Art and Design Curriculum Rationale

At Hadrian Primary School, we value Art and Design as a vital component of our curriculum. It is a subject that nurtures creativity, individuality, and self-expression while developing essential skills. Our approach ensures that Art and Design is taught both as a stand-alone subject and seamlessly integrated into other areas of the curriculum. For several years, we have immersed ourselves in a rich, arts-based curriculum that inspires and engages our pupils.

We align with the Department of Education's vision for art and design, which states:

‘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 both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.’ (DfE, 2013).

At Hadrian, the impact of Art and Design extends beyond the classroom. It supports the growth of pupils who are talented in the arts and enriches the learning experiences of all children by providing a creative lens to explore other areas of the curriculum. Moreover, Art and Design acts as a platform for improving well-being, boosting confidence, and fostering self-esteem. For many of our pupils, the arts have been transformative, helping them to flourish both personally and academically.

At Hadrian, we are artists!
We want our children to love art and design, to feel inspired, and to dream big. We envision our pupils growing up to become illustrators, graphic designers, curators, or printmakers, embodying our core values of creativity, perseverance, and ambition.

To achieve this, our Art and Design curriculum has been thoughtfully crafted to develop our pupils’ artistic capital. We aim for them to cherish their art and design lessons, remember their creative journeys, and embrace the wealth of opportunities provided.

We are proud to embed pupil voice in our arts provision through the establishment of our Arts Council, which is part of the school parliament and has representation at its meetings. The Arts Council plays a key role in shaping the curriculum, supporting our Artsmark journey, and generating ideas for exciting projects. By giving pupils this leadership role, we ensure their insights and creativity influence the direction of Art and Design at Hadrian Primary.

To further enrich the art experience, we have adopted two local artists who bring additional depth, inspiration, and a connection to our community into our school.

At Hadrian Primary, we are building a legacy of creativity, imagination, and a love for the arts that will last a lifetime.

Curriculum Intent 

Our Art and Design curriculum fosters curiosity, creativity, and a lifelong love of learning. It is both ambitious and inclusive, empowering pupils to become independent, resilient, and reflective learners. Our curriculum not only meets but exceeds the statutory requirements of the National Curriculum, preparing students for the challenges and opportunities of the modern world.

We aim to deliver a high-quality art and design education that equips pupils with the skills to experiment, invent, and create. As they progress, they are encouraged to think critically and develop a rigorous understanding of how art reflects and shapes history, culture, and the economy. This aligns with the national curriculum's emphasis on embedding creativity and cultural awareness as foundational elements of education.

Our curriculum is enriched through partnerships with local artists, cultural institutions, and community projects. For example, we collaborated on a local regeneration initiative to design a beacon celebrating our maritime heritage, combining artistic creativity with historical and community insights. This project not only inspired our pupils but also highlighted the relevance of art in civic and cultural development.

Furthermore, mindful art practices and opportunities to engage with cultural capital—such as exploring historical and contemporary art movements—are integral to our approach. These experiences nurture emotional well-being and a deeper appreciation of art’s role in society.

Recognising the importance of both practical and theoretical knowledge, our curriculum integrates skill-based learning (e.g., drawing, painting, and sculpture) with critical discussions on key concepts in art, including aesthetics, symbolism, and the evolution of artistic movements. This ensures a holistic approach that is accessible yet intellectually stimulating.

Through these efforts, our Art and Design curriculum not only aligns with government priorities, such as those highlighted in recent curriculum reviews, but also addresses the broader educational goal of fostering well-rounded, culturally literate individuals prepared to thrive in an interconnected world.

We are committed to making art and design a cornerstone of education at Hadrian Primary School. Our aim is for children to draw inspiration from the vibrancy of our local town, learning to appreciate cultural diversity, respect differences, and collaborate effectively. These goals are deeply embedded in our strong SMSC (spiritual, moral, social, and cultural) curriculum, with British Values and our core school values at its heart. This synergy often enhances the art and design curriculum.

For example, during Black History Month, we celebrate the rich cultural heritage and values that shape our local community. Pupils engage in a variety of arts activities and PSHE lessons, exploring themes of identity, history, and cultural contributions through creative expression.

We strive to enrich our pupils’ time at Hadrian Primary with unforgettable experiences that ignite curiosity and passion for learning. A standout example of this was in Summer 2021, when we partnered with the National Gallery in London to bring world-class art into our classrooms. While the pandemic prevented in-person visits, we provided an innovative solution: live workshops for pupils from EYFS to Year 6. These sessions included clay modelling, creating mini masterpieces, storytelling through art, and a live virtual tour of the gallery.

At Hadrian, we firmly believe that learning extends beyond the classroom walls. By bringing extraordinary opportunities into the classroom, we add immense value, inspiring our pupils to think creatively and dream big.

Curriculum Implementation

We are proud to have achieved Artsmark Platinum status, a testament to our unwavering commitment to excellence in art and design education. This prestigious recognition highlights the depth and breadth of opportunities we offer our pupils, as well as our dedication to embedding the arts into every aspect of school life.

