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1

ART AND DESIGN
2
Year oneYear two
3
Autumn TermSpring TermSummer termAutumn TermSpring TermSummer term
4
Topic TitlesFine Art3D Dimensional DesignTextilesGraphic CommunicationPhotographyPortfolio
5
Objectives
(The things we want the pupils to make progress in)
Students should demonstrate their skills in
the exploration of experimental, imaginative
and creative ways of working through their
response to a chosen starting point, scenario
or stimulus. A variety of processes and
techniques can be explored when using
differing approaches to making images
and/or objects.
A personal response should be
demonstrated in their work, appropriate for the given task or stimuli, from the activities listed - Painting, Drawing, Printmaking, Sculpture, photography		Students should create visual meaning
through three-dimensional art by
expressing functional and/or decorative
responses to a starting point, brief,
scenario or stimulus. Where possible,
Students should be encouraged to
explore a range of available techniques
and processes such as traditional
approaches, use of ICT etc. Students
should show an understanding of working
practices, techniques such as building,
constructing, coiling, slabbing, modelling,
and an understanding of role, function and
location. 		Students should demonstrate an
expressive, decorative or functional response
through the use of fabrics, dyes and fibres.
Where possible, Students should be
encouraged to explore a range of available
techniques and processes such as traditional
approaches, use of ICT, laser cutters, etc.
Students are required to demonstrate an
understanding of techniques, working
practices and genres (such as figurative,
abstract, symbolic, role and function)
appropriate to their chosen specialism below. 		Students should demonstrate the
communication of visual meaning through
images in response to specific tasks. This
may involve working to a brief, issue or
concept for function or problem solving.
Students should demonstrate a personal
response in their work, appropriate for the
given task or stimuli, from these activities.
Illustration: Students should demonstrate
how the creation of imagery can enhance and
re-interpret text. Students should produce
solutions that communicate the role and
context of text to a defined audience. The
design context may include, for example,
magazine illustration, books or posters.		Students should demonstrate an
expressive and/or interpretative artistic
response to the visual world. They should
show understanding of conventions and
genres such as portrait, landscape and
movement, and a range of techniques
appropriate to the chosen specialism of
photography.		Students should design, plan and create a portfolio which A personal response should be
demonstrated in their work, appropriate for the given task or stimuli, from the activities
listed.
6
EXTENSION
Key Stage 4
(GCSE 7-9)		Painting: Students should explore the use
of tone, colour, composition, materials and
context. Students can show this through
the use of various processes and media,
such as inks, acrylic, watercolour or oil
paints.
Drawing: Students should be encouraged
to work from direct observation to explore
drawing using line and tone. They should
also be encouraged to explore a wide variety
of drawing materials using different surfaces.
Drawing materials might include pastel,
pencil, pen and ink, paint, charcoal or other
materials.		Ceramics: Students should show
understanding of the processes involved
in making, drying, firing, decorating and
glazing. Students working within this
specialism could demonstrate a range of
different constructional and finishing
methods such as hand making through
slab and coil, casting including the
construction of moulds, throwing,
modelling and application of colour and
glaze.
Theatre design: Students should
demonstrate the use of design for
performance through areas such as
costume, set design and lighting.
Students could demonstrate this context
through a brief which may be self-initiated
and could be a live project in collaboration
with a drama, dance or music event. Work
could be documented through
photographs or video or DVD, as well as a
sketchbook.
Product design: Students should
demonstrate how they can problem-solve
by designing or creating products which
have a decorative or functional role.
Students should work with a range of
materials such as clay, wood, metal,
plastic and glass. Students could
demonstrate how the design process
results in a variety of possible solutions, in
which the use of maquettes is acceptable.
It is not necessary for Students to
produce final full-scale pieces but an
understanding of manufacturing processes
and constraints should be shown in
preparatory work.
Design briefs should be attached to all
work and the process of designing from
initial ideas and sketches through to the
final solution should be recorded in a
sketchbook, journal or as an appropriate
presentation to a client.
