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The Art Department of Queen Katharine Academy is dedicated to nurturing critical thinking and visual literacy through an engaging and supportive studio environment. Our curriculum is designed to foster independence through differentiated and self-directed work. We develop a lifelong aptitude and desire to learn, explore, create and invent. We encourage students to experiment, persevere and arrive at their own unique solution while promoting skill building, discovery, and innovation. Incorporating art history and contemporary art into the curriculum exposes students to global awareness and viewpoints other than their own. Working in a collaborative peer-learning environment, students develop creative problem solving skills, self-expression, and visual literacy. We help students to dream that they are capable and believe that we as a department will nurture their skills and together that students will achieve their fullest potential.


Welcome to the Queen Katharine Academy Graphics Department. 

As you can see from our vision and mission statement our students and their success is at the heart of what we do. 

A successful art department is measured by the success of its student’s creativity. Our core purpose is for more of our students to dream and believe that they can fulfil their potential 

Teaching and Learning: 

We are committed to developing the quality of our teaching and learning as our core purpose. We will be a source for the promotion of inspirational teaching, creativity, and high-level thinking. 

As teachers we will raise standards, expectations, achievement, and aspiration among our students by: 

  • Offering full access to an exciting, challenging, and relevant curriculum that will prepare our students for the rigours and demands of the new GCSE course and specification. 
  • Challenging and supporting all students to enable them to progress and reach their full potential. 
  • Structure and plan our curriculum, resources, and lessons to foster fluency, resilience, mastery, self-confidence, reasoning, and creativeproblem solving.  
  • To allow opportunities for our students to become independent and lifelong learners and have an appreciation for art. 


Key Stage Three


Introduce them to a range of drawing approaches, such as pencil drawing to study shape, proportion, texture and linework, blending and colour use. This is to in increate understanding on design principles and allow them to effectively create imagery in response to a brief.  

We implement the importance of presentation, layout, and overall quality of their books to get them into the frame of mind of a graphic designer, where they would be presenting their thoughts and ideas to a client.  

We use imagery and artists research as well as mood boards to connect the students with the brief. This helps them to understand the context of the proposed brief and how to respond to it in a successful and meaningful way.  

Each child is given a checklist to promote positive attitude towards their work, they can see they have done and need to and encouraged them to be in the mindset of a designer where they must work through a creative pipeline, this establishes a sense of purpose and fulfilment within their work and helps to keep them engaged within the projects. 


KS3 Graphics  scheme of Work


How does the KS3 curriculum build on that from KS2? 

We build on skills learnt in primary surrounding drawing, painting, technical skills, collage, and other mediums they may have used. However, we understand due to Covid they have had decreased exposure to these materials. Because of this, we are continually developing our schemes and how we approach technical challenges and practical's. Since Graphics is often not part of primary work, but we often build on the learning objectives which are like Art. However, like in KS2 they study artists, and should already be ‘proficient’ in drawing, but they are very often not in Year 7, so the aim to re-introduce them and build up skills to ensure they do. They evaluate and analyse creative works using the language of art, craft, and design and so we build on this by have group discussion and do research pages for the project. We explore and record to produce creative artwork further and as stated by the attainment targets from ks2 art nation curriculum, they will be expected to know, apply, and understand all matters, skills, and processes by the end of the rotation. 


What do students do with this knowledge or these skills? 

They create studies of artists. Build their own thoughts and ideas based on the studies they have done. They complete drawing tutorials and practical to assist their understand of a medium before making their final outcomes. They create a variety of responses, with written and verbal discussion and analysis in between. 

They take what they have learned about existing examples and processes and make their own versions and pieces of art using these skills they have learn.  


How does the KS3 curriculum align to the National Curriculum? 

It helps pupils prepare them for GCSE and will set them up for alternative briefs for following year and the other subjects that they have on rotation. Working on other. We look at design problems, we research and explore, look at and identify needs of the user. We use a variety of approaches to generate these creative ideas. 

We annotate out sketches and communicate out approach. We critique each other and test ideas, we look at technical drawing approaches. We promote annotation and use of feedback to ensure students are thinking cohesively about not just the quality of the design and technical abilities of their drawings, but arguably and more importantly, its relevance to the brief and whether they have created what was asked for. We create and establish a connection to the creative sector by making the students aware of the jobs available and the important of graphic design in the modern world we live in. We bring in cultural aspects such as discussing sustainability, ethical values, and financial factors through the conversation we have regarding the brands, products, and ways they are during our presentations and brief discussions.  


What new knowledge or skills are students taught? 



Year 7

Rotation 12 Lessons

x2 Projects

Project 1 

Product Design - pop art trainers 

  • Build on understanding of colour theory and its uses, connecting to art scheme. 
  • Develop understanding of movements and artist like Pop Art and Keith Haring, along with creation of mood-board and drawing/pastiches to supplement design ideas. Look at brand types, how companies develop ideas and the factors considered when they create new products. These are all 2d designs and focus on how we create a shoe based on the style of the pop art we study. 

