Intent

Our vision is to give every pupil a rich and balanced experience of art, encouraging them to develop both their practical techniques and their artistic understanding. We intend for our children to explore chromatic (colour-based) art, monochromatic drawing, and sculpture, so that they build confidence in a variety of artistic modes. Through this, they learn to express their ideas, record their experiences, and critically appreciate different styles, cultures, and historical contexts.

Implementation

• We deliver art lessons in a structured, progressive way based on the Grammarsaurus three‑domain model (practical knowledge, theoretical knowledge, and disciplinary knowledge).

1. Practical knowledge: Skills with tools, materials, and techniques (such as mixing paint, drawing with tone, manipulating clay)
2. Theoretical knowledge: Understanding of artistic concepts (such as colour theory, composition, form, texture, and pattern)
3. Disciplinary knowledge: Knowledge about artists, cultural contexts, and how to think and work like an artist (making creative decisions, evaluating work, and refining ideas)

• Our art units are organised around three recurring themes: Chromatic, Monochromatic, and Sculpture. 

• Over the years, pupils revisit each theme in a spiral curriculum. This means that, for example, they do a chromatic painting unit, then later return to chromatic work with greater depth and more sophisticated techniques. 

• In chromatic units, children learn about colour theory, mixing, and expressive use of paint. For instance, in Year 2 they create landscapes using complementary colours. 

• In monochromatic units, pupils practise drawing with a focus on tone, line, shape, and value. They often explore pattern, texture, and form through pencil, pen, and collage. 

• In sculpture units, children use clay to build three-dimensional forms, learning how to manipulate materials, understand form, and connect their work to the practice of real artists, craft makers, and designers. 

• We also integrate opportunities for reflection and critical evaluation, helping children to use the language of art, craft, and design to analyse their own and others’ work. 

• Lessons are planned with increasing challenge. For example, pupils in upper key stages deepen their theoretical and disciplinary knowledge, linking their practical work to broader artistic questions and cultural contexts.

Impact

As a result of our art curriculum, students become more skilled, confident, and imaginative artists. They are able to use colour expressively, draw with sensitivity to tone and form, and create their own three‑dimensional artworks. By exploring different themes and revisiting them in increasing depth, children develop a strong foundation of practical techniques, conceptual understanding, and a mature artistic vocabulary. Our pupils also learn to evaluate art meaningfully and can articulate how their work connects to the work of other artists. Through school displays, exhibitions, and shared reflections, they take pride in their creative achievements and contribute to a vibrant artistic culture in our school.