Our Art


  • All children have the chance to both show and develop the learning behaviours of creativity, curiosity, resilience, determination, tolerance and cooperation through the art curriculum.
  • To foster an understanding and enjoyment of the arts
  • To experience a broad and balanced range of activities and show progression within these experiences.
  • To develop their ability to observe, investigate, respond to and record the world around them through a growing variety of forms and media.
  • To develop the use of a range of tools, media and processes and instruments.
  • To develop an understanding of the work of artists, crafts people, designers and musicians and apply this knowledge to their own work.
  • To provide opportunities for studying historical, cultural and religious art.
  • To provide opportunities for all pupils in the including gifted and talented and SEN pupils.
  • Make links with other curriculum areas where possible.
  • To ensure that all children receive arts curriculum time once a week.
  • To enrich pupil development through social cooperation and teamwork.
  • The PKC art curriculum is a knowledge rich curriculum. Knowledge, in the realm of art means knowledge not only of artists, designers, architects and their work, but of the artistic concepts that relate to their work shown in different types and styles of art, how these relate to each other in a historical context and how this affects the children’s own use of materials and development of skills. The curriculum is designed to enable children to learn by making connections between the work of artists, architects and designers (which they study critically) and their own work, which they evaluate and relate back to the works they have studied. This process is cyclical. For children following the curriculum, becoming informed about the subject discipline of art is a process that takes place alongside a growing love for the subject. Meaningful opportunities for self-expression and individual response are woven through the curriculum, giving children space to learn who they are as an artist.
  • The overall scheme of the curriculum provides for gradual progression in terms of skills (split into painting, drawing, 3D form, collage, textiles, printmaking, photography and mixed media), introducing the children to as diverse a range of materials as possible. It also provides for progression in terms of knowledge of different concepts and types of art (for example Style in Art and Narrative Painting are studied in year 1, and then revisited in year 2 in History Painting and in year 5 in Style in Art). The structure of the planning also provides for progression in terms of process in art, both in terms of critical analysis of others’ art and the necessary observation, exploration and evaluation needed for the children to create their own art.


  • Units of work in the curriculum focus on the different concepts in art and different types of art. In this context concepts in art means the different elements of art (line, shape, colour, tone, form, space, visual texture and tone), how an artist combines these elements and produces art in different styles, for example realistic or abstract art. Different types of art means the different media used to make art (e.g. sculpture, architecture or painting), different subject matter (e.g. portraits, landscapes or history painting) and different artistic movements, historical periods or geographical cultures (e.g. impressionism, Anglo-Saxon art and Chinese painting).
  • Activities children are directed to undertake in lessons are designed with an eye to the importance of learning and practising process. These activities include verbal and written observations and observational, analytical and imaginative drawing activities in key stage 1, leading to the process of independent investigation, observation, annotation, sketching, design and planning (allowing the children to experiment and invent) by the end of key stage 2. Independent and investigative study and the understanding of process is particularly provided for in the units which conclude the year for years 5 and 6.
  • Long term planning sequenced through PKC curriculum
  • Skills development evidenced in creative journals
  • Skills development in displayed pieces of work.


  • Book scrutiny
  • Drop ins
  • Planning – sequence followed
  • Art Week
  • Progression of skills throughout school – work displayed from F1 to Year 6