The Art Department’s aim at Spring Hill High School is for students to gain confidence through practical involvement in two and three dimensional activities.
Students will use and experiment with a wide range of materials in order to demonstrate and interpret or explain an idea, concept, theme or subject. They will also display and show evidence of how to carry through a piece of artwork from conception to realisation by gathering research, drawing from observation and experimenting with ideas before concluding with a final piece of work.
KS3
We encourage self awareness and promote individual responses through the use of visual language and the development of creative skills and techniques. Students will develop a greater understanding of materials, tools, processes and art practices and practitioners at KS3 by working in line with the National Curriculum and towards achieving a Bronze Arts Award.
- To achieve Bronze, a Level 1 award on the Regulated Qualifications Framework (RQF) students must complete 4 parts of the award. Young people take part in an arts activity they enjoy, go to an arts event, research their arts inspiration and share their skills with others.
KS4/KS5
GCSE Art is offered at KS4 - students need to complete a body of coursework (AQA exam board) which is 60% of their overall grade covering all the above as well as preparing for a 10 hour practical exam worth 40%; this is a 2 year course.
- A GCSE is taken over a two year period working on two units of coursework as well as the practical exam. Assessment is carried out using the examination guidelines on assessment criteria for GCSE Art and Design. Coursework and examination work is internally assessed and marked and is externally moderated by an examiner/ moderator.
- Students also have the option of working towards a Silver Arts Award, a Level 2 award. This is a year long course and is 100% coursework based. Students will develop their leadership skills as well as using key communication skills to work as a team and complete an arts challenge.
