LNF Cymru Literacy and numeracy for Wales

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GCSE Art and Design

There is no written examination and no separate marks for spelling or grammar, but half the marks (AO1 and AO3, 25% each) depend on reading and analysing artworks and on recording annotated reflections as work progresses. Numeracy is marked as pathway dependent and is limited to measuring, scale and proportion, mostly in Three-dimensional design, Textile design and Graphic communication. The single biggest thing Key Stage 3 should build is the habit of precise, evaluative annotation using the language of art, written as the work develops.

First taught
September 2025
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the WJEC specification (PDF)
How this GCSE is assessed
  • Unit 1: Portfolio: Non-examination assessment, internally set, marked by centres and moderated by WJEC, 60%, 120 marks
  • Unit 2: Externally Set Assignment: Non-examination assessment, preparatory study plus 10 hours sustained focus, 40%, 80 marks

The literacy and numeracy skills in this GCSE

  1. Analysing artworks from diverse contexts

    Assessed: In coursework (non-examination assessment, NEA)

    Learners must critically analyse art, craft and design from different cultures, places and times and explain how context shapes meaning. AO1 rewards critical and contextual understanding of sources in both units.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils study one Kyffin Williams landscape and complete a content, form, process and mood grid, writing one sentence under each heading.
    Year 8
    Pupils compare a Welsh artist with a Black or Asian artist working on the same theme, noting similarities and differences in a Venn diagram before writing a paragraph.
    Year 9
    Pupils research an artist's context and write a short analysis explaining how the time and place the work was made shape its meaning, using evidence from the image.
    Show the specification wording and the LNF statements

    Where it is in the specification: Subject content 1.2.6, page 14; AO1, page 18

    “apply critical thinking to a wide variety of art, craft, and design from diverse contexts”
    Progression step 3

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    • I can use my understanding of different kinds of texts to consider whether a text is effective in conveying information, ideas and views.

    Progression step 4

    • I can identify different interpretations of text and information and evaluate their relative merits.

    • I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

    Progression step 5

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

    • I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions.

  2. Researching and selecting contextual sources

    Assessed: In coursework (non-examination assessment, NEA)

    Learners develop ideas through sustained research, and Unit 2 begins with contextual and practical research during the preparatory period. They must select relevant sources and take from them what informs their own work.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils use two given books or websites to find three facts about an artist and record them in their sketchbook with the source named.
    Year 8
    Pupils gather images and short quotations about a printmaker from a gallery website and a book, then sort them into useful and not useful for their own project.
    Year 9
    Pupils build an independent research page for a theme such as cynefin, choosing their own sources and writing why each one will shape their ideas.
    Show the specification wording and the LNF statements

    Where it is in the specification: Subject content 1.2.1, page 14; Unit 2 overview, page 16

    “develop and research, using explorative and analytical skills to support sustained investigative curiosity”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can evaluate the usefulness and reliability of texts.

    Progression step 5

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

  3. Annotating and recording ideas as work progresses

    Assessed: In coursework (non-examination assessment, NEA)

    AO3 requires learners to reflect on their own work and record ideas, observations and insights throughout the portfolio and assignment. In practice this is sustained written annotation in sketchbooks, visual diaries or a digital portfolio.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils add three short annotations beside each sketchbook study: what they did, what went well and what they will try next.
    Year 8
    Pupils annotate a set of colour mixing and printing tests in full sentences, explaining which result best fits their intention and why.
    Year 9
    Pupils keep a running annotation strip down one side of each project page, recording observations and decisions as the work develops rather than at the end.
    Show the specification wording and the LNF statements

    Where it is in the specification: AO3, page 18; formats, page 19

    “Reflect on own work, and record ideas, observations and insights relevant to intentions as work progresses”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    Progression step 5

    • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

    • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

  4. Evaluating the effectiveness of own and others' work

    Assessed: In coursework (non-examination assessment, NEA)

    Learners must critically analyse and reflect on work to judge whether processes and outcomes are effective and whether the work communicates its intended meaning. This calls for structured evaluative writing tied to evidence.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write a four sentence evaluation of their finished clay tile using the frame: I intended, I used, it works because, I would change.
    Year 8
    Pupils write a paragraph judging whether their protest poster communicates its message, using a classmate's reading of it as evidence.
    Year 9
    Pupils write a structured evaluation of their final piece against their original intention and one artist influence, organised into linked paragraphs.
    Show the specification wording and the LNF statements

    Where it is in the specification: Subject content 1.2.8 and 1.2.10, page 14

    “evaluate the effectiveness of the processes and outcomes of creative work”
    Progression step 3

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

    • I can use paragraphs and make links between them.

