Art and Design


Art, craft and design embodies many forms of creativity. A high quality art and design programme should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Pupils should be able to think critically and develop a rigorous understanding of art and design. They should know how art and design reflects and shapes our history and contributes to the culture, creativity and wealth of our nation.

By the time children leave Scout Road Academy, they will be able to:

  • Produce creative work, exploring their ideas and recording their experiences.
  • Critique art and design works using appropriate artistic language.
  • Know about great artists, craft makers and designers and understand the cultural and historical development of different art forms.
  • Demonstrate skills in drawing, painting, sculpture and other art, craft and design techniques.

The knowledge-rich art and design curriculum reflects the national curriculum and the needs of the school community. It gives children the opportunities to demonstrate the school values of Positivity, Determination and Respect. It is an art and design curriculum for all.


Teachers use the bespoke Art and Design skills progression document which sets out the knowledge and skills that pupils will gain by the end of a specific strand. It is fed into the long term plan and is cross curricular.

Pupils’ learning will be recorded in their own sketch books and within the class folder, held centrally. The books will provide evidence of individual's progression.



Within art and design, we strive to instill an appreciation and enjoyment of the arts enriching the children’s learning experience. Our art and design curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.


We measure the impact of our curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Summative assessment of pupil discussions about their learning.
  • Images of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.
  • Marking of work in books.



The school promotes inclusion, independence and challenge for pupils with SEND through adjustments based upon individual needs; these may be to the curriculum itself or to access arrangements.  Details of these adjustments can be found in Individual Education Plans or devised by the school and sometimes with advice and guidance from external agencies. SEND have unique learning profiles and needs and teachers build expertise over time in teaching the children in their class.  For this reason, teachers are responsible for the differentiation of learning in their classes.