Our Art and Design curriculum is ambitious, inclusive and carefully sequenced. It is designed to develop learners’ artistic knowledge, practical skills, visual literacy, creativity and confidence from the Early Years Foundation Stage to Year 6.

St Luke’s uses Kapow Primary as an important resource to support curriculum planning and delivery. Subject leaders and teachers review and adapt the materials so that they reflect the National Curriculum, learners’ prior knowledge, the school’s context and the wider aims of our curriculum.

Through the curriculum, learners develop knowledge and experience in:

• drawing;
• painting;
• colour;
• printmaking;
• collage;
• textiles;
• sculpture;
• three-dimensional form;
• craft;
• design;
• mixed media;
• digital art where appropriate;
• visual research;
• sketchbooks;
• evaluation; and
• artistic vocabulary.

Learners are taught how to use a range of tools, materials and processes safely and effectively. Technical knowledge is developed progressively so that learners gain increasing control, precision and independence.

The curriculum also develops creative thinking. Learners are encouraged to:

• observe closely;
• generate ideas;
• explore materials;
• investigate possibilities;
• make connections;
• experiment;
• take appropriate creative risks;
• make decisions;
• explain their intentions;
• respond to feedback;
• refine their work; and
• evaluate outcomes.

Sketchbooks are used as working documents rather than books containing only finished or highly polished pieces. They provide space for learners to:

• record observations;
• collect visual information;
• explore artists and ideas;
• practise techniques;
• test materials;
• annotate thinking;
• develop designs;
• revisit earlier work; and
• reflect on progress.

The curriculum introduces learners to a broad range of artists, designers and craft makers. Learners examine how artists use materials, processes and visual elements and consider how work is shaped by culture, history, place, identity and purpose.

Artists’ work is used as a source of knowledge, inspiration and discussion. Learners are not expected simply to imitate a finished artwork. They apply what they have learned to create their own informed and increasingly individual responses.

The curriculum develops visual literacy. Learners learn how to look carefully, notice detail, interpret visual choices and communicate thoughtfully about their own work and the work of others.

The curriculum is ambitious for every learner. Teachers adapt tools, materials, processes, demonstrations and methods of recording so that learners can participate meaningfully without unnecessarily reducing artistic challenge.

By the end of Year 6, learners should have developed secure foundational knowledge across a range of artistic disciplines. They should use sketchbooks purposefully, select materials and techniques with growing independence, explain artistic choices, evaluate and refine their work and respond thoughtfully to a broad range of artists and traditions.

Our Art and Design curriculum develops two closely connected forms of knowledge: substantive knowledge and disciplinary knowledge.

Substantive Knowledge

Substantive knowledge is the body of artistic knowledge learners acquire about visual elements, materials, techniques, artists and artistic traditions.

It includes knowledge of:

• line;
• shape;
• form;
• colour;
• tone;
• texture;
• pattern;
• space;
• composition;
• scale;
• proportion;
• perspective;
• drawing materials;
• paint and colour mixing;
• printing processes;
• collage;
• textiles;
• sculpture;
• construction;
• surface decoration;
• digital processes where appropriate;
• artists and designers;
• craft traditions;
• artistic movements;
• visual conventions; and
• the purposes and contexts of art.

This knowledge enables learners to understand how artworks are made, how visual effects are created and how artists communicate ideas.

Disciplinary Knowledge

Disciplinary knowledge is the knowledge learners use to think, work and communicate as artists.

Learners are taught how to:

• observe closely;
• record from observation;
• investigate visual information;
• generate ideas;
• explore materials;
• select tools and processes;
• experiment;
• combine techniques;
• make compositional decisions;
• communicate an intention;
• use a sketchbook;
• respond to artists;
• interpret visual meaning;
• compare artworks;
• discuss artistic choices;
• evaluate their own work;
• receive feedback;
• refine an outcome; and
• present work appropriately.

Learners are not expected simply to complete a craft activity or reproduce a teacher’s example. They are taught to make artistic decisions and understand how those decisions affect meaning and appearance.

For example, a learner should not only know how to mix a colour. They should increasingly understand why they have selected that colour, how it relates to tone, mood or contrast, and how it contributes to the overall composition.

Substantive and disciplinary knowledge are developed together. Learners need technical and contextual knowledge to make informed artistic choices. Practical exploration then enables them to apply, deepen and demonstrate what they know.

