Retweetd From Adam Snell

Excellent webinar from . Having previously worked for / with him at it definitely rings true. By far the best professional development I've ever had, both formal and informal.


Retweetd From Niall Alcock

*Really* Looking forward to the next webinar Exec. Principal & prof. trained coach will share: Team Toxins: mistakes leaders make and how to avoid them 📅 Tuesday 9th June 🕕 6.00pm Save your spot here:


Sounds like you have got a lot on your plate. Don’t put yourself under too much pressure. We know our parents are doing their best under difficult circumstances. When we are back at school we will make sure all students get back on track. If you need more support then let us know


A massive thank-you to all our families for working with us during this difficult time. It’s now been a few days of our new virtual school plan. Please get in touch and let us know how it’s going or what we can do to offer further support


Hi there - we would be love to help. Email and we can work out some support.


Good evening, a member our virtual tutor team will call you tomorrow to try and resolve this issue.


Retweetd From Audible UK

With school closures and social distancing affecting us all, we’ve created something in the hope that it makes your life a little easier. Audible Stories - 100s of kids’ audiobooks for free. Just click, stream and listen 😊


Retweetd From Jennifer Beattie

Please, Parents. Help your children and your teachers + the country. School on Monday has to be the LAST resort, not the first. We must ALL be so, again, please, if they can, they MUST and then you’ll help us help you.


Retweetd From Gavin Williamson

You should only send your child to school on Monday if you have to, because your work is critical to our COVID-19 response. If you are able to keep your child at home, you should.


A reminder that children of keyworkers and vulnerable groups can come to school on Monday at 9am. Just drop us an email to let us know you’re coming. Let’s do it 👊


Y11 shirt signing: it hasn’t ended the way we wanted but you were on track for record results and we’re really proud of you.


Retweetd From Glasgow Science Centre

From tomorrow, we'll be bringing a bit of science into your home every day at 10am to help keeping everyone inspired in these challenging times. Join us on our Facebook, Instagram and Twitter at 10am each day. Ask us questions and let us know what you'd like to see!


Retweetd From Lesley

just looked at the online school work very impressed thank you 😊 makes this difficult time easier for parents


Today all year 7 and 8 students were given at least one book minimum to take home and read while schools are closed.


Retweetd From HAGRPE

Keep Active and Healthy. Virtual PE lesson. Monday to Friday. 9am.


18/03/20: Year 9, Year 10 & Year 12 students must remain at home, all other year groups attend the academy as normal. Please note that any new information from the academy about coronavirus, including details of possible academy closures, can be found at


17/03/20: Year 10 and Year 12 students must remain at home, all other year groups attend the academy as normal. Please note that any new information from the academy about coronavirus, including details of possible academy closures, can be found at


Retweetd From Harris Federation

Parents, carers and pupils: all Harris academy updates on coronavirus will now be published on a dedicated website: You will also receive a text message as and when there is any new information.


Retweetd From World Class Schools

Always a breadth of opportunity at


Celebrating International Women's Day

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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We want our students to understand the art of today by having a broad understanding of art of the past as well as developing skills that are refined overtime. Throughout their study, we hope students develop confidence, creativity, ability to making connections in addition to critical lateral thinking.


Year 7 begin their journey with an introduction to the genre of Still life and its context in history. We start with Caravaggio using observational drawing exercises to introduce the formal elements and deepen understanding around visual literacy.

We move through time to study Cezanne and understand the relationships of colours. We introduce oil pastels and watercolour paints to experiment and develop control with layering, colour mixing and consistency.

Vanitas and understanding symbolism provide a foundation to students developing their own concepts within a contemporary context. Experimenting with composition enables students to understand elements of design.

Students’ focus moves from the realistic to the abstract through cubism and the study of key artists in this movement. Mixed media and collage are used to experiment with rules of composition and reimagine previous pieces to new dynamic outcomes.

This evolves into Abstract Expressionism, where students apply their understanding of the formal elements in an imaginative way.

Pupils end the year adding movement to their work through studying Futurism an its key figures and concepts.


