Intent
At Enderby Road Infant and Nursery School, we recognise the importance of an ambitious and engaging curriculum which develops children’s artistic skills and knowledge of artists, designers and craft makers. We have carefully sequenced learning from Nursery to Year 2 to ensure that children can build on their prior knowledge. This will ensure that children know more and remember more over time.
Our art curriculum aims to inspire pupils’ creativity and imagination while developing their confidence to experiment, create and express ideas visually. Through a carefully sequenced two-year rolling programme, pupils develop a secure understanding of the key elements of art, including line, shape, colour, pattern, texture, tone, form and space.
We provide opportunities for pupils to explore a wide range of artistic disciplines including drawing, painting, collage and sculpture. Across Key Stage 1, pupils study the work of significant artists including Henri Matisse, Wassily Kandinsky and Andy Goldsworthy, alongside the exploration of Aboriginal art. Through these studies, pupils learn how artists use different materials, techniques and styles to communicate ideas and create impact.
Our curriculum is designed to progressively develop pupils’ technical knowledge and artistic skills. Pupils begin by exploring simple mark-making, colour mixing and shape construction before moving towards more sustained observational drawing, controlled painting techniques, structured collage composition and three-dimensional sculpture work. Through carefully planned progression, pupils learn to work with increasing control, precision and independence.
Golden threads run throughout the curriculum and include careful observation, control and refinement of technique, the use of pattern and composition, and the development of artistic vocabulary and evaluation. Pupils are consistently encouraged to look closely at artwork, objects and materials before creating their own work, developing disciplinary thinking and creative confidence across all artistic disciplines.
We place strong emphasis on observational skills and creative decision-making. Pupils are encouraged to reflect on their work and articulate their ideas using appropriate artistic vocabulary. Vocabulary is explicitly taught and revisited to support pupils in discussing artistic techniques, materials and processes with increasing confidence.
Our curriculum develops pupils as young artists by balancing substantive knowledge (what pupils know about art, artists and techniques) with disciplinary knowledge (how pupils think and work as artists). Pupils learn to observe, evaluate, refine and create, while developing resilience and pride in the artistic process.
Ultimately, we want pupils to leave Key Stage 1 with a strong foundation in artistic knowledge and skills, an appreciation of a range of artistic styles and cultures, and the confidence to express themselves creatively.
Implementation
In our Early Years Foundation Stage (EYFS), Art and Design is part of the ‘Expressive Arts and Design’ specific area of learning, which is broken down into the aspect of ‘Creating with Materials’ and “Being Imaginative and Expressive’ This consists of learning related to imagination and creativity, self-expression and communicating through the arts. Within the Early Years Foundation Stage, pupils will receive many opportunities to explore and use a variety of materials and media through a mixture of both child-initiated and adult-supported activities, both inside and outside the classroom. EYFS teachers teach art skills using the EYFS Statutory Framework and our knowledge and skill progression document, which carefully shows the sequential, small steps of learning of knowledge and skills required. The planning is adapted to meet the needs of the children each year.
Art Key Stage One, Art is taught through a carefully sequenced two-year rolling programme which ensures full coverage of the National Curriculum. Units are organised across the disciplines of drawing, painting, collage and sculpture, allowing pupils to revisit and build upon key artistic knowledge and skills over time.
Each unit is structured around clear learning objectives and develops both substantive knowledge and disciplinary knowledge. Pupils are taught about significant artists and artistic movements alongside practical techniques, enabling them to understand both how art is created and how artists communicate ideas.
Golden threads are carefully woven throughout all units. Pupils repeatedly practise careful observation, refine artistic techniques, explore pattern and composition, and develop confidence in evaluating artwork using subject-specific vocabulary. These recurring concepts are revisited across different media and contexts, allowing pupils to deepen their understanding progressively over time.
Drawing units develop pupils’ observational skills, line control, shading and understanding of tone through still life and self-portrait work. Painting units focus on colour theory, brush control and composition through the study of Kandinsky and Aboriginal art. Collage work introduces pupils to shape, pattern and composition through the work of Henri Matisse, while sculpture units develop understanding of form, balance and structure through exploration of natural sculpture inspired by Andy Goldsworthy.
Lessons are carefully sequenced to move from exploration and skill development towards sustained final pieces. Teachers model artistic techniques explicitly, including pencil control, colour mixing, shading, cutting, arrangement and sculptural construction. Pupils are given regular opportunities to practise and refine skills before applying them independently.
Vocabulary is explicitly taught and revisited throughout units to support pupils in discussing artwork, techniques and artistic choices. Structured discussion and evaluation activities encourage pupils to reflect on their own work and the work of others using appropriate artistic language.
Practical exploration is central to the curriculum. Pupils work with a wide range of materials and media including pencils, paint, pastels, collage materials and natural objects. First-hand experiences, such as observational drawing, outdoor sculpture work and the use of natural materials, allow pupils to apply their learning in meaningful and engaging contexts.
Teachers use ongoing assessment through questioning, observation, discussion and practical outcomes to monitor understanding and inform future teaching. Learning is adapted to ensure all pupils can access the curriculum successfully, while providing opportunities for deeper thinking, refinement and increased independence for those ready for additional challenge.
Impact
By the end of Key Stage 1, pupils will have developed a secure understanding of the key elements of art and design and will be able to apply a range of artistic techniques with increasing control and confidence. Pupils will demonstrate the ability to draw, paint, sculpt and create collages using a variety of materials and processes.
Pupils will be able to discuss artwork using appropriate artistic vocabulary and will show an understanding of the work of significant artists, craft makers and designers. They will demonstrate observational skills, creative thinking and the ability to evaluate and refine their own work.
Through the golden threads embedded throughout the curriculum, pupils will develop the ability to observe carefully, refine techniques purposefully, recognise the importance of pattern and composition, and communicate their artistic ideas with increasing confidence. They will understand that artistic improvement comes through experimentation, practice and reflection.
Through sustained practical experiences, pupils will develop confidence in experimenting with materials, making artistic choices and expressing ideas visually. They will understand that art can be used to communicate ideas, represent experiences and explore different cultures and artistic styles.
Ultimately, pupils will leave Key Stage 1 with a strong foundation for future artistic learning, an appreciation of creativity and culture, and the confidence to see themselves as capable and imaginative young artists.