Bishops Lydeard Church School 
Art
Art Curriculum Intent – Bishops Lydeard Church School
Our Art curriculum is designed so that every pupil at Bishops Lydeard Church School builds secure, cumulative knowledge and disciplinary skills which they can retrieve and apply across year groups. We use a carefully sequenced progression rooted in the National Curriculum so that coverage and taught time systematically develop pupils’ understanding of drawing, painting, sculpture, printing, textiles and the wider visual language of art (line, colour, form, texture, pattern and composition).
Each unit is structured to identify prior learning and future application, ensuring progression in both technical skill and creative thinking. Our curriculum follows a clear learning journey of Immerse, Innovate and Invent: pupils first explore and analyse artists’ work, then experiment with techniques, and finally create their own independent outcomes. Retrieval practice and revisiting of key techniques (e.g. colour mixing, sketching, mark-making) are embedded so that knowledge is retained and refined over time. Lessons deliberately connect substantive knowledge (artists, movements, materials) with procedural knowledge (how to draw, paint, sculpt and evaluate) so that pupils develop as confident, reflective artists.
We bring art to life through a diverse range of artists, movements and cultural influences, spanning local, historical and global contexts. Pupils study significant artists such as Van Gogh, Monet, Hokusai and Da Vinci, alongside contemporary and local artists, building an understanding of how art reflects and shapes the world. Each unit includes opportunities for discussion, critique and reflection, supported by developing artistic vocabulary. Through oracy, pupils explain their ideas, evaluate their work and the work of others, and justify creative choices, strengthening both artistic understanding and communication skills.
National Curriculum Expectations & Links to Reception
Our curriculum directly maps to the National Curriculum, with strong foundations in the Early Years.
In Reception, pupils explore materials, textures, colours and mark-making through play-based experiences. They begin to represent ideas visually, experiment with tools and develop early control in drawing and painting. These experiences form the basis for later technical and observational skills.
In Key Stage 1, pupils use a range of materials to create artwork, developing skills in drawing, painting, collage and simple sculpture. They begin to use sketchbooks to record ideas and learn about a range of artists, making simple connections to their own work.
In Key Stage 2, pupils deepen their understanding and refine techniques, developing greater control, creativity and independence. They use sketchbooks to plan, review and evaluate work, experiment with a wide range of materials, and study artists in greater depth. Pupils learn to analyse, critique and develop their own artistic style, with increasing confidence in discussing art using appropriate vocabulary.
Our long-term plan ensures full National Curriculum coverage, with clear progression from early exploration to mastery of techniques and independent artistic expression.
Inclusive Curriculum: Access, Scaffolding and Use of Pupil Knowledge
In line with our school vision and Diversity & Inclusion priority, Art is taught to be accessible, engaging and ambitious for all pupils. Teachers use high-quality scaffolds including visual exemplars, step-by-step modelling, vocabulary displays and working walls to support understanding and reduce cognitive load. Practical, hands-on learning allows all pupils to access the curriculum regardless of language or academic starting point.
For pupils with SEND or limited language, tasks are broken into manageable steps with additional modelling and opportunities for guided practice. Alternative outcomes (e.g. verbal explanations, annotated sketches, photographs of practical work) allow pupils to demonstrate understanding in different ways. Pre-teaching of key vocabulary supports access to discussion and critique.
Teachers adapt lessons based on knowledge of their cohort, ensuring all pupils can access core content while being appropriately challenged through creativity and independence. Assessment is formative, through observation, discussion and sketchbook review, alongside end-of-unit reflections.
Leaders monitor engagement, participation and progression to ensure all pupils have equitable access to materials, experiences and opportunities to express themselves creatively. This ensures Art remains an inclusive, inspiring subject where all pupils can develop confidence, identity and a sense of achievement.