St Francis Church of England Aided Primary School and Nursery

Living our High Five Values as we learn and grow together in our Christian School.

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Our Art and Design curriculum provides visual, tactile and sensory experiences and provides children with a unique way of understanding and responding to the world. Through the key concepts of line, shape, form, space, colour, tone, texture and pattern as well as through the use of different materials and processes, children communicate what they see, feel and think. Our Art and Design curriculum improves pupils' personal development skills and promotes positive mental health and wellbeing. In addition to this, it also provides a vehicle for the delivery of social, spiritual and cultural education.

We follow the Cornerstones curriculum for Art and Design and this is used effectively and provides clear sequential learning mapped out from Early Years to Year 6. Key concepts, knowledge and skills are introduced along with subject specific vocabulary to ensure our children become proficient in drawing, painting, sculpture and other art, craft and design techniques.


In KS1 and KS2, Art and Design is taught for one hour, every two weeks. The art and design projects are well sequenced to provide a coherent subject scheme that develops children’s skills and knowledge of visual elements, art forms, artists and art movements. Projects are placed alongside other subject projects where there are opportunities for making meaningful connections. For example, Beautiful Botanicals has been placed in the same teaching sequence as the science project Plant Nutrition and Reproduction. Where possible, projects with similar materials are spaced out to have as little strain on resources as possible. For example, in Key Stage 1, clay work is taught in different terms. Seasons are also a consideration for the placement of art and design projects. For example, if children are required to work outdoors, these projects have been placed in either the latter part of the spring or summer term.

Key Stage 1 In Key Stage 1, each autumn term begins with essential skills and knowledge projects (Mixing Colours in Year 1 and Exploring Colours in Year 2). Teaching these projects enables children to be introduced to and then revisit colour mixing and the colour wheel with plentiful opportunities for the children to explore primary and secondary colours and hues. In Year 1, children explore themes directly related to the children themselves, such as their facial features, the surrounding natural world and their local community. In Year 2, the projects expand children’s artistic horizons to study a more comprehensive range of artists, artistic movements and creative techniques.

Lower Key Stage 2 In Lower Key Stage 2, each autumn term begins with essential skills and knowledge projects (Colour Theory in Year 3 and Warm and Cool Colours in Year 4). Teaching these projects enables children to build on their previous understanding of colour and further develop their expertise by studying tertiary, analogous and complementary colours with many opportunities for the children to explore warm and cool colours. In Year 3, children expand their experiences to study a broader range of art forms, artists and genres. They alsobegin to study art from specific and diverse periods of history, including prehistoric pottery and Roman mosaics. Other genres studied in Year 3 build on previous techniques learned in Key Stage 1 and include more complex techniques in printmaking, drawing, painting and textiles. In Year 4, children develop more specialised techniques in drawing, painting, printmaking and sculpture. They explore ways in which ancient cultures have influenced art and crafts by studying, for example, medieval weaving techniques and the religious significance of Islamic art.

Upper Key Stage 2 In Upper Key Stage 2, each autumn term begins with essential skills and knowledge projects (Colour in Landscapes in Year 5 and Colour and Style in Year 6). Teaching these projects enables children to build on their previous understanding of colour theory and develop further expertise with colour by studying tints, shades and tones and more complex colour palettes. In Year 5, children develop and combine more complex artistic techniques in a range of genres, including drawing, painting, printmaking and sculpture. Children continue to build on their understanding of other historical periods and cultures by studying the ancient Chinese art form of taotie and the significance of the Expressionist movement. In Year 6, children are encouraged to work more independently in projects like Environmental Artists and Distortion and Abstraction. Such projects require them to consider more conceptual representations of personal, environmental, social or political messaging. Children explore diversity in art by studying the projects Inuit and Trailblazers, Barrier Breakers. Throughout the art and design scheme, there is complete coverage of all national curriculum programmes of study. CurriculumPRO allows you to interrogate the sequencing of curriculum aspects and concepts, vocabulary and connectivity of the art and design scheme with other curriculum subjects.


The impact of our Art and Design curriculum is to provide every child with the opportunity to be an artist. Through our carefully planned and sequenced curriculum, every child is encouraged to be imaginative, innovative and reflective. Our Art and Design curriculum leads pupils to become invested in their own artwork, and be able to appreciate and enjoy the diversity within Art and Design.

As a result of the overall curriculum design, including mapping of key concepts, knowledge, skills and end points as well as through the enhancement of the curriculum with specially selected visitors and local visits, pupils make good progress over time across the key stages, relative to their individual starting point. Children are expected to leave our school reaching at least age-related expectations for Art and Design.

The impact of the Art and Design curriculum is evidenced in a range of ways, including pupil voice, lesson visits, sketchbooks, displayed final pieces of artwork and teacher assessments.