Art

At our school, Art is a vibrant and expressive subject that nurtures creativity, curiosity, and confidence.

We follow the CUSP Art curriculum, which is carefully designed to build artistic knowledge and skills over time. Pupils explore a wide range of media, techniques, and artistic styles while learning about influential artists and movements. Each unit encourages children to think and work like artists—experimenting, reflecting, and refining their ideas. Through drawing, painting, sculpture, and mixed media, pupils develop visual literacy and personal expression.

CUSP Art inspires children to create with purpose and passion, celebrating individuality and imagination in every piece of work.

At St Martin's, Art is more than a subject—it’s a gateway to creativity, expression, and seeing the world through different eyes.

At our school, the intent of our art curriculum is to nurture creativity, self-expression, and critical thinking through a rich and inclusive programme.

Using the CUSP Art curriculum, we aim to develop pupils’ knowledge of artistic techniques, materials, and influential artists across time and cultures.

Our intent is for children to think and work like artists—experimenting, reflecting, and refining their ideas with increasing independence. We want pupils to build visual literacy, confidence, and appreciation for the arts, enabling them to communicate ideas and emotions effectively.

Art is a vital part of our curriculum, fostering imagination and celebrating individuality.

Our approach ensures that pupils experience a rich and coherent journey through artistic disciplines, building knowledge and skills over time while nurturing their individual expression.

The curriculum is carefully sequenced to ensure progression in both knowledge and technique across year groups. Each unit revisits core concepts through a spiral curriculum model, allowing pupils to deepen understanding and refine skills. Lessons are structured around explicit teaching of vocabulary, modelling of techniques, and opportunities for independent exploration.

Teachers use high-quality resources and exemplars to inspire and guide pupils. Sketchbooks are central to the learning process, used to record ideas, practise techniques, and reflect on progress. Pupils are taught to work artistically, developing habits of observation, experimentation, and evaluation.

Pupils study a diverse range of artists, designers, and craftspeople from different cultures and time periods. Lessons include contextual knowledge about artistic movements and cultural significance, enriching pupils’ understanding of art as a global language.

Formative assessment is embedded through ongoing dialogue, peer critique, and reflection. Teachers assess pupils’ ability to apply techniques, use vocabulary, and articulate their creative choices. Feedback is used to guide improvement and celebrate achievement.

All pupils are supported to access the curriculum through scaffolded tasks, adaptive teaching, and inclusive resources. The curriculum is designed to be ambitious for all, including those with SEND and EAL.

Art and Design is connected to other subjects such as history, geography, and science, reinforcing knowledge and broadening perspectives. Pupils explore themes that link to wider learning, such as identity, nature, and storytelling.

The impact of our Art and Design curriculum is evident in the confidence, creativity, and competence our pupils display as young artists. Through the CUSP curriculum, pupils develop a deep understanding of artistic processes, a rich visual vocabulary, and the ability to express themselves with originality and purpose.

Pupils demonstrate progressive mastery of artistic techniques across a range of media. They articulate their ideas and evaluations using precise artistic vocabulary, showing a clear understanding of concepts and processes. Sketchbooks reveal a journey of creative exploration, critical thinking, and personal growth.

Pupils retain and apply knowledge of artists, styles, and cultural contexts, making meaningful connections across subjects and disciplines. They revisit and build upon prior learning, showing increasing sophistication in their artistic choices and reflections.

Pupils speak confidently about their work and the work of others, demonstrating pride and ownership. They show high levels of engagement and enjoyment, viewing art as a valuable and expressive part of their education.

Teachers use assessment to track progress, identify gaps, and celebrate achievements. Subject leaders monitor sketchbooks, pupil voice through pupil book studies, and lesson delivery to ensure consistency, quality, and ambition across the school.

Pupils leave Key Stage 2 with a strong foundation in art and design, ready to thrive in secondary education and beyond. They understand the role of art in shaping identity, culture, and society, and are equipped to contribute creatively to the world around them.

Big Ideas

CUSP Art is built around the concept of “Working as an Artist,” encouraging pupils to think, explore, and create like real artists.

The curriculum is underpinned by key themes such as creativity, expression, technique, and reflection.

Pupils engage with the artistic process through observation, experimentation, and evaluation.

Big ideas such as line, tone, texture, form, and colour are revisited across year groups, helping children build a deep understanding of visual language.

Through exposure to diverse artists and styles, pupils develop cultural awareness and personal voice, learning to appreciate art as a powerful form of communication and identity.

Content

The CUSP Art curriculum includes a rich variety of artistic disciplines and techniques.

Pupils explore drawing, painting, printmaking, collage, sculpture, and mixed media. Each unit introduces key concepts such as line, shape, colour, texture, and composition, while also studying influential artists, designers, and movements. Children learn to use a range of tools and materials confidently and safely. The curriculum encourages personal expression and creativity, while also developing technical skills and visual literacy. Pupils are taught to observe closely, experiment with ideas, and reflect on their work.

This broad and inclusive content ensures all children engage meaningfully with the subject.

Sequencing

CUSP Art is carefully sequenced to build knowledge and skills over time.

Each unit revisits core artistic concepts while introducing new techniques and media in a progressive way. Pupils begin with foundational skills in drawing and mark-making, then move on to more complex forms such as painting, sculpture, and mixed media. The curriculum is designed to reduce cognitive load by introducing content in manageable steps, supported by retrieval practice and reflection. Vertical progression ensures pupils deepen their understanding of artistic elements and processes year by year.

This structured sequencing helps children become confident, independent artists with a strong creative foundation.

Oracy and Vocabulary

Oracy and vocabulary are central to CUSP Art.

Each unit introduces and revisits key artistic terminology, helping pupils describe techniques, materials, and their creative choices with precision. Pupils engage in structured talk, discussing their work, giving feedback, and reflecting on artistic processes. Teachers model rich language and encourage pupils to use it in context, supporting both spoken and written communication. Vocabulary is explicitly taught and embedded through repetition and application.

Oracy activities such as critique, questioning, and storytelling help pupils develop confidence in expressing their ideas and deepen their understanding of visual language and artistic intent.

Assessment of Pupils

Assessment in CUSP Art is both formative and summative, designed to support learning and track progress.

Teachers assess pupils through observation, discussion, and evaluation of practical outcomes. Each unit includes clear expectations for knowledge and skills, guiding assessment and feedback. Pupils demonstrate their understanding through sketchbook work, final pieces, and reflective commentary. Formative assessment informs teaching and helps identify areas for support, while summative assessment captures progress over time.

Knowledge organisers and pupil book studies support retention and allow teachers to monitor development across disciplines.

This ensures all pupils are supported to achieve and grow as artists.

Reasonable Adjustments for Pupils with SEND

CUSP Art is inclusive and adaptable, ensuring pupils with SEND can access and succeed in the curriculum.

Lessons follow consistent routines and use visual aids, scaffolded tasks, and dual-coded resources to support understanding. Teachers make reasonable adjustments such as simplified instructions, adapted tools, and additional modelling. Practical tasks are broken into manageable steps, and pupils are given time to revisit key concepts. Opportunities for oral responses and collaborative work support pupils with communication needs. Assessment is used to identify barriers and tailor support.

This ensures all children can engage meaningfully with art and make progress at their own level.

Friendship
You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.
Jane Goodall