Art and design curriculum
This page is designed for Art and design subject leaders to:
- View the Kapow Primary Art and design curriculum in one convenient place.
- Discover the rationale behind Kapow Primary’s Art and design curriculum.
- Find relevant information to support leading Art and design.
The Curriculum and Assessment Review final report has been released. We’re reviewing the recommendations and planning for future updates.
For more information, see our Curriculum updates and FAQs pages.
Art and design scheme of work
Contains public sector information licensed under the Open Government Licence v2.0
1. Intent
This section outlines the overall curriculum plan, including its structure, sequencing and the specific knowledge and skills students are expected to acquire.
Curriculum aims
Kapow Primary’s Art and design scheme of work aims to nurture pupils’ creativity, imagination and visual literacy, encouraging them to think like artists and designers. The intention is for pupils to develop the confidence to experiment, express ideas and communicate meaning through visual and tactile media.
The scheme promotes an appreciation of art as a powerful form of human expression, helping pupils to understand its role across different cultures, time periods and creative industries. It encourages children to value originality, take creative risks and reflect critically on their own work and that of others.
The scheme supports teachers in developing their subject knowledge and pedagogical confidence, enabling the delivery of rich, engaging and purposeful lessons. The curriculum is designed to be both inclusive and ambitious, ensuring all pupils are equipped to enjoy, create and respond to art in meaningful ways.
Statutory and non-statutory guidance
National curriculum
Kapow Primary’s standard, mixed-age and condensed schemes of work fulfil the statutory requirements for Art and design outlined in National curriculum (2014).
Ofsted research review
The standard, mixed-age and condensed Art and design schemes of work are based on principles outlined in Ofsted’s Art and design research review.
New research and developments
The standard, mixed-age and condensed schemes of work are continually evaluated and refined through regular curriculum reviews, internal audits and feedback from subscribing schools.
Updates are informed by the latest subject-specific research, changes to National curriculum guidance and developments in pedagogy. This ensures the curriculum remains current, effective and relevant.
Broad and balanced curriculum
The strands
Kapow Primary’s Art and design curriculum is structured around five strands that run through each unit:
- Generating ideas.
- Using sketchbooks.
- Making skills (including formal elements).
- Knowledge of artists.
- Evaluating and analysing.
These strands ensure a balanced coverage of the practical, theoretical and disciplinary knowledge pupils need to progress in Art and design, while supporting the development of both creative confidence and critical thinking.
Generating ideas
Producing creative work and exploring ideas.
Using sketchbooks
Recording experiences and becoming proficient in drawing.
Making skills
Becoming proficient in drawing, painting, sculpture and other art, craft and design techniques.
Knowledge of artists
Learning about great artists, craft makers and designers and understanding the historical and cultural development of their art forms.
Evaluating and analysing
Evaluating and analysing creative works using the language of art, craft and design.
Key areas
The National curriculum refers to pupils developing their mastery of art and design techniques, including drawing, painting and sculpture.
To support this, Kapow Primary’s Art and design curriculum returns to these three key areas in every year group.
The curriculum includes a fourth key area: Craft and design. This area focuses on giving pupils a broad range of opportunities to explore different craft and design techniques during primary school.
Progression
Progression
The Art and design: Progression of skills and knowledge document provides an overview of the skills and knowledge covered in each phase and strand. It explains how Art and design skills and knowledge are developed to support pupils in reaching the key stage outcomes as outlined in the National curriculum.
New learning is weighted toward the start of each key stage, allowing ample opportunity for it to be revisited and applied in later years. As a result, knowledge accumulation may appear heavier in some year groups than others.
Spiral curriculum
Kapow Primary’s Art and design scheme of work has been designed as a spiral curriculum with the following key principles in mind:
- Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.
- Increasing depth – each time a skill is revisited, it is covered with greater complexity.
- Prior knowledge – pupils build upon previous foundations rather than starting again.
