Every human is an artist
-Don Miguel Ruiz

At Blacko we want to inspire artists of the future by providing children with an understanding about the work of artists both past and present –locally, nationally and internationally.

Children will develop practical knowledge of how to create art and design, for example by learning the methods and techniques that artists and designers use. They will build theoretical knowledge of the tools, materials and the history of art and design. They will acquire disciplinary knowledge of the concept of art itself, such as the ways it is judged, valued and evaluated.

Through a high-quality art and design curriculum which sequences the knowledge that children learn they will build, develop and improve skills as they move through the Early Years and KS1 and KS2.

The children will focus on:

• Practical knowledge - developing technical proficiency.
• Theoretical knowledge - the cultural and contextual content that pupils learn about artists and artwork
• Disciplinary knowledge - what pupils learn about how art is studied, discussed and judged

 Practical knowledge

Children will develop practical knowledge through the art and design curriculum. This knowledge is necessary for when they make and create art. Practical knowledge will allow children to make choices based on what they know about the limits and possibilities of materials and media.

Theoretical knowledge

Children will develop theoretical knowledge enabling them to make connections between art’s past, present and future. Pupils will know about great artists and designers. They will understand the historical and cultural development of their art forms.

This will include:

• meaning and interpretations
• materials and processes
• journeys and connections through time  

Children will build an accurate impression of the range of art and design work that humans have produced. This will include Western and non-Western traditions of art and design.

This will include:

• art and design work produced outside Europe
• artists and designers from diverse communities
• traditional and contemporary forms of art and design

Disciplinary knowledge

It is important for children to learn disciplinary knowledge because art is not fixed. It is fluid and dynamic. It changes through encounters and exchanges with new technologies, new ways of thinking and new opportunities. When children learn disciplinary knowledge’, they participate in discussions about big ideas in art. They explore, among other things, concepts of quality, value and purpose:

• how aesthetic judgements are formed and claimed
• how art is studied
• how to participate in the discourses of artists, scholars and critics

In each year group, children revisit these areas and progressively develop their understanding and skills as they move up the school. Each unit of work has a focus artist or technique, and the children start by evaluating, critiquing and exploring the creative aspects of this work, using it as inspiration for their own artwork to express their creativity and practise the skills they acquire.

Through the Early Years and Primary journey they will challenge, develop, and build upon the ideas and skills previously acquired. Children will have regular opportunities to work with related content to help them learn that content in the long term.

Evidence

At Blacko children have the opportunity to record their learning in a variety of ways, which is recorded within art scrapbooks. Evidence of the learning is dependent on the lesson outcome, year group and the skills being developed. This can be in the form of a focused skill being practised or final piece of artwork. 

Assessment 

Teachers assess children’s learning throughout each lesson to ensure understanding of skills and knowledge before building onto future learning. In addition, children will also complete final pieces of artwork and independent double-page spreads to showcase their understanding of skills, knowledge and vocabulary throughout each unit.

Inclusion & SEND Across Our Curriculum

Across all areas of the primary curriculum, we are committed to ensuring that every pupil—including those with SEND, those who are disadvantaged, and pupils from all backgrounds and demographics—can access, engage with and succeed in their learning.

Our curriculum is designed to be inclusive by intent and adaptive in practice, ensuring that high expectations are maintained for all learners while removing barriers to participation and progress.

 

High-Quality, Inclusive Teaching in Every Subject

In every subject, pupils with SEND are supported to access learning through carefully planned adaptations that are responsive to individual need. These adaptations are part of high-quality first teaching and are planned by class teachers in collaboration with the SENDCo where appropriate.

Adaptations are informed by the EEF’s ‘Five-a-Day’ principles for SEND, ensuring that teaching strategies are evidence-based and benefit all learners. These may include:

• Flexible grouping and targeted adult support

• Clear modelling and explicit instruction

• Use of visuals, scaffolds and structured resources

• Opportunities for retrieval, overlearning and pre-teaching

• Assistive technology or alternative methods of recording

Such approaches support pupils with SEND while also strengthening learning for disadvantaged pupils and the wider class.

 

Subject-Specific Adaptation and Access

Each curriculum subject is planned with consideration for:

• Cognitive demand and curriculum sequencing

• Language and vocabulary development

• Practical and multisensory learning opportunities

• Alternative ways for pupils to demonstrate understanding

Where needed, teachers implement Ordinarily Available Provision (OAP) within lessons to ensure pupils can participate meaningfully in subject learning alongside their peers.

This ensures that pupils are not removed from learning unnecessarily and that adaptations remain closely aligned to the curriculum’s intended knowledge and skills.

 

Early Identification and Responsive Support

Across all subjects, pupil progress is closely monitored. Where barriers to learning are identified, teachers follow a graduated response (Assess, Plan, Do, Review) to ensure timely and appropriate support.

Subject leaders work alongside the SENDCo to:

• Review curriculum accessibility

• Support teachers with inclusive subject-specific strategies

• Ensure adaptations are effective and proportionate

• Maintain ambitious outcomes for all learners

This reflects the current Ofsted focus on how well schools identify need, adapt curriculum delivery and evaluate impact for pupils with SEND.

 

Partnership with Families

We recognise the importance of working in partnership with parents and carers. Our Inclusion and SEND page provides further information about:

• How subject learning may be adapted

• What support looks like in the classroom

• How progress is communicated

• Where families can access additional advice or support

Through open communication, we ensure that provision across all curriculum areas reflects each child’s strengths, needs and aspirations.

 

Inclusive Curriculum & Ofsted Expectations

Our approach aligns with the latest Ofsted Inspection Framework, which places strong emphasis on:

• Inclusive curriculum design

• The effectiveness of adaptive teaching

• The impact of support for pupils with SEND and those who are disadvantaged

• Leaders’ understanding of how well pupils access and achieve across subjects

We continually review our curriculum and teaching practices to ensure that all pupils are supported to achieve well across every subject area.

 

For further information, please see our SEND and Inclusion Page on our school website.

Subject Leaders

Subject leaders will conduct deep dives, which include lesson drop ins, pupil interviews and book looks to measure the impact of our teaching, based on how much children can remember.