Art and Design at Shanklea Primary School


At Shanklea we ensure that a high quality art and design education engages, inspires and challenges all pupils. Therefore, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Art and Design is, by nature, a creative subject, which develops an understanding of key concepts and skills. These include making, generating ideas, knowledge of artists, and disciplinary knowledge throughout each evaluation and analysis process. Pupils make art with increasing proficiency. To accomplish this, pupils develop practical knowledge of methods and techniques, media and materials, and formal elements which include: line, tone, shape, colour, form, pattern and texture.

The units within this scheme of work are designed so that pupils experience the fundamentals of art through broad and balanced units, including exploration of the work of a wide range of artists and makers. Units guide pupils in the skills required to explore, analyse and discuss art. They are encouraged to combine their knowledge of what constitutes ‘art’, specific artists and techniques with their own experiences to evaluate artworks and to inform their own creative practices.

As pupils progress, they are encouraged to think critically and develop a more rigorous understanding of art and design. They are also taught how art and design both reflects and shape our history, and contribute to the culture, creativity and wealth of our nation.


Our curriculum is shaped by our school moto and values which aims to work together to ensure we all achieve more.

In our Early Years provision we understand the importance of expressive arts and design. We recognise that the development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

At Shanklea, we implement the Kapow scheme of work in Key Stage 1 and Key Stage 2. The Kapow Art scheme of work is designed with five strands that run throughout. These are:

  •         Generating ideas.
  •         Using sketchbooks.
  •         Making skills, including formal elements (line, shape, tone, texture, pattern, colour).
  •         Knowledge of artists.
  •         Evaluating and analysing.


This scheme of work has been tailored into a two-year rotation which is divided into four core areas. These core areas are repeated in each year group and delivered through a range of units. Each unit of lessons are sequential and fully scaffold and support age appropriate learning. This allows each child to build their skills and knowledge, applying them to achieve different outcomes year upon year. This provides pupils with greater opportunities to develop mastery by revisiting core subject knowledge and applying that knowledge practically in a range of contexts with growing complexity throughout their primary education. The four core areas include: drawing, painting and mixed media, sculpture and 3D and craft and design.

Creativity and independent outcomes are robustly embedded into our units, supporting pupils in learning how to make their own creative choices and decisions, so that their art outcomes, whilst still being knowledge-rich, are unique to each child.

 Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. Differentiated guidance ensures that lessons can be accessed and enjoyed by all pupils as well as provide opportunities to stretch pupil’s learning where necessary.

 Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary.


 Our Art curriculum is designed in such a way that pupils are involved in the evaluation, dialogue and decision making about the quality of their outcomes and the improvements they need to make. By taking part in regular discussions and decision-making processes, pupils will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey, have higher metacognitive skills and have a growing understanding of how to improve.

 Consistent monitoring is carried out through both formative and summative assessment opportunities. Each lesson includes guidance in assessing pupils against the learning objectives. Assessment will also be undertaken using the following methods:

  •         observation of pupils
  •         assessment questions linked to sticky knowledge
  •         talking with pupils
  •         marking written work
  •         self-assessment
  •         peer assessment
  •         the evaluation of discussion
  •         assessment of sticky Vocabulary


 At Shanklea, we teach alongside the guidance from Development Matters, the Early Learning Goals and the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. This can be seen in our art and design scheme of work. Each unit works towards all of the National curriculum attainment targets. This allows pupils to develop their knowledge and skills around the formal elements in a holistic way.

 Our Art and Design curriculum will ensure that pupils leave primary school equipped with a range of techniques and the confidence and creativity to form a strong foundation for their art and design learning at Key Stage 3 and beyond. The expected impact of our art curriculum is that pupils will:

  •         Produce creative work, exploring and recording their ideas and experiences.
  •         Be proficient in drawing, painting, sculpture and other art, craft and design techniques.
  •         Evaluate and analyse creative works using subject-specific language.
  •         Know about great artists and the historical and cultural development of their art.
  •         Meet the end of key stage expectations outlined in the national curriculum and Early Learning Goals for Art and Design.

 Early Years Foundation Stage: Expressive Arts and Design Early Learning Goals.

 ELG: Creating with Materials

Children at the expected level of development will:

  •         Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  •         Share their creations, explaining the process they have used.
  •         Make use of props and materials when role playing characters in narratives and stories.

 ELG: Being Imaginative and Expressive

Children at the expected level of development will:

  •         Invent, adapt and recount narratives and stories with peers and their teacher.
  •         Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.

 Key Stage 1:

Pupils should be taught:

  •         to use a range of materials creatively to design and make products.
  •         to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  •         to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  •         about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 Key Stage 2:

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:

  •         to create sketch books to record their observations and use them to review and revisit ideas.
  •         to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
  •         about great artists, architects and designers in history.

 Spiritual, Moral, Social and Cultural opportunities:

 Our Art and design curriculum contributes to the Spiritual development of pupils by:

  •         Encouraging reflection on beliefs, experiences, and perspectives through engaging themes and ideas, promoting enjoyment and self-discovery in learning.
  •         Introducing diverse art forms, styles, and designs from various cultural and personal viewpoints, fostering respect for different faiths, emotions, and values.
  •         Stimulating imagination and creativity, enabling original and inventive expressions of their understanding of the world.
  •         Nurturing curiosity about artistic materials, techniques, and perspectives, fostering wonder and appreciation for the world's diversity and complexity.
  •         Providing opportunities for discussing and interpreting artwork, cultivating empathy, understanding, personal insight, and self-awareness.

 Our Art and design curriculum contributes to the Moral development of pupils by:

  •         Promoting respect for original work and intellectual property rights in art.
  •         Facilitating discussions on ethical issues in art, including cultural representation and understanding diverse perspectives.
  •         Using art to explore fairness, justice, and moral dilemmas, fostering students' critical thinking and personal viewpoints.
  •         Encouraging responsibility for creative materials and shared resources, emphasising consequences and care.
  •         Creating opportunities for fair group work, cultivating an ethical environment of accountability.

 Our Art and design curriculum contributes to the Social development of pupils by:

  •         Encouraging diverse social skills through collaborative group projects, embracing ideas from various backgrounds.
  •         Fostering a classroom community through shared appreciation of art, promoting participation and cooperation. Using art to explore conflicts, teaching respectful expression and active listening.
  •         Introducing diverse art and design, promoting respect and tolerance for different beliefs.
  •         Inspiring positive contributions to the classroom and community through creative skills.

 Our Art and design curriculum contributes to the Cultural development of pupils by:

  •         Introducing diverse art and design forms, fostering cultural understanding and appreciation.
  •         Promoting artwork reflecting pupils' cultural backgrounds, creating an inclusive and respectful learning environment.
  •         Studying globally renowned artists from diverse backgrounds, highlighting shared human creativity.
  •         Exploring cultural significance, fostering respect for faiths, diversity, and the influences of British history.
  •         Connecting art to key events, enhancing understanding of cultural diversity.