Skip to content ↓

John Milton Academy Trust

These schools are part of the John Milton Academy Trust. Click on the school's logo to visit their website.

Bacton logoCedars Park logoThe John Milton logoMendlesham logoStowupland logoMulberry logo


Powerful Knowledge

Through their Art and Design lessons students will use creative skills to explore and discuss the visual aspects of the world around them. They will use Critical thinking skills to consider why Artwork is created, how it is created and discuss emotions and opinions that are raised as a result of studying Art. Students will develop technical skills across a wide range of media and ways of working including eye to hand communication skills. Students will make informed choices and decisions across the design and development stages and will learn how to express their own ideas while recording their intentions in a range of creative media.

Developing ideas

  • Investigate artists and the world around them
  • Demonstrate critical understanding

Refine work

  • Explore own ideas
  • Selecting and experimenting
  • Techniques and processes

Record idea

  • Observational studies
  • Record insights/ideas
  • Record intentions

Present outcomes

  • Realise intentions
  • Demonstrate understanding


Compare, Contrast, Describe, Explain, Opinion, Connections, Translate, Define, Compose, Generate

Explain, Think, Processes, Justify, Recognise, Apply, Adapt, Imagine, Develop

Tone (graduated, blended), Texture, Line, Colour, Composition, Space, Scale, Vibrance

Conclude, Prioritise, Argue, Speculate

Interrogate, Informed, Investigate

School Context

Explore local artists and British/ European/ worldwide artists. Past and present.

Teachers promote student’s knowledge of Artists through critique sessions.

Promote the next stage of learning by showcases work produced by A Level students.


GCSE  in Art and Design/ textiles is split into 2 components.

Informal assessment in lesson time will include:

  • Regular informal conversations to gage understanding and progress.
  • Regular level for separate tasks to gage ability and understanding.
  • Deep marking to the assessment objectives after the first coursework project and again after the completion of the second coursework project, giving an overall component 1 level.
  • Final moderated assessment of component 1 and component 2 at the end of the course.

Edexcel assessment information:

The ESA paper will be released on 2 January each year and may be given to students as soon as it is released.

● Centres are free to devise their own preparatory period of study prior to the start of the 10-hour sustained focus period. ● The 10-hour sustained focus period under examination conditions may take place over multiple sessions (a maximum of four within three consecutive weeks).

● Students’ work must comprise preparatory studies and personal response(s).

● Preparatory studies will comprise a portfolio of development work based on the ESA broad-based thematic starting point.

● During the 10-hour period of sustained focus under examination conditions, students will work unaided to produce personal response(s), with reference to their preparatory studies, in response to the ESA broad-based thematic starting point.

● Students’ work must show evidence of all four Assessment Objectives.

● All work is internally marked using the assessment grid and internally standardised.

● A sample of work is externally moderated by a visiting moderator.

● All marks must be submitted before moderation.

● First assessment is in May/June 2018.


Visit to a local gallery in the second year of course.

NUA representative to present further education options and career advice within the Arts.

Advice and knowledge passed down from the teacher. Visual examples.