Art

At Rainhill High School, Art develops creativity, confidence and technical skill. Students explore drawing, painting, sculpture, printmaking and design, while learning to analyse and evaluate the work of significant artists using subject-specific vocabulary.

At Key Stage 3, a spiral curriculum strengthens core skills such as drawing, composition and colour, encouraging increasing independence each year.

At Key Stage 4, students build on these foundations through GCSE Art, developing ideas through research, experimentation and refinement before completing a final externally set assignment in Year 11.

Art promotes resilience, reflection and independent thinking, preparing students for further study and creative pathways. 🎨

Year 7

What Pupils Will Learn 

In Year 7, pupils are introduced to the foundations of Art and Design. They explore art history, develop drawing and printmaking skills, experiment with colour theory and create personal responses inspired by influential artists. The curriculum is designed to meet the National Curriculum requirements for Art and Design, ensuring pupils learn to produce creative work, increase proficiency in drawing and other techniques, analyse and evaluate artwork using subject-specific vocabulary, and understand the history of art across different cultures and time periods. 

Half Term 1 – The History of Art 

Pupils begin the year by exploring the history of art, from early prehistoric cave paintings through to modern and contemporary art. They research key art movements and learn how styles have evolved over time. Pupils describe the differences between movements using key art terminology and identify significant artists and the defining characteristics of their work. 

Working collaboratively, pupils create a visual poster that demonstrates their understanding of a chosen art movement through drawing and colour. They present their work to peers and collect information from class presentations to construct a detailed art history timeline. This unit develops research skills, visual literacy and confidence in discussing art using accurate subject vocabulary. 

Half Terms 2 & 3 – Line and Pattern: Street Art and Keith Haring 

In the second and third half terms, pupils explore the theme of line and pattern through the study of street art. They investigate the history of street art, identifying key moments from prehistoric art through to the present day and examining how it has developed as a global movement. Pupils learn the difference between graffiti and street art and consider the social and cultural impact of public art. 

A focused study of Keith Haring introduces pupils to a key figure in contemporary street art. They explore Haring’s life, style and influence, analysing his use of bold line, colour and repeated figures. Pupils develop observational drawing skills inspired by Haring’s work and experiment with pattern-making techniques. 

Pupils are introduced to the poly block printing process, learning how to carve, ink and print safely and effectively. They create a final outcome inspired by Haring’s style, demonstrating control of line, composition and pattern. This unit increases proficiency in drawing and printmaking while developing understanding of modern art movements. 

Half Terms 4, 5 & 6 – Colour Theory and Portraiture: Cubism and Pablo Picasso 

In the final part of the year, pupils explore portraiture and colour theory. They begin by learning the difference between a portrait and a self-portrait and researching the history of portraiture across time. Pupils experiment with drawing techniques and materials to explore proportion and facial structure, developing accuracy and confidence. 

They then study Cubism and the work of Pablo Picasso, identifying the key features of Cubism such as abstraction, fragmentation and multiple viewpoints. Pupils explore abstract portraiture through collage and develop their own cubist-style self-portraits. 

Technical drawing skills are developed further through learning the grid method and understanding how it supports scaling and proportion. Pupils apply colour theory knowledge, learning about primary, secondary and complementary colours, and practise blending techniques using coloured pencils. These skills are applied to complete a final abstract cubist self-portrait. 

Throughout the unit, pupils use key art vocabulary to peer assess and self-assess their work. They reflect on feedback and refine their outcomes, strengthening evaluative and critical skills in line with National Curriculum expectations. 

Year 8

What Pupils Will Learn 

In Year 8, pupils build on the foundations developed in Year 7 by deepening their understanding of art history, refining drawing and painting techniques, and developing more independent creative responses. The curriculum continues to meet the National Curriculum requirements for Art and Design, ensuring pupils produce creative work, increase proficiency in drawing and other techniques, analyse and evaluate artwork using subject-specific vocabulary, and understand significant artists and movements across time. 

Half Term 1 – Famous Artists Throughout History 

Pupils begin the year by researching key influential artists from early ancient art through to modern and contemporary practice. They explore how individual artists differ in style, technique, subject matter and historical context. Using key art terminology, pupils describe biographical details and identify the defining characteristics of each artist’s work. 

