Art and Design

Subject Intent

The Art Department aims to make Art and Creativity accessible and inclusive for all. Here we aim to encourage students to extend, explore and expand their creative thinking and problem-solving skills. We aim to inspire students by introducing them to the Formal Elements of Art, artists, craftspeople, designers and movements in art, alongside a variety of Art made across different time periods, cultures and countries.

We aim to enhance skills both physical and analytical, to communicate concepts experiences and ideas in a wide range of media. We aim to develop knowledge, inspire and enthuse creating ‘awe and wonder’ encouraging students to question, query and analyse.

Key Stage 3 Overview

The National Curriculum for Art and Design aims to ensure that all pupils:

  • Produce creative work, exploring their ideas and recording their experiences.
  • Become proficient in drawing, painting sculpture and other art, craft and design techniques.
  • Evaluate and analyse creative works using the language of art craft and design.
  • Know about the great artists, craft makers and designers, understand the historical and cultural development of their art forms.

Year 7

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Basic drawing techniques Mark making, 3D Forms, Texture and Grid drawing. Accuracy of using proportion as a method in drawings.

Shading and tonal values looking at the ‘Formal Elements’ of Art. Mastering the use of a viewfinder to draw a close up in detail.

Painting skills using Watercolour palette. Developing the use of correct consistency in paint pigment/water. 

Researching the work of Claude Monet and using his work to create studies.


Blending using oil pastels and creating a visual literacy.

Cultural Art looking at Biro drawings and incorporating Henna designs.

Native American art through Totem Pole design.


Aboriginal Art project based on Animals, printing, the Rainbow serpent and symbols.


African art and 3d mask making.


Year 8

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Cubism and layout in artworks, looking at the ‘Guernica’ and its political meaning.

Picasso’s ‘Weeping Woman’ using Cubism to dissect own imagery.

Portraiture and the use of fragmentation. Producing a modern day Weeping Woman response in the style of Cubism.

The colour wheel and colour mixing.

Pop Art movement with a focus upon printing, comic book and superhero illustrations.

Mixed media techniques looking at the works of Jim Dines and Jasper Johns and comparing the two.

Complementary Confectionary project with grid drawing and half and half image of wrapper.

Teesha Moore collage based work and overlaying Text and Image.

Still life studies and how to create cast shadow and highlight definition.


Year 9

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Portraiture and features of the face. For example, looking at the work of M.C Esher and his ‘Eye’ and analysing the symbolism within it. 

Students will learn the correct use of T -Bar measuring method working towards a final tonal portrait.

Students will explore the cultural tradition celebrated in Mexico ‘Mexican Day of the Dead; learning about the importance of shrines, sugar skulls and the elements of worship.

Bleed and Dry technique and Wax resist/oil transfers. Looking at Organic and Mexican celebration of life objects such as Marigolds, crucifixes and Rosary beads.

Doughnut designs, make and create. Students will explore the life and works of the artist Joel Penkman.  

Students will create a mood board of plans and suggested individual designs.

‘Food Glorious Food’ exhibition will be planned and curated by pupils. Students will create a 3-Dimensional Doughnut using Mod Roc of Paper Mache. Team skills will be needed to collaborate together as classes.


Key Stage 4 Overview

AQA Art Craft and Design GCSE Qualification  

AQA Art and Design follows four set assessment objectives they are as follows: 

AO1 - Development (Showing improvement in art skills and developing own styles and ideas).

A02 - Refinement (Is reviewing own work and trying out new materials/processes and improving upon current work).

A03 - Collection (Is collecting artist images, research and commenting on the work of others).

A04 - Final Piece (Is creating a finished piece of work either in your sketchbook or separately based on your research and showing your art skills).

Year 10

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

‘Welcome to My World’ is the starting point for Unit 1 coursework. Students will be introduced to a wide range of materials and processes before embarking on answering the question with own artistic response.

The four assessment objectives will be highlighted, and students will begin working on Assessment Objective 4 which is in relation to creating a ‘Personal Meaningful Response’.

Students will work on refining final idea, documenting with development,  planning towards a final piece covering assessment objective four. All students will create a personal meaningful response which will conclude the sketchbook journey for Unit 1.

Mock Exam Questions will be given. Paper contains numerous starting points ranging from Architecture to Fragments.

Students will commence Artist Research and developing own ideas.

Mock exam will continue with students expected to experiment with compositional layouts and media tests leading to a final idea.

Students will work on Final Piece ready for end of year assessment submission and re fine and past coursework.


Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Respond to the assessment objectives and strengthen coursework portfolio.

Refinement of all portfolio and annotate the work of artists and summarise own work.

Students will be given AQA Exam paper, a starting point will be individually selected and responded too within timed conditions. This will be produced in a sketchbook format or work will be mounted onto mood boards.