Our Art and Design curriculum is structured around recurring concepts. These are introduced in age-appropriate ways and revisited with increasing depth, control and independence.

Line

Line may be used to describe, record, define, divide, suggest movement or communicate emotion.

Learners explore:

• thick and thin lines;
• straight and curved lines;
• continuous and broken lines;
• contour;
• direction;
• movement;
• expressive mark-making; and
• line within drawing, print, painting and design.

Shape

Shape is a flat area enclosed by a line or boundary.

Learners explore:

• geometric and organic shapes;
• positive and negative shapes;
• overlapping;
• repetition;
• scale;
• arrangement; and
• how shapes contribute to composition.

Form

Form refers to three-dimensional shape or the illusion of three-dimensionality.

Learners develop understanding through:

• modelling;
• construction;
• sculpture;
• joining;
• carving;
• folding;
• layering;
• light and shadow; and
• representing form through drawing and tone.

Colour

Learners develop practical and expressive understanding of colour.

They explore:

• primary and secondary colours;
• colour mixing;
• warm and cool colours;
• complementary colours;
• tints and shades;
• tone;
• contrast;
• harmony;
• mood; and
• cultural and symbolic uses of colour.

Tone

Tone refers to the lightness or darkness of a colour or mark.

Learners use tone to:

• represent light and shadow;
• create contrast;
• suggest form;
• build atmosphere;
• direct attention; and
• add depth to two-dimensional work.

Texture

Texture may be actual, tactile or visually represented.

Learners explore texture through:

• mark-making;
• collage;
• paint;
• textiles;
• natural and manufactured materials;
• sculpture;
• surface decoration; and
• representing how something might feel.

Pattern

Pattern involves repetition, rhythm and organisation of visual elements.

Learners investigate:

• repeated motifs;
• regular and irregular patterns;
• symmetry;
• rotation;
• natural patterns;
• decorative traditions;
• textile design; and
• pattern across different cultures.

Space and Composition

Composition is the arrangement of visual elements within an artwork.

Learners consider:

• placement;
• scale;
• balance;
• focus;
• foreground and background;
• positive and negative space;
• cropping;
• overlap;
• perspective; and
• the relationship between parts and the whole.

Observation

Observation is central to artistic development.

Learners are taught to:

• look closely;
• notice shape, line, tone and texture;
• compare proportions;
• identify detail;
• revisit what they see;
• record from first-hand experience; and
• distinguish careful observation from assumption.

Materials and Processes

Learners develop understanding of how materials behave and how processes can be controlled.

They learn to:

• select appropriate materials;
• use tools safely;
• test possibilities;
• recognise limitations;
• combine processes;
• adapt techniques;
• care for resources; and
• develop increasing control and independence.

Creativity and Experimentation

Creativity involves developing, testing and communicating ideas rather than producing one predetermined outcome.

Learners are encouraged to:

• explore possibilities;
• respond to stimuli;
• take creative risks;
• learn from unexpected results;
• make personal choices;
• adapt ideas;
• combine influences; and
• develop increasingly individual outcomes.

Artists, Designers and Craft Makers

Learners study how artists and makers:

• select materials;
• develop ideas;
• respond to place and experience;
• communicate messages;
• represent identity;
• express belief or emotion;
• solve visual and design problems; and
• work within different cultural and historical contexts.

Learners are taught to respond thoughtfully rather than simply state whether they like or dislike a piece.

Sketchbooks

Sketchbooks support the artistic process.

Learners use them to:

• observe;
• collect;
• explore;
• experiment;
• practise;
• annotate;
• design;
• reflect;
• revisit; and
• develop ideas over time.

Sketchbooks should demonstrate thinking and development rather than only polished presentation.

Evaluation and Refinement

Learners develop the ability to reflect critically and constructively.

They learn to:

• identify effective features;
• explain choices;
• use artistic vocabulary;
• compare intentions and outcomes;
• respond to feedback;
• recognise areas for development;
• revisit techniques; and
• refine work without assuming that every artwork must become visually perfect.

Artistic Meaning and Purpose

Learners understand that art can serve different purposes.

Art may:

• record;
• decorate;
• celebrate;
• remember;
• question;
• persuade;
• protest;
• express identity;
• communicate belief;
• tell stories;
• explore imagination; or
• respond to the world.

This helps learners understand Art and Design as a meaningful human practice rather than simply a practical classroom activity.

