“Creativity is intelligence having fun.”   Albert Einstein


What takes place before teaching in the classroom?

At St. Anthony’s school, we believe that art is a vital and integral part of children’s education. It provides them with opportunities to develop a range of ways in which they can share and express their individual creativity, whilst learning about and making links with a wide spectrum of different types of art in our society. Art contributes to children’s personal development in creativity, independence, judgement and self-reflection. Moreover, it enables pupils to develop a natural sense of wonder and curiosity about the world around them and therefore links strongly to our school values. The focus is in developing skills and experiences in drawing, painting, understanding colour and shade and sculpture, with the overall aim of developing a rigorous understanding, critical awareness and inspiration of art and design.

The art curriculum will develop children’s critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of male and female artists, craft workers and designers throughout history.

Children will develop their understanding of the visual language of art with effective teaching and carefully thought out sequences of lessons and experiences. Understanding of the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) will be developed by providing an accessible and engaging curriculum which will enable all children to reach their full potential.

The Senior Leadership Team will:

  • Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects
  •  Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and professional development.
  • Provide sufficient funding to ensure that implementation is high quality.

The Arts Curriculum Leader will work closely with the subject teachers to:

  • Understand and articulate the expectations of the Arts Department to the Headteacher and Governing Body.
  • Support teaching and support staff.
  • Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as artists.
  • Ensure an appropriate progression of art skills and knowledge is in place over time so that pupils are supported to be the best artists they can be, and challenge teachers to support struggling artists and extend more competent ones.
  • Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.

“Every child is an Artist.” Picasso


What does this look like in the classroom?

Teaching and Learning

  • Exploration of artists, ideas and skills.
  • An understanding of an artist’s purpose and how they use the formal elements of art to communicate their ideas to the viewer.
  • Through research, pupils develop their ideas independently.
  • Understanding of the formal elements through experience with artistic conventions and experimentation.

We teach a skills-based art curriculum, which allows pupils to express their creative imagination as well as providing them with opportunities to practise and develop mastery in the key processes of art: drawing, painting, printing, ceramics and sculpture. This is supported through the studying of key artists and the development of a knowledge of their work. Pupils are given constructive feedback and next steps, with further opportunities to be creative, to improve their work and ensure that the skills are being developed. The evidence of their work is collected within the art sketch book which follows the children through the relevant key stage. Photographs of larger, group or 3D pieces are also kept within this book.

Secondary Art provision is taught by two qualified Art specialist Teachers. KS3 pupils have a double lesson a week.

  • Transition from KS3-KS4: Pupils experience a range of co-ordinated, progressive artist activities based on the National Curriculum in KS3, followed by the WJEC P Creative Arts Entry Pathways exam criteria in KS4. 
  • KS4: The Key Stage 4 curriculum has been developed to support St Anthony’s pupils with their individual development, learning and appropriate level of accreditation.  Art is one of the pathways. Pupils have a double and a single lesson per week.
  • The Art Department has planning which links with our curriculum progression document and assessment opportunities.
  • The Curriculum Progression document is a skills based overview showing how we plan for progression in Art and develop competence in a range of skills with a focus on the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form).
  • Lessons are engaging and pupils are challenged by the curriculum they are provided with.

Classroom Organisation:
Pupils work in a whole class, small groups or individually to support pupils in their development of their skills.

  • Differentiation and personalisation are planned for within activities and allowance is made for ability and experience.
  • We provide appropriate quality equipment and have specialist equipment to support artist exploration – Kiln, Cameras, Printing press.
  • Engaging displays and learning walls are evident.
  • Support staff are deployed effectively to enhance learning.

Extra-Curricular Opportunities:

  • Pupils are able to attend lunchtime time clubs.
  • Each term we run a Rising Stars enrichment programme for pupils who have shown an interest in Art.
  • Pupils have the opportunity to attend an after school art club, arranged by our After School Manager.


How is success in Art measured?

Art contributes to broader curriculum aims by educating the emotional, intellectual and physical development of children. The teaching of Art enables personal expression, reflection and emotional development. It also increases self-discipline, confidence, sensitivity and fulfilment as well as helping children to forge links between home, school and the wider world.

Our pupils are:

  • Engaged because they are challenged by the curriculum which they are provided with.
  • Resilient learners who are learning to overcome barriers and understand their own strengths and areas for development.
  • Safe and happy to be active participants in Art lessons (having been given opportunities to explore their own creative development in a supportive and nurturing environment).
  • Showing progression of knowledge and understanding, with appropriate vocabulary and technical skills which support and extend learning.
  • Becoming confident in discussing art, their own work and identifying their own strengths and areas for development


  • Pupils are provided with personalised progress trackers showing their subject targets. These are linked to St. Anthony’s Assessment Steps and allow pupils to discover areas of strength, as well as areas they might like to improve upon.
  • Our Progress Trackers for Steps and Pre-Steps are in place in pupil’s subject folders.
  • Data is recorded termly onto Classroom Monitor (our online recording system used for data collection). This enables staff to identify pupils who need additional support and develop those meeting or exceeding expectations.
  • Pupils are encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on artistic skills and knowledge.
  • Assessment shows that pupils develop artistic skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.
  • Observation, listening, questioning, discussing, digital recordings and involvement in the activities are used to make assessments.
  • Assessment in Art takes account of the practical nature of the subject in which information is collected and stored while pupils are involved in acquiring and applying artist skills.
  • We monitor the impact of our art provision through termly assessments, lesson observations, learning walks, performances and work scrutiny.
  • In addition to academic achievement, social emotional progress including self-confidence, interaction with and awareness of others and self-reflection may be discussed during Annual Reviews, in EOY reports, parent consultation evenings, open evenings and in postcards home to parents.

For more curriculum information about what pupils study in this subject please visit our curriculum and exams provision page .

Curriculum and Exams Provision Link