Working collaboratively, pupils create a visual poster that demonstrates their understanding of a chosen artist through drawing and colour application. They present their work to peers and gather information from class presentations to construct a detailed art history timeline. This unit strengthens research skills, visual communication and confidence in discussing art using appropriate vocabulary. 

Half Terms 2 & 3 – Composition and Still Life: From Tradition to Michael Craig-Martin 

In the second and third half terms, pupils explore the theme of composition through the study of still life. They evaluate how still life has changed across art history and identify where different styles sit within the broader art timeline. 

Pupils research key still life artists, including Paul Cézanne, Giorgio Morandi, Henri Matisse, Roy Lichtenstein, Maya Kopitseva, Patrick Caulfield, and Michael Craig-Martin. They compare similarities and differences in style, colour use and composition. 

Pupils develop key drawing techniques, including proportion, tone, shading and mark-making, inspired by their artist research. They explore still life through a variety of materials such as collage, paint and pencil, experimenting with arrangement and viewpoint. 

A focused study of Michael Craig-Martin introduces pupils to bold line, flat colour and simplified form. Pupils plan and create abstract still life compositions in his style and develop watercolour painting skills to produce a final outcome. Throughout the unit, pupils practise peer and self-assessment using key vocabulary to evaluate strengths and areas for development. 

Half Terms 4, 5 & 6 – Abstract Form: Figure Sculpture and Modern British Artists 

In the final part of the year, pupils explore figure sculpture and abstract form. They research the representation of the human figure throughout art history and describe how different movements approached figure art. Pupils identify key artists who contributed to the development of figurative and abstract sculpture. 

They study the work of Henry Moore, learning about his importance within the British art landscape and his exploration of organic, abstract forms. Pupils analyse his sculptures using key vocabulary and visually explore his work through silhouette cut-outs and tonal drawings that create a sense of three-dimensional form. 

Pupils also research Barbara Hepworth and examine the similarities and differences between her work and Moore’s. They design and plan abstract figures inspired by Hepworth’s style and explore soap carving techniques to create their own sculptural outcomes. 

Throughout the unit, pupils develop drawing skills by incorporating tone and shading to suggest volume and depth. They conclude by evaluating their final work using subject-specific terminology and reflecting on how their ideas developed from research to outcome. 

 

Year 9

What Pupils Will Learn 

In Year 9, pupils develop greater independence, conceptual understanding and technical confidence in preparation for GCSE study. They explore modern and contemporary art movements, deepen their analytical skills and experiment with both traditional and digital processes. The curriculum continues to meet the National Curriculum requirements for Art and Design, ensuring pupils produce creative work, increase proficiency in a range of techniques, analyse and evaluate artwork using subject-specific vocabulary, and understand art across cultures and time periods. 

Half Terms 1, 2 & 3 – Pop Art: Past and Present 

Pupils begin the year by exploring the origins of Pop Art. They research its development and understand the key concepts of consumerism, mass production, advertising and mass media. Pupils examine the Pop Art timeline from its conception in the 1950s through to its peak in the 1960s, identifying the social and cultural context that influenced the movement. 

An in-depth study of Roy Lichtenstein allows pupils to explore his use of bold outlines, Ben-Day dots and comic strip imagery. Through research, written analysis and acrylic painting, pupils develop technical control and an understanding of how colour, line and composition create visual impact. 

Pupils also explore digital art processes, experimenting with Pop Art colour palettes through portrait work. They investigate the development of Neo Pop Art, understanding how contemporary artists reinterpret Pop Art themes and how movements influence one another over time, described as the “art history domino effect.” 

A focused exploration of Sandra Chevrier introduces pupils to mixed media collage techniques. Pupils create layered collages inspired by Chevrier’s work, demonstrating visual links to Pop Art through shape, line and colour. Throughout the unit, pupils use subject-specific vocabulary to peer assess and self-assess, reviewing and refining their work based on feedback. 

