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The Warriner School


Welcome to Art

The Team


Our aim is to provide lively, stimulating and purposeful lessons, encouraging students to express themselves creatively.  Art and Design offers unique opportunities for students to reveal their potential and develop their imagination and problem-solving skills. 

We provide a broad and balanced learning experience for students of all ages and abilities.  We focus on building self-confidence, self-esteem and we encourage individual expression in response to visual, tactile and contextual stimulus. This helps to creates world citizens with an understanding of how art impacts and enhances societies and our surroundings 

We provide cultural awareness through understanding of the visual arts in different societies, times and contexts and enhance students’ ability to perceive and understand social, moral and personal values. We provide extended learning opportunities for all students in a visually rich, stimulating, safe and disciplined environment.   

Students in Art will develop a visual literacy which will enable them to respond using a range of processes, techniques and materials. 

High priority is given to opportunities for discussion, commentating on what we have seen, and talking through ideas and plans for our own work. Every year, there is a clear progression of skills, which build on prior learning – such as use of tools and techniques with increasing mastery. Literacy including subject specific vocabulary will be taught, implemented and consolidated in line with The Warriner MAT Strategy alongside specific department strategies. 

The Art Department believe that the teaching style within the department should be organic and fluid which is reflected in our schemes of work and planning of lessons; we are responsive to the needs of our students and to the ever-changing world around us and the delivery of the Art curriculum reflects this. 

Our Art Curriculum equips students to be risk takers, evaluators and reflective and engaged learners. Students will have knowledge of art and culture, will have developed preferences and made choices which will have a positive life-long impact. 

By studying this subject, students will: 

  • develop their critical thinking skills 
  • develop purposeful research skills 
  • develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures 
  • develop presentation skills 
  • become confident in taking risks 
  • build on the ability to formulate original ideas 
  • improve numeracy and literacy skills 
  • develop computer aided design skills 
  • improve self-management 

The whole curriculum is underpinned by drawing, artist research and exploration and development of techniques and materials. This runs from Y7 to Y13.

Key Stage 3

All students study Art, Design and Technology at Key Stage 3.

Year 7: 
Students will be introduced to the subject areas through a range of projects, written to develop their skills and creativity. These are delivered through rotations to ensure they are taught by subject specialists. The art projects will encompass many of the art formal elements such as line, tone, colour, pattern, texture and form. They will research a wide variety of contemporary artists and designers as well as developing ideas. The Technology projects will introduce key skills such as Identifying and investigating design possibilities, producing a design brief and specification, generating design ideas, developing design ideas, realising design ideas and analysing & evaluating

Year 8:
The skills developed in Year 7 will be revisited and refined and students will produce work which stretches their ability to develop their skills further and experiment with a wider range of materials, techniques and processes. They will evaluate their own and others work and justify their own opinions whilst generating and developing design ideas.

Year 9:
Students will be taught in discreet areas. This will enable students to undertake more in-depth projects which will facilitate resilience when responding to a theme. The projects will bridge the gap between KS3 and KS4 and be written to reflect the content of the GCSE syllabuses.

Key Stages 4 and 5

At Key Stages 4 and 5 we build upon those skills learnt at KS3 but also develop more independence. From the start of Year 10 through to Year 13 we move from a more structured way of learning towards allowing more freedom of choice of materials and artists. We teach our students how to independently meet the needs of the exam board assessment criteria. This equips them with broader skills to prepare them for the next stage of their learning. The four Assessment Objectives set out by AQA for both GCSE and A Level are:
AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

AO3: Record ideas, observations and insights relevant to intentions as work progresses.

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Lesson time is used to build up a portfolio of work to meet these four assessment objectives. At the start of a project we spend time looking at artists and designers and then respond to this by creating our own artwork. Students will be introduced to a range of media such as:

  • monoprint
  • collagraph and block printing
  • digital working methods
  • mark-making
  • charcoal, pastels
  • pen and ink
  • crayons and pencil
  • watercolour
  • acrylic and oil paint
  • clay, wood and metal
  • different papers and surfaces on which to work.

Students will then produce a final outcome that can be a painting, mixed media piece, sculpture or installation.

Externally Set assignment:

AQA will release a paper that contains a number of different starting points. Students will spend the preparatory period putting together a project that follows the same format as the portfolio of work and also meets the same assessment criteria. A final outcome will be produced in exam conditions.

Examination Information

AQA GCSE Fine Art or Three-dimensional DesignA Level Art and Design


At GCSE the following will be submitted:

Component 1: Portfolio

What is assessed?

A Portfolio that covers all of the four assessment objectives and Final Outcome.

Additional supporting work – made up of any other artwork either from other projects or workshops.

How is it assessed?

  • No time limit
  • 96 marks
  • 60% of GCSE

Component 2: Externally set task

What is assessed?

Students respond to their chosen starting point from the exam paper. A project that covers all of the four assessment objectives and Final Outcome completed in exam conditions.

How is it assessed?

  • Preparatory period followed by 10 hours of supervised time
  • 96 marks
  • 40% of GCSE

At A Level the following will be submitted:

Component 1: Personal Investigation

What is assessed?

A Portfolio that covers all of the four assessment objectives, an essay and Final Outcome.

How is it assessed?

  • No time limit
  • 96 marks
  • 60% of A Level

Component 2: Externally set task

What is assessed?

Students respond to their chosen starting point from the exam paper. A project that covers all of the four assessment objectives and Final Outcome completed in exam conditions.

How is it assessed?

  • Preparatory period followed by 10 hours of supervised time
  • 96 marks
  • 40% of A Level

Other Information

Art Clubs run over most lunch times.  You can access the rooms to continue with your studies and project work.  Please make sure that you get a teacher's permission to be using the rooms.

Studying this subject may lead to a wide variety of career paths for example; Art gallery curator, Art therapist, Art teacher, Illustrator, Textile designer, Conservator, Architecture, Fashion buying and Set design among others.