Subject Leader – Art

Miss R Glover –


Pupils in the world today learn as much through visual images as they do through words. The understanding and use of visually communicated information, gathered from a wide range of sources, has become a basic skill. Understanding art is the path towards the visual literacy which every citizen needs in order to maximize awareness and appreciation of the world we inhabit in order to live effectively and productively.

The Art Department aims to:

  • Provide opportunity for students to have access to a wide range of processes, methods and techniques to become familiar with applying the visual and tactile elements to their work, and to consider a range of stimulating topics
  • Provide opportunity for students to develop their skills of observation through first hand acquaintance with objects and artifacts’ from the natural and made world
  • Promote investigation and experimentation of ideas and materials
  • Provide opportunities to express ideas and explore emotions
  • Provide opportunities to see how art, craft and design has made significant contributions to the world in which we live
  • Develop pupils’ aesthetic sensibilities and enable them to make informed judgments about art
  • Create opportunities to express considered opinions about their own work and the work of others, both in written and aural terms
  • Promote the creative work of students throughout the school and wider community
  • Develop pupils’ capacity for imaginative and original thought
  • Enable pupils to develop an understanding of the language of art through the systematic introduction of the visual elements.

The place of art within the whole curriculum

Art delivers both a practical and an academic element to the curriculum through the processes of development towards the making of objects and artefacts which have within them strong aesthetic qualities. There is also a critical, historical and contextual element to the work that should be fully integrated into the practical delivery of the subject.

Art not only offers a technical and aesthetic element to the whole curriculum but also opportunity for students to respond in a personal and unique way to the natural and manufactured environment. It creates opportunity for expression and imagination in the handling of images, tools and materials. Through the study of images and artifacts from different historical periods and cultures, art encourages awareness beyond a Western dimension. It promotes a link between our inner lives and the World beyond ourselves.

Enrichment and Enhancement

The department readily embraces experiences beyond the classroom and takes an active role in activities both within and beyond the school.

Studio sessions are well established at KS4 & 5 in order to support studios in the development of their coursework portfolios. The opportunity to use specialist equipment with additional support is available on a weekly basis, similarly such opportunities exist in half term holidays in order to help students prepare for examinations.

At KS3 an art club ensures students’ experiences are extended beyond the classroom



Key Stage 3

Year 7

Autumn: Foundation

  • Outcome: Drawing/Painting
  • Elements: Colour/Shape/Line/Tone Pattern/Texture
  • Artists: Matisse/Morandi
  • Assessment Task: Teddy Bear


Spring: Still Life

  • Outcome: Print/Drawing/Painting
  • Elements: Pattern/Line/Texture/Tone/Colour
  • Artists: Caulfield/Morandi
  • Assessment Task: Bottle Drawings


Summer: Figures & Nature

  • Outcome: Collage/mix media
  • Elements: Form/Line/Shape/Scale
  • Artists: Matisse/Maggi Squires
  • Assessment Task: Wooden Manakin


Year 8

Autumn: Bugs

  • Outcome: 3D
  • Elements: Shape/Form/Texture
  • Artists: Joe McGuarin/Seguy/ Beckmann
  • Assessment Task: Insect


Spring: Portraits

  • Outcome: Painting/Mix Media
  • Elements: Colour/Pattern/Composition/Shape/Line
  • Artist: Hundertwasser
  • Assessment Task: Eye


Summer: Landscape/Natural Forms

  • Outcome: Collage/Textile/Painting
  • Elements: Pattern/Texture/Colour
  • Artists: Poul Webb/Hockney
  • Assessment Task: Plant Drawing


Year 9

Autumn: Robotics

  • Outcome:Clay/relief/3D
  • Elements: Form/Shape/Scale/Texture
  • Artists: Steam Punk/Japanese tin art
  • Assessment Task: Toy Robot


Spring: Story-telling

  • Outcome: Painting/Print
  • Elements: Tone/Colour/Composition
  • Artists: Rego/Chagall
  • Assessment Task: Polish Doll


Summer: Journalling/Trading Cards

  • Outcome: Collage/Mix media
  • Elements: Pattern/Colour/Composition
  • Artists: Teesha Moore/Jime Dine
  • Assessment Task: Tools


Key Stage 4

3 coursework units (60% of final mark):

Foundation Skills/Nature

Decorative Portraits: Mix Media – Painting/Clay

Mock Exam: ‘Extraordinary and Ordinary’

1 exam unit (40% of final mark):

Externally set question allowing for a 12-week study period followed by a 10-hour exam.

All assessed using 4 assessment criteria of equal weigthting: Develop, Refine, Record, Produce.


Key Stage 5



Curriculum Portfolio: Foundation Skills

Personal Project: Passions and Obsessions

1 exam unit (40% of final mark):

Externally set question allowing for a 12-week study period followed by a 10-hour exam. Assessed through 4 assessment criteria: Develop, Explore, Record, Produce.




Student led individual enquiry to create a personal portfolio/investigation

3000 word essay/extended study related to an artist/artists

1 exam unit (40% of final mark)

Externally set question allowing for a 12-week study period followed by a 10-hour exam. Assessed through 4 assessment criteria: Develop, Explore, Record, Produce.



Staff mark books regularl and the department policy suggests that students should receive ‘quality marked’ assessment at least once every half term. However in reality assessment takes place more regularly than this. The department makes use of three forms of marking/feedback:

  • Oral feedback
  • Summative feedback
  • Formative feedback

Students are given information on their progress compared to their Target Grade (MTG) at least twice per term. This is expressed as a National Curriculum Level or sublevel at KS3 e.g. L5 or L5b. At KS4 and post-16 students receive this feedback according to the grading structure of the qualification for which they are studying. Not all work needs to be graded.
Assessment for Learning best practice recommends comment only marking as one of the best ways to encourage students to engage with the assessment dialogue between teacher and student.