Key Stage 3


Art is a vital part of everyday life, bringing opportunities to be creative and introduces a variety of creative concepts not always offered in other subjects.
~ Erika Conway

About Art at New Heights Key Stage 3

Students will learn in 2-3 week ‘project’ chunks. Each will focus on an Artist, Process, Art movement or Theme and the work they create will be their individual response to each. Students will have a focused skill or method within each project but have freedom to use it in different ways that suit their abilities and needs.

The order that topics will be taught is subject to change, projects can be re-scheduled to fit the cohort as they all span 2-3 weeks, and are all built around the formal elements of art, so that they can each link in some way to the last no matter when they join us. If groups do not respond positively to a theme or are disengaged it can be moved on from and revisited with a different focus or method that better engages them.

There are also occasions when there are opportunities inspired by current events or student ideas when the planned Scheme of Work can be suspended and changed to more appropriately fit with current issues or events.

Express yourself!

Subject Content

  • The Scream
  • Mexican Day of the Dead
  • Pop Art and Portraiture
  • Graffiti and Sculpture
  • Polystyrene Printing
  • Stop Motion
  • Natural Disasters
  • Picasso/Cubism and Dali/Surrealism
  • Alternative Artworks and Marbling
  • Cultural/City Art
  • Clay responses to Salvidor Dali

Curriculum Principles

Students will learn a variety of practical skills, methods and processes that are then further adapted according to any learning or special educational needs.

The curriculum at New Heights Key Stage 3 is built around the formal elements of Art and aims to be broad and balanced.

Some of the methods and processes that are planned for this academic year are: Expressionism, 3D, Clay Sculpture, Still Life, Textiles, Painting, Drawing and more.

Assessment and Feedback

Students are actively involved in their own assessment and feedback within Art, often completing self-assessments as work is heavily practical. Students can see their own progress on a visually tracker within the classroom and see what is needed to make further steps, which encourages them to aim higher.

Students at present use a ‘Project Tracker’ in which they will feedback on various areas at the end of each project and reflect on their own learning, giving insight into what they may or may not have enjoyed, to keep the Scheme of Work enjoyable and relevant for the current cohort.

Links to Everyday Life

Projects can be inspired by current events or student ideas and can be subject to change if there is a world event or topic that can be commented on by our classwork – as cultural context can be vitally important as to why some art exists.

Out scheme is structured to appropriately fit with current issues or events that may affect our young people, so that they are constantly engaged and learning relevant topics or skills that they will enjoy taking part in.

Art is freedom

Future Careers

Students are constantly reminded of the importance that Art holds and creative subjects when in the Art room. It is made clear that creative ability is important to everything; they are reminded that cars, clothes, technology and everyday objects would not exist without a creative mind at the heart of its design and engineering.

Students often instigate conversations about how art is ‘unimportant’ and as staff we constantly challenge this viewpoint, highlighting its immense value. Creative thinking and design play an important role in the following career pathways, and many others:

  • Engineering
  • Design
  • Artist
  • Writer/illustrator
  • Advertising
  • Media/IT
  • Music
  • Architect