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Girls turn


Students getting ready for the year 10 200m race. HAO sports day


Year 12 and 10 attending the Spirituality Conference today


Year 7 students have created some fantastic Islamic inspired art prints


Some of our Year 8 students completed their watercolour lesson in the sunshine. They produced some fantastic work!


Including an 'in action' video!


Year 8s learned about forces and propulsion in their recent workshop, creating cars powered by balloons! Check out some of these awesome designs!


Year 10 started their virtual work experience this morning with Everyone is working hard


Year 10 engaging with Holocaust Memorial day and exploring the discrimination and atrocities


We're pleased to see another team have escaped!


I 'wonder' which Year 7 will win our reading bingo today?


More 'escape' room antics and team building from 'The Big Picture' Day


A great start to our ‘The Big Picture’ Day! So far we have had interactive timelines with Year 10. Year 9 trying to ‘escape’ the ranch from ‘Of Mice and Men’ and Year 7 completing team building. There’s more fun to come!


It was lovely to welcome the ‘Globe Players’ back to perform Macbeth to our year ten students today. Students are already looking forward to next year’s performances of An Inspector Calls and A Christmas Carol


Really pleased to announce that our new Student Principals are Lee Carew and Georgia-Jane Cullern and our new Student Vice-Principals are Jude Moulton and Abbie McNeice. Really excited for what they are going to bring to their new roles in September 2021


On Wed 23rd June, the History department arranged for Year 8 to meet a real-life Militant Suffragette! We were very lucky to host Julie Maynard, an actor who visited us through the Museum of London’s outreach programme.


Tell me your fears Year 8! Coming Monday 28th June 2021


Year 8 it’s nearly time to face your fears... coming Monday 28th June.


Year 8, Omar, created this fantastic prehistoric design for his mechanical cam toy, with outstanding results!


Year 8 something is coming on Monday 28th June...

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Art and Design

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

We currently offer one 50-minute lesson per week in Key Stage 3, which means that the curriculum has in part been dictated by the teaching time available. Key Stage 3 students will sit termly assessments, based on what they are studying, three times per year. This means that students’ progress and performance is able to be monitored and tracked so that students can be clearly guided to improved outcomes. It also fosters opportunities for the sharing of good practice and ‘what works’ across the department.

What is the intention of the Key Stage 3 curriculum?

The national curriculum for art and design aims to ensure that all pupils:

  • Create: produce creative work, exploring their ideas and recording their experiences
  • Make: become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • Evaluate: analyse creative works using the language of art, craft and design
  • Know and understand: know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

By the end of Key Stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the programme of study.

Pupils should be taught to develop their creativity and ideas and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Pupils should be taught:

  • to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
  • to use a range of techniques and media, including painting
  • to increase their proficiency in the handling of different materials
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

How will this be implemented?

Art and Design projects are planned across each year of KS3. Each project has been designed to explore the major aspects of Create, Make, Evaluate, and Knowledge and Understanding.

Students will be encouraged to work both independently and collaboratively to understand principles of Art and Design in the wider context.

Each project will focus on a particular discipline to build student confidence and knowledge. Active participation is encouraged for all students irrespective of ability.

How will you judge the impact of this curriculum?

Students sit three assessments annually, which are cumulative. The assessment model and the curriculum are cumulative in their structure and so students are expected to know more, retain more and be able to use existing and newly-acquired knowledge to engage in practical and theoretical knowledge.

The constituent parts of the assessments involve:

  • Knowledge tests (completed in lessons)
  • Practical outcomes – students are increasingly expected to be able to choose and use materials and processes based on their suitability for a given task
  • Extended written work when evaluating projects and products they have produced with emphasis on quality of written communication

Ultimately, teacher assessment should also be used to ensure that the curriculum is being delivered in an impactful way. Teachers should frequently reflect on whether students know more and are able to recall information and demonstrate understanding from earlier in the course as well as what they have most recently produced. They should look to ascertain whether students are becoming more comfortable with aspects of art and design and growing in confidence in articulating their initial thoughts and ideas.

Year 7

The purpose of study in Year 7 is to provide students with the building blocks for developing great, independent work. It is evident through historical baseline data that entry level ability is varied and somewhat lower than expected. The aim is to provide our students with a range of practical and critical experiences to enable them to build confidence and to produce creative future work that demonstrates their understanding and knowledge. Art in Year 7 is therefore very much a core skill-based programme focusing on the key visual language and formal elements, leading to projects that encourage imagination and creative thought.

In term 1, pupils focus on the formal elements of art and recording from direct experience focusing on still life and a range of artists linked to the theme to develop their understanding of art history.

In term 2, pupils will study natural forms and how Islamic art created intricate tessellated patterns to create their own rotational pattern using a variety of media, materials and techniques from printing, collage and painting.