Our Art and Design curriculum is implemented through carefully planned units that develop learners’ artistic knowledge, technical skill, creativity and confidence over time.

St Luke’s uses Kapow Primary as an important resource to support curriculum planning and delivery. Subject leaders and teachers review and adapt the materials so that they reflect the National Curriculum, learners’ prior knowledge, the school’s context and the wider aims of our curriculum.

Art and Design is taught as a distinct subject. Purposeful links are made with History, Geography, Religious Education, English, Science and other areas where these connections deepen artistic understanding. These links do not replace the specific knowledge, techniques and creative processes taught within Art and Design.

Teachers introduce new learning in a clear sequence. They identify what learners already know, revisit important techniques and concepts, and make explicit connections between earlier and current learning.

New content is broken into manageable steps so that learners can develop secure understanding of:

• visual elements;
• materials and tools;
• artistic techniques;
• sketchbook practice;
• observation;
• composition;
• artist and designer knowledge;
• experimentation;
• evaluation; and
• refinement.

Practical exploration is central to teaching. Learners are given regular opportunities to handle materials, test processes, practise techniques and make increasingly independent artistic decisions.

Teachers use:

• clear explanation;
• practical demonstration;
• modelling;
• visual examples;
• artist studies;
• close observation;
• guided practice;
• experimentation;
• questioning;
• discussion;
• peer and self-evaluation; and
• independent application.

Learners are taught how to use sketchbooks purposefully. Sketchbooks are used to record observations, collect visual information, explore materials, test ideas, annotate thinking and develop work over time.

Teachers make the intended artistic learning clear. Activities are selected because they deepen understanding and skill rather than simply produce a decorative final product.

Learners are given time to revisit, refine and improve their work. They are taught that experimentation, revision and unexpected outcomes are valuable parts of the artistic process.

Art teaching is supported through curriculum guidance, shared planning, professional development and subject leadership. The Art and Design leader works with teachers to strengthen subject knowledge, improve confidence and ensure that the intended curriculum is taught consistently.

Our Art and Design curriculum is sequenced so that learners build increasingly secure and connected artistic knowledge from the Early Years Foundation Stage to Year 6.

Progression is not understood simply as using more materials or producing more complex final pieces. It involves the planned development of:

• observation;
• drawing;
• colour knowledge;
• painting;
• printmaking;
• collage;
• textiles;
• sculpture and three-dimensional form;
• craft and design;
• composition;
• sketchbook use;
• artistic vocabulary;
• evaluation;
• technical control;
• creativity; and
• increasing independence.

Important visual concepts and techniques are revisited through different materials, artists and contexts so that learners can transfer and deepen their understanding.

Early Years Foundation Stage

In Nursery and Reception, children develop artistic foundations through exploration, play, observation and self-expression.

They begin to:

• explore mark-making;
• experiment with colour;
• use a range of tools and materials;
• manipulate and join materials;
• notice texture and pattern;
• create from imagination and observation;
• talk about what they have made;
• make simple choices; and
• develop confidence in expressing ideas.

Key Stage 1

In Key Stage 1, learners develop foundational knowledge of visual elements and practical processes.

They begin to:

• use drawing materials with greater control;
• mix colours;
• explore print, collage and sculpture;
• recognise line, shape, colour, tone and texture;
• use sketchbooks;
• respond to artists;
• explain simple artistic choices; and
• evaluate their own work.

Lower Key Stage 2

In Lower Key Stage 2, learners develop greater technical control and artistic understanding.

They begin to:

• use a wider range of materials;
• apply techniques more deliberately;
• develop composition;
• explore form and three-dimensional work;
• investigate artists in greater depth;
• use sketchbooks more independently;
• combine processes;
• explain intentions;
• respond to feedback; and
• refine outcomes.

Upper Key Stage 2

In Upper Key Stage 2, learners deepen artistic independence and critical understanding.

They are expected to:

• select materials and techniques purposefully;
• work with greater precision;
• develop sustained ideas;
• make informed compositional decisions;
• respond to artists without copying;
• combine influences thoughtfully;
• use sketchbooks to plan and refine;
• evaluate work using precise vocabulary;
• make increasingly individual choices; and
• prepare for secondary Art and Design.

By the end of Year 6, learners should possess secure artistic foundations, practical confidence and the ability to develop, explain and refine visual ideas with increasing independence.

