The Thomas Mills High School & Sixth Form Art curriculum aims to give pupils a broad and meaningful understanding of visual art, covering the three OFSTED curriculum strands:
Pupils gain knowledge of core artistic elements—line, tone, pattern, form, shape, and colour—alongside key artists and cultural traditions. They explore both historical and contemporary artworks across European and non-European traditions, developing visual language and cultural awareness.
Pupils learn how to observe, analyse, and interpret artworks and materials. They develop visual literacy through sketchbook work, experimentation, and critique, understanding how artists express meaning using the formal elements and how these can vary across time and culture.
Pupils are encouraged to reflect on their own responses to art, developing creative confidence and independence. Through projects and sketchbooks, they begin to explore identity, environment, and culture, and learn to articulate their personal views and choices in art-making.
All pupils will broaden their visual language, develop a range of artistic skills, create visual statements in the world that they are proud of and gain an enjoyment of the arts.
If you would like further information about our curriculum or prospectus, please contact the school office.
The Thomas Mills High School & Sixth Form Art curriculum aims to give pupils a broad and meaningful understanding of visual art, covering the three OFSTED curriculum strands:
All pupils will broaden their visual language, develop a range of artistic skills, create visual statements in the world that they are proud of and gain an enjoyment of the arts.
Knowledge:
Pupils explore the basic building blocks of art. Each half-term introduces and reinforces a different formal element, developing foundational skills. Pupils study artists such as Paul Klee and Kandinsky for line and abstraction, Dubuffet and Van Gogh for expressive mark-making and tone, and Matisse for simplified form and bold colour. Pupils also explore the colour wheel, colour mixing, complementary colours, and warm vs cool tones.
Skills:
Useful Links
Google Arts & Culture – Paul Klee
Assessments:
Autumn 1: Sketchbook project focused on the elements of line, tone, and pattern.
Autumn 2: Final colour project inspired by Kandinsky or Matisse, using formal elements and colour theory.
Knowledge:
Pupils are introduced to global art traditions outside the Western canon. They study the purpose, symbolism, and design principles behind Aboriginal dot paintings, Rangoli designs, Islamic geometric tiles, Chinese calligraphy and brush painting, and African textile patterns. Cultural context and meaning are central to the exploration.
Skills:
Useful Links
British Museum – World Cultures
Tate Kids – Pattern Activities
Google Arts & Culture – Islamic Art
Assessments:
Spring 1: Create a design based on non-European pattern traditions, with a sketchbook of development and research.
Spring 2: Final piece in the style of a selected tradition (e.g. Islamic tile or Aboriginal painting) with artist/context analysis.
Knowledge:
Pupils investigate how artists represent landscape and environment. They explore David Hockney’s landscapes—from LA’s vivid pools to Yorkshire’s rolling hills—and compare them to the expressive brushwork of Van Gogh and the vibrant collages of Matisse. They consider colour, space, movement, and emotion in landscape painting.
Skills:
Useful Links
Assessments:
Summer 1: Observational or expressive sketchbook landscape studies using different media.
Summer 2: Final landscape painting or collage inspired by Hockney, Van Gogh or Matisse, with evaluation of artistic choices.
Knowledge:
Pupils refine their understanding of facial proportions and portrait structure. They study traditional and experimental portraiture through artists like Chuck Close (grids and realism), Francis Bacon (expression and distortion), Jean-Michel Basquiat (symbolism and text), and Picasso (lino prints and abstracted forms). The term introduces printmaking techniques and expressive media.
Skills:
Assessments:
Autumn 1: Observational and expressive portrait studies in sketchbook.
Autumn 2: Final lino print portrait or mixed media expressive face inspired by Basquiat or Bacon.
Knowledge:
Pupils study Cubism, focusing on the difference between analytical and synthetic approaches. Key artists include Pablo Picasso, Georges Braque, and Juan Gris. Pupils learn how Cubism deconstructs form and space and how perspective is altered. The term also includes an observational test based on Jim Dine’s tool drawings, encouraging accuracy and attention to detail
Skills:
Assessments:
Spring 1: Analytical Cubist still life drawing with Cubist breakdowns in sketchbook.
Spring 2: Synthetic Cubist collage or layered painting + Jim Dine-style test drawing of a tool or object.