From exploration to expression
Building on the principles of a spiral curriculum, the Art and design scheme supports pupils in developing from early sensory exploration and mark-making to increasing technical proficiency, personal expression and critical understanding.
Types of knowledge
Types of knowledge
Knowledge is defined differently depending on the subject in question. Ofsted’s helps to define knowledge in Art and design as:
- Practical knowledge – the skills and techniques pupils use when making art, including methods, materials and formal elements.
- Theoretical knowledge – knowledge of artists, art movements and contexts that help pupils understand and interpret creative work.
- Disciplinary knowledge – understanding how art is studied, discussed and evaluated through critical reflection and questioning.
Practical knowledge
Practical knowledge refers to the hands-on, procedural knowledge that pupils develop through working with tools, materials and techniques.
Theoretical knowledge
Theoretical knowledge is the contextual and conceptual understanding that helps pupils make sense of art, how it is created, interpreted and situated within different cultures, time periods and artistic movements.
In Kapow Primary’s Art and design curriculum, this knowledge is developed through the Knowledge of artists strand.
Disciplinary knowledge
Disciplinary knowledge is the understanding pupils develop about how art is studied, discussed and evaluated. It helps pupils think like artists, critics and curators, questioning what art is, why people create it and how meaning is communicated or interpreted.
In the Kapow Primary curriculum, this is primarily developed through the Evaluating and analysing strand.
Wider knowledge and skills
Digital literacy
Kapow Primary’s Art and design scheme integrates technology through activities such as digital drawing and image manipulation. This helps develop pupils’ confidence in using digital tools to create, research and respond effectively to visual information.
Oracy
Through Kapow Primary’s Art and design curriculum, pupils have opportunities to develop their oracy skills by:
- Explaining and justifying their choices of materials, methods and techniques.
- Engaging in paired and group discussions.
- Presenting and explaining their artwork and ideas to peers and the class.
- Analysing and critiquing the work of others, as well as established artists.
- Collaborating on group artwork.
- Responding to high-level questions such as ‘What is art?’ by articulating and defending their ideas.
Sustainability
Kapow Primary’s Art and design curriculum supports sustainability education by encouraging pupils to reflect on their role as creative citizens.
Through exploring themes such as environmental art, waste and the use of natural and recycled materials, pupils develop an appreciation of how art can respond to and represent ecological concerns.
Art can be a powerful medium for expressing ideas about climate change, conservation and social responsibility.
By making and discussing artwork that addresses environmental themes, pupils are empowered to think critically, act thoughtfully and see themselves as contributors to a more sustainable future.
Critical thinking
Pupils explore and evaluate artistic works, experiment with different techniques and reflect on their own and others’ creations. This helps them to question assumptions, develop their creativity and form thoughtful responses to artistic ideas and visual culture.
Personal development in Art and design
SMSC
The scheme supports SMSC by encouraging children to:
- Explore different perspectives.
- Reflect on ethical issues.
- Collaborate with others.
- Appreciate cultural diversity through subject-specific content.
British values
Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures.
Cultural capital
Kapow Primary’s Art and design curriculum broadens children’s experiences by introducing them to a diverse range of artists, artistic traditions and cultural contexts. It ensures pupils develop the knowledge, skills and visual literacy needed to engage meaningfully with the creative world around them.
Transition from EYFS to KS1
Continuity of learning
Kapow Primary’s Art and design scheme aligns with the statutory EYFS guidance.
Key themes and skills introduced in EYFS (Reception) are revisited and developed further in KS1, ensuring continuity and progression.
This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS to Year 6. Subject leaders can pinpoint how knowledge develops in Reception and how this creates the foundation for learning in KS1.
Building on early experiences
Lessons build on curiosity, exploration and discussion, which are central to EYFS learning. As pupils move into Year 1, more structured activities are gradually introduced.
In KS1, oracy, questioning and storytelling help children transition from informal to more formal subject-based learning.
