Progress Schools Tees Valley · Lundy Loop
Art — Lundy Loop Subject Guide
Whole-school implementation companion · 2026/27
Dominant dialect: Creative. Use the dialect of the learning episode; hybrid lessons may move between families.
SPACEFeedback on the work/process, sensitively timed; personal style and identity respected.
VOICENext study, experiment, compositional change, annotation or final refinement.
AUDIENCEAdult compares versions and discusses the pupil’s intention.
INFLUENCENext material, technique, composition, artist reference or decision changes.
| Area | Practice translation |
|---|---|
| Studies | Development between versions is the core trace. |
| Annotation | Pupil voice should explain decisions, not copy teacher language. |
| Arts Award | Use the existing portfolio evidence; do not generate parallel marking artefacts. |
| Critique | Feedback addresses craft and intention, not taste. |
Worked loop
“Increase contrast around the focal area in the next study.” The pupil experiments; the teacher compares both and asks which better supports the intention.
“Increase contrast around the focal area in the next study.” The pupil experiments; the teacher compares both and asks which better supports the intention.
Avoid marking theatre
Do not grade personal expression as taste or require writing where visual iteration demonstrates learning more validly.
Do not grade personal expression as taste or require writing where visual iteration demonstrates learning more validly.
Subject QA prompt: What was the student’s response, how was it genuinely received, and what did it change next?
Codes used naturally: VF WS I NS+ // ? R E. R is a concept first and a written code only where a natural record exists.
Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper