At Upperby Primary School, we want children to master Art and Design to a level that prepares them for future careers in the subject and enables them to use artistic skills effectively in everyday life.

Our curriculum ensures that children learn Art and Design progressively, building on prior knowledge and skills. Pupils gain experience with a wide range of formal elements of art, which enhances their creativity, problem-solving, and cross-curricular learning opportunities.

Implementation 

EYFS
Through well-resourced continuous provision and child-centered learning, children in Nursery and Reception develop their skills by exploring mark-making, materials, construction, and evaluation. They also build imaginative play and communication skills by creating narratives, designing role-play scenarios, and working collaboratively with peers.

Progress in the early years is assessed using the Birth to Five guidance and recorded on the school’s assessment system.

KS1 & KS2 
Children from Reception to Year 6 follow the Kapow Art Scheme, which provides a broad and balanced curriculum aligned with the National Curriculum and ensures clear progression of skills. Through teacher demonstrations and practical activities, pupils develop and refine the following key skills:

1. Generating Ideas – Exploring ideas and recording feelings and experiences.

2. Making – Developing procedural knowledge in art, craft, and design.

3. Evaluating – Analysing and evaluating their own and others’ work.

4. Knowledge – Learning about great artists, craft, and design, and understanding how artists use formal elements.

5. Formal Elements – Line, shape, form, tone, texture, pattern, colour, and composition, and how they are organised to achieve the desired outcome.

Our children enjoy and value Art and Design. They understand why they are learning certain skills, not just how, and appreciate the role of Art in personal wellbeing, cultural experiences, and future career opportunities.

Teachers monitor and assess progress by:

• Reviewing pupils’ work overtime to track skill development

• Observing practical performance in lessons

• Discussing knowledge and understanding with pupils

This evidence, combined with the Art and Design subject descriptors, allows teachers to make judgements on whether pupils are working at expected, greater depth, below expected, or beyond year group expectations, all of which are recorded on the school's assessment system.