{"id":23117,"date":"2026-07-02T15:35:01","date_gmt":"2026-07-02T15:35:01","guid":{"rendered":"https:\/\/futuralearning.co.uk\/schools\/?page_id=23117"},"modified":"2026-07-02T15:40:27","modified_gmt":"2026-07-02T15:40:27","slug":"art-curriculum-overview","status":"publish","type":"page","link":"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/art-curriculum-overview\/","title":{"rendered":"Art Curriculum Overview"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"23117\" class=\"elementor elementor-23117\">\n\t\t\t\t<div class=\"elementor-element elementor-element-18ca7d9 e-flex e-con-boxed e-con e-parent\" data-id=\"18ca7d9\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;slideshow&quot;,&quot;background_slideshow_gallery&quot;:[{&quot;id&quot;:6878,&quot;url&quot;:&quot;https:\\\/\\\/futuralearning.co.uk\\\/schools\\\/wp-content\\\/uploads\\\/2026\\\/01\\\/b-1.png&quot;}],&quot;background_slideshow_loop&quot;:&quot;yes&quot;,&quot;background_slideshow_slide_duration&quot;:5000,&quot;background_slideshow_slide_transition&quot;:&quot;fade&quot;,&quot;background_slideshow_transition_duration&quot;:500}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-b7c00f9 e-con-full e-flex e-con e-child\" data-id=\"b7c00f9\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-a499d05 elementor-widget elementor-widget-heading\" data-id=\"a499d05\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Art Curriculum Overview\n<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7a3126a elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"7a3126a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-98f1a71 e-flex e-con-boxed e-con e-parent\" data-id=\"98f1a71\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-4a7b5bb e-con-full e-flex e-con e-child\" data-id=\"4a7b5bb\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-5e82e53 elementor-widget elementor-widget-text-editor\" data-id=\"5e82e53\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h2 class=\"HTXT\"><strong>Art Curriculum Overview<\/strong><\/h2><p><strong>\u201cA work of art which did not begin in emotion is not art.\u201d &#8211; Paul C\u00e9zanne<\/strong><\/p><p><strong>\u201cCreativity takes courage.\u201d &#8211; Henri Matisse<\/strong><\/p><p><strong>\u201cArt washes away from the soul the dust of everyday life.\u201d &#8211; Pablo Picasso<\/strong><\/p><h3 class=\"HTXT\">Art Curriculum Team Vision<\/h3><p>Creating Artists<\/p><p>Promote creativity, imagination and self-expression.<\/p><p>Rich and diverse cultural experience.<\/p><p>Becoming proficient in a range of artistic media and techniques.<\/p><p>Confidentially use the language of art, craft and design.<\/p><p>Have a strong understanding of careers and art and designs role within society.<\/p><h3>Art Curriculum Intent<\/h3><h4>Key Stage 3<\/h4><ul><li data-gh-bg=\"1\">A focus on building skills and knowledge in areas such as drawing and painting to provide a strong foundation going forward in the subject.<\/li><li data-gh-bg=\"1\">Students understand proportion, perspective and how to represent a 3-dimensional image on a 2 dimensional plain.<\/li><li data-gh-bg=\"1\">Students have a basic knowledge of painting technique and theory.<\/li><li data-gh-bg=\"1\">Students produce original, imaginative and personal work.<\/li><li data-gh-bg=\"1\">Students are able to talk about a range of artists and art movements linking to their work.<\/li><li data-gh-bg=\"1\">Students will explore a wide range of media and processes.<\/li><li data-gh-bg=\"1\">Students keep a sketchbook and understand how to develop a project and generate ideas.<\/li><li data-gh-bg=\"1\">Students are able to reflect on their work and the work of others in order to progress.<\/li><\/ul><h3>Key Stage 4<\/h3><ul><li data-gh-bg=\"1\">Students are able to develop highly original, personal and imaginative work.<\/li><li data-gh-bg=\"1\">Students develop their own style and play to their strengths.<\/li><li data-gh-bg=\"1\">Students are able to articulate and record their ideas clearly.<\/li><li data-gh-bg=\"1\">Students develop a confidence and skill in the practical areas they choose to pursue.<\/li><li data-gh-bg=\"1\">Students are willing to take risks and experiment.<\/li><li data-gh-bg=\"1\">Students can critically analyse the work of artists.