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Art
I am not what I am, I am what I do with my hands
Louise Bourgeois
Dover Grammar School for Girls has a very successful Art Department. Students are taught by Art specialists from Year 7 to Year 13, learning about and creating Art in a wide variety of media, both in class, and on visits and in workshops. Students are encouraged to enter prestigious exhibitions and competitions.
Staff
Ms C Bradley(Subject Leader)
Mrs M. Dachtler
Mr P Graham
Mr M. Redden (Technician)
Vision
To inspire every student to discover and refine their creative voice, we are committed to nurturing proficient and imaginative thinkers who can confidently explore, question and interpret the world around them.
Intent
Throughout Key Stages 3, 4 and 5, in Art and Photography at DGGS, students engage with a variety of artistic practices, cultures and histories. We strive to create an inclusive and stimulating environment where creativity is valued, individuality is celebrated, and risk-taking is encouraged. As students progress, they are supported in thinking critically, refining their ideas and developing originality through exploration. Our goal is for students to leave not only with strong technical skills and conceptual understanding, but also a lifelong appreciation for the transformative power of art, photography and visual culture.
Key Stage 3: The Key Stage 3 curriculum is designed to establish a strong foundation in Art and Photography through a carefully sequenced programme of study. As students progress through the curriculum, they develop technical skills, creativity and confidence, supported by a structured framework that gradually allows for greater creative freedom. By rooting projects in students’ first-hand experiences and environments, art lessons are made more meaningful and relevant, enabling them to form authentic and original responses.
Students work from first-hand sources, including direct observation and their own photography. They are guided to make informed creative decisions, which helps develop the imagination and problem-solving skills that are essential for successful artistic practice. Sketchbooks play a vital role in this journey, acting as spaces for exploration, reflection and refinement. Through regular annotation and review, students learn to evaluate their work and take purposeful next steps.
Year 7: In Year 7, students are introduced to the formal elements of art, establishing a secure foundation in drawing, colour theory and composition. This initial focus ensures that all students, regardless of their previous experience, build confidence in their ability to observe, record and represent the world around them. Through projects such as Locality, students explore their immediate environment, fostering a sense of pride and connection to their surroundings. The study of artists and approaches such as J. M. W. Turner, the Impressionists and plein-air painting allows students to see how celebrated practitioners have applied techniques over time. This exploration supports the development of a strong understanding of composition, linear perspective and spatial awareness, including foreground, middle ground and background. As students learn to use various watercolour techniques expressively, they can apply their knowledge of colour, light and brushwork to convey mood and atmosphere.
In the Expression project, students concentrate on portraiture to explore the concept of identity. This encourages them to think more deeply about meaning as well as technique. They begin by investigating how identity can be represented visually, considering aspects such as personal experiences, culture, emotions and self-image. Through a series of guided exercises, students develop their observational drawing skills, focusing on proportion, likeness, facial structure and the accurate rendering of features, while analysing how artists create a narrative through portraiture. By examining the works of Frida Kahlo and Brianna McCarthy, students are introduced to the use of symbolism as a way of conveying complex personal and cultural narratives. They discuss how these artists embed meaning into their work through visual metaphors, objects and stylistic choices. Students then experiment with mixed media techniques, such as collage, to create layered and expressive outcomes.
Year 8: In Year 8, students explore how artists have challenged conventions and represented the world in non-representational ways. This shift encourages more analytical thinking, requiring students to question and interpret rather than solely record. The Distortion project introduces Cubism, where experimentation with abstraction, fragmentation and multiple viewpoints encourages students to take creative risks and move beyond literal representation. They investigate how artwork was deconstructed and reimagined in the context of early twentieth-century conflict. By examining artists such as Georges Braque and Pablo Picasso, students develop their ability to compare styles and understand how historical contexts influence artistic change.
In the Natural Forms project, students engage in sustained observational drawing from primary and secondary sources such as plants, shells and organics, building on prior skills with greater control and precision. Students refine their drawing skills through detailed tonal studies inspired by the photographer Karl Blossfeldt, before translating these observations into more stylised, design-based outcomes. By exploring artists such as Mary Delany and William Morris, they gain a deeper understanding of pattern, symmetry and repetition, analysing how natural forms can be transformed into decorative and functional designs. This combination of analytical study and creative application enables students to interpret their observations, produce increasingly refined work and establish meaningful artistic connections to the world around them.