Development of key skills
The scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS and strengthened in KS1.
Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.
Cross-curricular links
The scheme connects with EYFS Early Learning Goals, making links with communication and language, understanding the world and expressive arts to create a smooth transition.
It promotes independence and confidence, supporting children as they adapt to the expectations of KS1 learning.
Inclusion and diversity
Inclusion and diversity
Kapow Primary’s Art and design curriculum is designed to be inclusive and representative, ensuring all pupils see themselves reflected in the artists, styles and traditions they study.
It includes a diverse range of global art forms, beyond the Western canon, and encourages respectful, personal responses to artwork from different cultures and time periods.
This approach helps challenge stereotypes, broaden perspectives and celebrate art as a global, evolving and human experience.
2. Implementation
This section outlines how the curriculum is taught in the classroom – including teaching strategies, learning activities and the use of resources. It also includes details on how the curriculum can be adapted to suit your school and cohort.
Timetabling
The standard Art and design scheme is designed to be taught for an hour a week across four units in each year group.
Many schools choose to timetable Art and design alternating every half term with Design and technology. This is based on market research, which showed that most schools structure their curriculum this way.
Either approach meets the needs of the National curriculum.
CPD
Kapow Primary supports teachers in delivering the Art and design curriculum effectively through clear and informative CPD videos.
The videos are designed to help teachers feel confident in their role by providing guidance on key concepts, teaching strategies and best practices.
With Kapow Primary’s CPD videos, subject leaders can develop their expertise and, in turn, support their colleagues to deliver high-quality Art and design lessons.
Whether helping with subject knowledge, modelling effective teaching techniques or offering practical tips for the classroom, Kapow Primary’s CPD videos ensure that every teacher has access to the support they need.
Preparing for lessons - Before the lesson
Watch
View teacher CPD videos and pupil videos in one place. The videos relate directly to the teaching and learning in the lesson or unit.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Have ready
Prepare for each lesson using a list of the suggested presentations, materials, items or links.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
This section groups printable resources for each lesson so they can be located easily. Resources are also clearly stated at the point of use in each lesson plan.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Teacher knowledge
View teacher knowledge at a glance, relevant to the particular lesson. This includes tips on lesson organisation, common misconceptions and additional subject knowledge to help teach tricky concepts with confidence.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Cautions
This section highlights parts of the lesson that may need careful handling or may be relevant for a particular cohort. Background information and suggested guidance are provided to help navigate lessons with potentially sensitive topics.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Unit structure
Unit hubs
Art and design unit hubs contain all the necessary lesson links, resources and information relevant to the unit being taught.
Information on the unit hubs corresponds to all the relevant Art and design key documents, such as the Progression of skills and knowledge and vocabulary progression.
The unit hub also links to useful resources and key documents, suggests units that could build on knowledge or activate prior learning and outlines cross-curricular links.
Unit hubs offer a wealth of useful information such as useful updates; major planning considerations like practical activities; key skills and knowledge; and much more.
Lesson structure
Recap and recall
Each lesson begins with a short activity revisiting prior learning. This helps reinforce key knowledge, activate long-term memory and create connections between past and new learning.
Recap and recall activities are varied to keep the start of the lesson engaging and fun while still supporting active recall.
Attention grabber
A short, engaging activity designed to hook pupils into the new learning in the lesson.
The activity could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.
Main event
The core part of the lesson, where children engage in activities that develop their understanding of the learning objective.
The Main event usually includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all learners.
Wrapping up
A final reflective activity that consolidates learning.
Wrapping up activities could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.
SEND
The Kapow Primary Art and design scheme of work is designed to be fully adaptable for pupils with SEND. Every lesson includes an adaptive teaching section, providing clear guidance on how activities can be modified to meet the needs of all learners.
Children learn in a variety of ways. As such, Kapow Primary Art lessons include a range of strategies to support and challenge every pupil, such as:
Scaffolding – activities are designed with flexibility in mind, allowing for additional support or challenge where needed.
