Our Art curriculum provides a clear, progressive pathway that equips every child with the knowledge, skills and techniques needed to create, experiment and express ideas. It is ambitious, inclusive and accessible for all learners, including those with SEND.

Children develop confidence in using a broad range of media while learning how artists across cultures, histories and contexts influence creative work. The curriculum fosters imagination, personal expression, cultural awareness and the ability to reflect on and discuss artwork.

We ensure pupils can:

• Explore ideas and record experiences
• Develop proficiency in drawing, painting, sculpture and mixed media
• Evaluate and analyse creative work using appropriate vocabulary
• Learn about significant artists, designers and craft makers

Implementation

Our structured curriculum ensures clear progression in artistic techniques from EYFS to Year 6.

Children study:

• Drawing (every unit)
• Painting (annually)
• Sculpture/3D (annually)
• Mixed media (annually)

Units introduce relevant artists whose techniques and principles inspire children’s own work. Key artistic concepts (line, colour, form, texture, composition) are explicitly taught and revisited.

Sketchbooks are used in all year groups from Year 1- Year 6 to practise skills, record ideas, annotate thinking and reflect on learning. Teachers model the creative process using their own sketchbooks.

Art is taught three times a year, with meaningful links made to other curriculum subjects where appropriate.

Inclusion

In line with Ofsted’s 2025 emphasis on inclusion, all pupils—including those with SEND—access the full Art curriculum through adapted tasks, scaffolded support and challenge where appropriate.
We use diverse artists and cultural imagery to broaden understanding and challenge stereotypes. Creativity, risk‑taking and individuality are encouraged in a supportive environment.

Assessment, recording and reporting

• Assessment is purposeful and manageable, focusing on progress and impact.

• Sketchbooks act as the core evidence of progression.
• Teachers assess outcomes at the end of each unit and record judgements (on track / mostly on track / below track).
• The subject lead collects work samples three times a year to check expectations and progression across year groups.
• A visual progression display (drawing focus) is updated termly.
• Pupils self‑evaluate using simple reflective prompts.

Our Art and Design curriculum principles

• Curriculum Links
  Art learning sequences make meaningful links to other subjects such as history, geography, science and maths, helping children understand how artists draw inspiration from the wider world.

  Artists and Cultural Understanding
  Each unit introduces a range of artists—well‑known, lesser‑known and local—chosen for the techniques they use and the principles behind their work. Children learn about these artists and apply new knowledge to create their own interpretations.

  Artistic Concepts
  In every unit, children are taught age‑appropriate artistic concepts, including line, colour, shape, form, texture and composition. Teachers explicitly highlight these as they study artists and develop practical skills.

  Sketchbooks
  Sketchbooks are used in every year group in KS1 and KS2 with children in Year Reception recording their work in files.  Children record ideas, practise techniques and annotate their thinking to support their final pieces in the majority of their work. Teachers also model using their own sketchbooks. Year 1 pupils begin sketchbook habits from the start of the year.

  Curriculum Structure
  Art is taught three times a year.

• Drawing is included in every unit.
• Painting is taught annually.
• Sculpture/3D work is taught annually.
• Mixed media appears within the yearly sequence.

• This structure ensures clear progression, consistent skill development and broad media experience across the school.

Impact

Children will develop increasing technical skill, creativity and confidence. They will be able to describe artistic processes, use vocabulary accurately and talk about how the artists they have explored influence their ideas. They will be able to reflect on their work and make improvements, demonstrating clear progression in both skill and understanding.