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Art and Design

At Broomfields, our students are given opportunities to explore their ideas by experimenting, inventing and creating their own varied works of art using a range of materials. The children learn how to recognise shape and form, make marks, draw, paint, sculpt and explore other art, craft and design techniques. 

“Art and Design is not just a subject to learn but an activity that you can practise: with your hands, your eyes, your whole personality.” 

[Quentin Blake, Children’s Laureate] 

Alongside this, children learn how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.  At Broomfields, we ensure that art is a vital part of your child's education and encourage the exploration of materials with the freedom to create. 

We actively encourage our children to develop artistic awareness and acquire skills, knowledge and understanding to express individual ideas. Teaching should ensure that ‘investigating and making’ includes ‘exploring and developing ideas’ and ‘evaluating and developing’ work. ‘Knowledge and understanding’ should inform this process.


At Broomfields Junior, we believe that teaching and learning in art is important because it stimulates creativity, imagination and inventiveness. The Purpose of art education is to give pupils the skills, concepts and knowledge necessary for them to express responses to ideas and experiences in a visual or tactile form. It fires their imagination and is a fundamental means of personal expression.  

Our Art curriculum provides children with opportunities to develop their skills using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the opportunity to explore and evaluate different creative ideas. Children will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists. 

It enables children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. Children become involved in shaping their environments through art and design activities. Through this the children learn to make informed judgements and aesthetic and practical decisions. Children explore ideas and meanings through the work of artists and designers. Art is not taught in isolation, although it retains its creative base and its skills and techniques.  

Wherever appropriate it is linked to other areas of the curriculum, gives children the opportunities to develop specific art skills, and reinforces skills already established. Many areas of art link with mathematical ideas of shape and space; for example, when printing repeating patterns and designs and thinking about 3D shapes to support structures.  

As a school, we celebrate and recognise the work children create and annually enter the Warrington PAN exhibition or create an inhouse exhibition for parents and members of the community, where the children’s work is creatively show cased.  

It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this. In Art, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.


Our curriculum is linked to the topics that children are covering each term at school. Skills are mapped out over the year, following the Chris Quigley milestone documents, and embedded throughout the year.

Key vocabulary is set out for all children to master and identified on the milestones documents and medium term plans. Recall and retrieval of prior knowledge is also embedded at the start of every lesson, so children know more and remember more. Exit questions allow children to review their learning, think about and discuss next steps and progression. 

Trips and visiting experts are planned to enhance the children’s learning experiences, looking at ways to incorporate outdoor learning wherever possible. Children in Year 5 have the opportunity to take part in an Art residential at Tattenhall in Cheshire. This is a 3-day trip based around a theme that links in with their curriculum, i.e. Space. During this time children take part in music, dance and art activities. 


Our Art Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:  

  • A teacher judgement is made against the achieved planned outcomes and children are assessed as working at developing, expected or exceeding, this is the passed to the subject leaders to analyse.  

  • A pupil art book demonstrates progression and includes thoughts, ideas, processing and evaluations of work. Class discussions and analysis of their art work and their peers support the evaluation and feedback process and also develops children’s’ oracy 

Key Policies

Curriculum Overview

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