<\/li><li data-gh-bg=\"1\">Students can use research to help develop their own work.<\/li><\/ul><h3>When and why.<\/h3><p>Year 7 focuses on basic skill building to ensure a strong foundation from which to explore the subject. Key skills such as drawing and painting are re visited and built upon in Year 8 and 9 \u2013 Art is a skill-based subject and skills take practice. Throughout KS3 students produce projects in a similar style to GCSE so that those who opt for the subject in Year 10 have a good understanding of how to approach their coursework. In KS4 pupils produce highly personalised work and spend Year 10 producing projects towards their Component 1 portfolio. These projects start more guided and gradually allow a wider choice of artists and approaches as scaffolding is removed. The last project in Year 10 is set up as a mock of the externally set task so that students have a chance to experience the controlled practical element they will do in Component 2 of Year 11. At the start of Year 11 students revisit their projects from Year 10, improving and selecting work for their portfolios before undertaking the Component 2 externally set task in January.<\/p><h3>Long Term Plan<\/h3><table class=\"tableborder\"><tbody><tr><td><p>\u00a0<\/p><\/td><td><p>Term 1<\/p><\/td><td><p>Term 2<\/p><\/td><td><p>Term 3<\/p><\/td><td><p>Term 4<\/p><\/td><td><p>Term 5<\/p><\/td><td><p>Term 6<\/p><\/td><\/tr><tr><td><p>Year 7<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Still Life &#8211; Drawing<\/p><\/td><td><p>Unit: Still Life &#8211; Painting\/Artists<\/p><\/td><td><p>Unit: Still Life &#8211; Outcome<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Abstract Noise &#8211; Introduction to abstraction\/Kandinsky<\/p><\/td><td><p>Unit: Abstract Noise &#8211; Printing<\/p><\/td><td><p>Unit: Abstract Noise &#8211; Clay Tile<\/p><\/td><\/tr><tr><td><p>Key Learning<\/p><p>Students need to know and remember from this unit of work<\/p><\/td><td><p>Pencil skills<\/p><p>Line<\/p><p>Tone\/mark making<\/p><p>Proportion<\/p><p>Perspective<\/p><p>3D Shapes<\/p><\/td><td><p>Colour mixing<\/p><p>Colour theory<\/p><p>Texture\/mark making<\/p><p>Brush skills<\/p><p>Cezanne\/Thiebaud artist research and analysis<\/p><p>Post-impressionism<\/p><p>Pop Art<\/p><\/td><td><p>Application of all skills in term 1 &amp; 2.<\/p><p>Producing a larger scale observational painting of a Still Life.<\/p><\/td><td><p>Wassily Kandinsky research and analysis<\/p><p>(link to artist analysis skills from term 2)<\/p><p>Abstraction<\/p><p>Abstract expressionism<\/p><p>Emotive colour<\/p><p>(link to Term 2 colour mixing)<\/p><p>Emotive mark making (links to term 2 mark making)<\/p><p>Composition\/Abstract design (links to drawing skills term 1)<\/p><\/td><td><p>Poly-tile printing<\/p><p>Relief printing<\/p><p>(link to term 2 colour theory)<\/p><\/td><td><p>Process of using clay<\/p><p>Producing a clay tile<\/p><p>Properties\/limitations\/uses of clay<\/p><p>Use of clay tools<\/p><p>How to join clay<\/p><p>\u00a0<\/p><\/td><\/tr><tr><td><p>Check for Understanding<\/p><p>How we will check for understanding in this unit of work<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><p>\u00a0<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><p>\u00a0<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint: All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><p>\u00a0<\/p><p>\u00a0<\/p><\/td><\/tr><tr><td><p>Year 8<\/p><\/td><td><p>Unit: Natural Form \u2013 Learning about clay, Artist and Designs<\/p><\/td><td><p>Unit: Natural Form \u2013 Producing a Clay \u2018Pot\u2019<\/p><\/td><td><p>Unit: Natural Form \u2013 Exploring form, colour and texture through \u2018drawing\u2019.<\/p><\/td><td><p>Unit: Portraiture \u2013 Pencil Portraits<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Portraiture \u2013 Artists and Outcome (influential people)<\/p><\/td><td><p>Unit: Monsters \u2013 Sculpture<\/p><\/td><\/tr><tr><td><p>Key Learning<\/p><p>Students need to know and remember from this unit of work<\/p><\/td><td><p>How Nature inspires artists.<\/p><p>Analysis of the work of Kate Malone and other ceramicists. (builds on artist analysis skills in yr 7 term 2 &amp; 4)<\/p><p>Designing 3D work<\/p><p>(building on design and 3D drawing skills from yr 7)<\/p><p>The process of clay including 3D building and glaze.