Multi-sensory approaches – lessons incorporate different elements to engage all learners.
Clear instructions and structured tasks – ensuring clarity and reducing cognitive load for pupils who benefit from additional support.
Opportunities for collaborative and independent learning – allowing pupils to work at their own pace while building confidence and independence.
By embedding adaptive teaching throughout, the scheme ensures that all pupils, regardless of their starting points, can access and succeed in their learning.
In addition, the step-by-step curriculum design supports pupils with SEND, avoiding sudden jumps in complexity at transition points and allowing for steady, manageable progression.
Knowledge retention
Spiral curriculum
Kapow’s Art and design scheme is designed around a spiral curriculum model, ensuring that children revisit and develop their understanding of key themes and concepts as they progress. This approach allows them to make meaningful connections across topics, reinforce their learning and achieve mastery over time.
- Revisiting key concepts – pupils encounter the same ideas multiple times throughout their education, with each revisit adding more complexity.
- Progressive depth – concepts are not just repeated but expanded upon, helping pupils to make connections and develop a richer understanding over time.
- Knowledge retention – regular exposure to key ideas strengthens memory and prevents knowledge from being forgotten.
- Skill development – pupils refine and apply their skills in different contexts, improving their ability to think critically and solve problems.
- Adaptive learning – by building on prior knowledge, the curriculum meets pupils at their current level and supports all learners, including those who need extra reinforcement and those who are ready for greater challenges.
Knowledge organisers
Kapow Primary’s Knowledge organisers are a structured document designed to support pupils’ learning by clearly outlining the key knowledge, vocabulary and concepts covered in a unit of work.
It serves as a reference tool for both teachers and pupils, helping to consolidate learning and support knowledge retention.
- Essential knowledge at a glance – summarises the most important facts, concepts and skills that pupils need to learn for a particular unit.
- Key vocabulary – provides a list of subject-specific terms with definitions to develop pupils’ language and understanding.
- Clear and visual layout – organised in a way that makes information easy to digest and revisit, often using diagrams, timelines or key images.
- Support for retrieval practice – helps pupils engage in self-assessment, recall activities and revision, reinforcing long-term memory.
- Teacher and pupil-friendly – acts as a quick reference for teachers when planning lessons and an accessible learning aid for pupils to develop independence in their studies.
Recap and recall
- Activates prior knowledge – helps pupils make connections between new and existing learning, reducing cognitive overload.
- Strengthens memory pathways – retrieval practice has been shown to improve retention more effectively than passive review.
- Identifies gaps in understanding – teachers can quickly assess what children remember and address misconceptions before introducing new content.
- Builds confidence – regular recall activities reassure pupils that they can remember key concepts, improving engagement and motivation.
- Promotes spaced learning – revisiting prior learning at regular intervals supports long-term retention, rather than cramming information in a single lesson.
Additional adults
Support for additional adults
Kapow Primary recognises that teaching assistants play a vital role in many classrooms and that in some schools, they may be responsible for delivering lessons.
Accordingly, anyone teaching Kapow Primary’s Art and design lessons can be issued with a login. While the scheme is primarily designed for teachers, the clear lesson structure, step-by-step guidance and adaptive teaching strategies ensure that lessons can also be taught by teaching assistants.
Schools without additional adults
Due to budget constraints and varied staffing structures, it is not always possible to have classroom support from additional staff.
Kapow Primary’s Art and design lessons are designed with this in mind, providing resources and explanations that allow teachers to deliver high-quality lessons independently without necessarily relying on additional adults.
If additional support is suggested in a lesson, it is clearly marked within the ‘Have ready’ part of the lesson plan.
Adapting the Art and design scheme of work
Mixed-age
For schools with mixed-age classes, Kapow Primary offers structured long-term plans that ensure a coherent and progressive curriculum. These plans avoid content repetition while ensuring all pupils cover the full curriculum.
