What is our curriculum and intention?

The intention of this course is to provide students with the foundational skills, technical knowledge, and creative tools necessary to explore and develop their abilities in photography. The curriculum typically focuses on a combination of practical and theoretical aspects, with the following key objectives:

1. Technical Proficiency: Teach students how to use photographic equipment (such as cameras, lenses, lighting, and editing software) and techniques, including composition, lighting, exposure, and focus.
2. Creative Expression: Encourage students to explore photography as a medium of artistic expression, allowing them to develop their own style and creativity. They are encouraged to experiment with different genres (portraiture, landscape, abstract, etc.) and techniques.
3. Critical Understanding: Help students develop an understanding of photography in a wider historical, cultural, and social context. This includes analyzing the work of influential photographers and artists and understanding photography’s role in contemporary society.
4. Problem-Solving and Experimentation: Promote critical thinking and experimentation in photography, encouraging students to try different approaches to image-making and solve creative challenges through innovation.
5. Personal Development: Foster independent learning and self-expression, allowing students to work on personal projects and portfolios that reflect their interests, ideas, and perspectives.
6. Evaluation and Reflection: Develop students' abilities to reflect on their work and others’ through constructive criticism, self-evaluation, and the analysis of the work of photographers and peers.
7. Presentation and Communication: Teach students how to present their work professionally, both in physical and digital formats, and communicate their ideas clearly through visual and written means (e.g., portfolios, exhibitions, and presentations).

Ultimately, the curriculum is designed to nurture a student's technical, creative, and intellectual growth within the medium of photography, preparing them for further education or careers in creative fields.

What is our learning journey?

Students can choose Photography as a GCSE option in KS4. It is a two-year course that will take place throughout the whole of Year 10 and 11. Whilst students will not have studied the subject before Year 10, it builds upon many of the foundational elements that students will have learned throughout KS3 in their Art lessons. No prior experience with cameras or editing software is necessary.

During the Autumn term of Year 10, Photography students will cover the technical aspects of operating a digital SLR camera, as well as learning how to edit their images both practically and digitally, including Photoshop skills. Students will complete a series of mini projects throughout this first term which will teach them these skills whilst also nurturing their creativity and emulating the work of professional artists. The analysis and deconstruction of other artists’ work will run parallel with these practical elements, as will students’ self-evaluation of their own work, as the written aspects of the course make up a significant proportion of the overall marks. The unit of work for this first term is carefully designed to equip students with the necessary skills to meet the requirements of the Eduqas GCSE Photography specification.

From January in Year 10, students will begin their GCSE coursework. This consists of two major projects which will be worked on throughout the remainder of Year 10 and the entirety of Year 11. The two parts are as follows:

• Component 1 (120 marks) – personal investigation on the theme ‘Destroy’. We will initially research 1-2 artists together as a class before students are then encouraged to branch off and choose their own direction.
• Component 2 (80 marks) – students will choose from a selection of briefs which are released by the exam board in January of Year 11. Unlike Component 1, not all students will be working on the same theme. This project will culminate in a 10-hour examination, during which time students must work independently in exam conditions to finish their project. The 10 hours is split over two days and will take place in class with normal breaks and lunches.

Why this? Why now? Why have we sequenced our curriculum this way?

The curriculum is structured in this way as it assumed that students will begin their studies with little to no prior experience of working with cameras or editing software in KS3. For this reason, we do not start the GCSE coursework until after the first term, to ensure that students have time to learn the basic knowledge and skills to meet the demands of the course specification. These skills are then developed as the coursework progresses and students’ confidence and ambition increases. 

What will you typically see in our Design & Technology lessons?

In order to develop students’ artistic vocabulary, as well as their ability to analyse and deconstruct work of other artists, all lessons begin by introducing students to an unseen photograph which they will describe in detail and try to communicate how it makes them feel and how this has been achieved. This helps to improve not only their writing ability but also exposes them to a huge range of potential artists which they can choose to research as part of their coursework.

During the first term of Year 10, lessons will consist of a series of mini projects which will teach students the basic skills of photography and photo editing, whilst also nurturing their creativity and emulating the work of professional artists.

Once students have commenced their GCSE coursework, lessons will become much more dynamic and tailored around the emerging directions of students’ personal projects. Lessons during this time are often filled with a creative buzz as students aim to produce unique and personalised outcomes for their project work, overcoming problems and working together to try and bring their ideas to life.

How do we assess progress in our subject?

Throughout Term 1 Year 10s will be assessed on the application of their camera skills as well as the presentation and evaluation of their work following each mini project. They will also complete two end-of-half-term assessments which will test their knowledge of keywords and their ability to analyse and deconstruct the work of other artists.

Throughout the completion of their GCSE coursework in Years 10 and 11, students will receive regular live feedback on their work and their progress towards each assessment objective is individually monitored on a live tracker. Students will use the tracker to stay abreast of exactly what needs doing next or what needs improving to achieve or exceed their target grade. After each round of mock exams, during which students will experience a full day of working to exam conditions in preparation for Component 2, they will receive a current ‘working at’ GCSE grade.

How do we extend and enrich our curriculum?

Students are regularly given opportunities to work outside of the classroom and outside of the school building to broaden the scope of their work and help inspire fresh and interesting ideas.

Photography students are also strongly encouraged to attend the trips to the Conway Centre in Anglesey each year, which give them the opportunity to further broaden the scope of their coursework by photographing in new environments.

In addition, students may attend Photography club at lunchtime to work on their coursework or to experiment with new ideas.

How does our subject relate to further education and careers?

A GCSE in photography can open doors to a variety of careers, particularly in creative and visual fields. Here are some potential career paths you might consider:

• Photographer: This is the most direct path, and it can branch into various specializations, such as portrait, commercial, fashion, wedding, sports or event photography.
• Photojournalist: Combining photography with journalism, this role involves capturing newsworthy events and stories.
• Graphic Designer: Photography skills are valuable for creating visual content in graphic design, including advertising, branding, and digital media.
• Social Media Manager: Photography can enhance content creation for social media platforms, helping to engage audiences and build brand presence.
• Art Director: Overseeing the visual aspects of projects in advertising, publishing, or film, an art director uses photography to create compelling visuals.
• Visual Merchandiser: This role involves creating attractive displays in retail settings, where photography can help in planning and executing visual layouts.
• Photo Editor: Working in publishing or media, photo editors select and enhance images for various platforms, including magazines and online content.
• Freelance Content Creator: Many photographers work independently, creating content for a variety of clients and projects, from blogs to marketing campaigns.
• Teaching: With further qualifications, you could teach photography at schools or colleges, sharing your passion and skills with others.

These careers can often be complemented by further education or training, so students might consider pursuing additional qualifications or gaining practical experience to enhance your opportunities.

If you would like more information about the Photography curriculum, please contact Mr J Lewis via email: john.lewis@daca.uk.com.