Environmental /Architectural design:
Students should demonstrate their
understanding through the use of spatial
design in an environmental/architectural
context in either public or private spaces.
Public space could include exhibition halls,
shopping centres, transport terminals,
town squares, city centres, rural and
leisure parks. Private space could be the
home environment or domestic sets for
advertising, film and television.
Jewellery: Students should cover a
wide range of techniques, skills and
materials. Work can be fashioned as one�off items or a group of items which link
through concept, materials or
manufacture. Students’ work should be
linked to a clear design brief with a
selected starting point. A balance should
be achieved in terms of the required
technical, craft or design skills which
would inform the outcome(s) equally.
Jewellery could include pendants, rings,
finger sculpture, ear wear, beads, buckles,
necklaces, fastenings, hair adornments,
brooches, and small artefacts such as
boxes, settings for stones and frames.
These could be made using one or more
techniques such as carving, fusing,
soldering, riveting, enamelling, twisting,
engraving and etching.		Fashion: Students should show how fabric
and fibres are used in a fashion context by
demonstrating the use of a range of
processes such as fashion design and
garment making, fabric construction, body
adornment, accessories and surface
decoration.
Printed and/or dyed: Students should
show an understanding of a variety of
different media, such as commercial fabric
paints and crayons, fabric printing, inks and
application methods. Students for the
printed application are expected to
demonstrate a range of techniques for
transferring image to fabric, such as block,
screen and discharge printing. Students for
the dyed application should demonstrate a
range of processes such as batik, silk
painting and ‘tie and dye’. Students should
be familiar with various methods of
application including dipping, spraying and tie
dying.
Constructed:
Students should demonstrate an
understanding of either natural or synthetic
yarns, and how they can be employed
through stitching, knotting and looping.
Students could experiment with alternative
media including plastic, paper and wire mesh
and investigate the properties of these by
techniques such as folding, slashing and
fusing. Students could show a variety of
constructed techniques such as knitting,
weaving, felt embroidery or appliqué.
Students could explore stagecraft, theatre
and costume design, textile sculpture, textile
technology and other forms of textile imagery.
Expressive textiles:
Students are expected to use some of the
traditional materials and processes of fashion
and textiles, but in an explorative manner,
which questions the role of fabric and craft
within contemporary society. Students
could work expressively with stitch, weaving,
or surface decoration and deal with personal
issues and context for instance,
representation, the body or gender.
Installed textiles:
Students are expected to design and
create installed textiles for use in commercial
and/or domestic settings. Any appropriate
techniques may be used but Students will
need to show how position, manipulation and
interaction within a space are an integral part
of their final design. Where Students work
to a given design brief, the brief should be
included with the preparatory work submitted
for assessment. If the Students design
large-scale outcome(s) that they cannot
actually realise due to size, they must
produce detailed sections or scale models as
their assessed outcome(s). The design must
be fully illustrated in a manner appropriate to
the intended realisation. Colour and fabric
swatches should be used to demonstrate
Students’ understanding of pattern, scale
and drape.		Students will be
expected to demonstrate skills through a
variety of processes and techniques when
using differing approaches to making images.
Students will be required to demonstrate
skills in:
 visual analysis, mark making,
experimenting with media, illustrating,
planning, exploring letter shape and
form, documenting, sequencing.
Work by Students should show the
relationship between preparatory work,
research and their final outcome(s), through
the use of processes and media chosen,
such as:
 typography, calligraphy, computer�generated typefaces, printing
 photography, digital manipulation of
imagery, film, video, animation
 painting and drawing applications
 printmaking.		Students should
demonstrate their command of the production
of still images and moving images through the lens-based
approach. Students should demonstrate an
understanding and control of any equipment
used in order to create personal work. They
could use a range of methods, techniques
and processes such as developing and
printing films, the use of camera equipment,
digital technology and alternative processes. Students should demonstrate an understanding of the recording and the presentation of moving
images. Sound may also be added to the
visual image. A range of methods, resources,
techniques and processes, such as story
boards, scripts, animation, slideshows, digital
editing, presentations, PowerPoint (or
similar), lasers, CD-ROMs and interactive
websites may be used		Students should design, plan and create a portfolio which A personal response should be
demonstrated in their work, appropriate for the given task or stimuli, from the activities
listed.
