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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.


We have chosen to use the Access Art Curriculum because it has been written by experts and provides guidance and CPD for non-specialists. The curriculum builds skills progressively and the context ie easily adapted to support learning in other curriculum that 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

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 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 

      Units of study         

Drawing & Sketchbooks

Drawing is essential to art - the ability to record from memory or observation the features, which have meaning to us and enable us to communicate effectively, our response underpins learning in art.

All classes study a drawing and sketchbook unit in the aurum term to support units of work alter in the year. Drawing is part of every art unit.


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


The children in key stage one will complete these units based on drawing and sketching.


In this unit the children will learn:

  • That drawing is a physical and emotional activity. That when we draw, we can move our whole body.
  • That we can control the lines we make by being aware of how we hold a drawing tool, how much pressure we apply, and how fast or slow we move.
  • That we can draw from observation or imagination.
  • That we can use colour to help our drawings engage others.
  • To make choices about colour in our drawings.
  • To create a sketchbook.
  • To take photographs of our art work.

Explore and Draw

In this unit the children will learn:

  • That artists explore the world, seeing things around them in new ways, and bring things back to their studios to help them make art.
  • That we can go into our own environments, even when they are very familiar to us, and learn to see with fresh eyes and curiosity.
  • That we can use the things we find to draw from, using close observational looking.
  • That we can explore and use art materials, be inventive with how we use them, taking creative risks and enjoying accidents as well as planned successes. 
  • We can use the shape of the page, and the way we arrange elements on the page, to create compositions which we like.
  • To create a sketchbook.
  • To combine different media in our drawings.
  • To take photographs of our art work.

Lower KS2

By the end of lower KS2 learners will have explored these units across 2 years.: 

Gesturing with Charcoal

In this unit children will learn:

  • That when we draw we can use gestural marks to make work.
  • That when we draw we can use the expressive marks we make to create a sense of drama.
  • That when we draw we can move around.
  • That when we draw we can use light to make our subject matter more dramatic, and we can use the qualities of the material (charcoal) to capture the drama.

Story telling through drawing

In this unit children will learn:

  • That we can tell stories through drawing.
  • That we can use text within our drawings to add meaning.
  • That we can sequence drawings to help viewers respond to our story.
  • That we can use line, shape, colour and composition to develop evocative and characterful imagery. 

Upper KS 2

By the end of Upper KS2 learners will have explored these units across 2 years.: 

Exploring set design/Shadow Puppets (see below)

In this unit children will learn:

  • To explore the work of a set designer working in theatre and to respond to their work in  sketchbooks.
  • To respond to a dramatic stimulus to create a theatre model set filled with drama and atmosphere.
  • To use a sketchbook to generate ideas, jot down thoughts, test materials, record and reflect.
  • To share  processes and outcomes with peers, articulating  ideas and methods. Listening to  feedback and responding.
  • To take photographs or of  artwork thinking about presentation, lighting, focus, and composition.


Sketchbook Exploration

In this unit children will learn:







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

Paint, Surface, Texture

EYFS and Ks 1

The children will explore paint surface and texture as part of continuous provision.

By the end of Key stage 1 they will explore the use of watercolour, pastels and ready mix paint learning that:

  • That watercolour paint has special characteristics.
  • That we can use primary colours to mix secondary colours.
  • That we can use the elements of surprise and accident to help us create art.
  • That we can develop our painting by reflecting upon what we see, and adding new lines and shapes to help develop imagery. 

And being able to:

  • Work with an end goal in mind.

In key stage 2 learners explore one unit every 2 years. The skills needed to work with paint surface and texture continue to be developed within other units of study in alternate years.

Lower KS2

By the end of lower KS2 learners will have explored this unit by the end of year 4.: 

Cloth Thread paint

In this unit children will learn:

  • That artists can combine art and craft using painting and sewing together to make art.

  • That when we use two media together such as paint and thread, we can use their unique qualities in different ways to build an image.

