Why the GCSE Art & Design Marking System Fails True Artists

This August, students across the UK received their GCSE results—and once again, I found myself reflecting on the deep flaws in the way GCSE Art & Design is assessed.

As someone who used to teach GCSE Art & Design in UK schools, this is a subject close to my heart. I’ve always been frustrated by the current marking system because it often rejects true artists and instead rewards the so-called “all-rounders”, students who are technically good across the board but may not even want to pursue art seriously.

We must give students a chance to freely experiment. To fail, to play, to find their own voice.

Art Shouldn’t Be a Test of Your English

The system heavily favours those who are strong in English, organised with time management, and able to meet all the written, research-based, and portfolio presentation requirements. In reality, 70% of their effort often goes into writing and structuring their projects, rather than actually creating art.

This takes the joy and instinct out of the process. It pushes students to meet checklists instead of exploring their own voice or creative risks.

We’re Losing the Real Artists

I’ve seen too many raw, talented, emotionally driven students lose confidence because their work didn’t fit the mould. Meanwhile, students who can follow the formula get celebrated. I’m genuinely happy for anyone who succeeded, but I feel deeply for those who didn’t get recognised, even though their work came from the heart and carried so much potential.

Art shouldn’t be about ticking boxes. It should be about discovery, expression, vulnerability, experimentation. The current system makes it harder for the real artists—the ones who feel their work—to believe they belong.

Don’t Let Grades Define You

To the students who feel disheartened by their results this year:

Please don’t give up. You are not your grade. You don’t need to explain or justify your art to make it valid. If you feel driven to create - keep going. That fire matters more than any mark scheme ever could.

Let’s demand an art education system that values curiosity, vulnerability, and imagination, not just compliance.