Art

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Art – Curriculum Intent Statement

Purpose of the Subject

Through art, we aim to nurture children’s creativity, imagination and confidence as young artists. We want pupils to explore, express and communicate ideas visually, developing a deep appreciation of art in its many forms. Our art curriculum reflects the diverse heritage of our school community, ensuring that every child sees themselves represented while also discovering artistic traditions, cultures and perspectives from around the world. We want children to feel empowered to take creative risks, solve problems visually and develop a lifelong enjoyment of the arts.

Alignment with the National Curriculum

In line with the National Curriculum, we teach children to:

• Use a range of materials creatively to design and make artwork.
• Develop and master techniques in drawing, painting and 3 dimensional form.
• Evaluate and analyse creative works using the language of art, craft and design.
• Learn about great artists, craft makers and designers, understanding how art reflects and shapes history, culture and identity.

Curriculum Coverage

Our art curriculum provides:

• Mirrors – opportunities for children to see their own identities, cultures and experiences reflected in the artists, themes and materials they study.
• Windows – opportunities to explore diverse artistic traditions, global perspectives and creative practices beyond their own experience.

We select content from the National Curriculum and design rich, meaningful projects that connect to pupils’ lives, interests and the unique community we serve. Each project includes opportunities for experimentation, skill development, creative exploration and reflection.

Curriculum Progression

Our art curriculum is built around four interrelated strands of knowledge:

1. Procedural Knowledge (Skills of an Artist)

Procedural knowledge represents the practical skills children need to create art. These skills are mapped in a vertically integrated progression from EYFS to Year 6, ensuring pupils revisit and deepen their understanding over time. For example, children begin by exploring mark‑making and simple colour mixing, progressing to more refined techniques in drawing, painting, printmaking, sculpture and digital art. This progression enables pupils to move from basic exploration to mastery.

2. Disciplinary Knowledge (Conceptual Frameworks of Art)

Disciplinary knowledge represents the “big ideas” that underpin art as a discipline. These include:

• Developing Ideas

1. Creativity – generating and developing original ideas
2. Expression – communicating thoughts, feelings and stories visually

• Mastery of Techniques

1. Technique – applying skills and processes with increasing control
2. Evaluation – reflecting on and improving work

• Knowledge of artists, architects and designers

1. Artistic Influence – understanding how artists’ choices shape meaning
2. Cultural Context – recognising how art reflects identity, heritage and society

These concepts are taught, revisited and applied in every year group, helping children understand how artistic knowledge is organised, connected and used.

3. Substantive Knowledge (The Content We Teach)

Substantive knowledge represents the specific content children learn—such as colour theory, drawing techniques, sculpture methods, or the work of chosen artists. This knowledge is presented as clear learning outcomes that detail what pupils should know and remember. Content is chosen to reflect our community, celebrate global artistic traditions and ensure that all children see themselves as creative, capable artists.

4. Substantive Concepts

Substantive concepts are recurring ideas that appear across the art curriculum, such as line, shape, form, texture, pattern, composition, symbolism and style. These concepts are explored in different contexts across year groups, helping children build familiarity, confidence and deeper understanding over time.

Repetition and Retrieval

Our art curriculum is built on high levels of repetition to ensure that children remember more and can do more as they progress through school. Procedural and disciplinary knowledge are revisited in every year group, allowing pupils to apply skills with increasing independence. Substantive concepts reappear across units, enabling children to make connections and strengthen long‑term understanding. Retrieval practice is embedded within lessons and across terms, ensuring that key knowledge is revisited, secured and stored in long‑term memory.

Assessment

Assessment in art focuses on pupils’ ability to apply knowledge, skills and creativity—not simply produce a final piece. We assess pupils through:

• Sketchbook evidence
• Practical outcomes
• Reflections and evaluations
• Final project pieces

These assessments provide insight into how well children understand artistic concepts, how confidently they can use techniques, and how effectively they can think and work like artists.