In addition to our internal curriculum efforts, we maintain strong links with Tyne and Wear Museums, which provide invaluable resources and expertise to enhance our pupils’ learning. Through these partnerships, our children explore a wealth of artistic and cultural heritage, gaining insights that broaden their understanding of art's role in society and history.

Our commitment to the arts ensures that every pupil has access to high-quality artistic experiences, both in and beyond the classroom. From engaging workshops and exhibitions to opportunities to work alongside professional artists, we aim to inspire a lifelong appreciation for the arts while fostering creativity, cultural awareness, and self-expression.

At Hadrian Primary, our art and design curriculum is underpinned by a spiralled approach that focuses on skill progression and building confidence across key techniques. Throughout Key Stage 2, there is a strong emphasis on mastering basic sketching techniques, ensuring all pupils develop fundamental skills that provide a solid foundation for artistic expression.

Each year group participates in creating a self-portrait every term. This practice allows pupils to apply their skills, reflect on their growth, and visibly demonstrate progress across the year. It also builds self-awareness and encourages a personal connection to their artwork.

To support pupils’ mental well-being, we promote mindfulness through art, incorporating activities like doodling during quiet times of the day. This helps create moments of calm and fosters creativity while reinforcing the idea that art can be both expressive and restorative.

Our spiralled curriculum ensures that every pupil revisits core concepts and techniques at increasing levels of complexity, fostering a deep understanding of artistic principles and preparing them for success in art and design.

Art and design subject specific characteristics, which we expect the children to demonstrate, have been developed and shared with all stakeholders. These characteristics underpin all work in art and design and form a focal point for display areas and provide a common subject specific vocabulary for staff and pupils. These characteristics are:

• The ability to use visual language skilfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, convey insights and accentuate their individuality.
• The ability to communicate fluently in visual and tactile form.
• The ability to draw confidently and adventurously from observation, memory and imagination.
• The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or digital media. An impressive knowledge and understanding of other artists, craft makers and designers.
• The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings. Independence, initiative and originality which they can use to develop their creativity.
• The ability to select and use materials, processes and techniques skilfully and inventively to realise intentions and capitalise on the unexpected. The ability to reflect on, analyse and critically evaluate their own work and that of others.
• A passion for and a commitment to the subject.

We empower our staff to organise their own year group curriculums under the guidance of our subject leaders. Teachers are best placed to make these judgements. Staff develop year group specific long-term curriculum maps which identify when the different subjects and topics will be taught across the academic year. The vast majority of subjects are taught discretely but staff make meaningful links across subjects. They link prior knowledge to new learning to deepen children’s learning. 

We encourage staff to teach a fortnightly art and design lesson. This was a notable change after the art and design audit. This helps to ensure sufficient time is allocated to art and design and that the subject matter can be revisited frequently. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make. 

Curriculum Impact

At Hadrian Primary, assessment in art and design is both formative and summative, ensuring we are continuously monitoring pupil progress and adjusting support to meet their needs. Formative assessments are used consistently in every lesson to gauge what pupils know and can do, allowing teachers to tailor their planning and interventions accordingly. This ensures we provide targeted support for all pupils, including those who are more able, while ensuring every child progresses at their own pace.

To track this progression, the assessment milestones for each phase are clearly defined and broken down by year group. This allows us to ensure that skills in art and design develop sequentially, building upon prior knowledge year on year. Teachers use formative assessment grids to monitor pupils' learning throughout each topic, providing a clear picture of their skills and understanding as they progress. These grids inform both day-to-day planning and the final summative assessment of each topic.

Assessment data is collected regularly and forms part of our monitoring cycle. This data provides a comprehensive overview of the quality of education in art and design. At the start of each academic year, a monitoring schedule is developed, outlining when various forms of monitoring will take place. This includes sketchbook scrutinies, lesson observations, learning walks, and gathering pupil, parent, and staff voice.

All collected information is carefully reviewed, enabling us to adapt and develop the curriculum as needed, ensuring that every pupil receives the best possible art education.

At Hadrian Primary School, we are ARTISTS AND DESIGNERS!

Useful Links

BBC Bitesize- 

https://www.bbc.co.uk/bitesize/subjects/z8tnvcw

https://www.bbc.co.uk/cbbc/curations/bp-arts-and-crafts

The National Gallery 
https://www.nationalgallery.org.uk/

Art for Kids Hub- 

https://www.artforkidshub.com/

Tyne and Wear Museum Archives 

https://www.twmuseums.org.uk/

A selection of Art Texts 

Examples of additional texts we may use to enhance our Art and Design curriculum:

Leaf Man by Lois Ehlert (Foundation Stage)
Camille and the Sunflowers by Laurence Anholt (Year 1/2)
Tell Me a Picture: Adventures in looking at art by Quentin Blake (Year 3/4)
Vincent’s Starry Night and Other Stories: A Children’s History of Art by Michael Bird (Year 5/6)