Year 9: In Year 9, students undertake extended studies of the human figure, working from reference images and sculptural investigation. They build on prior skills by analysing proportion, gesture and anatomical structure, while also exploring how pose, body language and facial expression can communicate specific ideas such as emotion, tension, vulnerability, strength or narrative context. The Human Figure unit encourages students to think more critically about how artists use the body to convey viewpoints and experiences, for example, how scale conveys power or fragmentation might suggest isolation. Alongside developing their drawing skills in media such as pastel, students experiment with three-dimensional processes by constructing clay figures, considering form, structure and surface texture. Through the study of a broad range of influences, from ancient sculpture to modern artists such as Antony Gormley, students explore how representations of the human body reflect cultural values, beliefs and artistic intentions across time. This helps students to understand not only how techniques and styles evolve, but also how artists use the figure to communicate ideas about identity, society and the human condition.
The Personal Project represents a significant transition toward GCSE study. In this project, students take greater ownership of their learning by selecting a theme and developing a sustained body of work. Through this process, they strengthen their ability to generate ideas, refine their approaches and respond to challenges independently. This aims to prepare students for GCSE Art and Photography as well as establish a strong sense of creative identity.
GCSE Art, Craft and Design (Eduqas):
GCSE Art, Craft and Design provides students with the opportunity to take a more personal and sustained approach to their artwork. They are encouraged to experiment, take risks and refine their ideas, leading to outcomes that are both technically proficient and conceptually meaningful. By working across various disciplines, including drawing, painting, sculpture, printmaking and textiles, students gain versatility and confidence, while also discovering their individual strengths.
Throughout the course, the balance between skill development, personal expression and contextual understanding ensures that students create work that is both informed and original. By exploring the work of historical and contemporary artists, both European and non-European, students learn how ideas are realised in professional contexts and gain a deep understanding of visual culture.
Year 10: The Year 10 curriculum serves as a structured introduction to GCSE study, helping students to develop a diverse portfolio that accounts for 60% of their qualification. Through workshops and guided projects, students experiment with various materials and techniques, which enables them to make informed choices later in the course. The Culture Project begins with first-hand research during a visit to the Powell Cotton Museum, where students make observational drawings, complete workshops and photograph artefacts from a range of global cultures. They investigate objects such as textiles, pottery, masks and ceremonial items, focusing on materials, patterns and craftsmanship, and the purposes these objects serve within their original contexts. This direct engagement with global artefacts and ideas encourages students to look closely, ask questions about and show respect for how art reflects ways of life, beliefs and traditions.
As the year progresses, students gain more independence through the Internally Set Assignment, allowing them to apply their skills in a more exploratory manner. They select and research relevant artists, gather and record visual sources, and experiment with a range of materials, techniques and processes to explore their ideas. Students refine their work through annotation, feedback and ongoing reflection, consistently making informed decisions about the composition and presentation of their work. This process encourages them to resolve their work more independently, resulting in a personal and purposeful outcome.
Year 11: In Year 11, students refine their artistic skills and develop increasingly personal responses in their work. With a stronger understanding of materials and processes, they engage with their projects deeply and with greater intention. At the start of the year, the focus is on exploring colour theory and painting techniques, supplemented by the study of twentieth-century art movements and contemporary artists. This exploration is enriched by a gallery visit to London, where students interact directly with artworks, deepening their contextual understanding and inspiring the development of their own ideas. Through this combination of practical exploration and critical study, students produce work that is both expressive and thoughtfully resolved.
The Externally Set Assignment (worth 40% of the qualification) provides an opportunity to bring together all aspects of the course. Students respond creatively to a selected theme while demonstrating technical skill and conceptual understanding. This component takes place from January of Year 11 until the end of the course in April. Students are expected to demonstrate clear links between their research and practical development, as well as increasing independence in how they plan and realise their ideas. The component concludes with ten hours of sustained, unaided study, in which students bring together their preparatory work to create a resolved piece.
GCSE Photography (Eduqas):
GCSE Photography enables students to explore visual communication through a contemporary and engaging medium using the camera as a tool to investigate ideas, themes and personal responses. By combining technical skills with creative thinking, students learn to construct images that convey meaning and narrative. They gain practical experience in camera work, lighting, composition and digital editing, as well as an introduction to traditional photographic processes. This not only develops students’ ability to produce high-quality images, but also their capacity to analyse and refine their work with purpose. For example, selecting and editing a chosen photograph or justifying creative decisions in written annotation. In doing so, students become more attentive to visual detail in everyday life and use photography as a deliberate and expressive means of communication.