<\/p><p>(building on knowledge and skills form Yr 7 term 6)<\/p><\/td><td><p>Pinch Pot technique<\/p><p>Coiling\/hand building<\/p><p>Limits\/use of clay<\/p><p>Scratch and slip (joining technique)<\/p><p>Decorative techniques<\/p><p>(building on knowledge and skills form Yr 7 term 6)<\/p><\/td><td><p>Drawing technique<\/p><p>Proportion<\/p><p>Perspective<\/p><p>Creating texture<\/p><p>Explore a range of media<\/p><p>Representation of value\/tone<\/p><p>(building on drawings skill term 1 &#8211; 3 yr 7)<\/p><p>\u00a0<\/p><\/td><td><p>Position\/shape of the features<\/p><p>Basic portrait \u2018guidelines\u2019<\/p><p>Proportion of the features in relation to the face and one another.<\/p><p>Tonal shading to show value (light and dark areas)<\/p><p>(building on drawings skill term 1 &#8211; 3 yr 7)<\/p><p>\u00a0<\/p><\/td><td><p>Analysis of portrait artists such as Stephanie Ledoux and Eduardo Bertone.<\/p><p>(builds on analysis skills from term 1)<\/p><p>Use of mixed media<\/p><p>(builds on experience of a range of media in term 3)<\/p><p>Painting with watercolour<\/p><p>(builds on painting and colour mixing skills from Yr 7 term 2 &amp; 3)<\/p><p>Representing tone\/value with paint in a portrait.<\/p><p>Representing identity in a portrait<\/p><p>(builds on knowledge of representation of abstract ideas from year 7 term 4-6)<\/p><\/td><td><p>3D Design sketching<\/p><p>(builds on skills\/knowledge from term 1)<\/p><p>Creating imaginative and original designs\/work<\/p><p>Manipulation of 3D media \u2013 mod-rock<\/p><p>(builds on 3D making skills from term 2 but in new media)<\/p><p>\u00a0<\/p><\/td><\/tr><tr><td><p>Check for Understanding<\/p><p>How we will check for understanding in this unit of work<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><p>\u00a0<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><p>\u00a0<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit.<\/p><\/td><\/tr><tr><td><p>Year 9<\/p><\/td><td><p>Unit: Architecture<\/p><\/td><td><p>Unit: Photography &#8211; Camera skill workshops.<\/p><\/td><td><p>Unit: Illustration &#8211; Fairy Tale\/Nursery Rhyme Character design \u2013 research and experiments.<\/p><\/td><td><p>Unit: Illustration &#8211; Fairy Tale\/Nursery Rhyme Character design &#8211; outcome<\/p><\/td><td><p>Unit: Printing (Day of the Dead) \u2013 research and designs<\/p><\/td><td><p>Unit: Printing Outcomes \u2013 Lino Print\/mono printing.<\/p><\/td><\/tr><tr><td><p>Key Learning<\/p><p>Students need to know and remember from this unit of work<\/p><\/td><td><p>Concept design<\/p><p>Responding to a brief<\/p><p>3D design<\/p><p>3D model making<\/p><p>Card construction<\/p><p>(builds on 3D drawing skills from year 8 &amp; 9 as well as 3D making skills, this time linking to carrers)<\/p><\/td><td><p>Parts\/functions of a DSLR camera<\/p><p>Framing<\/p><p>Focus points<\/p><p>Depth Of Field\/Aperture<\/p><p>Exposure\/shutter speed<\/p><\/td><td><p>Analysis of illustrators such as: Quentin Blake, Nick Sharratt, Eric Carle and Tim Burton.<\/p><p>(builds on analytical skills)<\/p><p>Exploring a range of illustration styles and techniques.<\/p><p>(builds on use of mixed media techniques from year 8)<\/p><p>Producing illustrations in response to a brief.<\/p><p>(builds on development of own ideas from year 7 &amp; 8 and links to careers)<\/p><\/td><td><p>Producing an original illustration in response to a brief.<\/p><p>Selecting appropriate media and techniques.<\/p><p>(builds on use of mixed media techniques from year 8)<\/p><p>(builds on development of own ideas from year 7 &amp; 8 and links to careers)<\/p><p>\u00a0<\/p><\/td><td><p>Exploring \u2018The Day of the Dead\u2019 festival.<\/p><p>Producing designs inspired by a cultural festival.<\/p><p>Learning about print making \u2013 lino, woodcut, screen printing etc.<\/p><p>\u00a0<\/p><\/td><td><p>Producing a lino cut print inspired by Day of the Dead skulls.