Art and Design vocabulary is deliberately selected, introduced, modelled and revisited throughout the curriculum.

Learners need secure vocabulary to understand techniques, discuss artworks, explain decisions and evaluate their own work.

Teachers explicitly teach:

• visual-element vocabulary;
• drawing terminology;
• painting and colour language;
• printmaking terms;
• sculpture and construction vocabulary;
• textile and craft language;
• composition terminology;
• sketchbook language;
• artist and movement vocabulary; and
• words used to evaluate and refine work.

This includes words and phrases such as:

• line;
• shape;
• form;
• colour;
• tone;
• texture;
• pattern;
• space;
• composition;
• proportion;
• scale;
• perspective;
• contrast;
• balance;
• focal point;
• foreground;
• background;
• medium;
• technique;
• process;
• observe;
• sketch;
• annotate;
• experiment;
• refine;
• evaluate;
• sculpt;
• construct;
• print;
• layer;
• blend;
• shade; and
• texture.

The vocabulary becomes increasingly precise and sophisticated as learners move through the school.

Teachers support vocabulary development by:

• linking words directly to materials and visual examples;
• modelling accurate use;
• demonstrating techniques;
• revisiting key terms;
• using annotated examples;
• encouraging oral rehearsal;
• providing sentence structures where helpful;
• asking learners to explain decisions; and
• expecting learners to use subject-specific language in discussion and reflection.

Purposeful discussion is an important part of Art and Design.

Learners are given opportunities to:

• describe what they notice;
• interpret artworks;
• explain choices;
• compare techniques;
• discuss mood and meaning;
• ask questions;
• respond respectfully to different interpretations;
• give constructive feedback;
• justify decisions; and
• reflect on improvement.

Over time, learners should communicate artistic understanding with increasing confidence, precision and independence.

Assessment in Art and Design is used to determine what learners know, understand, can apply and can create.

It helps teachers identify whether learners have secured the intended artistic knowledge, techniques and creative processes.

Assessment is used to inform teaching, address misconceptions and support curriculum improvement.

Teachers assess learning through a range of evidence, including:

• observation during practical work;
• questioning and discussion;
• sketchbooks;
• technical exercises;
• material experiments;
• artist responses;
• developing ideas;
• final outcomes;
• learner reflection;
• peer and self-evaluation;
• photographs of practical processes; and
• end-of-unit review.

Teachers consider whether learners can:

• use materials and tools safely;
• apply techniques with increasing control;
• observe closely;
• use sketchbooks purposefully;
• recognise and use visual elements;
• respond thoughtfully to artists;
• generate and develop ideas;
• make artistic decisions;
• explain intentions;
• evaluate work;
• respond to feedback;
• refine an outcome; and
• work with increasing independence.

Teachers check understanding throughout the artistic process rather than judging only the final product.

They identify:

• insecure technique;
• limited control;
• misconceptions about materials;
• over-reliance on copying;
• difficulty generating ideas;
• weak observational habits;
• limited artistic vocabulary;
• low confidence;
• reluctance to experiment; and
• barriers to participation.

Teachers respond through:

• further demonstration;
• additional practice;
• adapted tools or materials;
• visual prompts;
• guided experimentation;
• smaller steps;
• alternative recording methods;
• targeted questioning;
• peer support;
• additional time; and
• increased challenge.

Assessment is proportionate and purposeful. It is not based solely on whether a final piece appears polished or closely resembles an adult example.

Teachers also consider:

• progress from starting points;
• development of ideas;
• willingness to experiment;
• use of feedback;
• technical improvement;
• independence;
• creativity;
• persistence; and
• ability to explain artistic choices.

Subject leaders use assessment evidence to identify:

• strengths in curriculum implementation;
• areas of inconsistency;
• techniques requiring further emphasis;
• weaknesses in sketchbook use;
• gaps in artist knowledge;
• participation differences;
• groups who may not be achieving as well as expected;
• professional development needs;
• resource needs; and
• areas where curriculum sequencing should be refined.

The impact of our Art and Design curriculum can be seen in what learners know, observe, create, explain and refine.

We evaluate whether learners have developed secure artistic foundations, increasing technical control and the confidence to express ideas visually.