Through hands-on experience and the study of various photographers, students understand how images can influence, inform and communicate ideas. This dual focus on creating and analysing ensures that students produce thoughtful and visually compelling work.
Year 10: In Year 10, students are introduced to the fundamental principles of photography, building a strong technical and creative foundation. They develop essential camera skills, explore studio lighting and gain confidence in digital editing, which allows them to take greater control over the images they produce. Initial projects, such as those centred around themes like Vanitas and Surrealism, encourage experimentation and imaginative thinking, helping students to move beyond straightforward documentation and engage in more conceptual image-making.
As the year progresses, students work on building a portfolio that accounts for 60% of their qualification, showcasing a wide range of techniques, processes and ideas. In addition to their practical work, they analyse photographers from diverse historical and cultural contexts. This research informs and refines their work, supporting the development of a more personal and well-defined photographic style.
Year 11: In Year 11, students build upon their foundational skills by taking greater ownership of their creative direction. They develop more personalised projects based on their individual interests, allowing them to explore themes in greater depth and with increased independence. At this stage, there is a stronger emphasis on visual storytelling, where students refine their ability to communicate ideas, mood and narrative through thoughtfully considered imagery. Technical control is further strengthened as students gain confidence in using camera settings, lighting and post-production techniques.
The course culminates in the Externally Set Assignment (worth 40% of their qualification), which takes place from January of Year 11 until the end of the course in April. This final component challenges students to independently respond to a given theme, bringing together their skills, understanding and creativity in a cohesive and resolved body of work. They research relevant photographers, plan and carry out their own photo-shoots, and make clear connections between their influences and their own work through ongoing annotation. The component concludes with students creating an outcome which showcases their photographs during ten hours of study.
A Level Art, Craft and Design (Eduqas):
A level Art, Craft and Design provides students with the opportunity to engage in a rigorous and intellectually stimulating exploration of creative practices. Working across fine art, textiles and three-dimensional design, students are encouraged to take creative risks, experiment with new materials and processes, and develop increasingly sophisticated and ambitious outcomes. By studying artists from various historical and cultural contexts, alongside gallery visits, students gain a deeper understanding of how ideas are generated, developed and communicated. This contextual awareness supports the creation of work that is technically skilful and conceptually meaningful, empowering students to make informed creative decisions. The course balances practical experimentation with critical and contextual study, allowing students to make informed connections between their work and the broader artistic world.
A key component of the course is the Personal Investigation, which accounts for 60% of the A level qualification. This component combines practical work with a written study of at least 1,000 words, enabling students to explore themes in depth.
Throughout Year 12, students take part in a range of practical workshops designed to develop and extend their skills, which they can then apply within their own investigations. These include processes such as transfer dye techniques, 3D printing, papermaking, silk painting and origami, enabling students to experiment with both traditional and contemporary methods. As the course progresses, students are encouraged to take greater ownership of their creative direction, refining their ideas through self-selected experimentation, research and critical reflection. This process culminates in a cohesive body of work that reflects their individual strengths, interests and artistic identity.
The course concludes with the Externally Set Assignment, which is worth 40% of the A level qualification. Beginning in February of Year 13, this component represents the culmination of students’ A level course. Students choose a starting point from a range of themes provided by the exam board and engage in a period of sustained preparation, including research, development and practical experimentation. This leads to the production of an outcome completed during fifteen hours of supervised study. The assignment offers students the chance to showcase the best of their knowledge, skills and understanding, demonstrating their ability to independently interpret and respond to a given theme with confidence and creativity.
A Level Photography (Eduqas):
A level Photography offers an in-depth and engaging exploration of image-making, blending technical skills with conceptual depth. Students are encouraged to develop a distinctive and personal approach through sustained investigation, experimentation and critical analysis. The course encompasses both digital and traditional processes, including darkroom techniques, providing students with a strong foundation in photographic practice. They learn about lighting, composition and visual language, while also developing their skills in image manipulation with greater sophistication. Access to professional studio equipment and industry-standard editing software enables students to produce high-quality work.
