Brockmoor Primary School


Curriculum Narrative



Art and Design






Overall aims

  • To provide  a creative  skills based curriculum that guides and challenges all pupils
  • To provide a curriculum scheme that supports all teachers with clear progressive development
  • To teach pupils how think creatively and imaginatively, reflecting their feelings and ideas
  • To give pupils the skills to express themselves through  a wide range of visual mediums
  • To teach pupils to analyse and develop a critical understanding of Art and Design using the language of art to appreciate the visual world around them

Aims of the EYFS Curriculum

  • To explore mark making using a range of tools
  • To explore what happens when they mix colours and create different textures
  • To understand that different media can be combined to create new effects and achieve a planned effect
  •  To construct with a purpose in mind, using a variety of resources and adapt work where necessary
  • To use simple tools and techniques competently and appropriately
  • To express and respond to ideas, experience and feelings though art and design

Aims of the KS1 Curriculum

  • To explore drawing techniques, applying  concepts of tone, line pattern, shape and texture to create 3D form
  • To develop knowledge of mixing primary and secondary colours, improving skill and control when painting
  • To use a sketchbook to start to record ideas and develop skills with materials and techniques
  • To develop original artwork from looking at other artists’ work and the natural world around them
  • To extend their ability to construct and articulate 3D form and space though practical activities
  • To express clear preferences and give reasons for these using basic art language when looking at creative work

Aims of the Lower KS2 Curriculum

  • To draw from direct observation using  a variety of tone to achieve different effects
  •  To develop technical mastery using a range of shades and different strokes to match their intention
  • To use a sketchbook to plan,  explore composition, refine ideas and develop techniques
  • To analyse and describe an artists’ use of colour, line, form, pattern and tone in their work
  •  To show creativity in their choice of materials and compositions when constructing to express more complex textures
  • To use their own and others opinions to identify how to improve their work building a more complex vocabulary when discussing art.


Aims of the Upper KS2 Curriculum

  • To create detailed drawings for a range of purposes using  a range of sketching methods including  direct observation,  continuous line, negative space, mathematical processes and from different perspectives
  • To improve skill and control and  developing tonal shading when painting to also express emotion
  • To use a sketchbook to make personal investigations by developing and discussing ideas and to experiment with various media and techniques
  • To develop personal, imaginative responses to artists’ work learning the ways that artists represent their ideas
  • To select materials and techniques for a given purpose expressing an idea or emotion through sculpture forms
  • To give reasoned evaluations of their own and others work which takes into account starting points and context using the language of art with greater sophistication.


Curriculum Transitions

  • How KS1 builds upon EYFS- moving from the EYFS expressing art and design by exploring using media and materials and being imaginative curriculum which is child centred pupils move to the National curriculum which is lesson based and more structured with a set time table with topics from the Kapow scheme. There are three topics over the year one per term with another set of five skills lessons to support these topics. The pupils will develop the formal elements of art; shape, line, colour, texture, pattern and tone; though a range of activities including 2D and 3D formats. They are encouraged to explore and experiment within the set disciplines with tools and materials.
  • How LSKS2 builds upon KS1- The same structure is continued from the Kapow scheme, with three topics and five skills lessons. All disciplines are taught and skills are improved and control with tools and materials is developed. Areas and skills are also revisited to practice as well as provide opportunities to apply learnt skills.
  • How UKS2 builds upon LKS1 – Again the structure is continued. All disciplines are taught and skills are further improved and refined. Self-expression is developed into analysing and critical thinking about their own work and that of others.
  • How UK2 prepares children for KS3/Secondary readiness- Though this scheme pupils are given the necessary vocabulary of art language to express their opinions about their work at that of great artists, architects and designers. Also a sound base of the formal elements of art that have been learnt, explored and embedded though consisted development thought the year groups. Levels of skill and control with a range of materials and tools have been practised and applied at various opportunities.


Curriculum Sequencing

The specific skills relating to drawing, painting printing and construction/sculpture/ craft run consistently though all topics in every year group supported by skills lessons to practise, learn or revisit. The craft section includes clay and textiles; photography is only visited once in year 6.  The pupils develop understanding of the formal elements of art; shape, line, colour, texture, pattern and tone; though a range of activities including 2D and 3D formats. Though this scheme pupils are given the necessary vocabulary of art language to express their opinions about their work at that of great artists, architects and designers.  The use of a sketchbook is also consistent and is developed from year 1 to year 6- collecting ideas, practicing techniques and planning composition.

The topics of formal elements and analysing famous artist work are revisited every year to build on and developed consistently and the skills lessons re-enforce this practice. The curriculum has been sequenced in this way to progressively improve and build upon skills. Overarching ideas are varied and creative with a range of inspiration for starting points.

Curriculum Differentiation

Various strategies can be used within lessons to support and extend pupils learning styles and abilities

  • Mixed ability pairing, where pupils can support each other though discussion and sharing ideas; and support each other though stages of learning new techniques and processes
  • Teachers and TAs are available to support pupils when needed
  • Pupils are given time to explore and practice new skills and mediums
  • MA pupils can apply skills with more creative freedom
  • Differentiation by dialogue and vocabulary used, questioning for formative assessment and demonstrating in small manageable steps
  • Activities started at appropriate level that all children can access and formative assessment used to adjust pace of learning
  • Stages of learning modelled and examples given/ exemplars shared


Cross Curriculum Skills

  • English Oracy- discussion of ideas and explaining intent and processes
  • Maths- use of geometric shapes, form, patterns and space/ apply understanding of fractions and ratios by looking at proportion in art /problem solving and reasoning skills developed
  • SMSC- expressing  personal emotions and feeling; and making art with a wider message for society
  • History- learning about different time periods, great artists, architects and designers in history
  • Geography- different landscapes and local environments, as well as the wide world
  • Science- materials changing though various processes- etching, ceramic work and joining recycled materials. Observation, investigation and analysis. Looking at inventions and science innovators such as Da Vinci.
  • ICT- reaching information; using art,  animation and photography apps; and digital technology
  • DT- designing products with a purpose
  • Music – expressing music visually or creating compositions inspired by works of art that can help secure a pupils concept of different elements of both subjects.


Curriculum Assessment and Intervention

  • Self- assessment – evaluation and analysis of own work is built into the structure of lessons and to refer back to the success criteria for that lesson. At the end of the topic there are a bank of assessment statements for pupils and teachers to use to inform their judgements reflecting secure understanding and greater depth.
  • Peer assessment- evaluation and analysis of the work of others in the class, great artists, architects and designers is built into the structure of lessons and critical statements and judgements are supported by verbal feedback, building the use of art language to express their opinions clearly [bank of statements available].
  • Teacher assessment in lesson – verbal feedback is given in the lesson modelling critical analyses and support of how to develop ideas and work. Though formative assessment strategies, questioning, think pair share, white board work, comparing and contrasting ideas, applying skill or knowledge in a variety of situations.
  • Teacher assessment at the end of the year- teachers can assess whether children have met the end points for that year group. Any barriers or gaps identified in the pupil’s learning can then be passed onto the following teacher. Plans or interventions can be put into place to ensure that these skills are practiced and embedded to minimise children falling behind.