The Art & Design curriculum is vibrant and dynamic, and is designed to provide students with the skills, knowledge and confidence to continue to study the subject at A-Level and beyond.
The curriculum is broad, enabling students to explore different disciplines within Art, Crafts and Design. Students can expect to learn about the formal elements of Art, drawing techniques, science illustration, wire sculpture, pottery, ceramic clay techniques, print making, portraiture and architecture, as well as how to create a personal response in a sustained project.
Rugby Free Secondary School – Overarching Curriculum Intent (September 2025)
Curriculum Vision Statement:
To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress.
Curriculum Context:
At Rugby Free Secondary School, our Art curriculum endeavours to deliver a comprehensive and well-rounded educational experience, incorporating a blend of traditional and contemporary activities, culminating in students’ independent and personal artistic outcomes. We firmly acknowledge that art encompasses a journey of exploration, experimentation, inquiry into various sources, and personal interpretation. It encompasses the development of students’ confidence and resilience, enabling them to respond to artistic challenges with imaginative and independent thinking.
We recognize that students enter secondary school with varying levels of knowledge and skill, and thus, during their initial term in Year 7 at RFSS, we prioritise the cultivation of drawing, painting, and ceramic techniques. Additionally, we focus on enhancing students’ art vocabulary and literacy skills. These foundational skills continue to be nurtured and refined throughout their artistic journey within the comprehensive Art curriculum.
In line with the findings presented in Ofsted’s report, “Drawing together,” which emphasises the thriving of boys when given opportunities to engage with three-dimensional artwork, our Art department ensures that all genders can derive fulfilment and flourish in their Art lessons. Complementing the aforementioned core skills, students undertake an assortment of stimulating three-dimensional projects with clay as well as print making opportunities.
Within our Art department, we foster an environment that encourages students to take artistic risks, experiment with diverse techniques, and venture into unfamiliar artistic territories. Thought-provoking assignments, constructive feedback, and engaging projects serve as catalysts for students to surpass their perceived limitations and achieve personal artistic breakthroughs.
In alignment with our commitment to ensuring that all students feel capable of achieving success in the realm of Art, we have opted for students to study GCSE and A-Level AQA Art, Crafts, and Design rather than Fine Art. This choice reflects our dedication to providing an inclusive and supportive Art curriculum that accommodates diverse talents and aspirations.
Overall, at Rugby Free Secondary School, our Art department strives to provide a nurturing and inspiring environment where students are empowered to explore their artistic potential, challenge themselves, and cultivate a lifelong appreciation for Art.
Curriculum Aims:
- Offer a broad and balanced Art curriculum incorporating traditional and contemporary activities for independent personal outcomes.
- Foster students’ holistic artistic journey, promoting discovery, experimentation, investigation, and personal responses.
- Develop foundational skills in drawing, painting, and clay, while enhancing art vocabulary and literacy during Year 7.
- Create opportunities for all students, including boys, to thrive in three-dimensional artwork through projects like clay.
- Encourage artistic risk-taking, diverse technique exploration, and personal breakthroughs through thought-provoking assignments, constructive feedback, and engaging projects
Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills and enhances their understanding of the world around them.
Curriculum ‘How’:
- Providing students with opportunities to engage in meaningful artistic experiences that foster communication skills.
- Creating activities that encourage independence, resilience, nurturing students’ character development.
- Exposing students to a wide range of artistic traditions, styles, and techniques from various cultures and historical periods.
- Creating problem-solving tasks that challenge students to think critically, analyse artistic concepts, and develop innovative solutions.
- Creating a supportive learning environment where students feel encouraged to take risks, express themselves freely, and embrace their individuality.
Curriculum ‘What’:
A broad and balanced range of art disciplines, including:
- Drawing
- Painting
- Sculpture (e.g. clay)
- Printmaking
- Mixed media
Core knowledge and skills, such as:
- Use of formal elements (line, tone, shape, colour, texture, space, form)
- Observational drawing and visual recording techniques
- Understanding and application of key materials, media, and techniques
- Annotation, reflection, and evaluation
- Composition and design principles
Sketchbook practice:
- How to research, explore, develop and present ideas creatively and coherently
- How to document the creative process and reflect on progress through annotation
Art history:
- Exposure to a wide range of artists, craftspeople, and designers — from different cultures, time periods, and movements
Creative thinking and problem solving:
- Encouraging experimentation, risk-taking, and the development of a personal voice
Preparation for KS4:
- Embedding the assessment objectives in Key Stage 3 work
- Introducing GCSE-style project structures and expectations in Year 9
Curriculum Implementation:
The art curriculum is carefully sequenced to develop key skills progressively across Key Stage 3, laying a strong foundation for those who continue into GCSE Art, Craft and Design. In Year 7, students focus on essential techniques in clay, drawing, and painting. These skills are then applied and expanded upon through a drawing project. In Year 8, students engage in both an experimental drawing project and a clay project, allowing them to explore creative risk-taking. By Year 9, students demonstrate greater independence and refinement through a clay project and a drawing and painting project. Throughout KS3, students also learn how to develop and present their ideas effectively through sketchbooks, a core element they will build upon at GCSE level. A range of pedagogical strategies are used across the department, including modelling, retrieval practice, peer assessment, and creative experimentation. Lessons balance teacher-led instruction with opportunities for student-led exploration and personal expression. The curriculum is inclusive and adapted to meet the needs of all learners, including those with SEND, EAL, or who are disadvantaged. Cross-curricular links with subjects such as Geography, History, Spanish, English, and Science help to broaden students’ understanding and contextualise their learning.
Curriculum Impact & Outcomes:
Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become:
- Effective Communicators: Students will develop strong communication skills, utilising various mediums and forms of expression to convey their ideas and emotions confidently and effectively.
- Resilient Individuals of Character: Our curriculum aims to cultivate resilience, perseverance, and discipline, instilling in students the qualities necessary for personal growth, adaptability, and success in their future endeavours.
- Culturally Aware and Appreciative: Through the exploration of diverse artistic traditions, students will develop a deep appreciation for different cultures, fostering empathy, respect, and a global perspective.
Creative Problem-Solvers: Our curriculum encourages creative thinking and problem-solving, nurturing students’ ability to think critically, approach challenges with innovation, and seek solutions from multiple angles.
