicate ideas and meanings, and make images and artefacts;
• combine and organise visual and tactile qualities to suit their intentions;
• compare and comment on ideas, methods and approaches used in their own and others work;
• relate their comments to the context in which the work was made;
• adapt and improve their work to realise their own intentions.

• select and use visual and other information in developing their work, taking account of the purpose;
• manipulate materials and processes to communicate ideas and meanings and make images and artefacts;
• match visual and tactile qualities to their intentions;
• analyse and comment on ideas, methods and approaches used in their own and others work, relating these to the context in which the work was made;
• adapt and refine their work to reflect their own view of its purpose and meaning.

• 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;
• manipulate materials and processes and analyse outcomes;
• interpret visual and tactile qualities to communicate ideas and meanings and realise their intentions;
• 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.

• analyse codes and conventions used in different genres, styles and traditions;
• select, organise and present information in visual and other ways, taking account of purpose and audience;
• extend their understanding of materials and processes and interpret visual and tactile qualities to communicate ideas and meanings and realise their intentions;
• analyse and comment on the contexts of their own and others work;
• explain how their ideas, experiences and values affect their views and practice.

Teachers who use this scheme of work may find they need to adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.

• setting suitable learning challenges;
• responding to the diverse needs of pupils;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

The scheme of work is designed to cater for pupils working at levels 3-7. It is also designed to be challenging and raise expectations. The expectation is that the average attaining pupil will be working at level 4 in year 7, level 5 in year 8 and level 6 in year 9. The pitch in year 9 units is towards level 6. The purpose is to provide challenging targets for pupils while recognising that not all pupils will reach this standard. For pupils whose attainments are significantly above or below these expected levels, a much greater degree of differentiation will be necessary. Further guidance on this can be found in Guidance on providing for gifted and talented pupils and Guidance on providing for pupils with learning difficulties, produced by QCA in 2000.

To provide suitable learning challenges for all pupils to achieve as high a standard as possible, teachers may wish to modify the whole scheme of work, or parts of units.

• particular parts of the scheme should be emphasised or expanded;
• pupils should be given more time for particular aspects of the scheme or given opportunities to progress more rapidly;
• particular pupils need opportunities to revisit knowledge and skills in different contexts;
• the attainments of pupils will provide a relevant structure for teaching art and design.

If this is not the case, eg if pupils have significant learning difficulties or groups are able to work at a particularly challenging level, schools may wish to use the scheme as a resource for developing an alternative. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study.

• the expectations and learning objectives need modifying;
• there is a need to add challenge by increasing the requirements;
• there is a need to provide small steps, short, guided and more focused tasks and supporting structures to enable pupils working below the demands of learning objectives to undertake the activity;
• the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels;
• to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and with different lifestyles;
• the activities need to be adapted to provide support for pupils with difficulties in communication, language, literacy and drawing.

The 'Points to note' and 'Possible teaching activities' in some of the units suggest some ways in which the unit might be tailored to meet pupils specific learning needs. Teachers may wish to use these suggestions in other units.

In addition, it may be necessary to use specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities. For pupils with emotional and behavioural difficulties, there may be a need to emphasise short-term goals and provide highly specific outcomes.

• using alternative and augmentative communication;
• reducing the amount of written work and reading;
• giving pupils the opportunity to clarify their ideas through discussion, modelling, role play and the use of tape recorders, video and photographs, rather than relying on written materials.

• have a limited range of images or artefacts to evaluate at one time, including a mixture of familiar and less familiar examples;
• discuss and examine images and artefacts in pairs or as a group rather than responding in whole-class discussions;
• use pro forma worksheets to record their evaluations;
• use word sheets or posters when spelling and using subject-specific terms.

Issues specific to art and design

All pupils need a meaningful context, a clear purpose and concrete sensory experience in order to learn and progress in art and design. However, art is not only a visual experience. It is no longer confined to traditional disciplines, although these remain important. Contemporary art often combines media in multi-sensory works such as installations. These use the viewers sense of touch, hearing and movement through space, as well as sight. By extending teaching and learning in art and design to include all the senses, teachers can provide experiences that include all learners.

While it is important to establish and develop the skills of drawing and painting, all pupils will benefit from working in three dimensions and sculpture, using textile and ceramic processes, and working with ICT and video. These media and processes not only teach pupils about tactile qualities, but also help them to understand the concept of space, the use of rhythm, spacing, sound and sequencing. It teaches them how to create and interpret mood and expression, how to use textural layers in materials and sound, and how to set the context. It also gives them the confidence to suggest and echo ideas. These are skills needed for traditional art forms and also for advertising, film making and other art forms such as dance, music and writing.

Opportunities for assessing pupils' progress are built into each unit. The learning objectives are pitched at an appropriate level for the year group identified and a wide range of achievement levels are anticipated at this stage, as is common in art and design. The outcomes can be used to review progress and check whether pupils are ready to move on to the next activity or need more support or challenge. They also provide a framework for giving feedback to pupils. The expectation statements for each unit are related to the level descriptions in the national curriculum and the tasks set, and allow pupils' overall progress to be monitored.

The learning objectives are written primarily for teachers, but can be adapted and given to pupils as the objectives of a lesson or sequence of lessons. The objectives and expectations can also be used to help pupils review their own progress. Feedback to pupils, which can range from providing informal oral comments to a whole class to closely marked individual work, should relate to the objectives set.

The work pupils do will provide evidence of what they have been taught and their progress. It is not necessary to make detailed records for each pupil or activity, or to keep detailed portfolios of pupils' work. A digital camera can be used to keep permanent records, if required. It would be particularly helpful if the department kept a portfolio of selected examples of pupils' outcomes from the units. These examples might show how pupils have met the expectations in the level descriptions for 'Explaining and developing ideas', 'Investigating and making art, craft and design' and 'Evaluating and developing work'.

A grade, comment or mark can be used to indicate achievement, preferably focusing on the results of complete units of work. A judgement based on these, and in some circumstances on a summative piece of work or test, can be used when considering how individual pupils are achieving in relation to the end-of-unit expectations. Some pupils may need more help or extension activities.

Pupils responses to the demands, particularly of the year 9 units, will provide evidence for teachers to make end-of-key-stage assessments against the level descriptions. In addition, teachers may wish to use the Optional tests and tasks (SCAA, 1996). These tasks can be used diagnostically, when pupils transfer from primary or middle school, or they can be used summatively, towards the end of the scheme of work.

Assessment for pupils undertaking adapted or alternative activities

Judgements should be made in the context of the activities undertaken by the pupil. For example, pupils who are visually impaired may be unable to complete the requirements of the programme of study or attainment target relating to the visual aspects of art and design. Teachers should provide materials, equipment and resources for pupils to develop strength in depth by making a tactile response in practical and theoretical aspects of the subject. They should discount those aspects of the expectations relating to the visual aspects of art and design and use alternative, appropriate criteria when making judgements.

• exploring ideas on the unit themes;
• researching the work of artists, craftspeople and designers in original and reproduction form by visiting museums and galleries, for example by using the school and local library, CD-ROMs and the internet;
• collecting visual and other information and materials to support their work, using a sketchbook.