In the Art & Design, 3D and Photography Curriculum the following Qualifications are available:

GCSE Fine Art

GCSE 3D

GCSE Photography

Arts Award Bronze and Silver

Textiles OCR  J174

The Arts curriculum at James Brindley Academy is designed to cater to every learner, regardless of their prior knowledge. This is realised through our KS3 site and tailored learning for all individuals across all key stages and settings.

New pupils undergo baseline assessments within six weeks of starting. Pupil progress and projected grades are subsequently reviewed four times a year. This enables our teachers to determine the most appropriate qualification pathways for each pupil.

Throughout Key Stage 1 & 2, Art and 3D are taught by trained primary staff across all our school sectors.

For Key Stage 3 & 4, we offer a range of accredited qualifications that have been meticulously developed and quality assured. Each of our carefully selected courses emphasises contextual and vocational learning, while progressively enhancing both technological and performance skills.

In hospital and short-term provision settings, we recognise that completing a full qualification might not be feasible due to time constraints. Therefore, we offer the Arts Award Bronze or Silver qualifications as alternatives.

Flexibility in Assignments

Provide flexibility in assignments to cater to varying skill levels and interests. Present a selection of project options, enabling students to select activities that resonate with their abilities and preferences.

Visual Supports

Utilise visual aids and tools to assist students in comprehending instructions. Visual task sheets, step-by-step guides, and visual cues can assist students in navigating tasks autonomously.

Individualised Goals

Establish personalised art objectives based on each student’s capabilities and progression. Celebrate minor accomplishments and offer constructive feedback to foster continuous growth, in alignment with the Thrive programme of delivery.

Differentiated Instruction

Adapt teaching techniques to suit diverse learning styles and capacities. Offer an array of materials and resources that accommodate a range of sensory preferences.

Teachers at James Brindley can identify knowledge gaps and pupils not making expected progress through various methods:

• Progress reviews (conducted four times a year)
• Baseline and formative assessments
• Moderation meetings
• Book scrutiny exercises
• Lesson observations & learning walks

Based on the situation, teachers will adopt one of the following strategies to address learning gaps:

• 1:1 interventions to support learning catch-up
• Addition of strategies to support plans
• Enhanced TA support during lessons
• Communication with parents/carers regarding learning concerns and offering suggestions to aid their child’s progress
• Providing art equipment on loan for practice at home
• Organising trips to London, galleries, and cultural destinations
• Hosting artist workshops and discussions
• Offering homework opportunities
• Well-being sessions for independent learning
• Hosting art clubs during break & lunch
• Providing extra-curricular opportunities such as art ambassador roles, end-of-year productions, arts week, work experience, and competitions.

The art and design curriculum places a strong emphasis on vocational and contextual learning. Pupils benefit from numerous opportunities to explore potential career paths through visits to galleries, workshops, and colleges. Our collaborations with institutions such as the REP Theatre, Birmingham Open Media, COBS, University College Birmingham, Fabric Dance, and King Edward’s School facilitate visits from industry professionals. These experts share insights from their experiences in the creative sectors, offering demonstrations, workshops, and invaluable career guidance.

Our careers team regularly organise college visits & talks for our pupils. Members of the team will also attend personal development meetings with pupils and their parents in KS4, to discuss post-16 options.  

