We provide a safe environment with high expectations of behaviour and model safe practices in the classroom when using equipment. All lessons are 1 hour in length and there are 2 lessons per week. There is scope for students to do further extra-curricular work during their breaks.

We provide starting points in year 10 to create a fast pace and fully engage learners who come to Kickstart at varying points in the keys stage. In the final term of year 10 we provide a starting point that is set out like the GCSE exam so that students will be prepared for the exam paper in January of their next year of study.  The starting points are designed to scaffold and build on prior learning giving students the confidence over the key stage to work independently and to stretch and challenge our learners. Students are encouraged to celebrate successes by regular displays and opportunities for parents and carers to visit the academy to see student’s art work and in our regular reporting system.

In the Autumn term of year 11 students develop one of their preferred starting points and are giving formative assessments and checklists to make sure that all four assessment objectives are covered. Students are assessed in four main areas of enquiry, artist research and analysis AO1, use of different materials AO2, record ideas, observations and insights relevant to intentions AO3 and present a personal and meaningful response that realises intentions.AO4.

In January of year 11 students receive their GCSE art, craft and design paper to prepare for their final external task and examination.

Staff at Kickstart are given regular art-based training opportunities for standardisation and marking of exams. Specialist Art language is taught within art lessons and modelled by teachers in all art lessons.

British values and RSHE is embedded in our Art curriculum. We consider the views and values of others, particularly when working collaboratively. We advocate healthy and safe working practices and students understand the Art classroom rules and understand the consequences of not following the art room rules. Students are given the opportunity to express their individuality and we encourage tolerance of others’ views and opinions.

we establish clear cross curricular links with other subjects and support whole academy initiatives such as promotion of reading.

In Art we direct students to complete research/reading and writing on artists or art movements. Students continually evaluate and discuss theirs and others’ art work in a written format.  Text must be legible and spelling, punctuation and grammar accurate so that meaning is clear. In their annotations and evaluations students are encouraged to organise information clearly, using specialist vocabulary. We have created a glossary of key terms used in Art and refer to them constantly in our programme of study.

To ensure our aims for the curriculum are implemented effectively we instil 6 core teaching strategies into our curriculum known as ‘The Kickstart 6.’ In Art this is achieved in the following ways:

Knowledge 

• Use of retrieval practice of topics taught using a combination of short term and longer-term memory (lesson visuals, and ‘Do Now’ activities etc.)
• Reducing cognitive overload when introducing new topics by chunking information down, modelling new concepts (‘I Do / We Do / You Do’ etc.) and using regular low-stakes assessment to check new learning.
• Developing subject knowledge of teachers regularly through CPD.

Teachers in Art are experts in their field having relevant qualifications and experience. The Art staff attend annual standardisation /CPD for the moderation and marking of the GCSE exam. They attend regular meetings with other Art staff throughout the LCT.

Explanation and Practice 

• Teacher-led explanations are clear and concise.
• Information is provided in a student-friendly way that is accessible by all.
• Information is chunked when necessary.
• Guided and independent practice is embedded within lessons using clear success criteria.

In Art we introduce skills such as different printing techniques in Year 10. Students then gain confidence and use these learned skills in their projects and for their externally set task in year 11.

The Art Scheme of Work is designed to be interesting and relevant for all students leading to an increase in engagement.

Modelling and Scaffolding 

• New concepts, tasks, and knowledge are modelled first with differentiated scaffoldings provided where required to help build students’ confidence
• A variety of models (worked examples, live modelling etc.) are shared with students to enhance their understanding.
• Scaffolding is withdrawn when teachers have assessed that students are ready.
• In Art at the start of each new skill students are given a demonstration of skills before they try for themselves.

Students in Art use their sketchbooks to explore ideas, to build and develop their ideas.

In Art it we explore a diverse range of artists and critical understanding is important. Students write about artists and designers work and their opinion is essential. We use a writing frame in year 10 as a scaffold with the expectation that they can express their own opinions about their work and others confidently by the end of year 11.

Students are given demonstrations of skills before they attempt techniques themselves. Additionally, throughout the course students are shown exemplars of models of art outcomes.

Questioning 

• Targeted questions are used to gain live feedback from students in the lesson.
• A variety of questioning methods are used (cold calling, show-me boards etc.)
• Questioning is used to allow students to deepen their understanding through subject-specific terminology and academic dialogue.

In Art there are wall displays showing subject specific terms which are used when questioning students and then for self-reflection and evaluation of their own work.

Throughout the course students are expected to be curious learners able to enquire and reflect on their own and others’ art work. When asking questions that require an opinion some students may require a prompt. Opportunities are given for whole class discussion and questioning  e.g. when looking at Graffiti as Art or vandalism.

Feedback 

• Feedback includes a combination of live questioning within the classroom and more deeply marked pieces of work.
• Feedback is personalised (Pink for Think, live marking etc.) to allow students to progress with their individual learning.
• Feedback is given in a positive, encouraging, and constructive way (WWW and EBI etc.)
• Students are actively encouraged to engage with feedback (DIRT, Purple for Progress etc.) to address learning gaps.

In Art we provide feedback using the whole academy policy intended to standardise teaching and learning. Marking is completed regularly and gives students time to reflect on the feedback given and act on the advice. This can be seen in the practical work in their sketchbooks.

A pink for think post-it note is added to work so that students know how to develop their ideas.

Behaviour and Relationships 

• Teachers create environments in which all students feel safe.
• Positive and professional relationships are established though clear roles, routines, expectations, and boundaries.
• Routines and behaviours are rehearsed and positively modelled by staff.
• Differentiated behaviour management strategies are applied to help challenge and correct student behaviour.

In Art staff are professional with a wide experience of teaching in different settings. Academy rules are followed consistently making the Art room a safe environment for staff and students.

Experienced staff know their students and follow the students’ behaviour plans and understand their students’ attitude to learning