7
PLATINUM
Key Stage 4
(GCSE 5-6)		Painting: Students should explore the use
of tone, colour, composition, materials and
context. Students can show this through
the use of various processes and media,
such as inks, acrylic, watercolour or oil
paints.
Drawing: Students should be encouraged
to work from direct observation to explore
drawing using line and tone. They should
also be encouraged to explore a wide variety
of drawing materials using different surfaces.
Drawing materials might include pastel,
pencil, pen and ink, paint, charcoal or other
materials.		Ceramics: Students should show
understanding of the processes involved
in making, drying, firing, decorating and
glazing. Students working within this
specialism could demonstrate a range of
different constructional and finishing
methods such as hand making through
slab and coil, casting including the
construction of moulds, throwing,
modelling and application of colour and
glaze.
Theatre design: Students should
demonstrate the use of design for
performance through areas such as
costume, set design and lighting.
Students could demonstrate this context
through a brief which may be self-initiated
and could be a live project in collaboration
with a drama, dance or music event. Work
could be documented through
photographs or video or DVD, as well as a
sketchbook.
Product design: Students should
demonstrate how they can problem-solve
by designing or creating products which
have a decorative or functional role.
Students should work with a range of
materials such as clay, wood, metal,
plastic and glass. Students could
demonstrate how the design process
results in a variety of possible solutions, in
which the use of maquettes is acceptable.
It is not necessary for Students to
produce final full-scale pieces but an
understanding of manufacturing processes
and constraints should be shown in
preparatory work.
Design briefs should be attached to all
work and the process of designing from
initial ideas and sketches through to the
final solution should be recorded in a
sketchbook, journal or as an appropriate
presentation to a client.
Environmental /Architectural design:
Students should demonstrate their
understanding through the use of spatial
design in an environmental/architectural
context in either public or private spaces.
Public space could include exhibition halls,
shopping centres, transport terminals,
town squares, city centres, rural and
leisure parks. Private space could be the
home environment or domestic sets for
advertising, film and television.
Jewellery: Students should cover a
wide range of techniques, skills and
materials. Work can be fashioned as one�off items or a group of items which link
through concept, materials or
manufacture. Students’ work should be
linked to a clear design brief with a
selected starting point. A balance should
be achieved in terms of the required
technical, craft or design skills which
would inform the outcome(s) equally.
Jewellery could include pendants, rings,
finger sculpture, ear wear, beads, buckles,
necklaces, fastenings, hair adornments,
brooches, and small artefacts such as
boxes, settings for stones and frames.
These could be made using one or more
techniques such as carving, fusing,
soldering, riveting, enamelling, twisting,
engraving and etching.		Fashion: Students should show how fabric
and fibres are used in a fashion context by
demonstrating the use of a range of
processes such as fashion design and
garment making, fabric construction, body
adornment, accessories and surface
decoration.
Printed and/or dyed: Students should
show an understanding of a variety of
different media, such as commercial fabric
paints and crayons, fabric printing, inks and
application methods. Students for the
printed application are expected to
demonstrate a range of techniques for
transferring image to fabric, such as block,
screen and discharge printing. Students for
the dyed application should demonstrate a
range of processes such as batik, silk
painting and ‘tie and dye’. Students should
be familiar with various methods of
application including dipping, spraying and tie
dying.
Constructed:
Students should demonstrate an
understanding of either natural or synthetic
yarns, and how they can be employed
through stitching, knotting and looping.
Students could experiment with alternative
media including plastic, paper and wire mesh
and investigate the properties of these by
techniques such as folding, slashing and
fusing. Students could show a variety of
constructed techniques such as knitting,
weaving, felt embroidery or appliqué.
Students could explore stagecraft, theatre
and costume design, textile sculpture, textile
technology and other forms of textile imagery.