Over time, learners should demonstrate:

• increasing control of materials and tools;
• stronger observational skills;
• improved drawing and mark-making;
• more secure knowledge of colour, tone, texture, pattern and form;
• growing confidence in print, collage, textiles and sculpture;
• purposeful use of sketchbooks;
• increasingly individual ideas;
• willingness to experiment;
• thoughtful responses to artists and designers;
• more precise artistic vocabulary;
• stronger compositional choices;
• the ability to explain intentions;
• the ability to evaluate and refine work;
• increasing independence;
• creative confidence; and
• positive attitudes towards Art and Design.

Impact is evaluated through a range of evidence, including:

• discussions with learners;
• sketchbooks;
• practical outcomes;
• photographs of process;
• artist studies;
• lesson visits;
• curriculum reviews;
• subject-leadership monitoring;
• displays and exhibitions;
• participation in enrichment;
• learner reflection; and
• readiness for the next stage.

No single source of evidence is used in isolation.

Leaders consider whether the intended curriculum has been taught effectively, whether learners have developed the intended knowledge and whether all groups have benefited.

Particular attention is given to:

• learners with SEND;
• disadvantaged learners;
• learners with English as an additional language;
• learners with low confidence;
• learners with physical or sensory needs;
• learners with limited access to art beyond school;
• learners with gaps caused by absence; and
• learners who require greater challenge.

Leaders also consider whether all learners have equitable access to:

• a wide range of materials;
• sketchbooks;
• artist studies;
• three-dimensional work;
• exhibitions;
• enrichment;
• creative leadership; and
• opportunities to share work.

Where evaluation identifies weaknesses or inconsistency, leaders refine curriculum planning, provide professional development, review resources and evaluate the impact of subsequent action.

By the end of Year 6, learners should be knowledgeable, imaginative and increasingly independent artists.

They should be able to observe closely, select and control materials, develop and refine ideas, respond thoughtfully to artists and communicate meaning through visual work.

They should be well prepared for secondary Art and Design and understand that art can provide a lifelong means of expression, reflection, creativity and connection.

Our Art and Design curriculum is ambitious for every learner. All learners are entitled to develop artistic knowledge, practical skill, creativity and confidence through meaningful participation.

Teachers identify potential barriers and adapt teaching without unnecessarily reducing artistic challenge or narrowing curriculum entitlement.

Adaptations may include:

• explicit teaching and pre-teaching of vocabulary;
• clear practical demonstration;
• visual step-by-step guidance;
• adapted tools, handles or grips;
• larger or more stable materials;
• alternative ways to hold or manipulate equipment;
• adjusted workspaces;
• sensory adaptations;
• additional time;
• repeated practice;
• smaller stages within a process;
• alternative ways to record ideas;
• digital tools where appropriate;
• carefully planned adult support; and
• opportunities to work at a different scale.

For learners with physical, sensory or medical needs, teachers work with families, the SENCo and relevant professionals to identify safe and appropriate adaptations.

Learners with visual impairments may benefit from tactile materials, raised-line work, enlarged imagery or increased contrast.

Learners with fine-motor difficulties may use adapted tools, alternative grips, larger-scale processes or assistive technology.

Learners with sensory sensitivities may require thoughtful access to particular textures, sounds, smells or materials.

For learners with English as an additional language, teachers support understanding through demonstration, visual resources, gestures, repeated vocabulary and opportunities to explain ideas orally before recording them.

Learners with low confidence are supported through:

• open-ended tasks;
• opportunities to experiment privately;
• reassurance that there may be more than one successful outcome;
• reduced emphasis on comparison;
• carefully framed feedback; and
• celebration of progress and decision-making.

Learners who demonstrate secure understanding are challenged through:

• more complex techniques;
• independent material selection;
• sustained projects;
• deeper artist research;
• more sophisticated composition;
• combining processes;
• greater critical analysis; and
• leadership or peer-support roles.

Teachers and leaders review participation as well as final outcomes. They consider whether learners can:

• access tools and materials;
• use sketchbooks;
• experiment;
• explain choices;
• respond to artists;
• develop ideas;
• refine work;
• contribute to displays or exhibitions; and
• see themselves as capable artists.

Inclusion in Art and Design means enabling every learner to make purposeful visual decisions and develop an authentic artistic response.

In Nursery and Reception, children develop the foundations of Art and Design primarily through Expressive Arts and Design.

Their learning is also supported through Physical Development, Communication and Language, Understanding the World and the wider daily life of the setting.

