At Stobhillgate First School, we believe that high-quality Art lessons will inspire children to think innovatively and develop creative procedural understanding. Our Art curriculum provides children with opportunities to develop their skills using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the opportunity to explore and evaluate different creative ideas. Children will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists. The skills they acquire are applied to their cross-curricular topics, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, by sketching historical artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development. Many areas of art link with mathematical ideas of shape and space; for example when printing repeating patterns and designs and thinking about 3D shapes to support structures. It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this. In Art, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.


High quality sequences of lessons will include:

  1. Knowledge of art and artists: Is there evidence of using artists, architects, film makers or cultural art in order to enhance teaching and learning in art and engage the pupils in dialogue? Are the practical activities engaging, enjoyable and meaningful as opposed to time filling tasks?
    Specific art language: Are pupils introduced to specific art language, e.g. Colour, line, tone, pattern and texture, shape, form and space?
    3. Knowledge of materials and processes: Does the teacher demonstrate art processes and techniques, if required. Is he/she competent in explaining a range of skills? (paint, print, collage, 3-D)
    4. Opportunities for experimenting and risk taking: Are there opportunities for children to focus on the process (using a sketchbook journal) rather than the product; encouraging an atmosphere of, playfulness, ingenuity, surprise, curiosity, discovery, individuality and collaboration?
    5. Knowledge of the curriculum: Does the planning fit into a wider scheme of work, linking the art focus with other subject areas? Is there a clear progression of concepts and activities and meaningful cross curricular links including Computing?
    6. Evidence in planning: Does this include; prior learning, learning objective, key words (specific to the activity), considered outcomes, cross curricular links, main activities, extension activities, inclusion strategies, differentiation, future learning and evaluation?
    7. Monitoring and assessment: Does assessment focus on the child and not the art? Are there opportunities for self-assessment or discussion with peers? Does the teacher engage with the children and discuss the task in hand?
    8. Classroom management: Are art resources, equipment and visual recourses prepared and the lay out of the room appropriate for a practical activity? Are health and safety issues addressed, teaching support informed of the activity and strategies for clearing up, after the lesson, in place? Do the art displays reflect good class room practice and celebrate the pupils’ achievements?


Our Art Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

  • A reflection on standards achieved against the planned outcomes;
  • A celebration of learning for each term which demonstrates progression across the school;
  • Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work

Morpeth Partnership Curriculum Progression Document

We have been working closely with the Morpeth Partnership to produce documentation for each subject area.  These documents ensure clear progression and map out the teaching and learning journey your child will take in relation to each specific subject through each phase of their education.

Morpeth Partnership Art Progression Document

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