<\/p><p>(builds on knowledge of printing from yr 7 term 4-6)<\/p><p>(builds on illustration skills from term 3 &amp; 4)<\/p><\/td><\/tr><tr><td><p>Check for Understanding<\/p><p>How we will check for understanding in this unit of work<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit<\/p><p>\u00a0<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit<\/p><p>\u00a0<\/p><\/td><td><p>Assessment<\/p><p>Checkpoint:<\/p><p>All classwork is continually assessed and verbal feedback given during lessons. Formal assessment is also based on the work produced in lessons across each Unit<\/p><p>\u00a0<\/p><p>\u00a0<\/p><\/td><\/tr><tr><td><p>Year 10<\/p><p>\u00a0<\/p><p>\u00a0<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Skill Workshops<\/p><p>Natural World (Project 1)<\/p><\/td><td><p>Unit: Skill workshops<\/p><p>Natural World<\/p><p>(project 1)<\/p><p>Leading into Personalisation of project.<\/p><\/td><td><p>Unit: Natural World (project 1) &#8211; Personalisation and outcome.<\/p><p>\u00a0<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Extended Project 2 &#8211; Mock &#8211; Choice of Themes<\/p><p>\u00a0<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Extended Project 2 &#8211; Mock (Choice of Themes)<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Extended Project 2 &#8211; Mock\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (Outcome &amp; 5 hr mock experience)<\/p><p>\u00a0<\/p><p>\u00a0<\/p><\/td><\/tr><tr><td><p>Key Learning<\/p><p>Students need to know and remember from this unit of work<\/p><\/td><td><p>Taking quality photos<\/p><p>Approaches to drawing<\/p><p>Painting skills<\/p><p>Print making<\/p><p>Sculpture<\/p><p>Mixed Media<\/p><p>Displaying and annotating work<\/p><\/td><td><p>Artist analysis<\/p><p>Developing personal and meaningful ideas<\/p><p>Experimentation<\/p><p>Annotation<\/p><p>Producing outcomes<\/p><p>Exploring the Assessment Objectives<\/p><p>Term 1 &amp; 2 builds on skills from KS3 in developing your own work through a sketchbook\/project with the aim of moving towards more independence in following coursework projects.<\/p><\/td><td><p>Producing a personal and meaningful response that realise your intentions.<\/p><\/td><td><p>Producing an extended project from a selection of themes.<\/p><p>Building on skills and knowledge from Term 1-3<\/p><p>Build understanding of Component 2 and the controlled element.<\/p><p>Skills and knowledge of building and developing a project from term 1 &amp; 2 used here but with wider freedom in choice of directions \u2013 scaffolding slowly removed.<\/p><\/td><td><p>Producing an extended project from a selection on themes.<\/p><p>\u00a0<\/p><\/td><td><p>Producing an extended project from a selection on themes.<\/p><p>Producing a personal and meaningful response that realises your intentions.<\/p><p>Experiencing 5 hours of controlled practical time in preparation for component 2 in year 11<\/p><\/td><\/tr><tr><td><p>Check for Understanding<\/p><p>How we will check for understanding in this unit of work<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><p>\u00a0<\/p><\/td><\/tr><tr><td><p>Year 11<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Extended Project 2: Mock\u00a0\u00a0\u00a0 (Outcome)<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Preparing component 1 portfolio (finishing off, display, extensions of project 1 &amp; 2 etc.)<\/p><\/td><td><p>\u00a0Unit: Component 2 Externally Set Task &#8211; Exam board releases project themes for students to work from.<\/p><p>\u00a0<\/p><p>\u00a0<\/p><\/td><td><p>Unit: Component 2 Externally Set Task (set by exam board and released in January)<\/p><\/td><td><p>Unit: Component 2 Externally Set Task \u2013 10 Hour controlled practical time (Outcome)<\/p><\/td><td><p>\u00a0Unit:<\/p><p>Course complete<\/p><\/td><\/tr><tr><td><p>Key Learning<\/p><p>Students need to know and remember from this unit of work<\/p><\/td><td><p>Producing an extended project from a selection on themes.<\/p><p>Producing\u00a0 a personal and meaningful response that realises your intentions.<\/p><\/td><td><p>Selecting work to be assessed as part of component 1 portfolio.<\/p><p>Acting on feedback and next steps.<\/p><p>Presenting and displaying work<\/p><\/td><td><p>Selecting a theme from the component 2 paper<\/p><p>Research<\/p><p>Experimentation<\/p><p>Recording ideas<\/p><p>Producing outcomes<\/p><p>Pupils should be, from their experience of year 10, confident to independently tackle this task.