Year 8 continue their journey with an introduction to Illustration and its context in history, Science and Art. We consider the importance of scientific illustration and how drawing is used for multiple purposes. The work of Ernst Haeckel and Maria Sibylla Merian inspires us to closely observe the complex details of the Natural world. Refining previous observational techniques and control of 2d media.

Moving from the real to the imaginary students explore mythology and associated creatures to design and develop their own beasts. Through designing they refresh and deepen their understanding with formal elements and principals of design.

After creating their beasts we turn to habitats and landscape. With an introduction to the genre of Landscape and its context in history. We start with Romanticism and JMW Turner, exploring aerial perspective, colour theory and expressive mark making.

In contrast to the complexity of Turner pupils are introduced to the specialism of Graphic Design and its relationship to art history and the modern world. Analysing examples of Art for Change pupils respond to their design brief completing primary research into climate and endangered species producing a poster exploring principles of design and mixed media.

We conclude the year studying the local environment and Land Art with its ephemeral qualities. Analysing Key Land Artists students explore the concept of installation and working in 3d. Through 3d workshops in assemblage and paper/plastic manipulation students work collaboratively to create an installation.


In Year9 Students are introduced to portraiture and its significance throughout art history from the medieval to contemporary. We explore the context of the Renaissance and its influence on artists and subsequently make our own analytical observational drawing investigation.

Building on this foundation of skills we look deeper into modern artists, such as Picasso and Munch, to explore Expressionism linked to colour theory. This introduces students to new materials and processes such as photography and digital processes. Students experiment with distortion and exaggerating facial features to make their investigation more personal.

The notion of expression in art leads us to explore our personal internal landscapes. Students will investigate classical and modern architecture alongside the work of Giorgio de Chirico. Developing our use of landscape and perspective we look to surrealism and symbolism to create our own imagined and representational worlds.


For Students that continue their study of Art experience a deeper understanding of Artists and concepts while taking further ownership of their studies. Students are introduced to a variety of classical and contemporary artists.

At KS4 we build on the foundation skills developed at KS3 yet embark on a more in-depth approach to produce sustained and refined outcomes. We broaden students’ skill sets through workshops in more specialists’ disciplines such as printmaking, photography and digital manipulation.

Students are introduced to a project theme and we expand their skills in research and analysis within this context. Through this we delve deeper into a wide range of artists’ work; both historical and contemporary, producing meaningful and sustained artist studies. We introduce them to idea generation and visual mind mapping from which students take a more personal and independent

direction in their work. Students resolve their ideas making connections across their investigation to produce meaningful and imaginative outcomes.


The journey at KS5 begins with an exploration of Art History from the Renaissance, to Baroque and Romanticism, through to modern art movements such as Post-Impressionism and Dada, concluding with Conceptual Art. Students develop their understanding of the chronology of Art History and the wider context of the period. They respond to each movement through practical workshops, broadening their experimentation and drawing skills, all the while making connections across the periods. Students will resolve their investigation through documentation, essays and a personal response.

From there our focus turns to the mastery of skills, with extended workshops and separate mini-projects in printmaking and painting. We learn technical approaches, revisit colour theory and generate a portfolio of experiments. In this initial stage, students will be encouraged to work out of their comfort zone and be ambition with their outcomes.

After students have completed their broad foundation introduce the Personal Portfolio Component. This begins by exploring ways of idea generation and mind mapping. Students are encouraged to develop meaningful and personal questions for their investigations. We then embark on a cyclical process of research, respond, develop and conclude as their project builds towards an ambitious resolution.

In year 13 their final stage is the Externally Set Assignment where students will embark on a final investigation that is more distilled, more focused and more independent leading to a sustained conclusive outcome.


Please find attached the 2019/2020 curriculum map for Art, as well as a narrative of how that curriculum builds over time


Art KS3-KS4 05th Sep 2019 Download
Art A Level 06th Sep 2019 Download
Art A level Curriculum 13th Sep 2019 Download
Art Curriculum Narrative 20th Sep 2019 Download