Project 2 

Set Design - Alice in Wonderland  

Curriculum Links 

  • Design and Technology: Building a repertoire of knowledge and design skills 
  • English: Discussion, and using descriptive words to express thoughts and feelings 
  • English: Learning unfamiliar terms 
  • They will be learning about job roles in the creative sector and building cross-disciplinary skills.  
  • There will be opportunities to work individually and, in a team, to help them. 


Year 8

Rotation 12 Lessons

x2 Projects

Project 1  

Logo Design - baseball  

  • Create a logo for a team. Study existing examples to supplement ideas and build understand of brief. Look at lettering, use of shape and chosen mascot to develop personal response. Create final design after drafts. We encourage choice of mascot and team name to be focused around the area they live to bring some culture capital. The mascot is a dog and connecting to British values, we encourage the use of British breeds, the study of nature in art helps to build their design skills around animals and helps to scaffold and help them design around this subject matter. 

Project 2 

Package Design - chocolate  

  • Packaging is a series of PowerPoints that form a Unit of Work that supports the teaching of Design, in particular Packaging. Packaging is aimed at developing the skills needed to understand the process of Packaging and how to design a suitable product that fits the needs of the consumer. The aim is for the pupils to study the process of packaging, use 3D shapes from nets, develop their own ideas and design a cereal packet. There is an optional unit to advertise the finished product. 


Year 9

Rotation 12 Lessons

x2 Projects

Project 1  

Typography – Graffiti signage for a shop front 

  • This project is a design brief where we create a selection of typefaces/lettering and signage materials for a company called Slam City Skates. We study the aesthetic of graffiti and existing locations with this look to help them understand the brief. They study brands and aesthetics. They account for design principles like shape, colour, and line, we do this through paint and drawing workshops. We explore a variety of mediums and media to help diversity their outcomes. Build skills by encouraging use of mood boards and observing graffiti to improve creation of ideas. They create refined and high-quality signage examples for chosen company. 

Project 2 

Advertising - Superhero movie poster 

  • In this project we study the event comic con, love of superheroes and legendary opening titles and poster design Saul Bass. Develop an awareness of the use and poser of narrative through the chosen visuals. We study the posters created by our artist and create pastiches of his work. Study the use of stencilling and paper cut out as a design focus. Study posters and related visuals to help them understand the value and purpose of their designs. These practical's develop their awareness of positive/negative space, layout, composition, and their ability to assemble their imagery, building their technical abilities as graphical artists. They create 1 - 2 final posters outcomes.

Rationale for this sequencing 

Graphics Communication is defined as the process of creating primarily visual material to convey information, ideas and emotions using graphic elements such as colour, icons, images, typography, and photographs. Students undertaking the graphic communication title are required to demonstrate the knowledge, skills and understanding set out in the introduction to Section 2 of the AQA specification through areas of study relevant to their chosen title. This sequencing of projects prepares students for KS4 (Key Stage 4) covering skills needed to meet the GCSE specifications. Areas of study include: 

  • Advertising  
  • Communication graphics  
  • Design for print  
  • Illustration  
  • Multi-media  
  • Package design  
  • Signage  
  • Typography 

An additional area of study to consider in the future could be interactive design (including web, app, and games).


Key Stage Four 


NCFE The Level 1/2 Technical Award in Graphic Design 

About this qualification 

The Level 1/2 Technical Award in Graphic Design is designed for learners who want an introduction to graphic design that includes a vocational and project-based element. The qualification will appeal to learners who wish to pursue a career in the graphic design sector or progress onto further study. 

Who is it suitable for? 

This qualification is designed for learners aged 14 to 16 in schools and colleges but is also accessible for post-16 learners. 

What are the entry requirements? 

There are no specific prior skills/knowledge a learner must have for this qualification. 

How is this qualification structured? 

To be awarded this qualification, learners are required to successfully demonstrate the knowledge and skills to meet the requirements of all 6 mandatory content areas. 

How is it assessed? 

The qualification has 2 assessments externally set by NCFE: one non-exam assessment and one written examined assessment. Only one attempt at each assessment is permitted. 

How long will it take to complete this qualification? 

It is recommended that this qualification is delivered over 2 years. 

What related qualifications can you progress to? 

Learners who achieve at level 1 might consider progression to level 2 qualifications post-16, such as: 
• GCSE in Graphic Design and Technology 
• study at level 2 in a range of technical routes that have been designed for progression to employment, apprenticeships and further study 
Learners who achieve at level 2 might consider progression to level 3 qualifications post-16, such as: 
• level 3 National Diplomas or Extended Diplomas 
• A Level in Graphic Design (this will support progression to higher education) 

Career opportunities 

Learners could progress into employment or onto an apprenticeship. The understanding and skills gained through this qualification could be useful to progress onto an apprenticeship in the graphic design industry through a variety of occupations that are available within the sector. 

External assessment timetable 

Please see the external assessment timetable for a breakdown of the assessment dates for this qualification. 



Mrs S Erwin (Head of faculty)
Mrs J Hamaali (Deputy of Creative Arts)
Ms H Collins
Miss A Serghiou
Ms A Howard
Ms M Bradley