Students undertake a Personal Investigation, which accounts for 60% of the A level qualification. This includes a written study of at least 1,000 words, connecting practical work with critical research into influential photographers, movements and contexts. This component of the course requires students to take ownership of their ideas, ask purposeful questions and make informed creative decisions. For example, explaining how a particular photographer has influenced their use of composition or how their work responds to a specific theme or issue. The result is a resolved and highly personal body of work that demonstrates creativity, technical skill and a confident visual voice.
The course concludes with the Externally Set Assignment, which is worth 40% of the qualification. Starting in February of Year 13, students respond to a theme set by the exam board, choosing a starting point and developing their ideas through a structured period of research and experimentation. An outcome is produced during fifteen hours of supervised study. This component allows students to draw together the full range of skills, knowledge and understanding they have developed throughout the course, resulting in work that is both imaginative and accomplished.
Co-curricular:
Our co-curricular programme provides students with a rich range of opportunities to explore Art and Photography beyond the taught curriculum. The Art Society offers a collaborative space where students can engage in group projects, seek advice, find inspiration and share their passion for art with like-minded peers. Additionally, our Wellbeing Club promotes the therapeutic benefits of creativity, providing a calm and supportive space in which students can explore self-expression and build resilience. To further complement artistic development, we offer open studio sessions to enable students to refine their work, experiment with materials and take greater ownership of their artistic journey by utilising specialist facilities outside of lesson time. We actively connect students with a variety of external opportunities, including workshops and community events, enabling them to experience art in new contexts and build broader creative networks. Students are encouraged to participate in both internal and external competitions. Our monthly in-school competition, open to all year groups, celebrates students’ achievements with both recognition and prizes. Participation in external competitions challenges students to impress industry judges and gain valuable exposure. GCSE and A level students further enrich their studies of Art and Photography through gallery visits, where direct engagement with professional work deepens their critical awareness and informs their own practice. Additionally, artist-led workshops and visiting speakers introduce students to diverse techniques, ideas and career pathways, helping them to establish meaningful connections between their studies and the wider creative world. Collectively, these opportunities support our students to develop confidence, expand their knowledge and gain a clearer understanding of how their creative skills can be applied beyond school.
I am not what I am, I am what I do with my hands
Louise Bourgeois
Dover Grammar School for Girls has a very successful Art Department. Students are taught by Art specialists from Year 7 to Year 13, learning about and creating Art in a wide variety of media, both in class, and on visits and in workshops. Students are encouraged to enter prestigious exhibitions and competitions.
Staff
Ms C Bradley(Subject Leader)
Mrs M. Dachtler
Mr P Graham
Mr M. Redden (Technician)
Vision
To inspire every student to discover and refine their creative voice, we are committed to nurturing proficient and imaginative thinkers who can confidently explore, question and interpret the world around them.
Intent
Throughout Key Stages 3, 4 and 5, in Art and Photography at DGGS, students engage with a variety of artistic practices, cultures and histories. We strive to create an inclusive and stimulating environment where creativity is valued, individuality is celebrated, and risk-taking is encouraged. As students progress, they are supported in thinking critically, refining their ideas and developing originality through exploration. Our goal is for students to leave not only with strong technical skills and conceptual understanding, but also a lifelong appreciation for the transformative power of art, photography and visual culture.
Key Stage 3: The Key Stage 3 curriculum is designed to establish a strong foundation in Art and Photography through a carefully sequenced programme of study. As students progress through the curriculum, they develop technical skills, creativity and confidence, supported by a structured framework that gradually allows for greater creative freedom. By rooting projects in students’ first-hand experiences and environments, art lessons are made more meaningful and relevant, enabling them to form authentic and original responses.
Students work from first-hand sources, including direct observation and their own photography. They are guided to make informed creative decisions, which helps develop the imagination and problem-solving skills that are essential for successful artistic practice. Sketchbooks play a vital role in this journey, acting as spaces for exploration, reflection and refinement. Through regular annotation and review, students learn to evaluate their work and take purposeful next steps.