Expressive textiles:
Students are expected to use some of the
traditional materials and processes of fashion
and textiles, but in an explorative manner,
which questions the role of fabric and craft
within contemporary society. Students
could work expressively with stitch, weaving,
or surface decoration and deal with personal
issues and context for instance,
representation, the body or gender.
Installed textiles:
Students are expected to design and
create installed textiles for use in commercial
and/or domestic settings. Any appropriate
techniques may be used but Students will
need to show how position, manipulation and
interaction within a space are an integral part
of their final design. Where Students work
to a given design brief, the brief should be
included with the preparatory work submitted
for assessment. If the Students design
large-scale outcome(s) that they cannot
actually realise due to size, they must
produce detailed sections or scale models as
their assessed outcome(s). The design must
be fully illustrated in a manner appropriate to
the intended realisation. Colour and fabric
swatches should be used to demonstrate
Students’ understanding of pattern, scale
and drape.		Students will be
expected to demonstrate skills through a
variety of processes and techniques when
using differing approaches to making images.
Students will be required to demonstrate
skills in:
 visual analysis, mark making,
experimenting with media, illustrating,
planning, exploring letter shape and
form, documenting, sequencing.
Work by Students should show the
relationship between preparatory work,
research and their final outcome(s), through
the use of processes and media chosen,
such as:
 typography, calligraphy, computer�generated typefaces, printing
 photography, digital manipulation of
imagery, film, video, animation
 painting and drawing applications
 printmaking.		Students should
demonstrate their command of the production
of still images and moving images through the lens-based
approach. Students should demonstrate an
understanding and control of any equipment
used in order to create personal work. They
could use a range of methods, techniques
and processes such as developing and
printing films, the use of camera equipment,
digital technology and alternative processes. Students should demonstrate an understanding of the recording and the presentation of moving
images. Sound may also be added to the
visual image. A range of methods, resources,
techniques and processes, such as story
boards, scripts, animation, slideshows, digital
editing, presentations, PowerPoint (or
similar), lasers, CD-ROMs and interactive
websites may be used		Students should design, plan and create a portfolio which A personal response should be
demonstrated in their work, appropriate for the given task or stimuli, from the activities
listed.
8
GOLD
Key Stage 4
(GCSE 3-4)		Painting: Students should explore the use
of tone, colour, composition, materials and
context. Students can show this through
the use of various processes and media,
such as inks, acrylic, watercolour or oil
paints.
Drawing: Students should be encouraged
to work from direct observation to explore
drawing using line and tone. They should
also be encouraged to explore a wide variety
of drawing materials using different surfaces.
Drawing materials might include pastel,
pencil, pen and ink, paint, charcoal or other
materials.		Ceramics: Students should show
understanding of the processes involved
in making, drying, firing, decorating and
glazing. Students working within this
specialism could demonstrate a range of
different constructional and finishing
methods such as hand making through
slab and coil, casting including the
construction of moulds, throwing,
modelling and application of colour and
glaze.
Theatre design: Students should
demonstrate the use of design for
performance through areas such as
costume, set design and lighting.
Students could demonstrate this context
through a brief which may be self-initiated
and could be a live project in collaboration
with a drama, dance or music event. Work
could be documented through
photographs or video or DVD, as well as a
sketchbook.
Product design: Students should
demonstrate how they can problem-solve
by designing or creating products which
have a decorative or functional role.
Students should work with a range of
materials such as clay, wood, metal,
plastic and glass. Students could
demonstrate how the design process
results in a variety of possible solutions, in
which the use of maquettes is acceptable.
It is not necessary for Students to
produce final full-scale pieces but an
understanding of manufacturing processes
and constraints should be shown in
preparatory work.
Design briefs should be attached to all
work and the process of designing from
initial ideas and sketches through to the
final solution should be recorded in a
sketchbook, journal or as an appropriate
presentation to a client.
Environmental /Architectural design:
Students should demonstrate their
understanding through the use of spatial
design in an environmental/architectural
context in either public or private spaces.