• Illustrator/Printmaker:
  • Entry-level illustrators/printmakers might earn around £18,000 to £25,000 per year. Experienced professionals can earn between £25,000 to £50,000 or more, particularly with a strong portfolio and client base.
• Graphic Designer:
  • Graphic designers may earn from £20,000 to £30,000 as starting salaries. Experienced designers with a solid track record could earn between £30,000 to £50,000 or more, especially in senior or creative lead roles.
• Digital Artist/Animator:
  • Entry-level digital artists/animators might earn around £20,000 to £25,000 per year. With experience and specialization, salaries can range from £25,000 to £45,000 or more, especially in industries such as animation and visual effects.
• Game Artist/Designer:
  • Salaries for game artists/designers can vary widely. Entry-level positions might start around £20,000 to £30,000. Experienced game artists/designers can earn between £30,000 to £60,000 or more, especially in established game development companies.
• Art Teacher/Instructor:
  • Salaries for art teachers/instructors can range from £25,000 to £40,000 or more per year, depending on the level of education, location, and experience.
• Art Therapist:
  • Entry-level art therapists might earn around £25,000 to £30,000 annually. Experienced art therapists can earn between £30,000 to £50,000 or more, particularly in specialised therapeutic settings.
• Commercial Illustrator:
  • Commercial illustrators might earn between £20,000 to £40,000 per year, depending on experience and the level of involvement in commercial projects.
• Fashion Illustrator/Designer:
  • Salaries for fashion illustrators/designers can vary widely. Entry-level positions might start around £20,000 to £30,000. Experienced professionals can earn between £30,000 to £60,000 or more, especially in high-end fashion or renowned design houses.
• Museum and Gallery Careers (Curator/Gallery Manager/Director):
  • Salaries for museum and gallery positions can vary. Entry-level roles might start around £20,000 to £30,000. Experienced professionals can earn between £30,000 to £60,000 or more, especially in prestigious institutions or managerial roles.
• Art Conservation and Restoration (Conservator/Restorer):
  • Entry-level conservators/restorers might earn around £20,000 to £30,000. Experienced professionals can earn between £30,000 to £50,000 or more, especially in specialist conservation roles.
• Art Director:
  • Art directors’ salaries can range widely, starting from £25,000 to £40,000 for entry-level positions and rising to £40,000 to £70,000 or more for experienced directors in industries such as advertising and media.
• Freelance Artist/Designer:
  • Freelance artists/designers’ earnings vary based on projects and clients. Annual incomes can range widely from £20,000 to £60,000 or more for established freelancers.
• Photographer:
  • Photography salaries can range from £18,000 to £40,000 or more per year. Established photographers with diverse portfolios and specialisations can command higher fees.
• 3D Modeler/Animator:
  • Entry-level 3D modelers/animators might earn around £20,000 to £30,000. Experienced professionals can earn between £30,000 to £50,000 or more, especially in specialised industries like film, games, and virtual reality.

Please note that these salary ranges can vary based on experience, skill level, location, industry, and the specific employer.

Intent

Our aspirational art curriculum nurtures creativity, critical thinking, and personal expression, whilst reflecting our values of keeping safe, inclusivity, cultural appreciation, resilience, and collaboration. The curriculum aims to develop foundational skills used in KS3, foster individual expression in KS4, enhance cultural awareness, prepare pupils for further education and build curiosity. We support learners with SEND needs through adaptive instruction, collaborative projects, a supportive environment, access to diverse materials and The Thrive Model. The curriculum offers a wide range of media, integrates art history and theory encourages interdisciplinary connections. Pupils master basic techniques and elements in KS3 and advance their skills, personal style, portfolio development in KS4 for GCSE art, textiles or photography. The curriculum ensures inclusivity, accessibility, valuing individual expression and flexible approaches to support all learners.

Implementation

The art curriculum at our school utilises teaching methods such as project-based learning with artists and designers, enquiry-based learning, visits and trips and collaborative group work to actively engage pupils and develop their artistic skills. Supported by comprehensive schemes of learning and syllabuses, our resources encompass a wide array of materials including traditional art materials and digital tools. Pupils have the opportunity to work with professional artists, visit art galleries and other places of interest to support their wider understanding of art. Staff participate in ongoing professional development focused on new art techniques, digital tools, and inclusive teaching strategies, facilitated through collaborative planning sessions, moderation and peer observations. To ensure inclusivity, we employ differentiated instruction and personalised learning plans to meet the diverse academic, social, and emotional needs of all learners, working together with home schools and hospitals. We use those resources safely and teach pupils how to use them safely. Assessment includes both formative assessments for continuous feedback, addressing misconceptions and summative assessments to measure pupil progress.

Impact

The impact of our art curriculum is measured through pupil attainment and participation, engagement of lessons and pupil voice, the uptake for options at KS4 and progression to post 16 in art and design subjects. Academic achievement and progress are assessed through moderation and evaluation of skills and conceptual understanding, ensuring pupils meet curriculum standards and demonstrate growth in their artistic abilities. Emotionally, the curriculum supports pupils’ well-being by providing a nurturing environment for creative expression and constructive feedback, fostering resilience and confidence. Changes in engagement, motivation, and attitudes towards learning are observed and measured, reflecting increased enthusiasm and commitment to artistic exploration. Ultimately, the curriculum prepares pupils for their future career paths, large numbers going onto post 16 placements in art, equipping them with critical thinking skills and a broader cultural understanding to thrive.

