Art has the role in education of helping children to become like themselves, instead of more like everyone else.”

Sydney Gurewitz Clemens

Subject Coordinator: Mrs Catherine Barker

Subject Link Governor: Melanie James

External Links: Painsley Academy and RA Young Artists

Vision and INtent

Art has a significant and valuable role to play in the overall ethos of this school, and the development of the whole child. Art is an ongoing process through which all children are given opportunities to develop specific skills, knowledge and understanding to enable them to work in variety of media, style and form. It enables children of all abilities to use their creative imagination to achieve their potential with guidance and given criteria.

Children work individually and within a group to develop the social and personal skills. Art is not taught in isolation, although it retains its creative base and its skills and techniques. Wherever appropriate it is linked to other areas of the curriculum and gives children the opportunities to develop specific art skills and reinforces skills already established.

The school believes that art is a vital part of the education of all children and will try to ensure that art has a high profile. Whilst it may be an enjoyable activity, it is not seen as being solely therapeutic or as a hobby. It is important that the actual teaching of art skills and art appreciation are taken out of the topic framework. Art needs to be taught as a subject in its own right.

However, it can be used to enrich and extend the teaching of other subjects.

The child’s use and understanding of the visual language of art needs to be developed by effective teaching and by a considered sequence of experiences. The school’s aim is to provide an art curriculum which will enable all children to reach their full potential in learning in art through investigating and making and through the development of their knowledge and understanding of the subject.

Art Coordinator

I am Mrs Barker, Art subject coordinator at Cheadle Primary School. I firmly believe that Art and Design contributes significantly to a pupil’s ‘rounded’ development. Art has the ability to be weaved throughout the curriculum and we do not under-estimate its importance. Research suggests that the arts develop creativity, a core pre-requisite of innovative mind sets, communicative attitudes and problem solving.

Art and Design embody some of the highest forms of human creativity. At Cheadle Primary School, we have designed a high-quality art and design progressive plan that will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design.

As our pupils progress through Cheadle Primary School, they will draw upon their experiences within art and design, using a range of materials creatively to design and make products through drawing, painting and sculpture. They explore different techniques in using colour, pattern, texture, line, shape, form and space. Using a clear progressive pathway throughout the year groups (see progression map for more information) ensures that high standards and quality of teaching are maintained, resulting in our pupils making good progress in the skills that they are demonstrating, vocabulary that they are being exposed to and knowledge that they are gaining.

By the time our pupils reach the end of Key Stage Two, they will have been given opportunities to use a range of materials creatively to design and make products through drawing, painting and sculpture. They will have explored different techniques in using colour, pattern, texture, line, shape, form and space. In addition to this, our pupils will have learnt about the work of a range of artists, craft makers and designers; describing the differences and similarities between different practices and disciplines and making links to their own work. Our pupils will have created a wide range of products that will have been showcased within their classrooms, during assemblies and to other teachers within our school. This ensures that a sense of pride is created in terms of the output produced- our pupils continually demonstrate our RESPECT school values of Resilience, Empathy, Self-Awareness, Positivity, Excellence, Communication and Teamwork within the subject of Art and Design.

Curriculum and implementation

The teaching of art is planned around the 6 different areas, which are - drawing, painting, collage, printmaking, sculpture and textile work.

The art curriculum provides opportunities for single subject study, integration with other subjects and development of cross-curricular themes. The scheme of work gives suggested learning activities, which are sequenced to ensure logical progression. Tasks will be planned around the scheme of work as part of the long term plan. Pupils should be able to learn through real experiences, teacher prepared materials, practical tasks, educational visits, art packs and any other relevant resources. They will be given opportunities to evaluate and respond to art, craft and design. There will always be opportunities for them to make their own choices where relevant regarding choice of materials and techniques.


  • Provide pupils with the skills, concepts and knowledge necessary for them to express their responses to ideas, feelings and experiences in a visual and tactile form.

  • To aid the development of imagination, original thought and personal expression.

  • Enable children to become visually literate by understanding art as a communication, and to develop their ability to appreciate and evaluate images and artefacts.

  • Develop pupil's aesthetic awareness and enable them to make uniformed, critical response about their own work and that of others.

  • Encourage children to value contributions made to their world by artists, craft workers and designers from many cultures.

  • Help children to develop socially through collaborative working.

  • Provide equal opportunity for all pupils to reach their full potential, regardless of their race, gender, cultural background or ability. Where children may struggle academically, all children can succeed creatively.


Whilst art is predominantly related to topic work or other cross-curricular links, teachers will also plan specific activities to provide opportunities for the development of the skills, knowledge and understanding associated with the subject.

Planned activities will take account of pupils’ previous experience in art. Teaching in art should address the fact that all children will develop their ability to make images and to learn and apply skills at different rates. Differentiation is therefore a key issue and will be open ended and planned differentiation will be by the outcome and by tasks set according to ability. Individual children will be supported by relevant questions from the teacher. These interventions from the teacher to individuals will increase their thinking, extend the range of options that may be considered and raise individual standards. There will also be times when the individual needs are met through differentiated tasks. Both approaches need to be used to ensure that all children, including the least and most able, can be working to their full potential in all art lessons.

The school recognises that care in the effective display and presentation of pupils’ work and resource materials, and the efficient organisation and presentation of equipment and materials, has a positive effect on pupils’ learning and on their respect for the subject.

Core Knowledge and skills

Please click on the links below to see our subject progression documents for art.


Sketchbooks are used throughout the school to regularly record, collect and explore ideas and images and other information relevant to current and ongoing work. The sketchbook is an essential and personal record although teachers will teach children when it is appropriate to use them and for what purposes including reviewing the contents to ensure the purpose of the sketchbook at frequent intervals. It is also essential that all children use a sketchbook that is similar in format.

