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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 follow the national curriculum for art and design.

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.

Those working at greater depth are able to make connections between units of study. They go beyond the knowledge studied and ask questions to further their understanding. They are able to create original pieces of art and design work suing the techniques and skills they have been taught with independence and control.

CPD: Primary Art and design 2016/17 All classroom staff

Ongoing support: art teachers handbook, art express, access art


We want all learners to reach at least the expected National Curriculum standard by the end of year 6 and to be keen to continue their studies in key stage 3 and beyond. We want learners to be able to see themselves as artists.

The art lesson should be one our learners look forward to and greet with enthusiasm. They should leave lessons wanting more.

When studying art, learners will draw on their developing learning habits, making progress in their ability to persevere, work effectively as a team, respect and celebrate difference, ask questions and create. We want learners to be confident in expressing themselves artistically and working creatively.

We want learners to know about a range of artists from around the world and from different periods in time. To explore a range of styles and forms.

Our art curriculum ensures that children can explore line, shape, form, space, texture, value and colour from EYFS to Y6 across a variety of media.


Where possible links are made between study in other subject areas and art.  We draw on learners’ own experiences and interests as well as the world around us.

Art is usually 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.

Learners use Sketch books to record their work.

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.

A range of texts about artists and their work 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

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

Special Education Needs

Art 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


Prior to the pandemic:

  • Pupils made good progress in art to achieve at least ARE by the end of year 6.
  • Continuous provision and direct teaching in EYFS prepared pupils well for the national curriculum.
  • Children could speak confidently about their art work and the work of artists.
  • Those working at greater depth were able to persevere and use the tools of art precisely for effect.

As a result of the pandemic pupils have:

  • had fewer opportunities to work creatively
  • had a variety of experiences when home learning and accessed set learning differently.
  • had fewer opportunities for collaboration

By following the assess, plan, do, review cycle teachers will identify areas which need more or less focus over the next 2 years and support all pupils to make strong progress from starting points

the National Curriculum

he 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 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 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.



Drawing in EYFS

By the end of EYFS learners will have explored: 

How to draw straight  and curved lines with control

How to use pencils to create lines of different thickness in drawings.

How to make a representation of themselves and their family and friends

How to observe and draw an artefact adding detail

Drawing in KS1

By the end of KS1 learners will have explored: 

How to show how people feel in paintings and drawings.

 How to create moods in art work

 How to choose and use three different grades of pencil when drawing.

How to use charcoal, pencil and pastel to create art.

How to a viewfinder to focus on a specific part of an artefact before drawing it.

Drawing in KS2

By the end of KS2 learners will have explored: 

How to identify and draw objects and using marks and lines to produce texture.

How to show facial expressions, emotion and body language in sketches

How to use sketches to produce a final piece of art.

How to use different grades of pencil to shade and  how to show different tones and textures.

how to successfully use shading to create mood and feeling.

how to use feedback to make amendments and improvements.

How to organise line, tone, shape and colour to represent figures and forms in movement.

How to show reflections

How to use shading to create mood and feeling.


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


By the end of EYFS learners will have explored: 

  • The primary and secondary colours.

By the end of KS1 learners will have explored: 

  • How to mix paint to create all the secondary colours.
  • How to create brown with paint.
  • How to create tints with paint by adding white.
  • How to create tones with paint by adding black
  • How to use water colour avoiding mixing colours in the palette

By the end of KS2 learners will have explored: 

  • How to create a background using a wash.
  • How to use a range of brushes to create different effects in painting.
  • How to show facial expressions and body language in paintings
  • How to use a range of techniques and materials, combining paint with other media
  • How to justify choices
  • How to show reflections
  • How to organise line, tone, shape and colour to represent figures and forms in movement.

Painting in EYFS

Painting in KS2





By the end of EYFS learners will have explored: 

  • How to create a repeating pattern in print.

By the end of KS1 learners will have explored: 

  • How to create a printed piece of art by pressing, rolling, rubbing and stamping.

By the end of KS2 learners will have explored: 

  • How to print onto different materials using at least four colours.
  • how to over print to create different patterns.
  • How to create an accurate print design following criteria.


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

Class 4 experimented with positive and negative space stencils, inspired by the work of street artists such as Banksy.

Collage and textiles

By the end of EYFS learners will have explored: ​​​​​​​

  • A variety of materials in their art making combining using woodwork, sewing and glue.

By the end of KS1 learners will have explored: ​​​​​​​​​​​​​​

  • How to join fabric to create an artefact

By the end of KS2 learners will have explored: ​​​​​​​​​​​​​​

  • How felt is made
  • weaving linked to history


Class 2 designed and made Christmas decorations.


By the end of EYFS learners will have explored: ​​​​​​​​​​​​​​

  • How to cut, roll and coil materials.

By the end of KS1 learners will have explored: ​​​​​​​​​​​​​​

  • How to make a clay pot.
  • How to join two clay finger pots together.

By the end of KS2 learners will have explored: ​​​​​​​​​​​​​​

  • How to sculpt clay and other mouldable materials
  • How to plan and create art in 3D

Research and design work to create Ancient Egyptian artefacts

Junk model animals in EYFS and KS1.

Digital Media

By the end of EYFS learners will have explored: ​​​​​​​​​​​​​​

  • How to use IT to create a picture.

By the end of KS1 learners will have explored: ​​​​​​​​​​​​​​

  • How to use different effects within an IT paint package.

By the end of KS2 learners will have explored: ​​​​​​​​​​​​​​

  • How to integrate  digital images into  art.
  • How to use IT to create art which includes work from other artists alongside original work
  • How to use digital images and combine with other media in art
  • How to use images, which they have created, scanned and found; altering them where necessary to create art.
  • how to use a range of e-resources to create art.
  • How to use a variety of tools to create art

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