Coursework completion and students work to strict deadline dates for final submissions.

Final Submissions and marks to exam board.

Released from course and students are asked to revise for other subject areas.


Additional Curriculum Information

Most Able

The Gifted and Talented cohort are given the scaffolding and support to stretch individual learning. We often use A-Level style ‘mini critique sessions’ so that our students can become familiar with more formal feedback from peers surrounding working practices. Multi final pieces are explored rather than one conclusion in response to Assessment Objective 4. We strive for finesse in all areas and encourage students to explore avenues using a wider range of materials and techniques.


Our SEND pupils are given a fast range of activities in Art lessons that exercise and strengthen the cognitive and physical skills that can be a day to day challenge. Such as oral, tactile, visual, sensory and motor skills. Students use listening skills and ability to work from partial to entire tasks. Our Art Department aims to positively improve the mood of our pupils on a lesson to lesson basis.

Within Jarrow Art Department we aim to include all pupils as they develop on a journey of self-discovery. Consequently, our curriculum enriches our vision and ethos by supporting students to become committed, articulate, curious and happy learners who have the core knowledge and essential skills required for the evolving world they will live in. Supplementing our curriculum is our unrivalled and vast range of extracurricular opportunities. Our purpose is to prepare our students for life in the 21st Century. In doing so they will become:

Flexible in their thinking;
Independent in their learning;
Effective in their communication skills;
Inspired with enthusiasm for continued learning.

Assessment – Impact

Within Key stage 3, sketchbooks assessment will include

  • Regular feedback that informs learning and progress.
  • Clear guidance on what students have done well and how they can improve in the future.
  • Students reflecting on and improving their work as a result of the questions or feedback they receive.
  • Parents will not see every page in a student’s book marked. They will see monthly marking and students will receive verbal feedback lesson by lesson.

KS3: Marking will include a full percentage grade where students are awarded on having ‘Beginning’ ‘Developing’ or ‘Secure’ skills.  ‘Correct all spelling Inc. subject specific vocabulary. Staff will aim to do this through live marking where possible.

KS4: Highlight all spelling including subject specific vocabulary.  Staff aim to do this through live marking where possible.  Correct only the subject specific vocabulary, the expectation is that students correct all other errors themselves.

Students will be marked using the AQA Assessment Objectives and awarded marks out of 24 for each objective. These will be added up and total provided along with the current grade.


Key Stage 3

Students are issued homework which may take the form of a small research task or media testing relevant to the current topic. Additionally, if students do not work to the expected pace within lessons, they are instructed to take their sketchbooks home, or t attend KS3 Art club, to complete activities. In the Art department we value ongoing verbal feedback amidst the current projects within lessons and outside during KS3 Art club or via Teams. Furthermore, we realise that good quality outcomes take time therefore we ask that students invest time outside of lessons to refine and embellish their artworks. Nearing the end of the current project, students have the opportunity to celebrate their work by showing it to their peers during self and peer-assessments.  

Key Stage 4

Students are expected to complete sketchbook work and final outcomes at home if work is unfinished within lessons. To scaffold this, students are given a thorough checklist which is personalised and includes deadline dates. Additionally, students are given a portfolio case to ensure their work is protected when taking work away from school.

Beyond the curriculum

The arts provide a platform for all students to access freely communicating through visual means and finding creative solutions by risk taking approaches. Creativity drives innovation and progress, artists and designers can look at things in new, unorthodox ways and come up with new solutions. Within Art and Design we don’t head towards an outcome we explore a journey before implementing results we look at our own personal ideas and plans with an open mind. Students are refining, analysing and evaluating own practice at every opportunity and learning from this as they go. Key skills they can take into chosen industry that are indispensable to all professionals.

For GCSE Photography students will participate in an off- site educational trip. The location differs year to year but past excursions have included Durham Cathedral and the Quayside.

Literacy & Subject Specific Vocabulary

Within the Art department, literacy is embedded within each lesson. Students are expected to independently gather research which is then shared whole class through the Think, Pair and Share method. When observing the work of famous Artists, Designers and Crafts people, biography information is analysed and students are routinely asked to read aloud to their peers. For annotations, subject specific words are provided on literacy mats and are consistently referenced within lessons where students are tasked with structuring sentences to document their thoughts and feelings, reflecting on the work of others and themselves.

Unit 2: 20th Century Depth Studies

Section A The Roaring 20s: USA 1919-1929

Section B Depression and the New Deal: The USA, 1929-1941

Section C War in Vietnam, 1964-1975

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Jarrow School
Field Terrace
Tyne & Wear
NE32 5PR

Tel: 0191 4283200
Fax: 0191 4283202

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