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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

Art and Design

Together We Make Learning A Memorable, Unmissable Adventure

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. 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 reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

We want children to be able to express themselves creatively. We want them to recognise and appreciate the role art and design has in our everyday lives both functional and aesthetic. We want pupils to see themselves as artists and designers, to belive that anything is possible with effort and perseverance.

We follow the national curriculum for art and design.

The national curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Art and Design At newton Burgoland

Art is taught within units of work, usually related to that term or half term’s theme so that pupils can make connections between learning in art and learning in other subject areas.  For some pupils art is the motivator. Alongside recycled and reclaimed materials, we aim to provide pupils with high quality resources so that they can experience success. Visits by authors and illustrators inspire pupils, providing aspiration and careers information combined with, the knowledge that success comes from hard work, practise and perseverance.

In foundation stage and key stage 1 pupils explore a variety of different media, they create, construct, mix colour and experiment with line, shape and form- gaining the ability to control the marks the are making. They look at works of art for ideas and inspiration.

In key stage 2 pupils refine their skills, use feedback to improve their work and practise techniques. Aspects such as drawing are revisited annually in different contexts to give opportunity for development and refinement of skills. Learners look at old and new works of art, for inspiration and with growing understanding that art reflects the period of creation.

Approximately 30 hours annually, across at least two terms, is allocated to art and design this is the same in both key stages, as art and design  supports the development of motor skills for writing. Art and design activities are available at all times within continuous provision in foundation stage.

A range of texts about artists and their work, suitable for young and early readers, are available within our reading scheme.

Contexts for study are chosen to link with other curriculum subjects, with the intention that skills and techniques are revisited annually or bi-annually to enable learners to develop and refine their knowledge and skills as they mature and improve control of gross and fine motor skills.

The curriculum is planned and organised so that all learners have the opportunity to revisit and refine knowledge, skills and techniques. We aim to inspire problem solving, creativity, imagination and enterprise.

Within each key stage learners will experiment and explore techniques and materials. They will develop and refine the skills of drawing and painting sculpting. They will experiment with printing and digital art drawing on the work of artists for inspiration.

Learners will know about the life and work of a variety of artists from different backgrounds and periods of time building their cultural capital and knowledge of art history.


Assessment Recording and Reporting progress in Art and Design

In all subjects there are three broad areas for assessment:

  • Children’s knowledge and understanding
  • How well children can use  and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
  • How well learners are developing habits for learning and character

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

Progress is recorded and reported to parents as part of the child’s annual school report

Art in Early Years Foundation Stage

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology

Expressive arts and design has two aspects:

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.


Learning in Art and design will support learning in Personal, Social and Emotional Development and Communication and Language.


Art and Design is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Art Day 2019 class 1

We worked with Chellie Carroll to create a land full of mini-beasts.

Art Day 2019 class 2

Artist and illustrator Chellie Carroll visited us and showed us how to make marks with found materials. We chose a jungle animal to live in our landscape.

Class 2





Art Day 2019 class 3

Artist and illustrator Chellie Carroll visited us and showed us how to make marks with found materials. We really enjoyed printing and finding out about how to use watercolour and poster paint to create stunning backgrounds for our woodland creatures.


Art Day 2019 Class 4

Class 4 worked hard with Chellie to create coloured tiles. We researched Greek mosaics and then created our own using our handmade tiles.



Class 3 looked carefully at the Roman Helmet to make accurate sketches.


Accordion content



Class 2 made prints in the style of Kandinsky as part of their work in music.

Collage and textiles

Class 2 designed and made Christmas decorations.


Accordion content

Digital Media

This year class 3 used mixed media and computer software  linking their work on Egyptians with the production of a calender in  the style of Andy Warhol. The results of their hard work and attention to detail, using feedback from their peers and classroom adults to make improvements were impressive.

Learners showed they could:

  • Integrate  digital images into  art.
  • Create an original piece of work using the techniques and ideas they had been shown.
  • Use digital images and combine with other media in art
  • Create a final piece of work using  learning from across the curriculum