Art

Art at Northallerton School & Sixth Form College develops creative, independent and critically engaged learners who can communicate ideas visually with confidence and technical skill.

The curriculum builds progressively from Year 7 to Year 13, introducing students to:

  • Drawing, painting and mixed media

  • Artist research and contextual understanding

  • Critical reflection and annotation

  • Independent creative investigation

The curriculum is sequenced to move from foundational skill development in Key Stage 3, to structured portfolio building at GCSE, and finally to independent, conceptually sophisticated practice at A Level.

 

Key Stage 3

Curriculum Intent

At Key Stage 3, students build technical confidence, visual literacy and creative independence through increasingly ambitious projects. GCSE-style marking and modelling are introduced early to raise aspiration and secure strong foundations.

Students develop:

  • Observational drawing and tonal control

  • Understanding of formal elements

  • Critical analysis of artists

  • Experimentation with materials and processes

  • Reflective annotation and evaluation

KS3 Curriculum Overview

Term Year 7 Year 8 Year 9
Autumn 1 Formal Elements Steampunk Idol Project
Autumn 2 Formal Elements Steampunk Idol Project
Spring 1 Colour and Culture Architecture Urban Art
Spring 2 Colour and Culture Architecture Urban Art
Summer 1 North East Botanical Bones Visual Media
Summer 2 North East Botanical Bones Visual Media

Topics progressively increase in conceptual and technical demand, with Year 9 preparing students for GCSE expectations.

Key Stage 4 – GCSE Art (AQA)

Students follow the AQA GCSE Art and Design specification.

The course is structured around:

  • Component 1 – Portfolio (60%)

  • Component 2 – Externally Set Assignment (40%)

  • Development of sketchbooks and sustained personal responses

  • Critical recording aligned to Assessment Objectives

The curriculum is responsive, with QLA and ongoing assessment informing targeted intervention, stretch and bespoke support in Year 11.

KS4 Curriculum Overview

Term
Year 10
Year 11
Autumn 1
NEA Unit 1 – India
NEA Unit 2 - Hybrid worlds 
Autumn 2
NEA Unit 1 – India 
NEA Unit 2 - Hybrid worlds 
Spring 1
NEA Unit 1 - India 
Externally Set Assignment
Spring 2
NEA Unit 1-India 
Externally Set Assignment
Summer 1
NEA Unit 2 -Hybrid worlds
Bespoke Intervention & Exam 
Summer 2
NEW Unit 2- Hybrid worlds
 
A minimum target of Grade 4 is set for all students, with personalised stretch for Grades 7–9 through differentiated tasks and teacher-led intervention.

Sixth Form – A Level Art and Design (AQA)

We offer AQA A Level Art and Design.

Students complete:

  • Personal Investigation (60%)

  • Externally Set Assignment (40%)

  • A 1000–3000 word written investigation

  • Sustained independent portfolio development

The course develops advanced technical skill, conceptual understanding and critical analysis. Students are expected to work independently, take creative risks and refine a sophisticated personal artistic voice.

KS5 Curriculum Overview

Term
Year 12
Year 13
Autumn 1
Skills Building
Personal Investigation Refinement
Autumn 2
Skills Building
Personal Investigation Evaluation
Spring 1
Personal Investigation
Externally Set Assignment
Spring 2
Personal Investigation
Externally Set Assignment
Summer 1
Personal Investigation
Examination
Summer 2
Personal Investigation
 
Students develop resilience, independence and academic rigour through sustained creative inquiry and critical evaluation.

Literacy, Careers and Personal Development

  • Vocabulary – Subject-specific terminology is explicitly taught, including formal elements, composition, contextual analysis and evaluative language.

  • Knowledge Organisers – Students use structured booklets and glossaries to secure technical knowledge and artist context.

  • Careers Links – Graphic design, illustration, architecture, animation, fashion, set design, art therapy, curation and creative industries.

  • SMSC / Personal Development – Projects explore identity, culture, ethics and representation, fostering empathy, resilience, independence and confidence through creative expression.