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

Skills that use Questioning

  1. 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.

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).