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St Francis Church of England Aided Junior School

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Art and Design

Key Staff

Coordinator: Mrs Nixon

Governor: Mr Shields


St Francis' Art and Design Curriculum

Art and Design includes an ongoing process and gives pupils the opportunity to know about great artists, craft makers and designers, identifying how themes and genres have changed over time including traditional, modern and contemporary (disciplinary knowledge).


The study of art enables pupils to understand, appreciate and contribute to a dimension of life that taps into and expresses human innovation, imagination and thought.  At an individual level, a high-quality art education can build pupils’ ability to ‘appreciate and interpret what they observe, communicate what they think and feel, or make what they imagine and invent’.  At its best, the subject is both intellectually challenging and creatively demanding.  As a subject studied in school, art includes a range of practices, as well as theoretical and philosophical ideas and interests. The building blocks of the subject enable pupils to see, to know and to experience art. Pupils learn how to view, discuss and make art in its multifaceted, complex and contested forms.  (Research Review Series: Art and Design, February 2023) 



St Francis' Art and Design Curriculum Vision


High-quality Art and Design is an entitlement for all pupils, regardless of their starting points or prior experiences of traditional, modern and contemporary artists, selecting and using a range of tools and techniques through a variety of mediums.


The National Curriculum states that all pupils:

  • 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.


Using inspiration, they record their experiences, explore their ideas and evaluate and analyse them which are integral during lessons. Pupils have sketchbooks which continues through their KS2 story, to review and revisit ideas throughout these processes. They improve their mastery of art and design through practical techniques including:

  • drawing
  • painting
  • sculpture


They use a range of materials. For example, using mediums such as:

  • pencil
  • charcoal
  • paint
  • collage materials


These specialisms including using and applying technical language that forms part of everyone's component knowledge. 


The arts curriculum provides children with a creative outlet to explore and express their emotions. It can help to build resilience and develop social skills. For many children the arts can be a creative outlet for releasing feelings of pressure or stress of everyday life.

St Francis' Art and Design Curriculum





Year 3 

  • Collage: Papyrus 

  • Drawing/Painting: Leonardo Da Vinci Renaissance period 

  • Sculpture: Greek clay pots 

Year 4 

  • Drawing and painting: 

  • Illustrate a pop-up book made  

  • Linked to Beowulf Class Novel 

  • Drawing, painting and sculpture including clay work Viking pendants 

  • Printing and digital art 

  • Pop Art 

  • Andy Warhol 

Year 5 

  • Drawing/Collage:  

  • Multimedia 

  • Matisse 

  • Painting: Spice painting 

  • Modern Art  

  • Kelly McCollam 

  • Drawing: Charcoal 

  • Mining Local Artists 

  • Norman Cornish 

  • Tom McGuiness 

Year 6 

  • Painting: Kandinsky 

  • Digital Art: Portraits of Tudor King/Queen 

  • Sculpture: Mountain Ranges 

Our curriculum consists of five key areas:

  • Create sketch books to develop ideas, record their observations and use them to review and revisit ideas.
  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
  • Learn about great artists, architects and designers in history.
  • This also includes taking part in competitions with other local schools.
  • Careers opportunities using art and design skills.


Teachers share formative and summative assessment information with each other allowing the year group planning to be adapted annually. This ensures that the cohort of children know more and remember more and have mastered and refined their skills.


Teachers plan a sequence of lessons using the St Francis' Art and Design Curriculum to focus on the knowledge and skills being taught through various mediums. Children master techniques in painting, collage, sculpture, drawing, printing, and digital media. The curriculum is sequenced to ensure that every child has the opportunity to learn about a variety of artists, architects and designers as a starting point to where their own individuality and application of skills then take over to demonstrate their own creations. This includes an ongoing process of reflection, self-evaluation, peer assessments and adult assessments infiltrated through each session to ensure progress is maintained.

We have planned what we want children to know by the end of LKS2 (Year 4) and UKS2 (Year 6) so that children can learn, practise and develop art and design knowledge and skills ready for their Year 7 curriculum. The knowledge and skills we want children to know are set out below. 



Year 3 

Year 4  

Year 5 

Year 6 

Key Skills: I understand how to produce creative work, exploring their ideas and recording their experiences.

I evaluate and analyse creative works using the language of art, craft and design


To develop ideas 

  • Develop ideas from starting points throughout the curriculum.  

  • Collect information, sketches and resources.  

  • Adapt and refine ideas as they progress.  

  • Explore ideas in a variety of ways.  

  • Comment on artworks using visual language. 


To develop ideas 

  • Develop and imaginatively extend ideas from starting points throughout the curriculum 

  • Collect information, sketches and resources and present ideas imaginatively in a sketch book 

  • Use the qualities of materials to enhance ideas 

  • Spot the potential in unexpected results as work progress 

  • Comment on artworks with a fluent grasp of visual language 


Key Skills: I understand how to become proficient in drawing, painting, sculpture and other art, craft and design techniques




To master techniques - Painting 

  • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.  

  • Mix colours effectively. Use watercolour paint to produce washes for backgrounds then add detail.  