Public space could include exhibition halls,
shopping centres, transport terminals,
town squares, city centres, rural and
leisure parks. Private space could be the
home environment or domestic sets for
advertising, film and television.
Jewellery: Students should cover a
wide range of techniques, skills and
materials. Work can be fashioned as one�off items or a group of items which link
through concept, materials or
manufacture. Students’ work should be
linked to a clear design brief with a
selected starting point. A balance should
be achieved in terms of the required
technical, craft or design skills which
would inform the outcome(s) equally.
Jewellery could include pendants, rings,
finger sculpture, ear wear, beads, buckles,
necklaces, fastenings, hair adornments,
brooches, and small artefacts such as
boxes, settings for stones and frames.
These could be made using one or more
techniques such as carving, fusing,
soldering, riveting, enamelling, twisting,
engraving and etching.		Fashion: Students should show how fabric
and fibres are used in a fashion context by
demonstrating the use of a range of
processes such as fashion design and
garment making, fabric construction, body
adornment, accessories and surface
decoration.
Printed and/or dyed: Students should
show an understanding of a variety of
different media, such as commercial fabric
paints and crayons, fabric printing, inks and
application methods. Students for the
printed application are expected to
demonstrate a range of techniques for
transferring image to fabric, such as block,
screen and discharge printing. Students for
the dyed application should demonstrate a
range of processes such as batik, silk
painting and ‘tie and dye’. Students should
be familiar with various methods of
application including dipping, spraying and tie
dying.
Constructed:
Students should demonstrate an
understanding of either natural or synthetic
yarns, and how they can be employed
through stitching, knotting and looping.
Students could experiment with alternative
media including plastic, paper and wire mesh
and investigate the properties of these by
techniques such as folding, slashing and
fusing. Students could show a variety of
constructed techniques such as knitting,
weaving, felt embroidery or appliqué.
Students could explore stagecraft, theatre
and costume design, textile sculpture, textile
technology and other forms of textile imagery.
Expressive textiles:
Students are expected to use some of the
traditional materials and processes of fashion
and textiles, but in an explorative manner,
which questions the role of fabric and craft
within contemporary society. Students
could work expressively with stitch, weaving,
or surface decoration and deal with personal
issues and context for instance,
representation, the body or gender.
Installed textiles:
Students are expected to design and
create installed textiles for use in commercial
and/or domestic settings. Any appropriate
techniques may be used but Students will
need to show how position, manipulation and
interaction within a space are an integral part
of their final design. Where Students work
to a given design brief, the brief should be
included with the preparatory work submitted
for assessment. If the Students design
large-scale outcome(s) that they cannot
actually realise due to size, they must
produce detailed sections or scale models as
their assessed outcome(s). The design must
be fully illustrated in a manner appropriate to
the intended realisation. Colour and fabric
swatches should be used to demonstrate
Students’ understanding of pattern, scale
and drape.		Students will be
expected to demonstrate skills through a
variety of processes and techniques when
using differing approaches to making images.
Students will be required to demonstrate
skills in:
 visual analysis, mark making,
experimenting with media, illustrating,
planning, exploring letter shape and
form, documenting, sequencing.
Work by Students should show the
relationship between preparatory work,
research and their final outcome(s), through
the use of processes and media chosen,
such as:
 typography, calligraphy, computer�generated typefaces, printing
 photography, digital manipulation of
imagery, film, video, animation
 painting and drawing applications
 printmaking.		Students should
demonstrate their command of the production
of still images and moving images through the lens-based
approach. Students should demonstrate an
understanding and control of any equipment
used in order to create personal work. They
could use a range of methods, techniques
and processes such as developing and
printing films, the use of camera equipment,
digital technology and alternative processes. Students should demonstrate an understanding of the recording and the presentation of moving
images. Sound may also be added to the
visual image. A range of methods, resources,
techniques and processes, such as story
boards, scripts, animation, slideshows, digital
editing, presentations, PowerPoint (or
similar), lasers, CD-ROMs and interactive
websites may be used		Students should design, plan and create a portfolio which A personal response should be
demonstrated in their work, appropriate for the given task or stimuli, from the activities
listed.
