Art Key Stage 3

5 Ways to support your childart

Gather some basic equipment and materials for them to use at home, such as scissors and glue, shading pencils, colours (coloured pencils, felt tips etc).

Encourage them to visit exhibitions and events to develop their ideas and inspiration.

Make sure they have some space to work.

Practicing what they have been learning helps confidence and progress.

Encourage them to draw anything and everything and use the skills then have learned in lessons.


At Key Stage 3 Art is taught for the equivalent of one hour per week. Students follow a course which builds upon the basic skills needed to understand, create and develop artwork.

We introduce the important foundations in Year 7 and build on these into Years 8 and 9 at the end of which the students will take their option choices for year 10. Themes and delivery may change from year to year depending upon resources, new opportunities, evaluation of student’s responses and emerging themes.



Year 7 Curriculum Overview

Term 1 Term 2 Term 3
COLOUR: Colour theory and colour mixing. Starting to look at and understand art – key artists  related to colour: Paul Klee, Wassily Kandinsky etc. Colour skills- the way colour changes the mood of a piece of work.Practical applications – watercolour paints, watercolour pencils, sponge mixing, collage etc. Complete COLOUR OBSERVATIONAL DRAWING AND SHADING TECHNIQUES Introduction to grading in pencils, shading techniques. Shadows and creating 3-D within a drawing. Starting to look at and understand art-key artists related to shading: Henry Moore, Giacometti, Da Vinci etc. OBSERVATIONAL DRAWING AND SHADING TECHNIQUES Detailed observational drawing. Adding shading techniques. Developing ideas in colour. Adapting shading knowledge using colour.

Year 8 Curriculum Overview

Term 1 Term 2 Term 3
Day of the Dead’ Research into the Mexican ‘Day of the Dead’ festival. Development of sugar skull designs using colour knowledge. Developing colour shading and blending skills. Development of pattern skills. Developing understanding of art-key artists related to theme: Posada, Thaneeya McArdle etc.   PRINT/COLLAGE Developing Sugar Skull designs using printmaking techniques and collage techniques. Adapting designs for the materials. Print – Blending and building up layers of colour. Experimeting. Collage – Using a variety of materials. Experimenting. PRINT/COLLAGE Developing Sugar Skull designs using printmaking techniques and collage techniques, continued.

Homework overview

Homework is set on a fortnightly basis and requires at least an hour in order to develop skills effectively.

Some homework may be extended research and students will have more time to complete this..

Homework will be set mainly using worksheets . Students will be asked to gather information and images so access to the internet/ library  is essential. The art room has computers available for students to help them with their work



The Art Department provides assessment data in line with school policy. We will assess the students work using four assessment objectives outlined below.

  1. Developing ideas based on investigation and understanding. Researching and analysing artist’s work.
  2. Using resources, media, materials and techniques. Exploring and experimenting.
  3. Recording ideas and observations. Using appropriate media effectively.
  4. Improve and evaluate work. Consider the final presentation. Make an informed and meaningful response.

Asessment will be based on a body/ project/set of work as one piece may not cover all the assessment criteria.

Sir Thomas Boteler Church of England High School by STB