Through carefully planned provision and adult interaction, children are encouraged to:

• explore marks;
• draw from imagination and observation;
• experiment with colour;
• mix paint;
• investigate texture;
• manipulate materials;
• join and construct;
• print;
• collage;
• explore pattern;
• use tools;
• talk about what they have made;
• make choices; and
• develop confidence in expressing ideas.

Children begin to use language such as:

• line;
• shape;
• colour;
• pattern;
• texture;
• smooth;
• rough;
• light;
• dark;
• mix;
• print;
• cut;
• join;
• build;
• draw;
• paint;
• make; and
• create.

Adults model techniques while preserving space for child-led exploration and individual decision-making.

Children are given repeated opportunities to revisit materials and processes so that they can develop greater control and move beyond one-off experiences.

The indoor and outdoor environments may provide access to:

• drawing materials;
• paint;
• clay and dough;
• collage resources;
• natural materials;
• construction materials;
• large-scale mark-making;
• printing;
• textiles;
• digital image-making; and
• visual prompts.

Children encounter the work of artists, illustrators, designers and craft makers through stories, images, objects and practical experiences.

These early experiences prepare children for Key Stage 1 by developing curiosity, observation, fine-motor control, visual language, experimentation, imagination and confidence.

Our Art and Design curriculum enables learners to encounter a broad and thoughtfully selected range of artists, designers, craft makers and artistic traditions.

Learners should experience work from:

• different historical periods;
• different cultures and traditions;
• Britain and the wider world;
• local artists and makers;
• contemporary practitioners;
• painters;
• sculptors;
• illustrators;
• architects;
• textile artists;
• photographers;
• printmakers;
• craft makers;
• digital artists; and
• designers.

Curriculum content is reviewed so that learners encounter artists from a diverse range of backgrounds, including:

• women artists;
• Black and minority ethnic artists;
• disabled artists;
• artists from different faith traditions;
• artists from different social and cultural contexts;
• artists who have challenged conventions;
• contemporary practitioners; and
• artists whose contributions have historically received less attention.

Representation is not treated as a one-off celebration or token addition. It is considered when selecting:

• artist studies;
• images;
• exhibitions;
• books;
• videos;
• classroom displays;
• practical influences;
• themes;
• objects; and
• visiting artists.

Teachers support learners to engage with art respectfully and critically.

Learners are encouraged to consider:

• who created the work;
• when and where it was created;
• what materials were used;
• what purpose it served;
• which ideas or experiences it communicates;
• how cultural context may have shaped it;
• how different audiences may respond; and
• whose voices or traditions may be missing.

Teachers avoid presenting cultures through stereotypes or isolated decorative activities.

Where artworks, symbols or objects have sacred, cultural or historical significance, they are introduced accurately and respectfully.

Learners are taught that artistic traditions influence one another and that artists may work across cultures, places and media.

Through this breadth, learners develop visual knowledge, curiosity, cultural understanding and respect for different forms of artistic expression.

Enrichment extends learners’ experience of Art and Design and helps them encounter art beyond the classroom.

Opportunities may include:

• visits to galleries and museums;
• local art walks;
• artist workshops;
• visiting illustrators, designers or craft makers;
• public art projects;
• school exhibitions;
• community displays;
• competitions;
• collaborative installations;
• seasonal or cultural projects;
• links with local organisations;
• outdoor art;
• photography;
• digital art;
• environmental art;
• set and costume design;
• and creative clubs.

Enrichment is used to deepen curriculum knowledge rather than simply provide an isolated craft experience.

Before a visit or workshop, learners are prepared with relevant vocabulary, artist knowledge and questions.

Afterwards, they are given opportunities to:

• reflect;
• record;
• make connections;
• apply techniques;
• develop ideas;
• compare experiences; and
• evaluate how the opportunity influenced their work.

Exhibitions and Display

Displaying learners’ work can strengthen confidence, belonging and pride.

Displays and exhibitions should:

• represent a broad range of learners;
• show process as well as final outcomes;
• include sketchbook thinking where appropriate;
• value individual responses;
• avoid displaying only the most polished work;
• include learner explanations;
• celebrate different techniques and forms;
• respect the integrity of the work; and
• communicate what has been learned.

Learners may also contribute to decisions about:

• selection;
• arrangement;
• labels;
• audience;
• exhibition themes; and
• presentation.