Year 7: In Year 7, students are introduced to the formal elements of art, establishing a secure foundation in drawing, colour theory and composition. This initial focus ensures that all students, regardless of their previous experience, build confidence in their ability to observe, record and represent the world around them. Through projects such as Locality, students explore their immediate environment, fostering a sense of pride and connection to their surroundings. The study of artists and approaches such as J. M. W. Turner, the Impressionists and plein-air painting allows students to see how celebrated practitioners have applied techniques over time. This exploration supports the development of a strong understanding of composition, linear perspective and spatial awareness, including foreground, middle ground and background. As students learn to use various watercolour techniques expressively, they can apply their knowledge of colour, light and brushwork to convey mood and atmosphere.
In the Expression project, students concentrate on portraiture to explore the concept of identity. This encourages them to think more deeply about meaning as well as technique. They begin by investigating how identity can be represented visually, considering aspects such as personal experiences, culture, emotions and self-image. Through a series of guided exercises, students develop their observational drawing skills, focusing on proportion, likeness, facial structure and the accurate rendering of features, while analysing how artists create a narrative through portraiture. By examining the works of Frida Kahlo and Brianna McCarthy, students are introduced to the use of symbolism as a way of conveying complex personal and cultural narratives. They discuss how these artists embed meaning into their work through visual metaphors, objects and stylistic choices. Students then experiment with mixed media techniques, such as collage, to create layered and expressive outcomes.
Year 8: In Year 8, students explore how artists have challenged conventions and represented the world in non-representational ways. This shift encourages more analytical thinking, requiring students to question and interpret rather than solely record. The Distortion project introduces Cubism, where experimentation with abstraction, fragmentation and multiple viewpoints encourages students to take creative risks and move beyond literal representation. They investigate how artwork was deconstructed and reimagined in the context of early twentieth-century conflict. By examining artists such as Georges Braque and Pablo Picasso, students develop their ability to compare styles and understand how historical contexts influence artistic change.
In the Natural Forms project, students engage in sustained observational drawing from primary and secondary sources such as plants, shells and organics, building on prior skills with greater control and precision. Students refine their drawing skills through detailed tonal studies inspired by the photographer Karl Blossfeldt, before translating these observations into more stylised, design-based outcomes. By exploring artists such as Mary Delany and William Morris, they gain a deeper understanding of pattern, symmetry and repetition, analysing how natural forms can be transformed into decorative and functional designs. This combination of analytical study and creative application enables students to interpret their observations, produce increasingly refined work and establish meaningful artistic connections to the world around them.
Year 9: In Year 9, students undertake extended studies of the human figure, working from reference images and sculptural investigation. They build on prior skills by analysing proportion, gesture and anatomical structure, while also exploring how pose, body language and facial expression can communicate specific ideas such as emotion, tension, vulnerability, strength or narrative context. The Human Figure unit encourages students to think more critically about how artists use the body to convey viewpoints and experiences, for example, how scale conveys power or fragmentation might suggest isolation. Alongside developing their drawing skills in media such as pastel, students experiment with three-dimensional processes by constructing clay figures, considering form, structure and surface texture. Through the study of a broad range of influences, from ancient sculpture to modern artists such as Antony Gormley, students explore how representations of the human body reflect cultural values, beliefs and artistic intentions across time. This helps students to understand not only how techniques and styles evolve, but also how artists use the figure to communicate ideas about identity, society and the human condition.
The Personal Project represents a significant transition toward GCSE study. In this project, students take greater ownership of their learning by selecting a theme and developing a sustained body of work. Through this process, they strengthen their ability to generate ideas, refine their approaches and respond to challenges independently. This aims to prepare students for GCSE Art and Photography as well as establish a strong sense of creative identity.
GCSE Art, Craft and Design (Eduqas):
GCSE Art, Craft and Design provides students with the opportunity to take a more personal and sustained approach to their artwork. They are encouraged to experiment, take risks and refine their ideas, leading to outcomes that are both technically proficient and conceptually meaningful. By working across various disciplines, including drawing, painting, sculpture, printmaking and textiles, students gain versatility and confidence, while also discovering their individual strengths.
Throughout the course, the balance between skill development, personal expression and contextual understanding ensures that students create work that is both informed and original. By exploring the work of historical and contemporary artists, both European and non-European, students learn how ideas are realised in professional contexts and gain a deep understanding of visual culture.
