Art and Design
"The painter has the universe in their mind and hands" - da Vinci
At St Margaret’s, our Art & Design curriculum is carefully sequenced to ensure that all pupils develop secure knowledge and skills across drawing, painting, sculpture and visual evaluation. Pupils build their understanding of the elements of art, artistic techniques and influential artists so that they can create, evaluate and refine their work with increasing confidence and independence.
Intent
The intention of Art and Design is to first and foremost help children to be an artist, allowing them to ‘let their light shine’ and flourish creatively whilst being engaged, inspired and challenged. Our curriculum is designed to ensure pupils know more and remember more about art over time. We have identified the key substantive knowledge (such as colour, tone, texture, form and pattern) and disciplinary knowledge (such as sketching, refining, evaluating and developing ideas) that pupils need to become confident young artists.
The curriculum is sequenced so that pupils progressively:
• understand and apply the elements of art
• learn about a diverse range of artists, craftspeople and designers
• use sketchbooks to generate, refine and review ideas
• evaluate their own and others’ work using accurate artistic vocabulary
The Grammarsaurus scheme supports our curriculum, but leaders have carefully mapped and adapted units to ensure they build cumulatively and meet the needs of pupils at St Margaret’s.
• draw with increasing accuracy, control and intentionality
• confidently use a range of artistic techniques and media
• understand and apply the key elements of art in their work
• discuss artists and movements using appropriate vocabulary
• use sketchbooks effectively to develop and refine ideas
• evaluate and improve their work thoughtfully
Most pupils will meet the expectations of the National Curriculum, with many demonstrating greater depth through increasingly independent artistic choices.
Implementation
Teachers:
• teach and revisit key artistic vocabulary
• use high-quality artist examples to develop visual literacy
• provide structured sketchbook opportunities to develop and refine ideas
• build in opportunities for critique and evaluation
• revisit prior knowledge to strengthen long-term retention
Over time, scaffolding is carefully reduced so that pupils take increasing ownership of their artistic decisions.
Planning
Art and Design is taught for three terms out of the school year (once a week for 45 minutes) alternating with Design and Technology. Teacher use and adapt the Grammarsaurus Art and Design scheme to meet the needs of their classes. Grammarsaurus Art and Design uses a spiral curriculum which promotes three key principles.
- Cyclical: pupils return to the same skills and knowledge again and again during their time at Primary School.
- Increasing depth: Each time a skill or area of knowledge is revisited, it is covered with greater depth.
- Prior knowledge: Upon returning to a skill, prior knowledge is utilised so pupils can build upon previous foundations without starting again.
Children in EYFS develop their Art and design skills through the Expressive Arts and Design area of learning, which encourages creativity, imagination, and exploration. They experiment with different materials, tools, and techniques, developing fine motor skills and confidence in self-expression. Through activities such as painting, drawing, collage, and model-making, children explore colour, texture, and form while learning how to use materials safely, including handling scissors, glue, and paints with care. They have daily access to junk modelling materials, which allow them to build, construct, and problem-solve using recycled resources, fostering independence and creativity. Children also create props for role-play, enhancing their imaginative experiences and linking art to storytelling and dramatic play. They are encouraged to talk about their artwork, describe their choices, and reflect on their creative process, building communication skills and an awareness of their own artistic development. Children take part in cooking experiences that develop early food preparation skills and an understanding of ingredients. Art and Design is integrated into other areas of learning, such as seasonal projects and storytelling, where children create artwork inspired by books and experiences
Curriculum Time
In the three units on Art and Design children have one 45 minute lesson a week. Art units are structured to allow pupils to develop, revisit and refine their work over a sequence of lessons. Sketchbooks provide continuity between sessions so that pupils can build sustained pieces and demonstrate clear progression over time.
Long Term Plan
Progression of skills and Knowledge
/docs/Sculpture_Clay__Summary_of_Progress_.pdf
/docs/Monochromatic__Summary_of_Progress_.pdf
/docs/Chromatic__Summary_of_Progress_.pdf
Subject in Action
Inclusion and Adaptive Teaching
We are committed to ensuring that all pupils, including those with SEND, disadvantaged pupils and the lowest 20%, can access and succeed in Art & Design.
Teachers adapt learning through:
• pre-teaching of key vocabulary and concepts
• use of visual prompts and step-by-step modelling
• scaffolded sketchbook structures where needed
• adult support targeted to remove barriers
Pupils who demonstrate strong artistic understanding are provided with opportunities to work at greater depth through increased independence, experimentation with media and more complex compositional challenges.
✅ This significantly reduces inspection risk.
Adaptive Teaching Toolkit
adaptive teaching strategies art and dt 2.pdf
Adaptive Teaching in Practice
Take a look below at some adaptive teaching strategies you will see in Art and Design to ensure children have the best outcomes in their learning.
Here are two pieces of work from a lesson with the same learning outcome. Both children achieved the learning objective however, the outcome of the art is different.
Here is a students work experimenting with the range of pencils we have at SMATT to see what best fits their needs.
Enrichment Opportunities
2024-2025
- Children at SMATT took part in a whole school art project to create a dove out of bottle caps. This was part of the school's Eco-Warriors 'earth day'. Children then added their finger prints to represent community.
- In year 5 we were lucky to have Simon the artist to come in and create artworks based on the Hulk boats. "I loved learning about History through art, I felt inspired by Simon and felt very lucky to have met him" - Year 5 pupil
- Children at SMATT take part in daily art activities run by Mrs Blackmore at lunch and break time.
- Children throughout the year have also had the opportunity to take part in art and design activities after school run by teachers at SMATT.
Impact
• draw and create with improved control and intention
• talk about artists and their work using appropriate vocabulary
• use sketchbooks effectively to develop and refine ideas
• evaluate and improve their own work thoughtfully
Monitoring, pupil voice and sketchbook scrutiny show that pupils build their artistic knowledge cumulatively and take increasing ownership of their creative decisions over time.
Assessment in Art & Design is ongoing and formative. Teachers assess pupils against identified knowledge and skill milestones within each unit.
Evidence is gathered through:
• observation of practical work
• pupil discussions using artistic vocabulary
• evaluation of final outcomes
The Art & Design subject leader maintains a clear overview of provision through sketchbook reviews, lesson visits, staff discussions and pupil voice. Findings are used to inform staff CPD and refine the curriculum. Current priorities include strengthening pupils’ use of artistic vocabulary and ensuring consistent progression in drawing across the school.
Pupil Voice
"Art makes me feel creative and allows me to express myself" - Y5 student
"Art makes my heart relax and lets me feel my emotions" - Y2 student
"Art lets me express who I am" - Y3 student