Art

Intent

At Bryn St Peter’s, we are committed to educating the whole person for life in all its fullness guided by Christian values. We deeply value creativity and joy in learning that allows everyone to achieve and flourish. We want everyone to feel included, accepted, loved and positively understand their value and potential in our community.

Our art and design scheme of work aims to inspire pupils and develop their confidence to experiment and invent their own works of art. At St. Peter’s, in each year group the staff endeavour to give pupils every opportunity to develop their ability, nurture their talent and interests, express their ideas and thoughts about the world, as well as learning about art and artists across cultures and through history.

Through the teaching and learning of art and design at our school, the children are supported to meet the National Curriculum end of key stage attainment targets whilst also fully covering the National Society for Education in Art and Design’s progression competencies.

Implementation

Our art and design scheme of work at St Peter’s is designed with four 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

Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes. The formal elements, a key part of the national curriculum, are also woven throughout units. Key skills are revisited again and again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on their previous learning. Units in each year group are organised into four core areas:

• Drawing
• Painting and mixed media
• Sculpture and 3D
• Craft and design

Our National Curriculum mapping shows which of our units cover each of the National Curriculum attainment targets as well as each of the strands.

Our Progression of Skills and Knowledge document shows the skills that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage. It also shows how knowledge builds in the formal elements of Art.

The units of art and design that we teach here at Bryn St. Peter’s, fully scaffold and support age appropriate sequenced learning and are flexible enough to be adapted to form cross curricular links with our other areas of our curriculum. Creativity and independent outcomes are robustly embedded into our units, supporting students in learning how to make their own creative choices and decisions, so that their art outcomes, whilst still being knowledge-rich, are unique to the pupils.

Impact

Our art curriculum is designed in such a way that the children 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, children 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.

The impact of our art and design scheme can be closely monitored through both summative and formative assessment opportunities. Teachers support pupils each lesson by assessing them against the learning objectives. Teachers keep a record of children with secure understanding, those working at greater depth and those needing support as each unit of art and design is taught.

Pupils will leave Bryn St. Peter’s 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 following our school’s art and design scheme of work is that children 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 for art and design.

Art and Design Inclusion Statement

At our school, we are committed to creating an inclusive environment where every child feels valued, respected, and able to achieve their full potential. We recognise that all pupils are unique, with different strengths, needs, backgrounds and learning styles. We actively promote equality of opportunity and aim to remove barriers to learning so that all children can participate fully in school life.

We celebrate diversity and foster a culture of kindness, understanding, and mutual respect. All staff work collaboratively to support pupils’ academic, social, and emotional development, ensuring that every child feels safe, supported and included.

Art and Design Adaptation Statement

We understand that some pupils may require additional support or adjustments to access the Art and Design curriculum effectively. Teaching is therefore adapted to meet the individual needs of all learners through a range of strategies, including adapted tasks, flexible teaching approaches, targeted interventions, and the use of appropriate resources or assistive technologies. We also work closely with parents, carers, and external professionals to ensure that adaptations are meaningful, inclusive, and responsive to each child’s needs.  Further details of this can be found within the Art and Design policy.

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