A high quality art curriculum aims to inspire, engage and challenge problems, equipping children with the skills and knowledge to experiment, invent and create their own work.



In KS2, pupils learn about the formal elements of art: line, tone, shape, colour, texture, observation and 3-d qualities, laying a sound foundation of artistic skills and knowledge.

In KS3, we aim to secure mastery of these formal elements through a range of exciting and evolving schemes of work.

A high quality art curriculum aims to inspire, engage and challenge problems, equipping children with the skills and knowledge to experiment, invent and create their own work.

As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflects and shapes art history and contributes to the culture, creativity and wealth of our nation. We aim to stimulate creativity, develop a love of art through self-expression which is particularly appropriate for pupils who find it difficult to access other areas of the curriculum, broadening their opportunities for success.


The school uses a variety of teaching and learning styles in art and design lessons. We ensure that the act of exploring and making includes creating and developing ideas, evaluating and improving work. We do this through a mixture of direct teaching and individual/ group activities. Teachers draw attention to good examples of individual performance as models for the other pupils. They encourage pupils to evaluate their own ideas and methods, and the work of others, to say what they think and feel about them. We give pupils the opportunity within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Pupils also have the opportunity to use a wide range of materials and resources including other artists’ work, ceramics and information technology.

We recognise the fact that we have pupils of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies which are differentiated by task, expected outcome and/or support from peers or adults.

In KS2, schemes of work for art are occasionally chosen to extend pupils’ knowledge and understanding of existing topics across the curriculum, adding extra depth and breadth to pupils’ experience of their learning. eg in Y5, Pop Art and Mayan art, in Y6, Mehndi patterns, mountain collages and Mosaics.



By the end of KS3 we would aim to produce a cohort of pupils who naturally demonstrate strong resilience and perseverance and are engaged in their creative work. In addition, pupils should demonstrate that they can work independently, are able to organise their time, materials and equipment and who can demonstrate their use of visual language with growing confidence.

Evidence of all of this is developed in sketchbooks in KS2 and in A3 folders of work in KS3. All high quality artwork produced including 3-D work, is often used as display in key areas around the school. This enriches the creative ethos of the school and has a high impact visually whilst elevating the status of pupils whose work is on show.

In KS3, pupils keep a record of their progress in art by completing their KPI record sheets. Pupils are encouraged to bring in artwork that they have completed independently at home and pupils who show strong potential or interest are invited to attend Art Extra sessions which are held regularly throughout the year.