Useful Links
Knowledge:
Pupils explore the theme of identity through mixed media, sculpture, textiles, and relief. They study artists like Joseph Cornell (assemblage and symbolism), Henry Moore (wax resist and sketching), and Peter Randel-Page (narrative and decorative mixed media). Pupils use personal symbols, textures, and found materials to create meaningful compositions.
Skills:
Assessments:
Summer 1: Sketchbook development of personal identity symbols and materials
Summer 2: Final identity-based mixed media artwork with written artist statement
Useful Links
“To create one’s world in any of the arts takes courage” Georgia O’Keeffe.
The Thomas Mills High School & Sixth Form GCSE Art curriculum aims to teach pupils the skills and understanding of art techniques and approaches to analysing artwork while covering the four Assessment areas below:
Intent: To enable every pupil to become an independent, reflective and confident artist. Pupils will investigate relevant artists and sources, record from direct observation and their own photography, experiment purposefully with media, materials, techniques and processes, refine ideas through annotation and evaluation, and realise a personal and meaningful response that communicates clear intentions across AO1–AO4.
Knowledge:
During this first half term pupils are encouraged to think about Natural forms and the variety of ways of interpreting the theme.
Pupils are also given the opportunity to see how artists use natural forms in their own work, looking more closely at the work of Georgia O’Keeffe.
Practical work is based on learning how to conduct visual research building towards experimentation and a final outcome. Working from the artists images and taking their own photographs to work from.
Workshops focus on painting techniques, composition and use of colour.
Skills:
Useful Links
www.tate.org.uk/kids/explore/who-is/who-georgia-okeeffe
Assessments:
Final painting outcome for the unit completed at the end of the Autumn term.
Knowledge:
This unit is based on looking at skulls and bones. Artists used for inspiration include Irving Penn, Cornellia Parker and Horst P Horst. The unit allows pupils to work in monochrome and use charcoal, monoprint and digital manipulation.
Skills:
Useful Links
www.hamiltonsgallery.com/artists/27-irving-penn/series/cranium-architecture/
www.artsy.net/article/editorial-irving-penns-lesser-known-obsession-with-skulls
Research 2:3: Using part of the subject to create the artwork. | drawingmygapyear
Patterns for creative regeneration | STYLEPARK
Assessments:
Large scale drawing in charcoal and chalk based on the skulls of Irving Penn.
Knowledge:
This unit is focused on collage and print, using the work of Angie Lewin as inspiration. Pupils will focus on plant forms, creating graphic interpretations from the natural world. Collage and print will help to reduce the forms to simplified images.
Skills:
Useful Links
Angie Lewin | St. Jude’s Prints
Assessments:
Complete a larger final collage piece based on Angie Lewin using made and found papers.
End of the year crushed can drawing assessment to lead into year 10.
“Creativity takes courage.” — Henri Matisse.
The Thomas Mills High School & Sixth Form GCSE Art curriculum aims to develop pupils’ knowledge, understanding and practical skills in Art and Design. The course follows the Pearson Edexcel GCSE (9–1) Art and Design specification.
Intent: To enable every pupil to become an independent, reflective and confident artist. Pupils will investigate relevant artists and sources, record from direct observation and their own photography, experiment purposefully with media, materials, techniques and processes, refine ideas through annotation and evaluation, and realise a personal and meaningful response that communicates clear intentions across AO1–AO4.
Knowledge:
During this first half term pupils are encouraged to think about STILL-LIFE and the variety of ways of interpreting the theme.
Pupils are also given the opportunity to see how artists use an exam art paper in their own individual journey, looking more closely at the work of artists who have talked the theme- STILL-LIFE.
ARTISTS: Ben Nicholson, Braque, Picasso, Patrick Heron, Jelly Green, Nevelson.
Practical work is based on learning how to conduct visual research building towards experimentation and a final outcome. Working from the artists images and taking their own photographs to work from. Starting points, title pages, mind-maps, contextual artists research, analysis and independent direction of ideas and skills. Development of an artistic idea from initial recording to experimenting with media and materials.
