The Art, Design, and Technology curriculum is aspirational because it empowers students to think beyond boundaries, to innovate, and to see themselves as creators of the future. It nurtures curiosity and imagination, equipping young people with the skills to respond to the world around them in thoughtful, resourceful, and creative ways. 

Our curriculum is aspirational because it balances tradition with innovation: we value the importance of drawing, craftsmanship, and design principles while also embracing sustainable practices. This gives students not only the confidence to express their ideas but also the resilience and problem-solving skills needed to adapt to an ever-changing world. 

The curriculum is aspirational because it opens doors to possibility. Students explore diverse cultures, artistic movements, and design innovations, helping them to see that creativity is a universal language. They learn that their voices and ideas matter, that they can challenge conventions, and that they can make a real difference to the way we live, think, and interact with our environment. 

It is aspirational because it motivates ambition. Our students don’t just make; they dream, they take risks, and they learn to see themselves as innovators, designers, and artists with the potential to shape the future. We want every student to leave with a sense of pride in their creative achievements, and with the belief that their ideas can have an impact far beyond the classroom. 

The Art, Design and Technology curriculum serves our students by equipping them with the practical skills, creative confidence, and critical thinking they need to thrive in a rapidly changing world. It develops resilience through experimentation and problem-solving, fosters cultural awareness by engaging with diverse artistic and design traditions, and instils a sense of responsibility through an emphasis on sustainability and ethical practice. Most importantly, it inspires ambition, showing students that their ideas and creativity can shape both their own futures and the wider world. 

The Art, Design and Technology curriculum allows our students to flourish because it provides a safe space for imagination, risk-taking, and self-expression. It gives them the confidence to explore ideas, experiment with materials and technologies, and refine their work through perseverance. By valuing creativity alongside critical thinking, it encourages students to see challenges as opportunities, to celebrate individuality, and to develop the resilience needed for success. In this way, our curriculum nurtures not only artistic and technical ability but also the personal growth and ambition that enables every student to reach their full potential. 

Sequencing in Art, Design and Technology is carefully adopted to ensure that learning is progressive, coherent, and purposeful across the art, textiles and catering curriculum. Each unit builds upon prior knowledge, skills, and concepts, allowing students to revisit techniques with increasing sophistication while making clear links between media, processes, and contextual understanding. The scheme of work is structured to scaffold creative development—beginning with foundational drawing and observational skills, before moving into more complex experimentation with art-based materials, cooking processes and critical analysis. This deliberate sequencing not only develops technical proficiency but also deepens students’ ability to interpret, reflect, and respond to a wide range of artistic influences. In this way, the curriculum supports a journey that nurtures both confidence and independence, preparing learners to think critically and creatively at each stage. 

Adaptive teaching in Art, Design and Technology is embedded to ensure that all students can access and thrive within the Art, Design and Technology  curriculum, regardless of their starting point or individual needs. Lessons are structured to offer access through scaffolded tasks and differentiated resources that allow students to progress at an appropriate pace. Teachers adapt approaches by modelling processes step by step, breaking down complex techniques, and providing tailored feedback that responds to individual strengths and areas for development. This adaptability extends to the choice of media and themes, enabling students to engage with materials and ideas that best suit their learning styles while still meeting curriculum aims. Through these strategies, adaptive teaching fosters inclusivity, creativity, and independence, ensuring every learner can achieve and excel. 

Spirituality in Art, Design and Technology is fostered through opportunities for students to explore meaning, emotion, and personal expression within their creative practice. The scheme of work encourages learners to reflect on their own identity, values, and experiences, as well as to engage with the cultural and spiritual traditions expressed through art across time and place. By studying diverse artists and movements, students are invited to consider deeper questions about humanity, belief, and the world around them, while developing the confidence to communicate their own responses visually. This reflective process nurtures imagination, empathy, and a sense of connection, allowing spirituality to become an integral part of both making and understanding art. 

Learning beyond the classroom in Art, Design and Technology is embraced as a vital way of enriching students’ creative experiences and broadening their understanding of the subject. The scheme of work incorporates opportunities such as gallery visits, and trips to London to collect first hand resources. Students are also encouraged to attend extracurricular activities to further extend their learning outside of their lessons. 

Art Curriculum Journey