Year 10: The Year 10 curriculum serves as a structured introduction to GCSE study, helping students to develop a diverse portfolio that accounts for 60% of their qualification. Through workshops and guided projects, students experiment with various materials and techniques, which enables them to make informed choices later in the course. The Culture Project begins with first-hand research during a visit to the Powell Cotton Museum, where students make observational drawings, complete workshops and photograph artefacts from a range of global cultures. They investigate objects such as textiles, pottery, masks and ceremonial items, focusing on materials, patterns and craftsmanship, and the purposes these objects serve within their original contexts. This direct engagement with global artefacts and ideas encourages students to look closely, ask questions about and show respect for how art reflects ways of life, beliefs and traditions.
As the year progresses, students gain more independence through the Internally Set Assignment, allowing them to apply their skills in a more exploratory manner. They select and research relevant artists, gather and record visual sources, and experiment with a range of materials, techniques and processes to explore their ideas. Students refine their work through annotation, feedback and ongoing reflection, consistently making informed decisions about the composition and presentation of their work. This process encourages them to resolve their work more independently, resulting in a personal and purposeful outcome.
Year 11: In Year 11, students refine their artistic skills and develop increasingly personal responses in their work. With a stronger understanding of materials and processes, they engage with their projects deeply and with greater intention. At the start of the year, the focus is on exploring colour theory and painting techniques, supplemented by the study of twentieth-century art movements and contemporary artists. This exploration is enriched by a gallery visit to London, where students interact directly with artworks, deepening their contextual understanding and inspiring the development of their own ideas. Through this combination of practical exploration and critical study, students produce work that is both expressive and thoughtfully resolved.
The Externally Set Assignment (worth 40% of the qualification) provides an opportunity to bring together all aspects of the course. Students respond creatively to a selected theme while demonstrating technical skill and conceptual understanding. This component takes place from January of Year 11 until the end of the course in April. Students are expected to demonstrate clear links between their research and practical development, as well as increasing independence in how they plan and realise their ideas. The component concludes with ten hours of sustained, unaided study, in which students bring together their preparatory work to create a resolved piece.
GCSE Photography (Eduqas):
GCSE Photography enables students to explore visual communication through a contemporary and engaging medium using the camera as a tool to investigate ideas, themes and personal responses. By combining technical skills with creative thinking, students learn to construct images that convey meaning and narrative. They gain practical experience in camera work, lighting, composition and digital editing, as well as an introduction to traditional photographic processes. This not only develops students’ ability to produce high-quality images, but also their capacity to analyse and refine their work with purpose. For example, selecting and editing a chosen photograph or justifying creative decisions in written annotation. In doing so, students become more attentive to visual detail in everyday life and use photography as a deliberate and expressive means of communication.
Through hands-on experience and the study of various photographers, students understand how images can influence, inform and communicate ideas. This dual focus on creating and analysing ensures that students produce thoughtful and visually compelling work.
Year 10: In Year 10, students are introduced to the fundamental principles of photography, building a strong technical and creative foundation. They develop essential camera skills, explore studio lighting and gain confidence in digital editing, which allows them to take greater control over the images they produce. Initial projects, such as those centred around themes like Vanitas and Surrealism, encourage experimentation and imaginative thinking, helping students to move beyond straightforward documentation and engage in more conceptual image-making.
As the year progresses, students work on building a portfolio that accounts for 60% of their qualification, showcasing a wide range of techniques, processes and ideas. In addition to their practical work, they analyse photographers from diverse historical and cultural contexts. This research informs and refines their work, supporting the development of a more personal and well-defined photographic style.
Year 11: In Year 11, students build upon their foundational skills by taking greater ownership of their creative direction. They develop more personalised projects based on their individual interests, allowing them to explore themes in greater depth and with increased independence. At this stage, there is a stronger emphasis on visual storytelling, where students refine their ability to communicate ideas, mood and narrative through thoughtfully considered imagery. Technical control is further strengthened as students gain confidence in using camera settings, lighting and post-production techniques.
The course culminates in the Externally Set Assignment (worth 40% of their qualification), which takes place from January of Year 11 until the end of the course in April. This final component challenges students to independently respond to a given theme, bringing together their skills, understanding and creativity in a cohesive and resolved body of work. They research relevant photographers, plan and carry out their own photo-shoots, and make clear connections between their influences and their own work through ongoing annotation. The component concludes with students creating an outcome which showcases their photographs during ten hours of study.