Workshops focus on drawing and recording from life, taking photographs, painting techniques, composition and use of colour, watercolour, printing, sgraffito, wax resist, relief, clay etc
Skills:
Useful Links
Still life – Observational drawing – AQA – GCSE Art and Design Revision – AQA – BBC Bitesize
www.tate.org.uk/kids/explore/who-is/who-georgia-okeeffe
A* IGCSE Art and Design: Still Life and Paper Cranes
50+ Still life drawing ideas for Art students
Assessments:
Sketchbook examples and final outcome for the unit completed at the end of the Autumn term.
Sketchbook development and exploration of 2D relief and final outcome.
Knowledge:
The EXAM paper – Theme: OPEN/LOCK
(practise for the pupils to understand the process)
Skills:
Drawing + Recording, from Artists and Primary sources.
Useful Links
www.hamiltonsgallery.com/artists/27-irving-penn/series/cranium-architecture/
Research 2:3: Using part of the subject to create the artwork. | drawingmygapyear
Patterns for creative regeneration | STYLEPARK
Assessments:
Sketchbook preparation and development of the theme ‘Open/Lock’ + 5 hours EXAM to produce a final piece.
Knowledge:
Contemporary Pop Art
This unit is focused on collage and print, using the work of Warhol, Lichtenstein, David Galan, as inspiration. Pupils will focus on plant forms, creating graphic interpretations from the natural world. Collage and print will help to reduce the forms to simplified images.
Skills:
Assessments:
Complete a larger final collage piece based on artist Pop artist investigation using your sketchbook as development and a plan to work.
Knowledge:
During the first half term, pupils respond to the theme Reflections by exploring a range of visual and conceptual interpretations. They investigate relevant contemporary and historical sources, record from direct observation and their own photography, and use annotation to explain how research informs their intentions.
Pupils examine how artists, photographers and designers respond to a theme in individual ways. They analyse context, visual language, materials, techniques and processes, making critical connections to their own developing ideas.
Practical work develops the full creative process: investigating sources and establishing intentions (AO1); selecting, experimenting with and refining media, materials, techniques and processes (AO2); recording ideas, observations and insights through drawing, photography and annotation (AO3); and planning and producing a personal and meaningful response that realises intentions (AO4).
Workshops may include observational drawing, photography, composition, colour, painting, printmaking, sgraffito, wax resist, relief and clay. Pupils select processes that are appropriate to their intentions rather than completing techniques as isolated exercises.
Skills:
Photography
Students have an introduction to the history of Photography.
Activities following this include:
Useful Links
Pearson Edexcel GCSE Art and Design qualification and specification
Tate coursework guides: Reflection and other themes
Assessments: EXAM
EXAM: ONE DAY IN THE ART ROOMS. (DECEMBER)
Preparatory studies and a personal response for the Reflections project are completed during the Autumn term and assessed across AO1–AO4.
REFLECTIONS – timed practice outcome completed under teacher-set conditions.
Knowledge:
Pupils select and develop a personal response to the externally set theme. During the preparatory period they investigate sources, record ideas and observations, experiment with media and refine intentions. They then complete their personal response during the 10-hour sustained focus under examination conditions.
Skills:
Investigating, recording, experimenting, refining and realising intentions across AO1–AO4.
Useful Links
Pearson Edexcel GCSE Art and Design exemplar gallery
Tate coursework guides for developing ideas from a theme
Tate Materials coursework guide
Assessments:
Ongoing assessment of preparatory studies against AO1–AO4, including investigation of sources, recording from primary sources, purposeful experimentation, refinement of ideas and planning for the personal response.
Knowledge:
Pupils continue their independent response to the Pearson externally set theme. They make critical connections between their own work and relevant sources, use drawing and annotation to review progress, select and refine appropriate media and processes, and resolve composition, scale, colour, surface and presentation in preparation for the 10-hour sustained focus.
Skills:
Useful Links
Pearson Edexcel GCSE Art and Design specification and support
Tate coursework guides for researching themes, artists and techniques
Assessments: EXAM
Complete the Component 2 personal response during the Pearson Edexcel 10-hour sustained focus, normally arranged across two school days. The outcome must realise the pupil’s intentions, be informed by the preparatory studies and demonstrate achievement across AO1–AO4.
Visual arts, graphic design, architecture, media, film, advertising, journalism or travel?
Architecture, web design, film, advertising, set design, illustration, teaching, restoration, costume design, fashion or marketing.
Mrs N Sholl
