Every human is an artist
-Don Miguel Ruiz

Our Art and Design curriculum aims to inspire every child to become a confident, creative and reflective artist. At Blacko Primary School, we believe art is a powerful form of self-expression that enables children to communicate ideas, explore cultures, develop imagination and appreciate the diverse ways in which people have interpreted and represented the world throughout history.

Through high-quality Art and Design lessons, children develop the knowledge, skills and confidence to experiment with a wide range of materials, techniques and artistic processes. They learn to observe closely, think critically, refine ideas and create original artwork inspired by artists, designers, architects and craftspeople from a wide range of historical periods, cultures and artistic movements. By exploring both traditional and contemporary art, children develop an appreciation of creativity whilst recognising the importance of art in shaping societies and expressing identity.

Our curriculum provides meaningful opportunities for children to apply creativity alongside knowledge from across the wider curriculum, particularly history, geography, science and mathematics. Through careful observation, experimentation and discussion, children develop their artistic vocabulary, build technical proficiency and become increasingly confident in evaluating both their own work and that of others.

Art and Design Curriculum

At Blacko Primary School, our Art and Design curriculum has been carefully sequenced to ensure it fully meets the requirements of the National Curriculum whilst ensuring progression in both substantive knowledge and disciplinary skills. Learning is organised around four key concepts that are revisited throughout every unit, enabling children to build secure knowledge, deepen understanding and apply previously taught skills with increasing independence.

Our curriculum is built around four key concepts which underpin every unit of learning:

• Knowledge of Artists and Designers – exploring the work of significant artists, designers, architects and craftspeople, understanding their techniques, influences and cultural significance.
• Exploring and Developing Ideas – using observation, sketchbooks and experimentation to generate, refine and communicate creative ideas.
• Making Skills – developing mastery of a wide range of artistic techniques, media and processes including drawing, painting, printing, sculpture, textiles and mixed media.
• Evaluating – reflecting upon artwork, discussing artistic choices using subject-specific vocabulary and refining work through thoughtful evaluation.

Children revisit these concepts throughout their primary journey whilst working across a broad range of artistic disciplines. Sketchbooks play a central role within the curriculum, enabling pupils to record observations, experiment with techniques, develop ideas and refine compositions before creating purposeful final pieces. As pupils progress through school they develop increasing control, precision and independence whilst learning to justify artistic decisions and appreciate multiple interpretations of art.

The curriculum exposes children to a rich and diverse range of artists and artistic movements from different cultures and time periods, enabling them to understand how art reflects society, communicates ideas and evolves over time. By studying significant artists alongside developing their own creative practice, children become informed, confident and thoughtful artists who value creativity as an important part of both personal expression and cultural heritage.

Early Years Foundation Stage (EYFS)

Art and Design begins in the Early Years through the Expressive Arts and Design area of learning. Children are provided with daily opportunities to explore, experiment and create using a wide variety of materials, tools and techniques. Through painting, drawing, collage, printing, transient art, model making and creative play, children develop fine motor control, imagination, observation and confidence in expressing their own ideas. They are encouraged to investigate colour, texture, shape, pattern and form whilst responding to the work of artists and the world around them. These experiences establish the foundations for future artistic learning and creative thinking.

Key Stage 1 and Key Stage 2

Throughout Key Stages 1 and 2, pupils progressively develop their artistic knowledge and technical expertise through carefully sequenced units focusing on a range of media, techniques and artistic movements. Children learn to:

• investigate and respond to the work of significant artists, designers, architects and craftspeople;
• observe closely and use sketchbooks to record, develop and refine creative ideas;
• develop technical proficiency across drawing, painting, printing, sculpture and mixed media;
• experiment confidently with colour, texture, tone, pattern, line, shape, form and composition;
• communicate personal ideas creatively whilst drawing inspiration from a diverse range of artistic traditions;
• evaluate artwork thoughtfully using appropriate artistic vocabulary and reflect upon how work can be improved.

Learning progresses from early exploration of materials and simple artistic techniques in Key Stage 1 towards increasingly sophisticated use of artistic processes, media and critical evaluation in Key Stage 2. Children continually revisit previously taught concepts and techniques, enabling them to develop confidence, creativity and mastery over time.

Evidence and Assessment

Our Art and Design curriculum develops children's creativity, technical proficiency and ability to think critically about art through carefully planned practical experiences. Assessment is continuous throughout every unit as teachers observe children's developing artistic techniques, creative decision-making, knowledge of artists and ability to discuss and evaluate artwork. The recurring sequence of Knowledge of Artists and Designers, Exploring and Developing Ideas, Making Skills and Evaluating provides clear opportunities for teachers to assess progress whilst encouraging pupils to reflect upon and improve their own work.

Evidence of learning is captured primarily through children's sketchbooks, where they record observations, experiment with techniques, develop compositions, annotate ideas and reflect on their learning, alongside completed pieces of artwork. The impact of the curriculum is evident in children's growing technical control, increasing confidence to experiment creatively, secure understanding of artistic vocabulary and ability to discuss, evaluate and justify artistic choices. Through this, our pupils leave Blacko as imaginative, knowledgeable and reflective young artists who appreciate the richness and diversity of art and understand its importance in the world around them.

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.