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Art & Design Department Website

Artist Of The Week

Here are Hatcham College's Artists Of The Week.

‘’Art is not what you see, but what you make others see”. 
- Edgar Degas

Faculty Leader of Arts - J. Bowens

Email - j.bowens@habstrustsouth.org.uk   

Deputy Head of DNA - H. George

Email - h.george@habstrustsouth.org.uk 

KS5 Lead - G. Schless

Email - g.schless@habstrustsouth.org.uk 

Teacher of Art - Z. Parker

Email - z.parker@habstrustsouth.org.uk 

Teacher of Art - D. Bampanioti

Email - d.bampanioti@habstrustsouth.org.uk 

Design & Art Gallery 

Key stage 3, GCSE and A Level Art and Design exhibit work every summer term. These art exhibitions celebrate exciting artworks showcasing a broad range of creative skills from our talented Art and Design students. Warmly welcome students, family, friends and colleagues to see the ambition and diversity of work across the specialisms we deliver in our curriculum.

Key Stage 3/4/5 Celebratory Work


Subject Overview 

We believe the design of our KS3 provision not only fully meets the National Curriculum but exceeds it. We have carefully designed and revised the sequencing of learning schemes to optimise learning and ensure that students gain the best knowledge by building on key skills every year to create a natural progression and embed deep-rooted art practice. Our DNA faculty combines Art and design into six specialist areas: Drawing, Fine Art, Textiles, Photography, Graphics and Elements and principles.  Here, students identify, apply and develop the fundamental techniques, terminology, materials and processes of each DNA specialism.
This creates a solid knowledge platform and opportunity for more informed option choices at GCSE. Students have one double lesson in Art & Design per week and are taught on a six-week carousel. This ensures that all students are allowed to cover all specialist areas.

Key Stage 3 Curriculum Overview

In Year 7, the primary emphasis lies in introducing students to the foundational aspects of all six specialisms, providing them with a solid platform for future learning. Students are expected to learn the responsible and creative use of materials and equipment while demonstrating an appropriate level of knowledge and maturity in their artistic endeavours. Moving into Year 8, the focus shifts towards broadening the range of materials and processes, aiming to embed a creative process in students' work. The expectation is for students to showcase maturity, a comprehension of art processes, and a more personalised approach compared to Year 7. As students progress to Year 9, the focus intensifies on tackling more challenging concepts, encouraging research to build and develop ideas for various outcomes. This process aims to foster maturity, a deeper understanding, and a more personal approach to their work, preparing them for the challenges of GCSE. Embarking on the exciting journey of Key Stage 3, our art curriculum is carefully designed to lead students through a progressive exploration of creative realms, concentrating each year on specific skills and nurturing artistic maturity.

Year 7: Laying the Foundation

Drawing: Mark-making, qualities of marks with Line, Texture, and Tone. Art History Context.
Elements of Art: Introduction to Elements - Line, Texture, Form, Shape, Colour, Value, Space & Composition.
Fine Art: Sculpture, Constructing and modelling using clay and cardboard. Art historical context.
Graphics: Logos, branding, and colour association.
Photography: Sun prints, Positive and negative shapes.
Textiles: Tie-Dye, Batik, Embroidery. Combining techniques to make Fabric Book. Art History Context.

Year 8: Expanding Horizons

Drawing: Tone, 3D and Drama, Portraiture, Colour pencil, Oil pastel, and other mediums. Art History Context.
Elements of Art: Further studies on the Elements of Art - Line, Shape, Colour, Value, Space, and Composition.
Fine Art: Painting, Colour mixing, and brush control skills using watercolour and acrylic paint. Art & Design in historical context.
Graphics: Typography, typographical illustration & illuminated letters.
Photography: Montage, Collage, Mix-Media, and joiners.
Textiles: Block Print, Stencil Print, Applique. Combining techniques to make Bunting. Art History Context.

Year 9: Rising to Challenges

Drawing: Observation, Still life, Viewfinder technique, Positive and Negative Shapes, Perspective. Art History Context.
Elements of Art: Project-based experimentation using the Elements of Art - Line, Shape, Colour, Value, Space, and Composition.
Fine Art: Printing, Mono printing, and relief printing techniques, focusing on lino printing and colour reduction processes. Art historical context.
Graphics: Stencilling, Street Art, Photoshop Introduction. Art History Context.
Photography: Shoot cycle, Montage, Photoshop introduction. Art History Context.
Textiles: Felting, Yarn-wrapping, Patchwork. Combining techniques to make a Quilt or Wall-hanging. Art History Context.

Key Stage 3 Homework
Homework is integral to the learning process, set fortnightly to complement the once-a-week double lessons. Tasks encompass a variety of activities, including artist research, extended writing, photography, and observational drawing.

Key Stage 4 Curriculum Overview

At our institution, we take pride in offering an extensive range of GCSE subjects, ensuring that artists with diverse talents and interests can delve into the world of visual arts. Our commitment lies in providing every learner, regardless of prior abilities, with a broad spectrum of subjects. The Key Stage 4 curriculum is meticulously designed, allowing students to achieve and develop knowledge and understanding throughout the course.

