Telling your Artsmark story

Assessors don’t visit your school or look at past submissions, they base their judgment entirely on what’s in your current submission. So:

• Don’t assume they know your history or any details about previous Artsmark journeys.
• Avoid broad statements about a creative curriculum. Spell out the “nuts and bolts” of what’s in your curriculum, which arts subjects are taught, and how often.
• Share what’s happening across your whole school, not just particular year groups.
• It’s best to avoid acronyms – don’t assume they know what they stand for. 

The framework criteria are what assessors use to assess your Artsmark journey.

• The strongest applications map evidence and reflections clearly to the framework.
• When you are planning, reflecting, reviewing and completing your SOI, use the framework as your guide and reference point. 
• Avoid bullet points that simply restate framework language — use sentences to tell your unique story.

Quantitative information shared clearly helps assessors understand scale and impact. For example:

• Uptake of qualifications (e.g. 30 out of 150 students take GCSE Art and Design).
• Numbers for clubs, performances, and trips.

Baseline figures for any percentage increases (“from 10 to 40 pupils” is more meaningful than “a 300% increase in…”).

It’s not enough to list activities - show how they’ve made a difference.

• Tell the story: Why you did it, how you did it, and what happened as a result.
• Link evidence (data, quotes, case studies) to outcomes.
• Avoid bare assertions like “our curriculum is robust” — explain what that looks like in practice and the role the arts play.
• Embed equality, equity, diversity and inclusion into your curriculum and strategies – not just one-off events or celebrations - and share the impact this has.

A fresh pair of eyes can help spot gaps and unclear sections. Share your draft with a colleague, your headteacher, or even someone outside your school to check whether your story comes through clearly.