    Progression step 4

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  5. Using the language of art precisely

    Assessed: In coursework (non-examination assessment, NEA)

    AO4 rewards understanding of visual language, and learners analyse how meaning is communicated. Annotation and analysis need accurate, correctly spelled subject terms for formal elements, media and processes.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils learn the formal elements and label a tonal drawing with at least four of them, spelled correctly.
    Year 8
    Pupils build a sketchbook glossary of printmaking and ceramics terms, such as brayer, slip and relief, and use two new terms in every annotation.
    Year 9
    Pupils redraft a peer's annotation, replacing words like nice and good with precise visual language such as high contrast or directional mark making.
    Show the specification wording and the LNF statements

    Where it is in the specification: AO4, page 18; Subject content 1.1.3 and 1.2.5, pages 13 to 14

    “Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

  6. Giving and receiving spoken feedback in critiques

    Assessed: Taught, but not assessed

    The specification expects learners to build confidence in giving and receiving feedback, and to consider how an audience interprets work. This is developed through talk rather than directly assessed.

    Literacy: Questioning, Listening as part of collaborative talk, Purpose

    Getting pupils ready

    Year 7
    Pupils run a two stars and a wish gallery walk of self portrait drawings, giving comments aloud that use at least one formal element word.
    Year 8
    Pupils present their work in progress to a small group for one minute, then note the two most useful suggestions they heard and act on one.
    Year 9
    Pupils lead a structured critique of a peer's project, asking about intention before judging, and the artist responds aloud to each point.
    Show the specification wording and the LNF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 17; Subject content 1.2.9, page 14

    “develop confidence in giving and receiving feedback, promoting independent thinking, originality and creative resilience”
    Progression step 3

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    Progression step 4

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    Progression step 5

    • I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

    • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

  7. Planning and refining a sustained response

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 2 responses are researched, developed and refined in a preparatory period, and only notes made then can be used in the 10 hour sustained focus. Learners must plan well and refine their own work.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils write a simple numbered plan for a two lesson collage task, tick off each step and say which step changed.
    Year 8
    Pupils produce a one page plan for a three lesson outcome listing materials, stages and time per stage, then review and amend it afterwards.
    Year 9
    Pupils rehearse a mini externally set assignment: a week of planned preparatory studies and a one page action plan, then a timed two hour session using only those notes.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2 overview, page 20; Subject content 1.2.8, page 14

    “Responses will be researched, developed and refined during the preparatory study period.”
    Progression step 3

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can improve writing through independent review and redrafting.

    Progression step 5

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  8. Measuring, scale and proportion in making

    Assessed: In coursework (non-examination assessment, NEA)

    The Three-dimensional design pathway covers prototyping and modelling of products and environments, and Appendix A marks the measurement strand as pathway dependent. Learners need accurate measuring, units and scaling when modelling and making.

    Numeracy: Measurement, Angle, Strategic competence, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils measure a shoe or mug in millimetres and record the measurements on their observational drawing before making a card maquette.
    Year 8
    Pupils make a clay pot to a set height and base width, measure the finished form and record the shrinkage in millimetres after firing.
    Year 9
    Pupils make a scale model of a sculpture for Aberdare Park at 1:20, calculating model sizes from full size ones and labelling both on the plan.
    Show the specification wording and the LNF statements

    Where it is in the specification: Three-dimensional design pathway, page 10; Appendix A, page 23

    “design, prototyping, and modelling or making of primarily functional and aesthetic consumer products, objects, and environments”
    Progression step 3

    • I can read and interpret scales or divisions on a range of measuring instruments.

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    Progression step 4

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

    Progression step 5

    • I can identify, measure or obtain required information to complete the task.

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

  9. Enlarging and repeating two-dimensional designs

    Assessed: In coursework (non-examination assessment, NEA)

    Textile design includes printed fabrics and Graphic communication includes packaging and typography, which rely on scaling designs in proportion and measuring repeats. This is pathway dependent.

    Numeracy: Calculation, Angle, Shape and space

    Getting pupils ready

    Year 7
    Pupils enlarge a small insect drawing onto A3 using a grid of 1 cm squares scaled to 3 cm squares, counting squares to keep the proportions right.
    Year 8
    Pupils design a half drop repeat tile for a textile print, measuring and marking the half offset so the pattern joins without gaps.
    Year 9
    Pupils scale a logo for a poster, a badge and a tote bag, calculating each width from a scale factor and keeping the height in the same ratio.
    Show the specification wording and the LNF statements

    Where it is in the specification: Textile design pathway, page 9; Graphic communication pathway, page 8; Appendix A, page 23

    “the creation of designs and products for woven, knitted, stitched, or printed fabrics”
    Progression step 3

    • I can use ratio and proportion to calculate quantities.

    • I can multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20.

    Progression step 4

    • I can use ratio and proportion including map scales.

    • I can measure and draw angles.

    Progression step 5

    • I can apply proportional change to two-dimensional designs.

Good to know

Links with other GCSEs

The scale and proportion work overlaps with Mathematics and Design and Technology, so shared vocabulary for scale factor and ratio helps pupils transfer skills.

Source: WJEC GCSE Art and Design specification, teaching from 2025, for award from 2027 (© WJEC CBAC Ltd 2024).