GCSE Curriculum Overview

The GCSE curriculum and provision are tailored to facilitate students' growth through various learning experiences and approaches, fostering engagement with sources. This strategic design empowers students to develop the skills needed to explore, create, and effectively communicate their ideas.
Four distinct qualifications are on offer, offering flexibility and choice to cater to individual preferences. 

Year 10: Modes of Study

Art & Design: Formal Elements, Habitation, Summer Assignment - Identity.

Graphics: Graphics Handbook, Habitation, Summer Assignment - Identity.

Photography: Formal Elements, Habitation, Summer Assignment - Identity.

Textiles: Textiles Handbook, Habitation, Summer Assignment - Identity.

Year 11: Modes of Study

​Art & Design: Fragments, Externally Set Assignment.

Graphics: Fragments, Externally Set Assignment.

Photography: Fragments, Externally Set Assignment.

Textiles: Fragments, Externally Set Assignment.

In this crucial phase of Years 10 and 11, students delve into advanced topics that solidify their artistic foundation.

​The exploration of Formal Elements, Habitation, and the intriguing Summer Assignment - Identity, sets the stage for a deeper understanding of their chosen field. Year 11 brings the culmination of their journey with in-depth exploration through Fragments and the External Set Assignment.

Key Stage 4 Homework

Homework is set weekly to fortnightly as required to support the lesson content. Tasks are often important research or preparation for the lessons. At certain stages in projects, tasks are designed for completion at home. Tasks range from artist research, extended writing, photography, and hand stitching to observational drawing.

How is this qualification assessed?

Art and Design: Edexcel Unit 1 Coursework 60%  Unit 2 Externally Set assignment 40%

Graphics: WJEC Unit 1 Coursework 60%  Unit 2 Externally Set assignment 40%

Photography: AQA Unit 1 Coursework 60%  Unit 2 Externally Set assignment 40%

Textiles: AQA Unit 1 Coursework 60%  Unit 2 Externally Set assignment 40%

All work, coursework and the externally set assignment, are internally standardised and marked. We rigorously moderate and standardise the assessment of our students across different teachers and teaching groups, to ensure that all candidates at the centre have been judged against the same standards. If two or more teachers are involved in marking, one is designated as responsible for standardising the assessments of all teachers at the centre. Ultimately the responsibility lies with the head of the department but all views and opinions are weighed up before final submission to the relevant exam boards.

The department aims to ensure that all teachers regularly update their moderation training every 2 to 3 years, in line with advice given by AQA, WJEC and Pearson Edexcel.

How is this subject assessed?

Termly students are formally assessed by their subject teacher and given targets and predictions. Termly students are informally assessed using EBI proforma sheets, verbal feedback, and peer and self-assessment. This has proven to have the greatest impact on the teaching and learning within our department. We believe effective modelling is a key component of assessment, therefore teacher exemplars, past work and demonstrations are always used in each lesson as visual learning is of utmost importance to effective Art and Design teaching.

How does this subject fulfil SMSC needs?

Social development in art and design is important and we achieve this through open dialogue
and discussion about the process of making and evaluating works of art. Group work and class discussions allow students to build confidence when using specialist vocabulary. We encourage independent thinking that will enable students to develop their ideas and intentions and properly express them.

Moral development through art and design is often reached by studying other artists and practitioners. Students study many artworks that often have strong moral aspects or are politically motivated. The use of recycling and environmentally friendly materials is of great importance to our department; recycled materials are often included in the classroom to educate our students about sustainability.

Spiritual development in art and design is an important part of creative thinking and innovation inspires students to bring out undiscovered talents, which in turn breeds self-confidence and belief in their abilities.

Cultural development is carefully designed and delivered in all our courses. We place particular importance on student knowledge and understanding of artists’ ideas, and concepts, identifying how meanings are conveyed. We achieve a rich and diverse art education due to the use of techniques and processes from around the world and of varying traditions, beliefs, religions and cultures.   Through art history and critical and contextual studies, we actively seek to connect students with current artists throughout history, and from different backgrounds or underrepresented groups and communities.

How does the subject challenge more able pupils?

With the input of all teachers in the department, we have been able to develop effective independent work for the most able in a variety of ways, for example: more complex questioning, alternative learning objectives, independent projects and the study of more challenging artists, differing media and processes and personal experimentation.

What provision is made for pupils with SEND?

Within our department, pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity. Students are allowed to develop personal themes allowing success for every level of learner.

Enrichment and extra-curricular opportunities

We are proud of our extra-curricular opportunities and encourage all students to be curious, courageous and original. In doing so, it complements the academic life in a way that exists beyond the art rooms. The department has an open-door policy for older students and runs art clubs for younger students on specific days during lunchtime and after school. We offer one-to-one support outside lessons and encourage students with personal projects to build confidence, creativity and a lifelong love of learning.  We organise and run educational visits to galleries, studios, and creative workshops, and encourage live projects with the local community wherever possible.

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