9
Silver
Key Stage 3
(GCSE 1-2)		Painting: Students should explore the use
of tone, colour, composition, materials and
context. Students can show this through
the use of various processes and media,
such as inks, acrylic, watercolour or oil
paints.
Drawing: Students should be encouraged
to work from direct observation to explore
drawing using line and tone. They should
also be encouraged to explore a wide variety
of drawing materials using different surfaces.
Drawing materials might include pastel,
pencil, pen and ink, paint, charcoal or other
materials.		Ceramics: Students should show
understanding of the processes involved
in making, drying, firing, decorating and
glazing. Students working within this
specialism could demonstrate a range of
different constructional and finishing
methods such as hand making through
slab and coil, casting including the
construction of moulds, throwing,
modelling and application of colour and
glaze.
Theatre design: Students should
demonstrate the use of design for
performance through areas such as
costume, set design and lighting.
Students could demonstrate this context
through a brief which may be self-initiated
and could be a live project in collaboration
with a drama, dance or music event. Work
could be documented through
photographs or video or DVD, as well as a
sketchbook.
Product design: Students should
demonstrate how they can problem-solve
by designing or creating products which
have a decorative or functional role.
Students should work with a range of
materials such as clay, wood, metal,
plastic and glass. Students could
demonstrate how the design process
results in a variety of possible solutions, in
which the use of maquettes is acceptable.
It is not necessary for Students to
produce final full-scale pieces but an
understanding of manufacturing processes
and constraints should be shown in
preparatory work.
Design briefs should be attached to all
work and the process of designing from
initial ideas and sketches through to the
final solution should be recorded in a
sketchbook, journal or as an appropriate
presentation to a client.
Environmental /Architectural design:
Students should demonstrate their
understanding through the use of spatial
design in an environmental/architectural
context in either public or private spaces.
Public space could include exhibition halls,
shopping centres, transport terminals,
town squares, city centres, rural and
leisure parks. Private space could be the
home environment or domestic sets for
advertising, film and television.
Jewellery: Students should cover a
wide range of techniques, skills and
materials. Work can be fashioned as one�off items or a group of items which link
through concept, materials or
manufacture. Students’ work should be
linked to a clear design brief with a
selected starting point. A balance should
be achieved in terms of the required
technical, craft or design skills which
would inform the outcome(s) equally.
Jewellery could include pendants, rings,
finger sculpture, ear wear, beads, buckles,
necklaces, fastenings, hair adornments,
brooches, and small artefacts such as
boxes, settings for stones and frames.
These could be made using one or more
techniques such as carving, fusing,
soldering, riveting, enamelling, twisting,
engraving and etching.		Fashion: Students should show how fabric
and fibres are used in a fashion context by
demonstrating the use of a range of
processes such as fashion design and
garment making, fabric construction, body
adornment, accessories and surface
decoration.
Printed and/or dyed: Students should
show an understanding of a variety of
different media, such as commercial fabric
paints and crayons, fabric printing, inks and
application methods. Students for the
printed application are expected to
demonstrate a range of techniques for
transferring image to fabric, such as block,
screen and discharge printing. Students for
the dyed application should demonstrate a
range of processes such as batik, silk
painting and ‘tie and dye’. Students should
be familiar with various methods of
application including dipping, spraying and tie
dying.
Constructed:
Students should demonstrate an
understanding of either natural or synthetic
yarns, and how they can be employed
through stitching, knotting and looping.
Students could experiment with alternative
media including plastic, paper and wire mesh
and investigate the properties of these by
techniques such as folding, slashing and
fusing. Students could show a variety of
constructed techniques such as knitting,
weaving, felt embroidery or appliqué.
Students could explore stagecraft, theatre
and costume design, textile sculpture, textile
technology and other forms of textile imagery.
