Art & Design

Curriculum Intent

At Victoria Primary we know that children learn in a variety of the different ways, we believe that children at Victoria should be given endless opportunities to explore their creativity through art, craft and design. In order to celebrate all our children’s artistic talents and provide them with the entitlement of broad and balance curriculum. At Victoria Primary, Art lessons are to aspire, create and sustain curiosity within art, craft and design. Pupils will develop the artistic skills and knowledge to not only create their own artwork but also take ownership of it.

Children are to be equipped with the opportunity to develop the confidence in their artistic skill, expressing their thoughts and ideas. As children progress they are to be able to develop an understanding of art and design through the influence of variety of artists throughout history, to not only reflect on the piece, artists intent but also its contribution to culture and history of our nation.

Art at Victoria is to allow a flexible learning space in which intend to promote and facilitate the diverse talents of our school community. To support our mission as a school to create “learners without limits” and become knowledgeable artists of the future that thrive within the community in which we live. 

Curriculum Aims

  • To achieve this Art at Victoria Primary needs:  
  • To engage, inspire and challenge pupils to produce purposeful art.  
  • To equip pupils with the artistic skill and knowledge to create their own works of art. 
  • To learn and appreciate artists throughout history and their historical influence but cultural development of their art forms. 
  • To be able to discuss and evaluate artistic pieces using language of art, craft and design. 

Minimum Standards

Teaching a Broad and Balanced Curriculum for education recovery DfE June 2021 states: 

Curriculum planning should identify and emphasise core knowledge at each phase. This includes, for example, ways of making art as well as its historical and cultural development. Schools should make strategic decisions about what practical knowledge is core to their curriculum. 

At key stage 1:  pupils’ skills in manipulating tools and equipment to create work and use their imagination are essential for exploring materials and techniques later in the curriculum. It is therefore a priority to develop and embed fine and gross motor skills by teaching pupils how to use a range of tools competently. This may include cutting with scissors or using the correct grip for specific art tools.  

At key stage 2: leaders should prioritise securing depth and mastery of pupils’ practical knowledge, such as different artistic methods, techniques, media and materials. Securing this knowledge allows pupils to communicate, record and create. 

It remains important that pupils have significant time for deliberate practice, re-encountering the core knowledge in different contexts and with growing complexity to develop mastery (for example, drawing with pencil, ink and wire). 

The emphasis on practical knowledge should encompass multiple applications, for example, drawing representationally, drawing expressively and drawing unconventionally.  

Focusing pupils’ attention on the multiple forms in which art exists will help to secure their knowledge of the subject's breadth and diversity. Teachers should revisit previous topics or teach the content of missed ones, placing more emphasis on developing mastery in the process of making rather than a performative final outcome. 

At Victoria Primary Academy: 

  • Teaching and planning needs to demonstrate activities to develop gross and fine motor skills, using tools eg: scissors in KS1 and using different materials, media, methods and techniques. 
  • Planning is based on the Edison Framework and is linked back to the National Curriculum for Art and design. Sketch books allow continuous provision for collecting and developing skills and ideas throughout the curriculum and can help develop skills outside of Art and Design designated lessons.   
  • The Edison units are progressive and build on and consolidate previous learning.  They facilitate the development of skills identified in the Edison Key Acquisition document. 
  • Throughout the Edison units in KS1 and KS2 there are elements of Art and Design which should be incorporated within lessons and highlighted as such. The use of sketchbooks develops more opportunities to link Art and design across the curriculum. 
  • All classes will have a command words for art on display allowing key vocabulary to be used in lessons and across the curriculum. 
  • Pupils with additional needs are supported to access the learning as appropriate depending on their need. Art is a great leveller and allows any child to be creative as there is no right or wrong to their creations. Pupils with physical disabilities may need access to specialist tools, alterations to access or resources.  Some pupils may benefit from additional time or support from an adult to complete their work.  
  • The timeline of Art is also something that needs considering with teachers ensuring they highlight the time the artist was alive so children can begin to see links with styles and periods of art. 


Subject Leader

For more information, please contact the Art & Design Subject Leader:

Mrs E O’Mahoney

Useful Documents

Art and Design at Victoria

Art and Design Key Skills Acquisition Grid

Art and Design National Curriculum Coverage

Art and Design Progression Document