  • Experiment with creating mood with colour. 

To master techniques - Collage 

  • Select and arrange materials for a striking effect.  

  • Ensure work is precise. Use coiling, overlapping, tessellation, mosaic and montage. 

To master techniques - Sculpture 

  • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).  

  • Include texture that conveys feelings, expression or movement.  

  • Use clay and other mouldable materials.  

  • Add materials to provide interesting detail. 

To master techniques - Drawing 

  • Use different hardness of pencils to show line, tone and texture. Annotate sketches to explain and elaborate ideas.  

  • Sketch lightly (no need to use a rubber to correct mistakes).  

  • Use shading to show light and shadow.  

  • Use hatching and cross hatching to show tone and texture. 

To master techniques - Print 

  • Use layers of two or more colours.  

  • Replicate patterns observed in natural or built environments.  

  • Make printing blocks (e.g. from coiled string glued to a block).  

  • Make precise repeating patterns. 

To master techniques - Digital Media 

  • Create images, video and sound recordings and explain why they were created. 

Create original pieces that are influenced by studies of others. 

To master techniques-painting 

  • Sketch lightly before painting to combine line and colour 

  • Create a colour palette based upon colours observed in the natural or built world. 

  • Use the qualities of watercolour and acrylic paints to create visually interesting pieces 

  • Combine colours, tones and tints to enhance the mood of a piece 

  • Use brush techniques and the qualities of paint to create texture 

  • Develop personal style of painting, drawing upon ideas from other artists 

To master techniques-collage 

  • Mix textures (rough and smooth, plain and patterned) 

  • Combine visual and tactile qualities 

  • Use ceramic mosaic materials and techniques 

To master techniques-Sculpture 

  • Show life-like qualities and real-life proportions 

  • Use tools to carve and add shapes, texture and pattern 

  • Combine visual and tactile qualities 

  • Use frameworks (such as wire or moulds) to provide stability and form 

To master techniques-drawing 

  • Use a variety of techniques to add interesting effects (eg, reflections, shadows, direction of sunlight) 

  • Use a choice of techniques to depict movement, perspective, shadows and reflection 

  • Choose a style of drawing suitable for the work (eg, realistic or impressionistic) 

  • Use lines to represent movement 

To master techniques-print 

  • Build up layers of colours 

  • Create an accurate pattern, showing fine detail 

  • Use a range of visual elements to reflect the purpose of the work 

Create original pieces that show a range of influences and styles 

Key Skills: I know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.



  • To take inspiration from the greats (classic and modern) 

  • Replicate some of the techniques used by notable artists, artisans and designers.  



Kelly McCollam 

Leonardo Da Vinci 

  • Give details about the style of some notable artists, artisans and designers 

  • To take inspiration from the greats (classic and modern) 


Norman Cornish 

Tom McGuiness 

Andy Warhol 




Educating for Equality, Diversity and Inclusivity

From April 2023, we have a focus on ensuring we have a wide range of perspective in our curriculum so we can educate in a way that is inclusive of the viewpoints of a wide range of protected characteristics. This is a long term journey and we are starting by ensuring the identity of individuals studies is explicitly taught. 


In Art and Design 

Protected CharacteristicKandinskyMatisseKelly McCollamLeonardo Da VinciNorman CornishTom McGuinessAndy Warhol


Male Male FemaleMale MaleMale Male
Gender-     Homosexual
EthnicityMulticultural: Father Siberian and mother from Mongolian aristocracy.   White BritishWhite BritishWhite European American
NationalityRussian, lived early life in Ukraine, later French French  Italian polymathEnglishEnglishAmerican
ReligionOrthodox ChristianityNone "The love of the work to be created, the love of creation." CatholicNone Ruthenian Catholic
DisabilitySynesthesia1941 needed a wheelchair due to arthritis It was likely he had dyslexia  It was likely he had high functioning autism.


Modern Era

1869-1954 Modern Era 


Medieval / Early Modern Era

1919-2014 Modern Era


Modern Era


Modern Era

Marriage/Civil partnership2 marriages 1 marriage None1 marriage to Dorothy1 marriage to CathyNone
Pregnancy / maternitySon 1917 - Wsevolod2 sons, Pierre 1900, Jean 1899 None2 children Ann and John2 sons, Shaun and Anthony, daughter ConnieNone
Careers  PhotographerPainter, draughtsman, engineer, scientist, sculptor, botany, geology, optics and architect.Miner, artist in Spennymoor, County Durham. His house is on display at Beamish Museum - No 2 Front StreetMiner, artist - painter, draughtsman, Visual artist, film director, producer and leading figure in the pop art movement.

The above information is taken from a range of websites. If you see any inaccuracies, please let us know. 


Art and Design is everywhere! Through pupil voice, children talk about their inspirations and starting points in their units of Art and Design, giving them opportunities to explain and show the smaller steps created to then work on a finished piece. This process can also be seen through their sketchbooks. Throughout Key Stage 2, children use a variety of mediums in which skills are enhanced and developed further by also integrating mediums.

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