Art & Design


     At Fleet, we strive to deliver a quality Art and Design programme that stimulates and challenges the children’s creative skills. It is our intent that all children will; develop a personal sense of creativity, feel confident with a range of art making techniques and processes, have secure knowledge around Art and Design and have abundant opportunities to use Art and Design as a form of self-expression.


    We will –

    • Engage, inspire and challenge children.
    • Provide skills and knowledge to enable children   to make their own art.
    • Give time for children to evaluate, modify and respond to their work.
    • Give children a chance to experience and participate in a range of creative and diverse activities and events both in school and through trips.
    • Teach children to become proficient in drawing, painting, sculpture and printmaking.
    • Teach the elements of art well, i.e. colour, pattern, texture, line, shape, form and space.
    • Provide opportunities to work with a range of 2D and 3D materials and in different scales.
    • Ensure skills and techniques improve as the children progress through the key stages.
    • Teach children about a range of great artists, architects and designers in history.
    • Help develop their appreciation of the diverse cultural heritage within the school, local community and further afield.
    • Develop language and give children the opportunity to communicate their personal responses.
    • Use Art and Design as a positive vehicle for self-expression, creativity and imagination using a wide range of media and situations.
    • Make powerful cross-curricular links through our creative curriculum.
    • Use sketchbooks to record, review and re-visit ideas in KS2
    • Introduce children to an appreciation of the arts that will last a lifetime.


    The curriculum incorporates the statutory requirements of the National Curriculum 2014 and the Early Years Foundation Stage, Development Matters and Early Learning Goals.

    The teaching, learning and sequencing of the curriculum follows;

    • A progression of skills in Art and Design.  These take place in Art and Design lessons and also when Art is used as a means of communication in other curriculum subjects.
    • Wherever possible, first hand experiences and real objects are used to stimulate learning.
    • Teaching in whole class groups followed by collaborative and/or individual work.
    • New  techniques and skills are modelled and examples of work are shown to the children to inspire their own art making.
    • Pupils having the opportunity to investigate, explore and develop ideas and techniques.  They are also involved in evaluating their work, celebrating success and identifying areas for improvement.
    • Art activities may need to be differentiated to ensure all pupils can access the tasks and have an appropriate level of challenge. Pupils with particular talents are given opportunities to extend these.
    • Cross curricular opportunities for further learning and development in the arts are utilised.
    • In the Early Years, Art is facilitated through specific lessons, adult lead activities and continuous provision.  These activities make important contributions to children’s development in the areas of Expressive Arts and Design, Personal, Social and Emotional Development, Physical Development and Communication and Language.


    • Throughout the art making process, the teacher will be; making observations, having discussions, giving children the opportunity for self-assessment and eventually evaluating finalised work. This formative assessment will support the making of a summative judgement at the end of a unit of work against the National Curriculum targets.
    • Judgment will be made as to whether the child is working towards, secure or exceeding expectations.    This will then be used when planning future lessons and progression of skills.
    • Parents will receive a general statement of achievement in Art and Design in the child’s end of year report.
    • The Art and Design subject leader will keep photos of samples of work that demonstrate progression through  the age range from Foundations Stage upwards as well as documentation of the variety of work covered throughout the school. Sketchbooks will provide evidence  of drawing progression in Key Stage 2.