Art

Intent 

At Academy 360 we aim to develop and nurture a love of Art and equip children with the knowledge and skills to experiment, invent and create their own works of art, craft and designs. We want out children to develop as artists, craftspeople, artisans and designers, developing art knowledge and skills. Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of Art and Design. They should also know how art and design reflect and shape our history, and contribute to the cultures, creativity and wealth of our nation. 

We want children to think and behave like an artist; to use the vocabulary of an artist, developing a fundamental appreciation of art, to create and see a beauty in a range of art forms and to consider art more deeply, evaluating and analysing creative works of the language of art, craft and design particularly when presented in an abstract form (disciplinary knowledge). We want children to produce creative work, exploring their ideas and recording their experiences, and to become more proficient in drawing, painting and sculpture and other techniques. We want our children to use their imagination, creativity and experiences to produce their own work (practical knowledge). Also, we want our children to know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms (theoretical work).  

It is important as a school we recognise that we are not looking for children to just replicate a piece of artwork. We want our children to be ‘inspired’ by works of art, artists and techniques in order to make choices about what they create. 

Implementation 

Art comes in many forms; drama, dance poetry, craft, painting, sketching, digital art, music, mixed media and sculpture to name but a few. It has the ability to be weaved throughout the curriculum and we do not under-estimate its importance. Research suggest that the arts develop creativity, a core prerequisite of innovative mindsets, communicative attitudes and problem solving; it seems obvious that the skills of ‘creating’ is fundamental to the development of solutions. Furthermore, the teaching and learning of art has been proven to have a positive impact on handwriting, social skills and overall well-being.  

The National Curriculum for art aims to ensure that all pupils:  

1. Produce creative work, exploring their ideas and recording their experiences 

2. Become proficient in drawing, painting, sculpture and other at, craft and design techniques 

3. Evaluate and analyse creative works using the language of art, craft and design 

4. Know about great artists, craft makers and designers, and understand the historical cultural development of their art forms 

We believe that art should develop children with the following essential characteristics to help them become artists:  

1. To develop a knowledge and understanding of other artists, craft makers and designers 

2. The ability to use artistic language to express themselves (for example, line, shape, pattern, colour, texture, form). 

3. The ability to explore and invent marks, develop and deconstruct ideas and communicate through drawing in 2D, 3D or digital media.  

4. The ability to use their knowledge and understanding of different media and art forms to inform and inspire their practice; selecting and using materials, processes and techniques skilfully. 

5. The ability to draw confidently and adventurously from observation memory and imagination.  

6. The ability to reflect on, analyse and critically evaluate their own work and that of others.  

7. To have a passion for and a commitment to the subject. 

Our curriculum covers key aspects as prescribed in the National Curriculum and uses inspiration from a wide range of artists from across the world and from different time periods to engage and inspire our pupils to develop their own skills and ingenuity. Our curriculum covers three key time periods in art history;  

Traditional artists such as Gullio Clovio, Lavina Teelinc and the great potters of the Ancient Greek era. This art is part of a culture of a group of people and contains skills and knowledge which are passed down through generations from master craftsmen to apprentices. This is generally art with classical techniques such in drawing, painting and sculpture.  

Modern artists such as LS Lowry and Norman Cornish, who created art produced during the period extending roughly from the 1860’s to the 1970’s and denotes the styles and philosophies of the art produced during that era.  

Contemporary artists such as Yinka Shonibare and Lee Jeffries who produce art that is of the present day. Usually, these artists are alive and often still making work. This art is often about the ideas and concepts behind it rather that solely for its aesthetic purposes. 

After learning about a particular artist, children will invest time in developing their art skills in that area, with a clear progression of skills seen in their sketch books. At then end of the unit, children will plan and create a final piece of art inspired by that artist and reflect on the skills they have developed throughout the unit. Academy 360 provides our children with regular opportunities to share their creations with the school and the wider community. 

How we support SEN pupils in Art 

In our primary school, Art lessons are fully inclusive and carefully planned to support pupils with special educational needs and disabilities (SEND). Learning is adapted so that all children can participate and succeed, with flexible outcomes that value creativity, effort, and personal progress. Teachers use clear instructions, visual prompts, and practical demonstrations to support understanding, alongside hands-on, multi-sensory activities that engage and motivate learners. A range of adapted resources is available to support individual needs, and structured routines help pupils feel confident and secure. Where appropriate, teaching assistants provide targeted support, encouraging independence, communication, and self-esteem in a calm, nurturing environment. 

Technology further enhances accessibility through assistive features on iPads, allowing SEND pupils to engage with content independently and confidently. 

How we support vulnerable pupils in Art  

In our school, Art plays an important role in supporting vulnerable and disadvantaged pupils by providing a safe, inclusive, and expressive learning environment. Art lessons offer children opportunities to build confidence, express emotions, and develop a sense of achievement through creative activities. Teachers ensure all pupils have equal access to high-quality resources and experiences, removing barriers to participation where needed. Learning is carefully structured with clear expectations, encouragement, and positive reinforcement, helping pupils to feel valued and supported. Through creative exploration, collaboration, and celebration of individual outcomes, Art lessons promote wellbeing, resilience, and engagement for all learners. 

How Art relates to skills builder   

Art in Academy 360 strongly supports the Skills Builder framework by developing essential life skills through creative learning: 

• Listening: Pupils listen carefully to instructions, demonstrations, and feedback to understand techniques and expectations. 

• Speaking: Children discuss ideas, explain creative choices, and talk about their artwork with confidence. 

• Creativity: Art encourages pupils to generate original ideas, experiment with materials, and think imaginatively. 

• Problem-solving: Pupils explore how to improve their work, overcome challenges, and adapt techniques. 

• Teamwork: Collaborative projects and shared resources help pupils learn to work respectfully with others. 

• Leadership: Pupils may lead parts of activities, share skills, or support peers during lessons. 

These transferable skills are embedded within lessons, supporting pupils’ wider development and readiness for future learning. 

Impact 

Art learning is recorded in sketchbooks (Year 2 and beyond), this should typically evidence all four stages of generating ideas, making, knowledge and evaluation. We encourage our children to treat their sketchbooks like journals and their thoughts and learning are recorded in a format that they would like to use, for example using thought bubbles. Each child is unique and each sketchbook should be unique enabling children to develop their independence and creativity.  

Teachers assess children’s knowledge, understanding and skills in art by making observations of the children working during lessons. Feedback given to children by their peers or teachers is in the form of post-it notes or verbally so that their art is not marked during the process. Throughout the process children are encouraged to be critical of their own work, highlighting their own next steps.  

Lessons and activities are planned to include all children by using a range of approaches. This includes; questioning, use of equipment, and mixed ability grouping to enable children to offer peer support. Lessons are planned to facilitate the best possible outcome for all the children within the class. Collaborative work in art develops mutual respect for differing opinions, beliefs and abilities of others. In addition, children develop a respect for the environment, for their own health and safety and that of others. They learn to appreciate the value of similarities and differences and learn to show tolerance. A variety of experiences teaches them to appreciate that all people- and their views- are equally important. 

Art-Curriculum-Primary-2.pdf

Click the link below to see our Secondary Art Curriculum 

A360-Art-Curriculum-Intent-25-26.pdf

A360-Art-5-year-curriculum-map-25-26.pdf