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Miss. E Jones

Subject Leader

Miss. E Jones
Mrs. J Hobbs

Department Vision

The Abbey School Art Department is a dynamic, hard working team who work together creatively so that every pupil can achieve within the subject…

Effectiveness of Leadership and Management (Resources)


  • High standards of teaching and learning at all levels
  • Sharing, reflecting and development of creative practice

Quality of Teaching, Learning and Assessment


  • Pupils of all abilities including vulnerable groups to succeed and progress through differentiated projects and assessment for learning.
  • Respect for personal artwork, materials, equipment and the learning environment


  • Reading, Writing, Communication and Maths through use of subject specific language
  • Independence through differentiated targets and personalised learning
  • Confidence, skills and appreciation of the aesthetic world
  • Progression over time through a robust and interactive assessment programme

Outcomes for Children and Learners


  • A rigorous system for the tracking, assessing and reviewing of artistic progress at all levels
  • A varied and exciting curriculum that provides equal opportunities for successful learning

Personal Development, Behaviour and Welfare (SMSC)


  • Safety within a stimulating teaching environment
  • Awareness of safe practices in art
  • High expectations of behaviour and attitude to learning


  • Curiosity about the Social, Moral, Spiritual and Cultural world of art
  • Inquisitive minds to experiment and explore within a varied Art & Design Curriculum
  • Expression of thoughts, feelings and ideas through the development of visual language


  • Opportunities to reach and keep learners through enrichment activities
  • Projects that promote awe and wonderment


Key Stage 3


Years 7 and 8 pupils have 2 art lessons per 2 week cycle and have the option to progress onto GCSE in year 9. All groups engage in up to three art projects throughout the year, covering a variety of 2D and 3D materials, techniques and processes.

Year 7 Projects

Observation and Tone- through a series of activities, students will develop skills in observational drawing using a variety of materials, drawing techniques and processes. They will explore and experiment with Formal Elements: TONE, SHAPE, FORM, and LINE.

Abstract and Colour- in this project students will develop skills in observation, colour mixing and application of paint. They will be introduced to abstract art and a range of colour media, painting techniques and processes. They will explore and experiment with Formal Elements: COLOUR and SHAPE.

Imagination and 3D- in this project students will develop skills in observational drawing using a range of materials, drawing techniques and processes. They will explore and experiment with Formal Elements: FORM, SHAPE and TEXTURE.


Books are marked regularly providing constructive and diagnostic feedback and progress is measured using the schools’ numerical grading system.

Year 7 and 8 pupils are given homework booklets to complete independently across 2 terms. The aim is to introduce students to 6 different artists over a period of 2 years.
The artists have been carefully selected to compliment the schemes of work delivered in class and from left to right include; ‘Vase of 6 Sunflowers’ by Vincent Van Gogh, ‘Homage to Bleriot’ by Robert Delaunay, ‘The Thinker’ by Auguste Rodin,’ Marilyn Monroe’ by Andy Warhol, King Tutankhamun’s Death Mask’ by unnamed Egyptian craftsmen from the New kingdom and ‘The Mona Lisa’ by Leonardo Da Vinci’.
Year 7

Key Stage 4



Specification code: 8201

Teaching from September 2016

Exams from June 2018

QAN code: 601/8088/2


This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.


Course Content


Component 1: Portfolio


What's assessed

Each student must select and present a portfolio representative of their course of study. The portfolio must include both:

  1. A sustained project
  2. A selection of further work

How it's assessed

No time limit

60% of GCSE


Component 2: Externally Set Task


What's assessed

AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title.

How it’s assessed

Preparatory period followed by 10 hours of supervised time

40% of GCSE

Non-exam assessment (NEA) set and marked by the school/college and moderated by AQA during a visit. Moderation will normally take place in June.


AQA GCSE Design Technology Textiles

Specification Code: Draft 8552

Teaching from September 2017

Exams from: June 2019

QAN code: TBC


Course Content




What's assessed

  1. Core technical principles
  2. Specialist technical principles
  3. Designing and making principles

How it's assessed 

Written exam: 2 hours

50% of GCSE


Non-exam assessment (NEA): 30-35 hours approx.


What's assessed

Practical application of Core technical principles, Specialist technical principles, Designing and making principles.

How it's assessed 

50% of GCSE



  • Substantial design and make task
  • Assessment criteria: Investigating, Designing, Making, Analysing and Evaluating
  • Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA
  • Students will produce a working prototype and a portfolio of evidence (max 20 pages)
  • Work will be marked by teachers and moderated by AQA


Department Assessment Policy

Sketchbooks and practical work are marked regularly providing students with constructive and diagnostic comments, together with targets for improvement. Students are then given personal improvement time in lessons to enable them to meet their targets. 



Homework forms an essential part of coursework and is completed in sketchbooks provided by the Art department. Work is marked regularly with comments and targets for development. Students are expected to spend at least 60 minutes over each task set. Homework links specifically to course criteria and extends learning beyond the classroom.


Sixth Form


A Level Art and Design 

Fine Art (9FA0)

The Pearson Edexcel Level 3 Advanced GCE in Art and Design consists of two components… 


Component 1 (60% of the total qualification) allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s).

Component 2 (40% of the total qualification) allows students the same opportunities as Component 1 in response to an externally set theme.


How it's assessed 

Assessment of Component 1 incorporates three major elements: supporting studies, practical work, and a personal study. Assessment of Component 2 incorporates two major elements: preparatory studies and the 15- hour period of sustained focus. Both components are teacher assessed and externally moderated by Edexcel.


A Level Art and Design

Textiles (H604)

Year 12 involves a series of tasks designed to provide students with the skills and confidence required, for the coursework and controlled assessment stage in year 13.


How it's assessed 

Year 13 consists of 2 components which are teacher assessed and externally moderated by OCR…


Component 1- (60% of total qualification)

  • Students will produce a practical portfolio of development work from a personal starting point which will lead to a final outcome
  • Related study – 1000 word investigation into a theme relating to the personal investigation

Component 2- (40% of total qualification) 

  • Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment
  • A final product will be produced 15–hour period of sustained focus under examination conditions


Department Assessment Policy

Students are supported through regular tutorials in which strengths are identified together with targets for improvement.



6th form students are expected to spend a minimum of 2 hours of their own time each week cycle developing their assignments. 

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