Half Terms 4, 5 & 6 – Religion and Art 

In the second half of the year, pupils explore the relationship between religion and art. They research artistic styles and symbolism from four major religions: Christianity, Islam, Hinduism and Buddhism. Pupils develop discussion and debate skills by examining themes such as anti-religious art, censorship and freedom of expression. 

A detailed study of Buddhist mandalas introduces pupils to their historical origins and universal symbolic meanings. Pupils compare traditional mandalas with contemporary interpretations by modern artists. They also examine the work of Damien Hirst, discussing the ethical debates surrounding his butterfly and insect mandalas. 

Working collaboratively, pupils create a butterfly collage mandala inspired by Hirst’s work. They then develop digital drawing skills using Adobe Illustrator to design their own mandala compositions, experimenting with colour variations and symmetry. These digital explorations are used to inform a lino-cut mandala print, developing printmaking precision and control to produce final outcomes. 

Throughout the unit, pupils use key art terminology to evaluate their work and the work of others. They reflect critically on their creative decisions and refine outcomes based on peer, self and teacher feedback. 

 

Year 10

What Students Will Learn

In Year 10, students begin building their GCSE Fine Art portfolio by developing technical skill, creative confidence and independent thinking. They explore a wide range of materials including drawing, painting, printmaking and clay, while learning how to research and analyse artists in depth using subject-specific vocabulary.

Work completed in Year 10 forms a substantial part of the GCSE coursework portfolio and is structured around the four GCSE Assessment Objectives:

  • AO1 – Develop ideas through investigation and critical understanding of sources

  • AO2 – Refine work through experimentation with materials and techniques

  • AO3 – Record ideas, observations and insights

  • AO4 – Present a personal and meaningful final response

Half Terms 1, 2 & 3 – Key Skills: Paint, Print and Clay

Students begin the course by developing core Fine Art skills in painting, printmaking and ceramics. They complete a focused study of Beatriz Milhazes, exploring her use of vibrant colour, pattern and layered composition.

Through written research and analysis, students learn to interpret the visual language of her work before creating their own collage-based compositions inspired by her style. They refine drawing, printing and painting techniques, experimenting with line, shape, colour and surface design to build technical control.

Alongside two-dimensional work, students develop ceramic skills by creating a clay tile. They learn how to use score and slip correctly, apply moulding and modelling techniques, and incorporate decorative processes. The project concludes with a resolved clay outcome that clearly links to earlier research and design development.

Students are also taught how to present sketchbook and practical work effectively, considering layout, annotation and visual impact in line with GCSE standards.

Half Terms 4, 5 & 6 – Structures: Independent Project

In the second half of Year 10, students complete an independent project exploring either architectural structures or human anatomy.

They research a range of four to six relevant artists, analysing style, technique and intention in depth. Through drawing, painting, printing and collage, students experiment with composition, perspective, tone and texture to develop increasingly personal responses.

Greater independence is expected, with students making informed decisions about materials and processes. The project culminates in a final piece that demonstrates sustained research, experimentation and refinement, showing clear progression from initial ideas to a resolved outcome.

Year 11

What Students Will Learn

In Year 11, students refine, strengthen and complete their GCSE Fine Art portfolio before undertaking the externally set assignment. There is a strong emphasis on independence, critical analysis and the development of ambitious personal ideas.

Students ensure their work fully meets all four GCSE Assessment Objectives by strengthening written analysis, refining technical skill and presenting a cohesive and professional portfolio.

Half Terms 1 & 2 – Coursework Development

At the start of Year 11, students revisit both the clay and structures projects to deepen and refine their work. They strengthen written analysis, compare artistic styles more critically and ensure clear links between research and final outcomes.

Technical skills in drawing, painting, printmaking and mixed media are further developed, with an emphasis on ambitious and meaningful personal responses. Portfolios are carefully refined to ensure they meet GCSE expectations.

Half Terms 3, 4 & 5 – Externally Set Assignment

In the final stage of the course, students complete the GCSE externally set assignment. They select a theme from the examination paper and develop a personal, independent project in response.

Students research relevant artists in depth, analyse visual language and experiment with a range of materials before refining their ideas. The project concludes with a final piece completed during a ten-hour controlled examination, demonstrating independence, technical skill and a resolved, meaningful outcome.