Art and Design

Our vision for art and design

Art gives children opportunities to look closely, develop ideas, explore materials and communicate visually. They learn from artists and makers while developing their own skills and choices.

What children learn

Year A (2026–27) is being taught now. Year B (2027–28) follows next year. Years 1–2 use Cornerstones Year 1 projects, Years 3–4 use Year 4 projects and Years 5–6 use Year 6 projects where Cornerstones is used. Individual year-group expectations remain important.

Cycle and phase	Autumn	Spring	Summer
Year A · Years 1–2	Mixing Colours; Funny Faces and Fabulous Features	Rain and Sun Rays	Street View
Year A · Years 3–4	Colour Theory	People and Places	Beautiful Botanicals; Mosaic Masters
Year A · Years 5–6	Colour and Style; Trailblazers, Barrier Breakers	Inuit	Distortion and Abstraction
Year B · Years 1–2	Exploring Colours	Flower Head	Portraits and Poses
Year B · Years 3–4	Warp and Weft	Vista	Statues, Statuettes and Figurines; Islamic Art
Year B · Years 5–6	Taotie	Line, Light and Shadows; Nature’s Art	Mixed Media

Essential Knowledge and progression

Reception children explore colour, natural materials, making and expression. Across the phases, children revisit drawing, colour, materials, design and making with increasing control and understanding. Units also expose pupils to different artistic traditions.

A learning journey: Younger children mix primary colours and notice how different marks create an effect in Mixing Colours and Funny Faces and Fabulous Features. In Years 3–4, Colour Theory makes colour choices more deliberate, while People and Places and Mosaic Masters ask children to study and apply techniques. In Years 5–6, Colour and Style, Trailblazers, Barrier Breakers and Distortion and Abstraction give children more complex references and choices about how to express an idea. The progression is from exploring a material to selecting, explaining, refining and evaluating a technique for a purpose.

How we teach it

Teachers show techniques, introduce relevant examples, allow pupils to practise with materials and give time to make, discuss and refine their work.

DISCERN in this subject: Children recall a colour or mark-making technique, watch the teacher demonstrate a new one, then practise with guided choices. They compare effects with a partner and reflect on which choices serve their purpose. After feedback, they make or refine an independent piece; the next unit revisits the technique with a different medium or subject.

How all children take part

Teachers introduce and revisit key vocabulary, model new ideas clearly and adapt resources and support so that every child can participate and show understanding. Children who are ready to go further can explain, compare, apply and question their learning.

How we check learning

Teachers check understanding through questions, discussion, pupil work and practical activity. They revisit essential knowledge, address misconceptions and use what they learn about pupils to plan the next steps.

The school’s Marking and Feedback Policy also applies here. Evidence may be spoken, practical, digital or written: a brief observation, question, performance, product or recorded response can show the Essential Knowledge. Feedback identifies the next useful step and informs what the teacher revisits.

Beyond the classroom

Displays, local visual culture and opportunities to view and talk about artworks help children notice art outside their own lessons. Art Club and choir form part of the autumn 2026 extra-curricular offer. The annual January STEAM Day also gives pupils a chance to use creative design alongside science, technology, engineering and mathematics.