Expressive textiles:
Students are expected to use some of the
traditional materials and processes of fashion
and textiles, but in an explorative manner,
which questions the role of fabric and craft
within contemporary society. Students
could work expressively with stitch, weaving,
or surface decoration and deal with personal
issues and context for instance,
representation, the body or gender.
Installed textiles:
Students are expected to design and
create installed textiles for use in commercial
and/or domestic settings. Any appropriate
techniques may be used but Students will
need to show how position, manipulation and
interaction within a space are an integral part
of their final design. Where Students work
to a given design brief, the brief should be
included with the preparatory work submitted
for assessment. If the Students design
large-scale outcome(s) that they cannot
actually realise due to size, they must
produce detailed sections or scale models as
their assessed outcome(s). The design must
be fully illustrated in a manner appropriate to
the intended realisation. Colour and fabric
swatches should be used to demonstrate
Students’ understanding of pattern, scale
and drape.		Students will be
expected to demonstrate skills through a
variety of processes and techniques when
using differing approaches to making images.
Students will be required to demonstrate
skills in:
 visual analysis, mark making,
experimenting with media, illustrating,
planning, exploring letter shape and
form, documenting, sequencing.
Work by Students should show the
relationship between preparatory work,
research and their final outcome(s), through
the use of processes and media chosen,
such as:
 typography, calligraphy, computer�generated typefaces, printing
 photography, digital manipulation of
imagery, film, video, animation
 painting and drawing applications
 printmaking.		Students should
demonstrate their command of the production
of still images and moving images through the lens-based
approach. Students should demonstrate an
understanding and control of any equipment
used in order to create personal work. They
could use a range of methods, techniques
and processes such as developing and
printing films, the use of camera equipment,
digital technology and alternative processes. Students should demonstrate an understanding of the recording and the presentation of moving
images. Sound may also be added to the
visual image. A range of methods, resources,
techniques and processes, such as story
boards, scripts, animation, slideshows, digital
editing, presentations, PowerPoint (or
similar), lasers, CD-ROMs and interactive
websites may be used		Students should design, plan and create a portfolio which A personal response should be
demonstrated in their work, appropriate for the given task or stimuli, from the activities
listed.
10
Bronze
Key Stage 3
(Entry Level 3)		Painting: Students should explore the use
of tone, colour, composition, materials and
context. Students can show this through
the use of various processes and media,
such as inks, acrylic, watercolour or oil
paints.
Drawing: Students should be encouraged
to work from direct observation to explore
drawing using line and tone. They should
also be encouraged to explore a wide variety
of drawing materials using different surfaces.
Drawing materials might include pastel,
pencil, pen and ink, paint, charcoal or other
materials.		Ceramics: Students should show
understanding of the processes involved
in making, drying, firing, decorating and
glazing. Students working within this
specialism could demonstrate a range of
different constructional and finishing
methods such as hand making through
slab and coil, casting including the
construction of moulds, throwing,
modelling and application of colour and
glaze.
Theatre design: Students should
demonstrate the use of design for
performance through areas such as
costume, set design and lighting.
Students could demonstrate this context
through a brief which may be self-initiated
and could be a live project in collaboration
with a drama, dance or music event. Work
could be documented through
photographs or video or DVD, as well as a
sketchbook.
Product design: Students should
demonstrate how they can problem-solve
by designing or creating products which
have a decorative or functional role.
Students should work with a range of
materials such as clay, wood, metal,
plastic and glass. Students could
demonstrate how the design process
results in a variety of possible solutions, in
which the use of maquettes is acceptable.
It is not necessary for Students to
produce final full-scale pieces but an
understanding of manufacturing processes
and constraints should be shown in
preparatory work.
Design briefs should be attached to all
work and the process of designing from
initial ideas and sketches through to the
final solution should be recorded in a
sketchbook, journal or as an appropriate
presentation to a client.
Environmental /Architectural design:
Students should demonstrate their
understanding through the use of spatial
design in an environmental/architectural
context in either public or private spaces.
Public space could include exhibition halls,
shopping centres, transport terminals,
town squares, city centres, rural and
leisure parks. Private space could be the
home environment or domestic sets for
advertising, film and television.