Intent

Design and Technology provides our young adults with a real-life context for learning. It encourages pupils to thrive by thinking creatively, solving problems by being critical thinkers both as individuals and as members of a team. At JBA, we encourage our pupils to use their creativity, curiosity, and imagination, to design and make products that solve real-life problems considering their own and others’ needs, wants and values. This includes creating products that will build their practical skills/knowledge, using different tools and machines that will enhance their motor skills. We ensure that learning is inclusive by having access to a broad and balanced curriculum which is appropriately differentiated to enable children to succeed. We provide an accessible learning environment for the needs of all pupils, helping them in keeping safe and further develop their independence. We work closely with parents, carers and external agencies and other professionals to ensure that there is a collaborative approach of support and inclusion. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, and computing. Our high aspirations in Design & Technology give pupils the opportunities and experiences that they need to be successful and help them reach their goals post-school.

Implementation

DT is an integral part of school life and as a school we are dedicated to the teaching and delivery of a high-quality inclusive curriculum. This is implemented through a whole school, yearly overview of the DT plan which allows for progression across year groups in all areas of DT including KS3, Textiles, Food & Nutrition, and DT. This is continued at KS4 where we deliver, 3D Design, Textiles, and Hospitality & Catering. We focus on pupils being aware of health & safety values related to tasks being undertaken which can be applied at home and post school. Teachers are given ownership and flexibility to plan and adapt accordingly, often teaching DT as a block of lessons to allow the time needed for pupils to be, independent, resilient, and reflective of their work. This is combined with an end of unit assessment to measure pupil progress. All projects across year groups address the principles and values of designing, making, and evaluating. Lessons are inclusive and incorporate a range of teaching strategies such as independence, paired/group work including practical hands-on and inventive tasks. Pupils have 1:1 or group support to help them access different areas of the curriculum, additional interventions are offered to support them further. We promote the value of oracy – whereby we use the development and value of spoken language to enhance learning, communication, and problem-solving. It involves students articulating their design ideas, explaining their thought processes, and using technical vocabulary to discuss their work and the work of others. This variety results in lessons being more inclusive, engaging and appealing to those who learn in different ways nurturing an appreciation of creativity and high aspirations as well as increasing the cultural capital from which they can draw in the future.

Impact

Our pupils will demonstrate high levels of engagement and confidence in DT which they can then apply to other areas of the curriculum. Through pupil voice, we can take their feedback to further help the department to continue to plan for areas of curriculum development, pupil support and/or training requirements for staff. Our pupils will be keeping safe, show confidence and resilience in the classroom to help them build on the practical expertise needed to perform everyday tasks confidently which will assist them to participate successfully in an increasingly technological world. Our projects focus on the values of knowledge, skill, and independence. This will help them internally, within school, and externally. We want our pupils to use their developed skills and attributes beyond school, as a set of life skills that they will continually nurture and thrive in throughout their lives.

Art History and Cultural Awareness

Creative Expression and Imagination

Observational Drawing

Exploration of Themes and Topics

Digital Art and Technology

Art History and Cultural Awareness

Creative Expression and Imagination

Observational Drawing

Exploration of Themes and Topics

Digital Art and Technology

Observational Drawing

• Tone & Portrait – Drawing & Painting

Exploring Line

• Mark making

Texture & Pattern

• Ceramics and Textiles

Shape 2D & 3D

• 3D Modelling

Positive & Negative Space

• Printmaking

Colour

• Painting & Photoshop

Faces

• 3D Line and Enlarging

Insects

• 3D & 2D

Robots

• Sculpture

Natural Forms

• Printmaking

Propaganda

• Photography

Aboriginal Art

• Pattern & Printing

Urban Environment

• Perspective

Personalised Project

• Arts Award

The final GCSE grade is comprised of 60% portfolio and 40% set task following the OCR syllabus.

Exploring Materials and Techniques  

A01: Artist links and initial ideas 

A02: Exploring processes and various media 

A03: Observational studies 

A04: Planning ideas 

A04: Final outcome