  • That the skills we learn in one medium such as mark making in drawing, can be used in another such as sewing.

  • That we don’t have to use materials in traditional ways – it is up to us to reinvent how we use materials and techniques to make art. 

Upper KS 2

By the end of Upper KS2 learners will have explored this unit by the end of year 6.: 



In this unit children will learn:

  • How artists explore their identity by creating layered and constructed images. Sharing responses with  peers..
  • To use a sketchbook to record, generate ideas, test, reflect and record.
  • To use observational skills to draw from life using a variety of materials.
  • To work digitally or physically to create a layered portrait to explore aspects of  identity, thinking about line, shape, colour, texture and meaning.
  • To be curious and to think about how techniques and processes might be adapted 
  • To share work with peers, articulating feelings about the journey and outcome.
  • To listen to feedback  and respond.
  • To appreciate the work of peers and to reflect upon the differences and similarities in their work (and experience) to mine. To share my response to their work.
  • To take photographs of finished artwork, thinking about lighting, focus and composition.
  • That artists embrace the things which make them who they are: their culture, background, experiences, passions – and use these in their work to help them create work which others can relate to.
  • That people are the sum of lots of different experiences, and that through art we can explore our identity. 
  • That we can use techniques such as working with layers to help create imagery which reflects the complex nature of our identities.
  • That as viewers we can then “read” imagery made by other people, unpicking imagery, line, shape, colour to help us understand the experience of the artist. 


Painting in EYFS

Painting in KS2

Art day 2019

Foundation and year 1 worked with Chellie Carroll to create a land full of mini-beasts.

Class 2

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 3

Chellie Carroll 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.

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.

Print, Colour, Collage


  • How to create a repeating pattern in print.


In KS1 the children will work on these units based on Print, Colour and Collage:

Simple Printmaking

During this unit the children will learn:

  • To make prints using our hands and feet.
  • To make rubbings of different textures.
  • To make imprints in Plasticine.
  • That we can make a “plate” from which to “print”
  • That there is a relationship between plate and print: e.g. negative / positive.
  • That we can use print to create “multiples” and repeating patterns.
  • That we can explore line, shape, colour and texture to explore pattern, sequence, symmetry and intention.

Exploring the world through Mono Print

In this unit the children will learn:

  • When we make mono prints we use mark making to create one off prints.
  • When we make mono prints we create an impression of a drawing.
  • That we can generate playful narratives and inventions through drawing.
  • That we understand that using a range of marks will generate different effects when creating mono prints.
  • That we can create creative responses to different stimuli and make the work our own.
  • To make drawings based on photographs or observation.
  • To talk about my work with others.

Lower KS 2

By the end of year 4 pupils will have explored:

Exploring pattern

  • In this unit the children will learn:
  • That the act of making drawings can be mindful.
  • That we can use line, shape and colour to create patterns.
  • That we can use folding, cutting and collage to help us create pattern.
  • That we can create repeated patterns to apply to a range of products or outcomes.


Upper KS 2

In upper key stage 2 pupils use their learning from lower key stage 2 and key stage one to apply pattern to their 'pinch pots'

  • To explore colour, pattern, line and texture through close observational drawing of fruit
  • To select media for effect
  • To use a viewfinder to select parts of drawings for a final design using photography, enlargement and shrinking to make final design choices
  • To work with clay to create and shape a pot which complements the designs chosen
  • To share work with peers, articulating feelings about the journey and outcome.
  • To listen to feedback  and respond.
  • To appreciate the work of peers and to reflect upon the differences and similarities in their work (and experience) to mine. To share my response to their work.
  • To take photographs of finished artwork, thinking about lighting, focus and composition.


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 

Working in Three Dimensions

By the end of EYFS learners will have explored: 

  • How to cut, roll and coil materials.


