Art at Shevington High School is an exciting, practical and inspiring subject. Our aim is to provide all pupils with a rich and varied Art experience which both engages and challenges. Pupils learn to work individually and collaboratively developing their technical, analytical and critical understanding in a stimulating environment where creativity, imagination and invention are nurtured and celebrated. Pupils are encouraged to use a wide variety of media, processes and techniques to develop a range of artistic skills and build confidence in their approach.
As a department we aim to ensure that all pupils achieve their potential and feel that their work and ideas are valued. Projects are ambitious and allow pupils the opportunity to develop independent and original work. Displays within the department and around the school celebrate pupil achievement and highlight the inclusive nature of the subject. Pupils are given every opportunity to develop their creative ability by attending art club sessions which run at lunch times and after school throughout the week. The department believe that by the end of the pupil’s arts studies, children should be familiar with the main art disciplines and possess and have the opportunity to engage with and critically respond to a variety of art forms.
At Shevington High School the Art Department prides itself on pupil’s attainment and unrivalled enthusiasm shown by pupils.



Year 7

In Year 7 pupils follow 3 Schemes of Work, which encourages pupil’s identity and security. Pupils are involved in a Baseline Assessment on entering the Key Stage which initiates a foundation for pupils to develop from. Pupils are introduced to the elements of Art – Line, Tone, Texture, Pattern, Colour and Form by using a variety of tools, techniques and processes. Pupils use Content, Form, Process and Mood to describe artists’ and their work. Pupils use a hand-made sketchbook to record and develop their identity work alongside documenting the formal elements via an A5 sketchbook. Pupils in Year 7 experience the following programmes of study:


  • Me, Myself and I Project.
  • Henri Matisse Still-Life Project.
  • Gustav Klimt Decorative Pattern Project.

Year 8

In Year 8, pupils build on the skills acquired in Year 7. Pupils use the End of Year 7 – Teacher Assessed Level as a foundation to build on throughout the Year 8 Art and Design course. Throughout Year 8 pupil’s experiences and knowledge of Art practice gradually increases in complexity and breadth and balance in their Art Education ensured.
Pupils specialise in 3d making and modelling and engage with a range of images and artefacts from different contexts, recognising the varied characteristics of different cultures and using them to inform their creating and making. All pupils are expected to use a sketchbook in a variety of ways at school and at home in order to develop a visual diary of their personal experience and ideas. Pupils in Year 8 experience the following programmes of study:

  • Aboriginal Art 3D Culture Project.
  • Tropical Fish 3D Bowl Project
  • Micro/Macro Project

Year 9

In Year 9, pupils build on the skills acquired throughout Year 7 and Year 8. Pupils use the End of Year 8 – Teacher Assessed Level as a foundation to build on throughout the Year 9 Art and Design Course. Year 9 pupils are encouraged to increase their knowledge, understanding and skills developed in the use of a variety of processes, materials and techniques. Year 9 pupils are encouraged to understand the sequencing of work, research, developing, making and modifying. Pupils are encouraged to work with the medium of ICT in Art and Design as well as developing thoughts, feelings and ideas in two and three dimensions using a range of media. Pupils in Year 9 experience the following themed projects:

  • Pop Art Project
  • Icon/Idol Project
  • Art Deco Project


Year 10 & 11 Options (3 hours per week)

Component – Unit 1 (Portfolio) 60% Weighting.
Component – Unit 2 (Controlled Assessment) 40% Weighting.

GCSE Art and Design students have 3 x 60 minute lessons a week both Year 10 and Year 11. Groupings are all mixed ability. Pupils complete two Coursework Projects throughout the GCSE course and complete an externally set task in the January of Y11. The course content is devised in relation to offering a broad and balanced course covering a number of areas of art practice. Assessment, moderation and evaluation take place regularly within the department to ensure continuity and coverage of the following assessment objectives:
Assessment Objective 1: Developing ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding.
Assessment Objective 2: Refining ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
Assessment Objective 3: Recording ideas, observations and insights relevant to your intentions in visual and/or other forms.
Assessment Objective 4: Presenting a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.

The following projects have been devised to support pupils through their GCSE Art and Design Course. These are by no means prescriptive and are open to regular alteration. It is common for further themes to be suggested for individual students to support personal ideas and strengths.
Camouflage and Animals in Culture Project. Pupils begin the project with a visit to Chester Zoo to gather first hand research and resources.

  • To develop an understanding of 3 dimensional techniques and processes.
  • To be able to work with confidence when working with the processes of tone, texture, colour and pattern.
  • To use photography as a tool to investigate and research the theme.
  • To confidently work with composition and presentation skills.
  • To follow the design process.
  • To encourage students to self evaluate, identifying strengths and areas of interest.
  • To work with a range of techniques and processes including: drawing, painting, printing, 3d construction, textiles and collage.

Learning Outcomes:

  • To create a series of design sheets which explore a variety of techniques, research, literacy and development.
  • To be able to take on the role of an artist / designer and develop a project brief from a starting point to a final outcome.
  • To feel confident in making the right choices when developing a project.
  • To work with confidence when working with 3 dimensions.

Description of Unit: This unit develops students understanding of the design process. Students are introduced to the theme and work to collect information through direct observation and secondary sources. Students follow specific tasks in the presentation of ideas through design sheets. Students are introduced to work and imagery from contemporary Artists’ who work with camouflage and animals in culture. Students use this critical studies input to develop their own ideas and interests. Samples are developed reflecting the theme and a personal development will the lead into a finished 3d lantern design, animal head and a final animals in culture mixed media piece of work.

Architecture Project. Aims:

  • To encourage pupils to research artists work relating to the theme by looking at Hundertwasser, Escher, Gaudi, Ian Murphy and Charles Rennie Macintosh.
  • To encourage pupils to use observation, analysis, expression and imagination in their work.
  • To use photography as a tool to investigatge and research the theme.
  • To develop an artistic approach to the project by following the design process.
  • To encourage pupils to self evaluate, identifying strengths and areas of interest.

Learning Outcomes:

  • To create a sketchbook that records artist research, brainstorm, literacy, zoom in studies, primary research, secondary research, development work and final ideas.
  • To use existing knowledge of techniques and processes to appropriately develop works of art.
  • To develop an appropriate final outcome that relates to an individual response to the theme.
  • To encourage pupils to work on a scale that best suits them.

Description of Unit: This unit develops pupils understanding of architecture and the wide variety of features associated with it. Pupils look closely at viewpoints, detail, form and shape in relationship to the artist and their inspiration. Pupils follow the design process to complete a working sketchbook and take inspiration from the artist to develop either: a drawing/painting, mixed media piece or textile piece as a final product. Pupils explore their existing knowledge of techniques and processes and develop these further to fulfil the requirements for assessment.
Every sketchbook page is assessed following the GCSE guidelines and feedback is given by individual and group assessment. Students have the opportunity to improve their work as the project develops.

Exam Boards

  • AQA – GCSE Art and Design.


Exam/Coursework Dates

Coursework Projects

  • Camouflage and Animals in Culture Project – Sept (Y10) – March (Y10)
  • Architecture Project – March (Y10) – Dec (Y11)

GCSE Externally Set Task

  • Jan (Y11) – March (Y11) – Preparation Work via a sketchbook.
  • March (Y11) – May (Y11) – 10 hour timed piece to create a personal response outcome(s).
  • All work marked out of 80.
  • April – May (Y11) – Exhibitions.
  • May 31st – All teacher-assessed marks returned to AQA