St Joseph's Catholic Primary Academy, Healds Road, Dewsbury, WF13 4HY

01924 462053

St Josephs Catholic Primary Academy

We are proud to work with all the Catholic schools across our two local authority areas, particularly as the Trust grows and benefits from the expertise and knowledge that other schools joining in the future will bring.

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‘Creativity is allowing yourself to make mistakes. Art is knowing which one to keep.’ 

Scott Adams 

Curriculum Vision for Art at St Joseph's

At St Joseph’s, we believe that art is a vital part of children’s education and has a significant and valuable role in the taught curriculum, as well as the enrichment opportunities we offer our pupils. 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. Children will develop their understanding of the visual language of art with effective teaching and considered 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 a curriculum which will enable children to reach their full potential. 

Curriculum Intent for Art

In EYFS, pupils will experience Art  through the ‘Expressive Arts and design’ strand.  They will safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.  Pupils use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through art and design.  During the first term at school, the main focus is cutting skills, paint and using paint and paintbrushes effectively. Skills are modelled to pupils and they are then given a chance to practise themselves. As the year progresses, pupils are introduced to different materials, for example, chalks, pastels and can choose how they represent their ideas and what they use to do so.  The creative area has a range of different resources aimed to allow pupils to explore and use them in different ways. The resources are changed often to ensure pupils are offered a number of ways in which they can express themselves through art. Adults work with the specific child on their next steps, for some it might be knowing how to apply glue correctly, for others it might be moving on their ideas and exploring new ways to do things.  Adults are encouraged to record these interactions when needed, but this is not always necessary. When recording does take place it is added to the child's individual learning journey.

In Key Stage 1, pupils have the opportunity to produce creative work, explore their ideas and record their experiences. They will become proficient in drawing, painting, sculpture and other art, craft and design techniques. Within their lessons, they will  evaluate and analyse creative works using the language of art, craft and design, learning about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

In Key Stage 2, pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

The long term planning for Art can be found below:

Long Term Plan for Art

The importance of knowing about a range of artists

It is important that pupils at St Joseph's have an understanding and appreciation of the work of artists who have come before us. Pupils will learn about a range of artists in the context of their focussed skill looking at their lives, what inspired them as well as how they created their masterpieces.

Curriculum Implementation for Art

The six-part lesson for Art

Most Art lessons are delivered using the six-part lesson model. This includes:

  1. Retrieval practice: Pupils will practice key knowledge from the previous unit of work. This is to help move this knowledge into the long term memory. It is also an assessment tool for teachers. This activity can be practical or written and can be completed independently, in pairs or in a group.

  2. New learning: Pupils will be introduced to the Key Learning and knowledge for the lesson. They will also explore and practice tier 2 and tier 3 vocabulary that will be used throughout the lesson. Direct teaching of the new knowledge and skills will be introduced and modelled where appropriate.

  3. Let’s explore: Pupils will have the chance to practise new skills, knowledge and vocabulary within a short task. This can be completed independently, in pairs or in a small group.

  4. Develop learning: In this part of the lesson, the knowledge and/or skills will be developed further as well as preparing the pupils for their independent task.

  5. Independent task: Pupils may work independently, in pairs or small groups to complete a task or tasks linked to the Key Learning. Activities may be scaffolded for different groups of learners.

  6. Plenary: Pupils will have the chance to reflect on their learning that day and self assess using their KL sticker. Pupils’ work may be celebrated and a discussion question may be used. Reference to our Global Driver word for the half term may also be used (where appropriate).


‘It is important that we are exposing children to concepts (words) within subjects and studying them in more depth in order to strengthen their understanding of topics and allow them to build on knowledge acquired in previous year groups. The stronger a child’s understanding of a certain word is, the more likely they will be be able to attach new vocabulary and knowledge on top’ (Marcus Jones, Huntington Research School).

At St. Joseph’s, key vocabulary is introduced at the beginning of each lesson. This will include Tier 2 (vocabulary linked to the subject area) and Tier 3 (specific vocabulary for that lesson or unit) vocabulary. New words are discussed and potentially modelled within the lesson. There is an expectation that all pupils use the correct vocabulary within full sentences.

Vocabulary linked to the whole subject (tier 2 vocab)

Material, shape, line (Curved, straight), sculptor, sculpture Join Mould Score 3D Artist Sketch Shade Line (Curved, straight, wavy, broken) Features (crease) Portrait/ Self portrait Symmetry Position Proportion Texture Effect Stroke Artist Expressionist Perspective/ 3D Background Foreground Artist Landscape Tone Tint Shade Line Modern 

The importance of Knowledge

‘Knowledge and the capacity it provides to apply skills and deepen understanding are essential ingredients of successful curriculum design.’ (Amanda Spielman)

Units/topics in Art have been carefully sequenced to build upon prior knowledge as well as developing new knowledge in a succinct way. Teachers are familiar with where the units/topics fit in pupils’ educational journey at St Joseph’s and discuss with previous class teachers what has been taught. Teachers highlight key knowledge that they want pupils to learn on their planning and create knowledge organisers to support the development of this knowledge across the unit. Knowledge organisers include: previous knowledge needed; our Global driver work and impact statement; key knowledge for the topic; aspirations for the future; glossary and key techniques needed for the topic. These are available in every Art  lesson for pupils to refer back to. .

Find the art knowledge progression attached below:

Knowledge Progression Document

Assessment in Art

Teachers use Assessment for Learning throughout their lessons through questioning and during the ‘Let’s explore’ part of the lesson. Teachers will formatively assess pupils against the Key Learning using pupils’ Key Learning stickers. If a pupil has met the Key Learning, the teacher will highlight the Key Learning with green. If a pupil is working towards the Key Learning, the teacher will highlight the Key Learning with orange and green. If a pupil needs further work against the Key Learning, the teacher will highlight the Key Learning orange and there will be evidence of an intervention before the next lesson. Teachers will also note on the Key Learning whether the pupil has had teacher/teaching assistant support to inform formative assessment.  At the end of the unit, teachers will make a judgement whether the pupil is working at, below or above the National Curriculum expectations for their year group and this will be logged throughout the year using insight. Subject leaders will then analyse the data from these assessments to track the progress of pupils and spot any patterns between groups.

Curriculum Impact for Art

The impact of the art curriculum is monitored in various ways. Pupil voice shows that pupils at St Joseph's are able to communicate what they have learnt in art clearly and confidently. Pupils are able to use appropriate vocabulary taught when explaining their understanding of different pieces of artwork. The various monitoring activities that have taken place for art show that pupils at St Joseph's thoroughly enjoy the subject and take great pride in their work. 

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