High Ercall Primary School


What does Art look like at High Ercall?  

At High Ercall, we believe that art, craft and design represent the variety of approaches of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.  

 Art offers children a unique way of communicating that can inspire and motivate them.  It is a vehicle for personal expression and can play an important part in their personal development as people.  We aim to provide opportunities for all children to create and investigate drawing, painting and 3D work, to develop the skills to appreciate a wide variety of art forms and to begin to make judgments about the quality of their own work. 



What do we want children to be able to do by the end of Year 6? 

The national curriculum for art and design aims to ensure that all pupils: 

  1.  produce creative work, exploring their ideas and recording their experiences 
  2.  become proficient in drawing, painting, sculpture and other art, craft and design techniques 
  3.  evaluate and analyse creative works using the language of art, craft and design 
  4.  know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. 


  • Clear end point linking to the NC expectations 
  • As pupils progress towards the end of KS2, we aim to encourage them to think critically and develop a more rigorous understanding of art and design. They should know how art and design both reflect and shape our history and contribute to the culture and creativity. 
  • Art books will have evidence of their critical thinking of both their own work and those of famous artists. Children will be able to discuss some famous artists/art movements and mention some examples of work. 


How will this support the children in lifelong learning? 

  • At High Ercall Primary we value art in our teaching programme.  
  • We… 
  •       develop the capacity to express ideas and feelings symbolically through various media  
  •       develop skills and concepts whilst engaged in art activity 
  •       develop social skills and awareness through sharing responses  
  •       offer pupils opportunities to experience personal satisfaction and self-confidence when involved in art and craft activities 
  •       offer opportunities of self-expression which give an insight into areas of experience that cannot easily be verbalised 
  • develop an awareness and appreciation of a variety of cultures and societies 
  •       develop an awareness and appreciation of the style of artists through history  
  • encourage pupils to develop an evaluative response to their work and that of their peers 


  • Transference of skills across subjects 

At High Ercall, we see how children flourish, gain confidence and a sense of worth through their art and craft work. Consequently, their confidence increases when approaching new ideas and concepts across the curriculum. The children’s evaluative and analytical skills strengthen, both in their verbal and written responses. 


Implementation (link to policy) 

How is the curriculum for Art organised? 

  • Art and craft are organised into a two-year rolling programme for KS1 and a four-year rolling program for KS2. Themes are based around art movements, giving children as broad and balanced experience of techniques, media and cultures as possible. Each term, teachers select artists from these movements to support the knowledge of composition, techniques and the cultural/historical background. 
  • Skills progression 
  • Thematic and links to other subjects 


How do we teach Art 

Our principal aim is to develop the children’s knowledge, skills and understanding. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual/group activities on projects in two and three dimensions and on different scales using a wide range of materials and resources, including ICT.  

We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.  

Mind maps are used at the beginning of each term to recall the previous theme. These build up information on a movement, an artist and examples of work. This strengthens the children’s ability to recall, consider, evaluate and make links across a wider, more diverse range of work. 

  • step by sequence of learning for each term’s work, is set out in the medium-term planning, to help structure lessons to ensure progression of skills and coverage. Each theme is introduced with examples of work and artists, an element of direct teaching of skills and use of media, modelling and opportunities to explore ideas and applying their skills to a final piece of original work.

How do we support our SEND learners? 

We believe that all learners should primarily access the first quality teach and be immersed in class discussions during art lessons. Therefore, SEND learners access the same learning as all other children but will be given further support, differentiated outcomes and a tailored approach to suit each individual’s needs. Strategies used to support our SEND learners include: 

  • A pre-teach of topic specific vocabulary 
  • An adult to support fine and gross motor skills and differentiated approach to the use of mark making tools
  • Use of support for recording such as word banks and sentence stems for the evaluation of their own work and artists studied
  • Increased modelling of skills and techniques such as shading, colour mixing and sculpting 

This is monitored by our SENDCO - Sarah Roberts - and parents are fully engaged and involved.



How do we review learning in Art? 

  • Art is reviewed through lesson observations, work scrutiny, discussions with pupils and monitoring of plans. The Art Subject Leader works co-operatively with all staff and regularly reviews the progress and implementation of the policy within the school. Issues arising from monitoring and review, are used to inform future targets in the S.D.P. for Art where necessary.  
  • Opportunities are taken to share planning at the start of each term, to support and develop ideas both with staff and children 
  • summative assessments take place throughout the year and teachers consider the progress and attainment against the National Curriculum expectations of attainment, using the children’s Art books as a basis. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately.  
  • Further information is gathered through discussions with pupils; highlighting strengths and achievement and any improvements, knowledge and skills that still need to be embedded. 
  •  Governor review 
  • Final end of year assessments are made using assessment criteria that has been developed in line with the national curriculum and Target Tracker. Thus, identifying the level in which the child is working. 
  • Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using the Early Excellence tracker system. Age related expectation levels are reported to parents at the end of the reception year. 

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