Creative Leadership

Learners may develop leadership through roles such as:

• gallery guides;
• exhibition curators;
• art ambassadors;
• resource monitors;
• workshop assistants;
• peer demonstrators; and
• contributors to school-design projects.

These opportunities help learners develop confidence, responsibility, communication and service.

Leaders review who participates in enrichment and whether disadvantaged learners, learners with SEND and less confident learners have equitable access to visits, workshops, clubs and exhibitions.

Art and Design contributes strongly to learners’ personal, spiritual, moral, social and cultural development.

Through creating and responding to art, learners develop:

• confidence;
• self-expression;
• patience;
• perseverance;
• curiosity;
• imagination;
• reflection;
• empathy;
• cultural understanding;
• independence;
• resilience;
• openness to feedback; and
• respect for different viewpoints.

Art gives learners opportunities to explore:

• identity;
• belonging;
• memory;
• faith;
• culture;
• emotion;
• place;
• justice;
• beauty;
• conflict;
• environment;
• imagination; and
• shared human experience.

The subject helps learners understand that different people may respond to the same work in different ways.

They learn to:

• listen to interpretations;
• explain their own response;
• disagree respectfully;
• recognise that meaning may be complex;
• respond sensitively to personal or cultural content; and
• value different forms of expression.

Art and Design contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• freedom of artistic expression;
• respectful critique;
• shared decision-making;
• cultural representation;
• collaborative work;
• copyright and ownership;
• agreed studio expectations; and
• engagement with different beliefs and identities.

Our school values are developed meaningfully through Art and Design.

Kindness

Learners respond sensitively to the work of others, offer constructive feedback and create inclusive spaces in which different ideas are valued.

Respect

Learners respect artists, cultures, materials, creative ownership and the right of others to interpret work differently.

Confidence

Learners develop confidence by experimenting, sharing ideas, taking creative risks, displaying work and explaining artistic decisions.

Excellence

Learners pursue excellence through careful observation, disciplined practice, thoughtful material choices, reflection and refinement.

Art and Design supports our vision to Believe, Achieve and Thrive by helping learners believe in their creative potential, achieve through exploration and disciplined practice, and thrive through expression, imagination and connection.

Families can support Art and Design by encouraging observation, creativity, experimentation and discussion.

The most valuable support does not require expensive materials or formal art lessons. Parents and carers can help learners develop artistic confidence through everyday opportunities to notice, make, explore and talk about visual ideas.

Families can support learning by:

• drawing from observation or imagination;
• exploring colour, pattern and texture;
• using recycled and natural materials;
• visiting galleries, museums and public art;
• noticing architecture, illustration and design;
• discussing artworks and images;
• encouraging learners to explain their choices;
• keeping simple sketchbooks;
• creating with everyday materials;
• looking at work by different artists;
• attending school exhibitions; and
• celebrating experimentation and improvement.

Useful questions include:

• What do you notice?
• Which materials did you choose?
• Why did you make that decision?
• How did you create this effect?
• What worked well?
• What would you change?
• Which artist or idea influenced you?
• How does this artwork make you feel?
• What do you think the artist wanted to communicate?
• How has your idea developed?

Families are encouraged to value the artistic process as well as the final outcome.

Learners should not feel that successful art must be:

• perfectly neat;
• realistic;
• identical to an example;
• completed quickly; or
• judged only by an adult’s personal preference.

Any online resources recommended by the school will be selected carefully to ensure that they are age-appropriate, accessible and consistent with the curriculum.

Families who would like further guidance about Art and Design, exhibitions or enrichment should contact the school.

Our Art and Design curriculum is planned so that learners develop increasingly secure knowledge of materials, techniques, visual concepts, artists and creative processes.

The content taught in each year group is informed by the National Curriculum and supported by Kapow Primary resources. Teachers and subject leaders review and adapt units to reflect prior learning, the school’s context and the needs of learners.

The summaries below should be read alongside the whole-school Art and Design curriculum overview and progression documents.

Nursery

Children explore marks, colour, texture, shape and materials through play and adult-guided experiences.

They begin to use tools, make choices, manipulate materials and talk about what they have created.

Reception

Children deepen their confidence in drawing, painting, collage, construction and three-dimensional work.

They begin to observe more closely, combine materials, develop ideas and respond to artists and visual experiences.

Year 1

Learners develop foundational knowledge of line, shape, colour, texture and pattern.