A Level Art, Craft and Design (Eduqas):
A level Art, Craft and Design provides students with the opportunity to engage in a rigorous and intellectually stimulating exploration of creative practices. Working across fine art, textiles and three-dimensional design, students are encouraged to take creative risks, experiment with new materials and processes, and develop increasingly sophisticated and ambitious outcomes. By studying artists from various historical and cultural contexts, alongside gallery visits, students gain a deeper understanding of how ideas are generated, developed and communicated. This contextual awareness supports the creation of work that is technically skilful and conceptually meaningful, empowering students to make informed creative decisions. The course balances practical experimentation with critical and contextual study, allowing students to make informed connections between their work and the broader artistic world.
A key component of the course is the Personal Investigation, which accounts for 60% of the A level qualification. This component combines practical work with a written study of at least 1,000 words, enabling students to explore themes in depth.
Throughout Year 12, students take part in a range of practical workshops designed to develop and extend their skills, which they can then apply within their own investigations. These include processes such as transfer dye techniques, 3D printing, papermaking, silk painting and origami, enabling students to experiment with both traditional and contemporary methods. As the course progresses, students are encouraged to take greater ownership of their creative direction, refining their ideas through self-selected experimentation, research and critical reflection. This process culminates in a cohesive body of work that reflects their individual strengths, interests and artistic identity.
The course concludes with the Externally Set Assignment, which is worth 40% of the A level qualification. Beginning in February of Year 13, this component represents the culmination of students’ A level course. Students choose a starting point from a range of themes provided by the exam board and engage in a period of sustained preparation, including research, development and practical experimentation. This leads to the production of an outcome completed during fifteen hours of supervised study. The assignment offers students the chance to showcase the best of their knowledge, skills and understanding, demonstrating their ability to independently interpret and respond to a given theme with confidence and creativity.
A Level Photography (Eduqas):
A level Photography offers an in-depth and engaging exploration of image-making, blending technical skills with conceptual depth. Students are encouraged to develop a distinctive and personal approach through sustained investigation, experimentation and critical analysis. The course encompasses both digital and traditional processes, including darkroom techniques, providing students with a strong foundation in photographic practice. They learn about lighting, composition and visual language, while also developing their skills in image manipulation with greater sophistication. Access to professional studio equipment and industry-standard editing software enables students to produce high-quality work.
Students undertake a Personal Investigation, which accounts for 60% of the A level qualification. This includes a written study of at least 1,000 words, connecting practical work with critical research into influential photographers, movements and contexts. This component of the course requires students to take ownership of their ideas, ask purposeful questions and make informed creative decisions. For example, explaining how a particular photographer has influenced their use of composition or how their work responds to a specific theme or issue. The result is a resolved and highly personal body of work that demonstrates creativity, technical skill and a confident visual voice.
The course concludes with the Externally Set Assignment, which is worth 40% of the qualification. Starting in February of Year 13, students respond to a theme set by the exam board, choosing a starting point and developing their ideas through a structured period of research and experimentation. An outcome is produced during fifteen hours of supervised study. This component allows students to draw together the full range of skills, knowledge and understanding they have developed throughout the course, resulting in work that is both imaginative and accomplished.
Co-curricular:
Our co-curricular programme provides students with a rich range of opportunities to explore Art and Photography beyond the taught curriculum. The Art Society offers a collaborative space where students can engage in group projects, seek advice, find inspiration and share their passion for art with like-minded peers. Additionally, our Wellbeing Club promotes the therapeutic benefits of creativity, providing a calm and supportive space in which students can explore self-expression and build resilience. To further complement artistic development, we offer open studio sessions to enable students to refine their work, experiment with materials and take greater ownership of their artistic journey by utilising specialist facilities outside of lesson time. We actively connect students with a variety of external opportunities, including workshops and community events, enabling them to experience art in new contexts and build broader creative networks. Students are encouraged to participate in both internal and external competitions. Our monthly in-school competition, open to all year groups, celebrates students’ achievements with both recognition and prizes. Participation in external competitions challenges students to impress industry judges and gain valuable exposure. GCSE and A level students further enrich their studies of Art and Photography through gallery visits, where direct engagement with professional work deepens their critical awareness and informs their own practice. Additionally, artist-led workshops and visiting speakers introduce students to diverse techniques, ideas and career pathways, helping them to establish meaningful connections between their studies and the wider creative world. Collectively, these opportunities support our students to develop confidence, expand their knowledge and gain a clearer understanding of how their creative skills can be applied beyond school.