Jewellery: Students should cover a
wide range of techniques, skills and
materials. Work can be fashioned as one�off items or a group of items which link
through concept, materials or
manufacture. Students’ work should be
linked to a clear design brief with a
selected starting point. A balance should
be achieved in terms of the required
technical, craft or design skills which
would inform the outcome(s) equally.
Jewellery could include pendants, rings,
finger sculpture, ear wear, beads, buckles,
necklaces, fastenings, hair adornments,
brooches, and small artefacts such as
boxes, settings for stones and frames.
These could be made using one or more
techniques such as carving, fusing,
soldering, riveting, enamelling, twisting,
engraving and etching.		Fashion: Students should show how fabric
and fibres are used in a fashion context by
demonstrating the use of a range of
processes such as fashion design and
garment making, fabric construction, body
adornment, accessories and surface
decoration.
Printed and/or dyed: Students should
show an understanding of a variety of
different media, such as commercial fabric
paints and crayons, fabric printing, inks and
application methods. Students for the
printed application are expected to
demonstrate a range of techniques for
transferring image to fabric, such as block,
screen and discharge printing. Students for
the dyed application should demonstrate a
range of processes such as batik, silk
painting and ‘tie and dye’. Students should
be familiar with various methods of
application including dipping, spraying and tie
dying.
Constructed:
Students should demonstrate an
understanding of either natural or synthetic
yarns, and how they can be employed
through stitching, knotting and looping.
Students could experiment with alternative
media including plastic, paper and wire mesh
and investigate the properties of these by
techniques such as folding, slashing and
fusing. Students could show a variety of
constructed techniques such as knitting,
weaving, felt embroidery or appliqué.
Students could explore stagecraft, theatre
and costume design, textile sculpture, textile
technology and other forms of textile imagery.
Expressive textiles:
Students are expected to use some of the
traditional materials and processes of fashion
and textiles, but in an explorative manner,
which questions the role of fabric and craft
within contemporary society. Students
could work expressively with stitch, weaving,
or surface decoration and deal with personal
issues and context for instance,
representation, the body or gender.
Installed textiles:
Students are expected to design and
create installed textiles for use in commercial
and/or domestic settings. Any appropriate
techniques may be used but Students will
need to show how position, manipulation and
interaction within a space are an integral part
of their final design. Where Students work
to a given design brief, the brief should be
included with the preparatory work submitted
for assessment. If the Students design
large-scale outcome(s) that they cannot
actually realise due to size, they must
produce detailed sections or scale models as
their assessed outcome(s). The design must
be fully illustrated in a manner appropriate to
the intended realisation. Colour and fabric
swatches should be used to demonstrate
Students’ understanding of pattern, scale
and drape.		Students will be
expected to demonstrate skills through a
variety of processes and techniques when
using differing approaches to making images.
Students will be required to demonstrate
skills in:
 visual analysis, mark making,
experimenting with media, illustrating,
planning, exploring letter shape and
form, documenting, sequencing.
Work by Students should show the
relationship between preparatory work,
research and their final outcome(s), through
the use of processes and media chosen,
such as:
 typography, calligraphy, computer�generated typefaces, printing
 photography, digital manipulation of
imagery, film, video, animation
 painting and drawing applications
 printmaking.		Students should
demonstrate their command of the production
of still images and moving images through the lens-based
approach. Students should demonstrate an
understanding and control of any equipment
used in order to create personal work. They
could use a range of methods, techniques
and processes such as developing and
printing films, the use of camera equipment,
digital technology and alternative processes. Students should demonstrate an understanding of the recording and the presentation of moving
images. Sound may also be added to the
visual image. A range of methods, resources,
techniques and processes, such as story
boards, scripts, animation, slideshows, digital
editing, presentations, PowerPoint (or
similar), lasers, CD-ROMs and interactive
websites may be used		Students should design, plan and create a portfolio which A personal response should be
demonstrated in their work, appropriate for the given task or stimuli, from the activities
listed.
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