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Art and Design


At Walwayne Court, we strive to create confident, independent artists who can articulate and value their own creative journeys. Children should regularly analyse and reflect upon their own work and use comparisons with the work of others (pupils and artists) to identify how to improve.

Our Art curriculum provides children with a variety of opportunities to develop their creative skills using a range of media and materials. Children learn that art can take many forms and they explore and evaluate different creative notions through drawing, painting, printmaking, textiles/craft, sculpture/3D work and digital media and are given the opportunity to.

Children will observe and analyse the works of historical and contemporary artists that will develop their knowledge of styles and improve their vocabulary within the subject. Artwork is purposeful and pupils have a clear understanding of what the outcomes are. Where applicable, the teaching of Art should be applied in a cross-curricular way to enable children to use their art skills to reflect on and explore in juxtaposition with other subjects; such as sketching historical artefacts or using art as a medium to express emotion in PSHE.

In Art, children should evaluate and reflect upon their work throughout the process and undertake an age-related verbal and written reflection, such as annotation within sketchbooks. Experimentations, risk and innovation should always be encouraged and reflection to analyse why some ideas or techniques were successful or did not go as well during a piece of work.


Each term children should be given the opportunity to explore a variety of polarities:

  1. Traditional skills should be balanced with experimental work.
  2. Small scale should be balanced with large scale work.
  3. Quiet reflective study should be balanced with active, dynamic work.
  4. Individual work should be balanced with group work.
  5. Two-dimensional work should be balanced with three-dimensional work.
  6. Study of historical ‘great’ artists should be balanced with contemporary artists – artists should be selected because they exemplify the skill being taught.
  7. Sketchbooks – these need to be used throughout all the above areas. Experimentation, risk and innovation should be encouraged.

Teachers plan for progression and depth in Art using the Progression of skills in Art and Design document, which outlines the skills needed for each strand across the year groups. The document also underlines the knowledge about art processes and context that pupils should obtain by the end of a year group. Within classrooms, there should be a means to display and celebrate the artwork of pupils.


The impact of our Art curriculum cultivates individuals who are confident, imaginative artists. Pupils’ acquire skills a variety of areas using a range of tools and mediums and are able to articulate themselves when observing their own and other’s work. Children feel an excitement to get creative, embrace the joy of being unique and believe that anything is possible!

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