We provide a structure and sequence of lessons to ensure pupils have covered the skills required to meet the aims of the national curriculum. The intent is to ensure all pupils produce creative, imaginative work. Children have the opportunity to explore their ideas and record their experiences, as well as exploring the work of others and evaluate different creative ideas. Children will become confident and proficient in a variety of techniques including drawing, painting, sculpting, as well as other selected craft skills, e.g. collage, printing, weaving and patterns. Children will also develop their knowledge of famous artists, designers and craft makers. Children will also develop their interest and curiosity about art and design through a series of lessons offering skills progression, knowledge progression and the opportunity to ask questions and demonstrate their skills in a variety of ways. The lessons will offer the chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development.
in art is the interpretation of the elements, how they can be used and combined in order to create a specific and desired effect. It is also the critical evaluation of artists work; evaluating style and technique and having the ability to appraise a piece of work.
Knowledge of the 7 elements of art is of vital importance. The children will also develop an awareness the 7 principles of art. These are:
Elements of Art
Principles of Art
The children will work through a range of disciplines: drawing, painting, printing, texture, collage, 3D work and digital art in order to explore the 7 elements. Substantive knowledge is also the knowledge of known artists, their style and period of art.
Each unit has an begins with a focus study of an artist/designer (local, global, and historical) as inspiration for the term’s thematic unit. Pupils will study the focus artists work and consider their use of the seven elements of art: line, colour, value, shape, form, space, and texture. This will be displayed. In KS1 a photograph of this should be recorded in their sketchbooks and in KS2 pupils should record their own analysis. Throughout each year, the children will also study a mixture of artists and art periods to help broaden their knowledge. Each unit has an end of unit assessment to measure pupils’ progression of skills and knowledge and that outcomes have been met. Each key stage revisits themes in different ways to ensure continued interest in the subject as well as acquiring new knowledge and building on skills. Eg still life/ human form/ animal form/ landscape etc. The lessons we have sequenced develop pupils’ techniques, including their control and their use of materials, (eg: drawing/painting/3D & sculpture/collage/textiles/printing/digital) with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Children will also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Lesson progressions, the substantive knowledge and disciplinary knowledge using the elements of art and skills with different mediums resources can be found in our Art Scheme of Work.
Art and design learning is loved by teachers and pupils across school. Teachers have high expectations and more quality evidence can be presented in a variety of ways. All children use technical vocabulary accurately and pupils are expected to know, apply and understand the matters, skills and processes specified. Children improve their enquiry skills and inquisitiveness about the world around them, and their impact through art and design on the world. Children will be more confident in analysing their work and giving their opinion on their own and other works of art. Children show competences in improving their resilience and perseverance by continually evaluating and improving their work. All children in school can speak confidently about their art and design work and their skills.
When planning schemes of work, teachers will consider how to make the curricular goals in art and design accessible and inclusive for all learners. Potential barriers to learning for individuals will be anticipated alongside a pathway to ensure these learners can actively participate in the best possible way. Planning will clearly identify what children and young people will learn. Teachers will consider factors that support each learner’s needs, and factors that may inhibit or prevent learning such as use of equipment, environmental sensitivity risks, gaps in knowledge of vocabulary or processes. Teachers will also be mindful of how to balance adult support alongside opportunities for independent learning, ensuring that tasks are broken down and build incrementally.
We take into account the views of others in shared activities.
Vote for outcomes
The Rule of Law
Undertake safe practices, following class rules during projects and activities for the benefit of all
Understand the consequences if rules are not followed
Work within boundaries to make safe choices in art and design
Make own choices within art and design projects
Tolerance of those with different faiths and beliefs
Experience and talk about art and design work from different cultures and religious beliefs
Use art and design pieces to lean about different faiths and cultures around the world
To behave appropriately allowing all participants the opportunity to work effectively
Review each other’s work respectfully
Work together on projects, help and advice others
Experience different festivals, traditions and celebrations through art and design