<\/p><\/td><td><p>Research<\/p><p>Experimentation<\/p><p>Recording ideas<\/p><p>Producing outcomes<\/p><\/td><td><p>Research<\/p><p>Experimentation<\/p><p>Recording ideas<\/p><p>Producing outcomes<\/p><p>Producing a final outcome in the 10 hour controlled time (practiced in year 10)<\/p><\/td><td><p>\u00a0<\/p><\/td><\/tr><tr><td><p>Check for Understanding<\/p><p>How we will check for understanding in this unit of work<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><td><p>Assessment<\/p><p>\u2018Live Marking\u2019 with verbal feedback is given during lessons. Key tasks are assessed against a success criteria throughout the course with grades given.<\/p><\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-29ee10f e-con-full e-flex e-con e-child\" data-id=\"29ee10f\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-c4279c1 elementor-widget elementor-widget-shortcode\" data-id=\"c4279c1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"shortcode.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-shortcode\">\t\t\t\t\t\t<div class=\"ae_data elementor elementor-22684\" data-aetid=\"22684\">\n\t\t\t\t\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"22684\" class=\"elementor elementor-22684\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8e679f0 e-con-full e-flex e-con e-parent\" data-id=\"8e679f0\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7ace053 green elementor-widget elementor-widget-heading\" data-id=\"7ace053\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h4 class=\"elementor-heading-title elementor-size-default\">SCHOOL SNAPSHOT<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-970389b elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"970389b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1c21e07 white elementor-widget elementor-widget-heading\" data-id=\"1c21e07\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h5 class=\"elementor-heading-title elementor-size-default\">CHILTON TRINITY SCHOOL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e61052f white elementor-widget elementor-widget-heading\" data-id=\"e61052f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<p class=\"elementor-heading-title elementor-size-default\">Work Hard. Be Kind. Be Ambitious. Be Curious. Be Proud.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-015e0bd elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"015e0bd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-8fc2c71 white elementor-widget elementor-widget-heading\" data-id=\"8fc2c71\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h5 class=\"elementor-heading-title elementor-size-default\">TELEPHONE<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b0d84b6 white elementor-widget elementor-widget-heading\" data-id=\"b0d84b6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<p class=\"elementor-heading-title elementor-size-default\"><a href=\"tel:01278425222\">01278 425222<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-59547da white elementor-widget elementor-widget-heading\" data-id=\"59547da\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h5 class=\"elementor-heading-title elementor-size-default\">EMAIL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-0ef30ac white elementor-widget elementor-widget-heading\" data-id=\"0ef30ac\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<p class=\"elementor-heading-title elementor-size-default\"><a href=\"mailto:office@chilton-trinity.co.uk\">office@chilton-trinity.co.uk<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Art Curriculum Overview Art Curriculum Overview \u201cA work of art which did not begin in emotion is not art.\u201d &#8211; Paul C\u00e9zanne [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":22680,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[61],"tags":[],"class_list":["post-23117","page","type-page","status-publish","hentry","category-chilton-trinity"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Art Curriculum Overview<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/art-curriculum-overview\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Art Curriculum Overview\" \/>\n<meta property=\"og:description\" content=\"Art Curriculum Overview Art Curriculum Overview \u201cA work of art which did not begin in emotion is not art.\u201d &#8211; 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