During KS1 the children will explore these units on Working in Three dimensions:

Making Birds

In this unit the children will learn:

  • To make drawings from observation.
  • To make choices about colour.
  • To use a range of drawing materials.
  • That there is a relationship between drawing & making – we can transform 2d to 3d.
  • That we can use observational drawing and experimental mark-making together to make art.
  • That we can work from similar stimulus or starting point but end up with very different individual results.
  • That the individual results can then be brought together to make a whole artwork. 


Lower KS2

By the end of lower KS2 learners will have explored these units across 2 years.: 

Making animated drawings

In this unit the children will learn:

  • That artists can make animations by creating drawings which move in a sequence.
  • That we can use all our mark making skills and imagination to make our drawings visually engaging.
  • That we can use our moving drawings to share narratives. 

Sculpture, structure, inventiveness and determination

In this unit the children will learn:

  • That artists can learn from the world around them. That artists can draw parallels with other beings/events to help us understand things about ourselves.
  • That artists take creative risks. That artists try to say new things by manipulating and representing the materials of the world.
  • That we can feel safe enough to take creative risks in our own work. That we can explore materials and ideas feeling free from criticism.
  • That we can express our personality through the art we make.
  • That we can use materials, tools and the ideas in our head to explore line, shape, form, balance and structure.
  • That making art can be hard, but that doesn’t mean we aren’t doing it right or aren’t good at it. It just means we are doing it.  

Upper KS 2

By the end of Upper KS2 learners will have explored these units across 2 years.: 

Set Design

In this unit the children will learn:

  • That designers and makers design “sets” which form the backdrop/props to give context to drama (theatre, film or animation). 
  • That we can use many disciplines including painting, making, drawing to create sets, as well as thinking about lighting, scale, perspective, composition, and sound. 
  • That we can create our own “sets” to create models for theatre design, or backgrounds for an animation.
  • That we can take our inspiration from the sources of literature or music to inform our creative response and to capture the essence of the drama


Collaboration & Community

By the end of EYFS learners will have explored: 


In Ks1 the children will work on these units based on Collaboration and Community:

Music and Art

During this unit the children will learn:

  • That artists sometimes use sound to inspire their work. 
  • That artists sometimes work in partnership with musicians. 
  • That we can use both aural and visual senses to make art.
  • To draw from observation while listening to music.
  • That we can draw from our imagination, using lots of different kinds of abstract marks to express our feelings, whether they are quiet and focussed, or loud and expressive.
  • To create using construction materials and junk modelling.
  • That we can be inventive and make objects in 3 dimensions which make sounds, and which we want to interact with as humans. 
  • To talk about my work with the class.

Lower KS 2

By the end of Lower KS2 learners will have explored these units across 2 years.: 

Using natural materials to make images

During this unit the children will learn:

  • That we can use the world around us as “ingredients” with which to make art.
  • That photographs are created when a light sensitive surface is exposed to light.
  • That we can manipulate the world around us, transforming it into art.

Upper KS 2

By the end of Upper KS2 learners will have explored these units across 2 years.: 

Festival feasts

During this unit the children will learn:

  • That we can respond to a creative stimulus through lots of different media (paper, pen, paint, modelling materials and fabric) to work towards drawing, painting, collage, and sculpture. 
  • That we can use our knowledge and curiosity of line, shape, colour and form to make playful and inventive art. 
  • That we can make an individual artwork which contributes to a larger shared piece, or we can work on a shared artwork.
  • That making art can be fun and joyful, and that we can find subject matter which inspires us all and brings us together.

Shadow Puppets

During this unit the children will learn:

  • That there are many traditions of using intricate cutouts as shadow puppets to narrate archetypal stories.
  • That artists and craftspeople adapt the traditions they inherit to make them their own, and to reflect the culture they live in.
  • That we can take inspiration from other artists and cultures and make the processes and techniques our own by using materials, tools and narratives which are important to us.
  • That we can work in collaboration with others to make a shared experience.