“Art is not what you see, but what you make others see.”

Art and Design Careers


Art Skills

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.


Students should:

  • 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 great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Subject content

 Key stage 3

Students are taught to develop their creativity and ideas, and increase proficiency in their execution. They develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Students are taught: 

  • to use a range of techniques to record their observations in sketchbooks and other media as a basis for exploring their ideas
  • to use a range of techniques and media, including painting
  • to increase their proficiency in the handling of different materials
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

Key Stage 3 Schemes of Work

Year 7

Formal Elements

Bugs, Insects and Minibeasts

Year 8


Natural Forms


Year 9

Pop Art



Key Stage 4 – GCSE Art and Design

It is designed to encourage learners to develop knowledge, skills, and understanding along with creativity and imagination. Learners show this through their responses to a range of visual and written stimuli.

The course provides an opportunity for learners to take a personal interest in why Art and Design matters and to be inspired and changed by studying an exciting and stimulating course of study. Learners have the opportunity to gain insight into the practices of individuals, organisations and creative and cultural industries.

It provides an opportunity for learners to experiment and take risks with their work whilst developing their own style.

Aims and learning outcomes

  • actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
  • develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
  • become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
  • develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
  • develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
  • acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
  • develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures
  • develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries
  • develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to learners’ own work
  • demonstrate safe working practices in art, craft and design.

Course Structure

Students will complete one portfolio project worth 60% of their final grade

Students will complete one set task/ exam project worth 40% of their final grade.

Subject: Art and Design

Key stage: 3-4

Key Word


Formal Elements:  
Colour The variations of hue, brightness, saturation, warm and cool colours to produce a desired mood.
Line A single long or short mark made by an implement
Tone Different degrees of lightness and darkness used to give the illusion of depth or form.
Form A solid 3-dimensional object or the appearance/illusion of 3D by using tone.
Shape An area defined by a closed line or block of colour.
Pattern How the surface of something:- feels (tactile) looks (surface qualities that  transfer in textile illusions)
Principal Elements  
Composition The arrangement of the formal elements within a picture plane to complete a whole.
Scale The size of elements in relationship to each other.
Space Taken up by (positive) or in-between (negative) objects.
Unity The arrangement of the formal elements as a harmonious whole which works together to produce a desired statement.
Adjacent (colours) Colours that sit next to each other on the colour wheel


Colours that sit opposite each other on the colour wheel
Tertiary (colour) A mix between a primary and secondary colour.
Tint A hue that has been mixed with white
Shade A hue that has been mixed with black
Hue Pure colour
Drawing A graphic representation by lines of an object or idea
Painting A picture or design executed in paints
Collage Various materials pasted on to a single surface
Frottage Rubbings often using wax from textured surfaces
Sgraffito Scratching through a surface layer to reveal a lower layer in a contrasting colour.
Wax Resist The use of a waxy medium to create a design with a wash of colour layered on top to create a desired effect.
Pen and Wash A pen drawing diluted with water.
Mixed-media A combination of techniques applied for different effects
Analysis A presentation, usually in writing that determines the essential features of something. (In this case an artwork)
Descriptive Describing e.g. an object using the formal elements
Suggestive Suggest an object, mood or feeling using the formal elements
Expressive Create meaning through the use of the formal element

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  • Strong and trusting relationships consistently create a calm and purposeful working atmosphere.


  • Students have access to a wide range of exciting resources and learn specific skills through well-paced and sequenced activities.


  • Behaviour around the school is consistently orderly and students are polite and helpful.


  • Without a doubt, my time at Haywood firmly placed me on the path to Oxford.

    Jordan Williamson, Trinity College, Oxford