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our vision

Through art, we aim to engage, inspire and challenge pupils, whilst equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design as they become artists. We believe as pupils progress, they should be able to think critically and develop an understanding of how art and design reflects and shapes our history and contributes to our culture.


To deliver our Art curriculum we use the Primary Knowledge Curriculum which fulfils the requirements of the National Curriculum for Art.  It has appropriate coverage, it is structured and builds upon knowledge and skills as pupils progress through KS1.

The curriculum is designed to enable children to learn by making connections between the work of artists, architects and designers and their own work as they are introduced to a range of materials and skills. Children will have meaningful opportunities for self-expression and individual responses are woven through the curriculum, giving children space to leave who they are as an artist.

We want our children to have no limits and grow to be creative individuals with an ever-growing love for art and design, to which following this curriculum allows children to become informed about art and design as a process that takes place alongside a growing love for the subject. Children will have the opportunity to: 

  • Produce creative work, exploring their ideas and recording their experiences

  • Become proficient in drawing, painting, sculpture and other art, craft and design techniques

  • Evaluate and analyse creative works using the language of art, craft and design

  • Know about great artists, craft makers and designers and understand the historical and cultural development of their art forms.

Art lessons will also have a strong Oracy focus as children will be introduced to new vocabulary as well as be encouraged to share their opinions and thoughts on artwork including reflecting on both their own and others’ outcomes.

Children learn to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. They share their creations, explaining the process they have used and make use of props and materials when role playing characters in narratives and stories.


  • PE is taught by PE specialists where we deliver high-quality teaching and learning opportunities that inspire all children to succeed in physical education and in developing life skills. Our PE curriculum is carefully planned for progression and depth of skills through a series of lessons, in order to build on the skills needed to meet the end of KS1 objectives in the National Curriculum. The EYFS has one formal PE session a week alongside the environmental physical environment of the EY curriculum.

    In KS1, children participate in one high quality PE lesson each week and one hour of physical exercise in a combination of Forest School and lunch time activities. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Children are given the opportunity to practise skills in a variety of ways and each lesson builds upon the previous skills, allowing them time to embed it.

    Our PE curriculum incorporates a variety of sports and activities to ensure all children develop the confidence, tolerance and the appreciation of their own and others’ strengths and PE lessons are inclusive to all and activities are adapted where necessary. All children are given the chance to challenge themselves through making supported and independent learning choices. Children are also given time to reflect on their learning and take part in self, peer and group feedback within the lesson. Opportunities for reading are carefully woven into PE.

    Children are encouraged to participate in exercise throughout the day during PE lessons, outdoor learning, lunch provision and special events. We provide opportunities for all children to engage in sports clubs, such as T-ball, taught by both Teachers

    Learning Sequences - one lesson or a series of lessons.

  • Assess/Review – What do the children already know? How do you know? Prior Learning

  • Vocabulary – Introduce, rehearse, recap keywords

  • Teach – teaching of the skills needed for success. Ensure there is modelling, checking and questioning,

  • Apply – application of the skills learned in different contexts – these will show appropriate challenge for all.

  • Assess/Review – check what the children know and can do now.


The impact of this curriculum provides for gradual progression of skills over the Key Stage, to which children are expected to leave Nelson Infant School reaching at least age-related expectations for Art and Design. Our curriculum will also lead pupils to be passionate and enthusiastic artists and learners. Children who are achieving well or need additional support will be identified, and additional provision and strategies are to be planned in and discussed with class teachers. Achievements are celebrated in classrooms during walking-galleries and displays.

Assessment of learning in Art and Design is an ongoing monitoring of children’s understanding, knowledge and skills throughout lessons by the class teacher, pupil contributions to discussions, teacher questioning and through the completion of tasks and ongoing sketchbook work. This assessment is then used to inform future planning in relation to differentiation, support and challenge.

  • ‘End of Unit Quizzes’ (EoUQ) which assesses children’s knowledge and informs of any gaps in understanding through multiple choice questions

  • Pupil voice

  • Book monitoring

  • Lesson observations and learning walks

  • Class walking gallery and displays

  • EYFS children are assessed within Expressive Arts and Design and their progress is tracked termly using the EYFS framework. Age related expectation levels are reported to parents at the end of the reception year

Key Websites to support planning and assessment:


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