Intent
At St Monica’s, our vision is that every pupil engages with art each term in a way that is purposeful, progressive and connected to their broader learning. In line with the national research review on art and design education, which emphasises the importance of knowledge‑rich, well‑sequenced curricula in art and design, craft and design, we aim to give pupils strong practical knowledge (skills in using materials and techniques) and theoretical knowledge (knowledge about artists, art forms, cultural contexts) so that they are empowered to “see, to know and to experience art”.
By allocating a dedicated art session each term, focused on a specific artistic skill, we ensure pupils build a secure foundation and then revisit and refine their learning through subsequent topics — promoting retention and mastery rather than one‑off exposure.
We explicitly align art topics with other areas of the curriculum (such as geography and history), fostering interdisciplinary links and enabling pupils to make meaningful connections between art, culture and their wider learning. In doing so, art becomes more than a stand‑alone subject; it becomes central to developing cultural capital and creative thinking.
Implementation
Our art curriculum is designed to follow a clear progression from the Early Years Foundation Stage through to Year 6. At each stage, pupils revisit previously learned skills, deepen their technique and apply their learning in new contexts. This sequencing reflects the expectations of the national curriculum for art and design — that as pupils progress they should “improve their mastery of art and design techniques… with an increasing awareness of different kinds of art, craft and design”.
Art is scheduled once per term as part of our topic‑blocked design: it alternates with Design & Technology, enabling focused, high‑quality sessions. Pupils engage with media, techniques and styles inspired by recognised artists and designers, explore thematic links with their topic (e.g., a historical era or geographic location) and have opportunities to draft, reflect and improve their work. We ensure that materials, teacher planning and skill development are matched to the age and ability of the children — including appropriate scaffolding for our SEN and EAL pupils.
We monitor the progression of skills and knowledge across year groups, ensuring that what is taught is not simply repetition, but builds cumulatively. Teachers draw on the research‑based guidance that argues for clear curricular choices, coherent progression and teacher expertise in art and design.
Impact
Through this carefully planned art provision, pupils at St Monica’s develop confidence in using a broad range of materials, techniques and processes. They become skilled in the foundational art practices (drawing, painting, sculpture, mixed media) and able to apply them with increasing independence and creativity.
Pupils are better able to express themselves visually, using imaginative ideas, and make connections between their art, the themes they study in other subjects and the wider world. The consistent recall and refinement of skills means that younger pupils are improving fine motor control and control of media, while older pupils demonstrate greater fluency, control and creative decision‑making.
Importantly, for our EAL and SEN pupils, we observe improvements in concentration, perseverance and self‑expression through art. Research suggests that arts participation supports wider academic outcomes (such as writing and engagement) and can contribute around three months’ additional progress when implemented well.
Ultimately, our pupils leave St Monica’s with enhanced cultural awareness, creative confidence and a body of visual work they are proud of — prepared not only for their next phase of education but for being creative, curious and engaged learners.