Our Art and Design Curriculum

At Highfields, our intent is for Art and Design to be an inspiring creative subject, learning key skills, hand in hand with a knowledge of Artists, both local and from our wider global community.  Our intent is rooted in our core values, which shape how children will learn and experience Art and Design at Highfields.

• Curiosity – Children are encouraged to explore materials, notice details, ask questions about artists and artworks, and experiment to discover what they can create.
• Creativity – Pupils begin to develop their own ideas after learning about different artists, trying out techniques and expressing themselves through a range of media, styles and processes.
• Collaboration – Children share ideas, discuss artwork, and learn from each other’s approaches and techniques.
• Challenge – We encourage pupils to approach their art using previous knowledge and skills to refine their work, or try unfamiliar tools or methods, and persevere when things don’t go to plan- understanding that art is a process, not always a final piece is key
• Community – Artwork celebrates our school community, local area and shared events, and children learn about artists from a wide range of cultures and background, whilst taking full advantage of our wonderful close links to ‘Constable Country’. We regularly display our children’s work at the Tendring Show in the Education Exhibition Tent and have received several prizes at this show in recognition of the work displayed.

At Highfields, our intention for our Art curriculum is to inspire creativity and curiosity, encouraging every child to explore, experiment, and express themselves through a wide range of artistic experiences. We value the process of art as much as the final piece, celebrating sketches and snippets as vital steps in developing skills and confidence.

We aspire to be fully inclusive for children with SEND or sensory aversions and provide alternative media, tools, and approaches so that every child can achieve objectives and feel successful in their artistic journey. We have chosen to root our art curriculum in our local heritage; we draw inspiration from the landscapes connecting pupils to the rich artistic traditions of our community and encouraging them to see art as a way of understanding the world around them, creating a culture where creativity thrives and every learner feels included and inspired.

By the end of Year 6, we want children to leave with a genuine interest in art. They understand that art is about the process — the experimenting, the jotting, the practising — just as much as the finished piece. They carry with them solid skills in drawing, shading, painting and 3D work, along with a good understanding of the artists and art movements they’ve explored throughout their time in school.

How do we teach Art and Design?

At Highfields, art lessons are designed to spark creativity while building strong foundations. Each lesson begins with a quick recap of prior learning, followed by clear modelling of new skills. Teachers weave in retrieval practice so children revisit and strengthen previous knowledge. Pupils are encouraged to explore, experiment, and critique their own work and that of others, fostering independence and confidence. 

Progression of Skills and Knowledge

Our curriculum is carefully sequenced to ensure skills and knowledge grow year by year. From Year 1 to Year 6, children revisit the three key strands—drawing, painting, and 3D materials—so learning is coherent and cumulative. Skills progression maps guide teachers, ensuring clear end points and meaningful connections across topics and year groups. 

We provide rich resources to inspire creativity: 

• Sketchbooks (introduced in KS1) for planning and practice 

• A wide range of media—paint, clay, collage 

• Knowledge organisers and artist study guides to deepen understanding 
• Access to local heritage, including Constable Country, alongside global art traditions

Assessment is ongoing and purposeful. Teachers use observation, questioning, and sketchbook reviews to check understanding. Clear objectives, and feedback helps pupils reflect, improve, and persevere.  Assessment in art looks different, to a less creative subject, and that is important to us. In primary art, we’re not judging talent, and we’re not marking “right or wrong” outcomes. Instead, we’re looking at progress, skills, and thinking, ensuring that we all value everyone's creativity.

Art is monitored across the school by undertaking activities including pupil voice, work scrutiny, lesson dips, data analysis, and the involvement of the link governor—are carried out on a rolling basis each term to support and evaluate the teaching and learning of art across the primary curriculum. Aligned with the school’s curriculum rota system, this ensures that art is reviewed systematically alongside other subjects, enabling leaders to monitor progression of skills, creativity, and knowledge over time.

Through regular opportunities to gather pupil perspectives, review sketchbooks and outcomes, observe teaching practices, and analyse attainment and engagement, the school maintains a clear and informed understanding of the impact of the art curriculum and identifies areas for continued development and improvement.

How is Art and Design made real and relevant?

Our art curriculum for all year groups makes art feel real by using the places and people around us. Children see their work displayed in school and out in the community, for example on Manningtree High Street, and we make visits to the Munnings Gallery in Dedham and to nearby landscapes linked to John Constable, so art connects with local place and history.

• Exhibiting work: school and community displays (Manningtree High Street shop window display) celebrate children’s creativity.
• Local connections: trips to Munnings Gallery and walks to Constable scenes; we keep relationships with local artists and arts organisations for occasional workshops, talks or remote sessions rather than regular residencies.
• Range of artists: historical, contemporary, local and global voices ensure every child can relate.

We teach clear skills and knowledge but also protect time for children to respond in their own creative, personal way.

How is Art and Design made accessible for all pupils?

We have high aspirations for every child, and all pupils access the same broad and balanced Art curriculum with the support they need to succeed. Lessons are adapted thoughtfully so that everyone can take part, using strategies such as adaptive resources (e.g., specialist scissors), hand‑over‑hand modelling, and guidance on the safe use of tools and equipment. Where helpful, pupils are offered alternative media so they can express their ideas in a way that works for them, and we provide clear models of what they are aiming for.

Above all, we promote a strong culture that values art as a process, not just a final product, and encourages meaningful discussions about artists and artworks - ensuring every child can feel included, capable and proud of their creative journey.

How is technology integrated to enhance teaching and learning?

Technology plays a supportive role in our Art curriculum, helping children explore ideas, gather inspiration and understand how artists work. We use technology to:

• Visit virtual galleries, giving pupils the chance to experience a wide range of artworks and exhibitions they might not otherwise see.
• Watch clips of artists creating and talking about their work, helping children understand different techniques and creative processes.
• Research artists and art movements to broaden their knowledge and influence their own artistic choices.
• Use digital photography to collect images, experiment with composition and build reference material for their projects.

What is the impact of our Art and Design Curriculum?

Teacher Development Training needs are identified through observations and feedback, and CPD includes practical sessions, artist studies, and assessment strategies. Subject leaders provide ongoing support so every teacher feels confident and knowledgeable. 

Learning Environment Our classrooms celebrate creativity with vibrant displays and key vocabulary. Outdoor spaces and local landmarks enrich learning, while sketchbooks encourage independence and personal expression. 

The ‘lived experience’ of art in our classrooms is overwhelmingly positive. Teachers enjoy teaching art and feel proud of the creative outcomes their classes produce, which is reflected in the care taken to display children’s work throughout the school. Children approach art lessons with enthusiasm and confidence, and there is a real buzz when they are exploring new ideas, techniques, or materials. Visitors to the school often comment on the quality and diversity of artwork on display, as well as the sense of pride pupils take in sharing and talking about their creative learning.

Art at Highfields is alive with colour, creativity and enthusiasm. Our vibrant displays in corridors and classrooms show confident and inspired learners showing the real impact of art at Highfields- it is a subject that brings joy, pride and enjoyment to our whole school community.