Sketchbooks are an essential record of an individual child's experiences and ideas throughout a year and key stage and will be seen as evidence for assessment and reporting purposes. Children will be provided with a sketchbook when they join the school, and this will go with them as they move throughout the school, to show their progression.

Gathering evidence of pupil attainment is an integral part of assessment, which is built into the schemes of work.

Teachers can obtain evidence by direct observation of children at work, questioning pupils or listening to their conversations, and by photographing and recording their finished products.

cultural capital and enrichment

Cultural capital is theaccumulation of knowledge, behaviours, and skillsthat a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.

In art, Cultural Capital can be gained in many ways;

· From the study of differing cultures and artists both internationally and locally.

· Opportunities to create art from a wide range of topics including local, national, and international issues

· Knowledge of local and international artists

· Creating a link to the ‘self’ – becoming you.

· Encouraging a curiosity about the world.

When planning and teaching Art and Design, our teachers ensure they provide opportunities to promote the following: –

· Spiritual development: Through helping pupils to recognise their own creativity and the creativity of others. Art supports spiritual development by introducing children to the work of great artists and fosters awe and wonder at the achievements of these great works of art. They also experience great admiration and respect for their peers’ work when they see the level of achievement and progress.

· Moral development: Through helping pupils to reflect how Art affects the environment, so that they can make informed choices when planning and creating. Children have to act sensitively to others, showing an awareness of how they can be a critical friend and offer constructive criticism without being offensive.

· Social development: Through helping pupils to recognise the need to consider the views of others when discussing creative ideas, and by working on collaborative projects, making the most of different strengths and interests within a team. Discussion about what the artist is trying to portray and their opinions on the artwork are actively encouraged, in an atmosphere whereby children mutually respect and value each other’s opinions.

· Cultural development: Through exploring Art’s contribution to the quality of life within different cultures, and through valuing and reflecting on the responses of people from other cultures towards Art. The subject supports cultural development work by enabling children to study art involving various cultures and civilizations from around the world. They lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own; how they can enrich our own lives. The fusion of art work between our own and other cultures leads to pupils incorporating designs, patterns and motifs in their own work developed by a deeper understanding of the culture.

· Mental Health: Through being able to recognise, acknowledge and express their own thoughts and feeling through their art work in a safe environment. It can be used to help manage behaviours, process feelings, reduce stress and anxiety and increase self-esteem. It can act as a tool to help relieve emotion or stress.

At Cheadle Primary School we strive to offer the best possible learning opportunities for our children. To enrich our curriculum, we have carefully chosen experiences that allow our children to enjoy hands-on activities linked to their whole-class Art projects. We place great importance on educational visits and visitors to enhance the art curriculum. These trips, alongside various other strategies discussed above allow teachers to facilitate learning so that pupils can note connections, contrasts and trends over time and are more holistically developed to enter the world as wider informed individuals. For example Year 1 visit Hanley Museum to study toys from the past and then incorporated their learning into designing toys for their own class projects.

Carousel imageCarousel imageCarousel imageCarousel imageCarousel imageCarousel imageCarousel image

What our pupils say

Jacob in Year 1 said… “I loved art because it is fun...I like painting best.”

Amber in Year 2 said.. ”I like painting in art because it makes me feel happy”

Olivia in Year 3 said… “I like to be creative in art ,,,I especially liked making paper animals.”

Charlie in Year 4 said… “I like art because you can make fascinating things can make whatever you want to.”

Freya in Year 5 said… “I really liked learning using different materials to create pieces of art.”

Lukasz in Year 6 said… “I really like to get creative with art ....I like art best of’s great for everyone”

How to Encourage art at home

Get messy!

Try to get hold of as many different types of drawing and painting resources as you can to let your child get creative and explore creating art using different materials. Paints, chalk, crayons, pens, pencils, modelling clay and much more can be found in discount shops. Just don’t forget to put lots of newspaper down first!

Use household objects creatively

Alternatively, instead of buying materials, let them get creative using objects around the house – for example, pasta and pulses to create pictures using glue.

Keep a sketch book

Encourage your child to keep a sketch book. Suggest that they take it with them when they go out so that they can look for things to sketch – a tree, a building, a scene. Alternatively, if they see something they would like to draw, take a photo on your phone and let them sketch from it when they are home.

Celebrate your child's art

Praise your child’s creations and encourage them not to get disheartened if they feel they have made ‘mistakes’. Explain that art is about being creative and trying out different things. There is no right or wrong way to do things. You could even ‘frame’ their work using coloured paper or card and create a little gallery on the kitchen wall or in their bedroom to display their work.

Discuss and enjoy art together

Find out about local art galleries or museums that you can visit with your child. Encourage them to talk about what they see and to share their opinions – about subject matter, colours, what materials the artist used, and so on.

useful websites

The Artful Parent

You can access over 500 arts and crafts activities, including painting, sculptures and printmaking. This site gives you ideas of what Art supplies to provide for your child in order to create and make different things.

Art for Kids hub

You can watch step by step videos on how to draw different things, origami for children, how to paint, holiday and celebratory art projects and projects related to the Seasons. It also gives you a list of the resources you will need before completing each art project.

Land Art for Kids

A website which gives you ideas on how to collect natural resources to produce different forms of Art.

Tate Kids-The Best Art Website for Kids

Children can follow instructions to make different things, play art games and quizzes and explore and read about the work of well-known artists.

BBC Bitesize Art and Design

You can watch class clips on famous artists, techniques and how to create different things.

Subject policy