Art Curriculum Statement 2025
Intent
KS3 Art Curriculum Intent Statement
Intent
Our Art curriculum for KS3 SEMH learners is designed to provide an inclusive, creative, and accessible experience that nurtures self-expression, confidence, and cultural awareness. The intent is to develop artistic knowledge and understanding, build practical and creative skills, and promote personal growth and cultural appreciation. Pupils will explore a range of artists, styles, and techniques to understand how art reflects ideas, emotions, and cultural identity. They will learn about composition, colour theory, and design principles in a way that is engaging and achievable. Through hands-on activities, pupils will develop skills in drawing, painting, mixed media, and design. These skills encourage problem-solving, resilience, and independence, supporting pupils’ emotional regulation and confidence. The curriculum fosters creativity, self-expression, and respect for diverse artistic traditions, enabling pupils to communicate ideas visually and appreciate the role of art in society.
Implementation
The curriculum is sequenced to progress from structured, artist-inspired projects to more independent and conceptual work, ensuring accessibility and gradual challenge. Engagement strategies include the use of vibrant visual resources, practical demonstrations, and links to pupils’ interests to maintain motivation. Scaffolding and support are provided through step-by-step guidance, simplified language, and visual prompts to meet SEMH needs. Practical exploration is encouraged through regular opportunities to experiment with materials and techniques, adapted for SEMH learners. Cross-curricular links are embedded by incorporating literacy through artist research and numeracy through pattern and proportion.
Impact
By the end of KS3, pupils will demonstrate improved understanding of artistic styles, techniques, and cultural contexts. They will show progress in practical skills such as drawing, painting, and design, and display greater confidence in expressing ideas visually and working independently. Pupils will develop resilience and emotional regulation through creative processes and be prepared for KS4 Art or related creative pathways.
Rationale for Topic Choices
In Year 8, topics include Julian Opie, which introduces simplified portraiture and digital influence, accessible for SEMH learners; Roy Lichtenstein, which engages pupils through pop art and bold comic-style imagery; Gustav Klimt, which explores decorative art and pattern, encouraging creativity; Sarah Morris, which introduces abstract design and colour theory; tribal patterns, which build cultural awareness and appreciation of traditional art forms; political art, which encourages discussion of meaning and symbolism in art; and razzle dazzle, which links art to history and design, promoting curiosity. In Year 9, pupils study landscapes to develop observational skills and understanding of perspective; architecture, which combines structure and creativity, linking to design principles; graphic design, which introduces digital and commercial art concepts; portrait, which builds confidence in representation and proportion; and masks, which explore cultural traditions and 3D design, encouraging tactile engagement. Topics progress from structured, artist-led projects to more independent and conceptual work, supporting SEMH learners by building confidence and gradually increasing complexity.
Topic Overview
| Year | Term | Topics |
| Year 8 | Term 1 | Julian Opie, Roy Lichtenstein |
| Year 8 | Term 2 | Gustav Klimt, Sarah Morris |
| Year 8 | Term 3 | Tribal Patterns, Political Art, Razzle Dazzle |
| Year 9 | Term 1 | Landscapes, Architecture |
| Year 9 | Term 2 | Graphic Design |
| Year 9 | Term 3 | Portrait, Masks |
How SEMH Needs Are Addressed
The curriculum addresses SEMH needs through calm, predictable routines and clear expectations to reduce anxiety. Engagement is promoted through high-interest topics and practical activities. Differentiation is achieved with scaffolded tasks, visual aids, and simplified instructions to ensure accessibility. Social skills are developed through collaborative projects, and wellbeing is supported with positive reinforcement and opportunities for success to build self-esteem.