They use sketchbooks, explore a range of materials and begin to explain simple artistic choices.

Year 2

Learners develop greater control in drawing, painting, printmaking, collage and sculpture.

They respond to artists, experiment with techniques and begin to refine their work.

Year 3

Learners begin to apply visual knowledge with greater intention.

They use sketchbooks more independently, explore form and composition and develop more sustained artistic ideas.

Year 4

Learners deepen their understanding of materials, processes and artistic context.

They combine techniques, make more deliberate choices and evaluate their work with increasing precision.

Year 5

Learners develop greater technical control and creative independence.

They select materials purposefully, study artists in greater depth and refine increasingly individual responses.

Year 6

Learners draw together knowledge from across the Art and Design curriculum.

They develop sustained ideas, combine influences thoughtfully, explain artistic intentions and prepare for secondary Art and Design.

The exact units studied in each year group should be listed or linked below.

Year-Group Curriculum Links

• Nursery Art and Expressive Arts overview
• Reception Art and Expressive Arts overview
• Year 1 Art and Design overview
• Year 2 Art and Design overview
• Year 3 Art and Design overview
• Year 4 Art and Design overview
• Year 5 Art and Design overview
• Year 6 Art and Design overview

The following documents provide further information about the Art and Design curriculum at St Luke’s.

Core Art and Design Documents

• Whole-School Art and Design Curriculum Overview
• Art and Design Progression of Knowledge and Skills
• Drawing Progression
• Painting and Colour Progression
• Printmaking Progression
• Mixed Media Progression
• Sculpture and Three-Dimensional Form Progression
• Textiles, Craft and Design Progression
• Sketchbook Progression
• Art and Design Vocabulary Progression
• Artists, Designers and Craft Makers Overview
• Art and Design Curriculum by Year Group
• Art Enrichment and Exhibition Overview
• Art and Design Policy

The Art and Design subject leader works with teachers, senior leaders, the SENCo, external practitioners and governors to support the quality, consistency and development of Art and Design across the school.

The subject leader ensures that the intended curriculum is ambitious, inclusive, progressive and accurately represented in published information.

Subject leadership includes:

• reviewing curriculum plans and progression documents;
• checking alignment with the National Curriculum;
• ensuring that progression from EYFS to Year 6 is clear;
• reviewing the use and adaptation of Kapow Primary resources;
• supporting teachers’ artistic and technical subject knowledge;
• identifying professional development needs;
• reviewing sketchbook practice;
• evaluating practical work and artistic processes;
• speaking with learners about their knowledge and experiences;
• visiting lessons;
• reviewing assessment information;
• monitoring the range of materials and techniques;
• evaluating artist representation and cultural breadth;
• checking inclusion and accessibility;
• reviewing enrichment and exhibitions;
• monitoring resources and storage;
• identifying strengths and inconsistencies;
• reviewing the impact of improvement actions; and
• refining curriculum content and resources where necessary.

The subject leader considers whether learners are building secure artistic knowledge and increasing creative independence over time.

Particular attention is given to whether:

• important techniques are taught progressively;
• sketchbooks are used purposefully;
• learners develop observational skill;
• artists are studied with appropriate depth;
• final outcomes are not overly prescribed;
• learners are encouraged to experiment;
• assessment considers process as well as product;
• learners with SEND access an ambitious curriculum;
• disadvantaged learners have equitable access to materials and enrichment;
• representation is broad and respectful;
• three-dimensional work is taught meaningfully;
• staff have sufficient confidence with materials and processes; and
• learners are prepared for the next stage.

The Art and Design leader reports relevant findings to senior leaders and governors.

Evaluation informs:

• curriculum refinement;
• professional development;
• artist and repertoire selection;
• resource purchases;
• exhibition planning;
• enrichment opportunities; and
• school improvement priorities.

The published Art and Design page and linked documents are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about the Art and Design curriculum is available from the school.

Parents and carers can request:

• more detailed information about the content taught in a particular year group;
• copies of curriculum overviews;
• information about progression;
• guidance on supporting Art and Design at home;
• accessible versions of published curriculum documents;
• information about artists and techniques studied;
• details of exhibitions and displays;
• information about clubs, workshops or visits; and
• clarification about curriculum resources.

Please contact the school office through the contact details provided on the school website.

Families should refer to school communications for current information about exhibitions, visits, workshops and creative events.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its curriculum information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.