Art

Intent

The Art curriculum at Western House Academy is designed to cultivate a love of learning and empower children to become academically, digitally, emotionally, and socially confident, celebrating diversity and developing into caring, respectful young citizens. The curriculum is structured around five key strands—generating ideas, using sketchbooks, developing skills (including formal elements), knowledge of artists, and evaluating and analysing—with units organised for children to experience drawing, painting and mixed media, sculpture and 3D, and craft and design. Topics have been chosen linking to the school values and GRADES embedded throughout, promoting inclusivity. Through a spiral curriculum model, key skills and National Curriculum formal elements are revisited with increasing complexity, enabling pupils to build upon prior knowledge and ultimately achieve proficiency in various art techniques, evaluate creative works using subject-specific language, and understand the historical and cultural development of art, meeting end-of-key-stage expectations.

Implementation

Our tool for planning and teaching Art at WHA is Kapow. Across the key stages, the five core strands—generating ideas, using sketchbooks, making skills (including formal elements), knowledge of artists, and evaluating and analysing—are woven throughout all units, which are organised into four core areas: Drawing, Painting and mixed-media, Sculpture and 3D, and Craft and design.

In Early Years

Pupils are taught:

ELG: Creating with Materials 

• To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. 

• To share their creations, explaining the process they have used.  

• To make use of props and materials when role-playing characters in narratives and stories 

The focus is on child-led learning with the support of adult modelling and scaffolding to enable children to reach a deeper level of understanding. The focus is on fostering early creativity and exploration. Children experiment with materials, developing fine motor skills and expressing ideas through play-based learning. The emphasis is on discovery, enjoyment, and foundational understanding of basic formal elements. Assessment is primarily formative, based on observations of children's engagement and progress in creative activities.

In KS1

Pupils are taught:

• To use a range of materials creatively to design and make products.

• To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

• About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. 

The curriculum progresses from EYFS by introducing more structured teaching. Pupils develop basic proficiency in drawing, painting, sculpture, and craft, applying simple formal elements. They are introduced to artists and begin using sketchbooks to record ideas. Assessment involves ongoing teacher observation, informal discussions, and reviewing sketchbook entries and completed artworks against learning objectives. Moderations are organised once a year for classes and year groups to compare their artworks and ensure the same standard of grading.

In KS2

Pupils are taught: 

• To create sketch books to record their observations and use them to review and revisit ideas.

• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.. 

The implementation in KS2 progresses to complex skills, independence, and critical thinking. Children refine techniques, applying a deeper understanding of formal elements and experimenting with media. They study artists, evaluate works, generate innovative ideas, and utilise sketchbooks effectively. Assessment includes formative feedback, evaluation of final pieces against success criteria, and summative reviews of sketchbooks and project outcomes. Moderations are organised once a year for classes and year groups to compare their artworks and ensure the same standard of grading.

Impact:

For EYFS Children, they will have exposure to and meet the ‘Expressive Arts and Design’ areas of learning and development and will start to familiarise themselves with skills which will be further developed in KS1. Children will begin to foster a love of art and creative expression.

For KS1, the introduction to artists and early sketchbook use impacts children by fostering a foundational love for art, developing basic proficiency in various techniques and formal elements, and initiating the habit of recording ideas. This ensures they begin to explore and express themselves creatively while building initial knowledge of artistic concepts.

For KS2, the progression to complex skills, independence, and critical thinking, alongside in-depth artist studies and effective sketchbook utilisation, impacts children by enabling them to refine advanced techniques, apply a deeper understanding of formal elements, and confidently evaluate and analyse creative works. This comprehensive approach empowers them to produce high-quality, innovative art and meet the full expectations of the National Curriculum.

Ultimately, we want our children to leave Western House Academy as confident, creative individuals who appreciate the value of art, can express themselves skilfully, and are equipped to contribute thoughtfully to the cultural world around them.