In the final term, pupils focus on painting and colour mixing looking at a range of landscape art from a range of historical and contemporary artists.

Art Year 7

Year 8

The purpose of study in Year 8 is to build upon the basic skills students started in Year 7 to develop the confidence and understanding to develop more creative independent work. The aim is to provide our students with a wider range of practical and critical experiences to enable them to build confidence and to produce creative future work that demonstrates their understanding and knowledge.

In term one, the focus is again still life direct observational recording. However, pupils explore their own personal ideas using a range of wet and dry media.

Term two introduces the pupils into simple clay building techniques to make their own hand-built clay gargoyles, whilst studying the historical and cultural aspect of mediaeval architecture.

In the final term pupils explore historical and modern portraiture through a range of different media looking at how different artists convey emotion though the use of colour, process and techniques.

Art Year 8

Year 9

The purpose of study in Year 9 is to further develop pupil confidence and understanding and prepare them for their options at KS4. The projects develop their skills and knowledge of a variety of techniques, and knowledge of a variety of artists in order to raise their awareness of a range of cultures and genres of art.

The first unit in term 1 is based on drawing and observation and builds up a portfolio of various painting techniques and materials towards an outcome based upon the theme of food whilst linking to Pop artists studied throughout the term. Pupils will develop their drawing and painting skills in the Autumn term before moving on to focus on new printing techniques to create a repeat pattern 3 reduction print lino-print outcome.

This year due to the 75th anniversary since the liberation of Auschwitz year 9 pupils will make a group installation sculpture of wire figures standing together in solidarity against persecution. They will research sculpture from the last century as inspiration and learn a variety of wire sculpture techniques.

In the summer term of year 9 pupils will research architecture and street art. Using photography as a starting point, pupils will create their own portrait stencil graffiti inspired art work experimenting with new techniques and media. They will then draw from local architecture and research a variety of architects to inspire their work.

Art Year 9

Key Stage 4 (Years 10 and 11)

In Year 10, art students start their BTEC coursework. BTEC is broken into three units. Unit 1 and 2 are started in Year 10 and completed in Year 11 and is worth 60% of the overall final GCSE grade. Unit 3 is set by the exam board and started in February of year 11. The course is vocational, where they will learn the importance of research and responses to design briefs, roles, responsibilities, creative processes and approaches in the arts sector. They will build sector specific knowledge and technical skills that show an aptitude for further learning, both in the arts sector and more widely.

Year 10 builds upon skills, knowledge and techniques in Year 9 but aims to develop pupils' ability to sustain an idea for longer by building in a series of outcomes along one theme. This year the design brief is a book jacket based upon the theme of identity. Pupils research a range of artists' portraits to inspire their ideas before starting their own self portrait outcomes. They then adapt their design for a book jacket cover. Pupils learn to present their work in a portfolio which they can then present to the client.

For unit 2 pupils will produce work based upon natural forms. They will research a range of artists who use natural forms for greeting cards and clay tiles. Pupils will then design a range of tiles and a set of greeting cards for local companies.

In Year 11, students continue in the autumn term to develop, refine and complete their coursework units 1 and 2 started in Year 10. They produce their coursework outcome during their mock exam, usually in November.  In February the exam board Edexcel release the Externally set assignment unit 2 which is worth 40% of their final BTEC grade. The key element is to develop pupil’s independence in developing a personal idea based upon the unseen theme. Students then have 12 weeks preparatory period where they research and explore their ideas for their eight-hour exam at the end of their BTEC course in late spring. They will need to research and develop ideas which culminates in a written exam where they explain their ideas and how they link to the client brief. After the practical exam they must prepare their client portfolio for assessment.

Art Year 10

Art Year 11

Key Stage 5 (Years 12 and 13)

In Year 12 students start unit 1 with a six-week introductory unit which includes media workshops where students experiment with a range of techniques under the theme of ‘Structures’. This allows students to then develop their personal ideas into their chosen medium of Fine Art painting or photography. The course encourages independence however group and individual tutorials are set depending on where students’ ideas take them.

In the late Spring student are given an end of year exam unit to research, plan an prepare their ideas for the exams in June. These two units will contribute to their Personal Investigation unit worth 60%.

Art Year 12

In Year 13 students continue to develop, research and explore their ideas for their Personal Investigation unit started in Year 12. Alongside this they start their personal study essay which is 18% of their total grade and is between 1000 and 3000 words based upon their chosen theme. Unit 1 deadline is the end of January.

In February, the exam board releases the Externally Set Assignment. Students will have three months to develop their ideas, research a range of artists and experiment with a range of media and materials towards the final 15-hour exam in May. This unit is worth 40% of their final A level grade.

Art Year 13