Condensed
Kapow Primary’s Art and design curriculum is designed to be taught half-termly. For schools with limited curriculum time, Kapow Primary also offers a condensed scheme that maintains full National curriculum coverage while streamlining content to focus on the most essential knowledge and skills.
Cross-curricular learning
Kapow Primary’s Art and design scheme of work supports cross-curricular learning by making clear connections between subjects, helping pupils develop a broader understanding of key concepts and skills.
Cross-curricular links are explicitly highlighted: each unit includes identified cross-curricular connections, detailed in the unit hub and long-term plans. These allow teachers to integrate learning across different subjects.
In addition, each lesson has a ‘Cross-curricular links’ section that shows links to the National curriculum in other relevant subjects.
Transitioning to Kapow Primary
Schools may have concerns about introducing Kapow Primary’s Spanish scheme if pupils have not been following it from Year 3. If a different scheme or a school-designed curriculum was used previously, there may also be worries that pupils will struggle to access lessons in later year groups due to gaps in their prior knowledge and skills.
To address this, Kapow Primary’s Spanish: Progression of skills and knowledge document outlines what pupils are expected to know and be able to do at each stage. Teachers can use the document to identify any gaps and adapt lessons as needed.
Additionally, the resource Transitioning to Kapow Primary Spanish suggests units from earlier year groups to help address knowledge gaps. Teachers can use these units to help pupils develop the foundational knowledge and skills they may not have encountered before advancing to the lessons of their current year group.
3. Impact
This section outlines how the curriculum checks what pupils know, understand and are able to do as a result of studying Art and Design.
Assessment
Formative
Kapow Primary’s Art and design lessons include ongoing assessment opportunities, such as questioning, retrieval practice and interactive activities. These enable teachers to assess understanding in real time and adapt their teaching accordingly.
Summative
Each unit provides an Assessment quiz, which allow teachers to measure pupils’ understanding at key points. This tool helps gauge how well pupils have retained key knowledge and skills over time.
Evidencing progress
Written outcomes
Pupils demonstrate their learning and provide tangible evidence of progress through a variety of activities, including structured written work, annotated diagrams and creative responses.
Pupil voice
Lessons encourage discussion, reflection and verbal explanations. This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.
Assessment spreadsheet
The Assessment spreadsheet helps to help track pupils’ Art and design attainment over time. This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.
Whole-school development
Teacher confidence
The Kapow Art and design scheme is designed to boost teacher confidence and support whole-school improvement by providing high-quality, accessible resources that empower teachers to deliver engaging and effective lessons.
The scheme supports teacher confidence using:
- Clear lesson plans and subject knowledge support – step-by-step guidance ensures teachers feel well-prepared, even if they are not subject specialists.
- CPD videos – short, expert-led training videos help subject leaders develop their expertise and support their colleagues.
- Adaptive teaching strategies – practical suggestions for differentiation ensure that teachers can confidently meet the needs of all learners.
School improvement
The scheme supports school improvement using:
- Consistent, high-quality teaching – a structured scheme ensures a coherent approach across year groups, supporting curriculum progression.
- Assessment and evidence tracking – built-in assessment materials help teachers monitor progress and demonstrate impact.
- Alignment with Ofsted expectations – the scheme supports personal development, broadens pupils’ horizons and ensures a knowledge-rich curriculum, helping schools meet inspection criteria.
By reducing workload, building teacher expertise and ensuring high teaching standards, Kapow Primary contributes to a confident teaching staff and a well-structured, effective curriculum that supports whole-school improvement.
Support with inspections
A well-structured and progressive curriculum
- Clear learning sequences ensure knowledge builds over time.
- Lessons are aligned with the National curriculum.
Evidence of pupil progress
- Assessment materials (e.g. Unit quizzes and the Assessment spreadsheet) can be used to provide information about pupil progress.
- Written outcomes and pupil voice show engagement, understanding and the ability to recall knowledge.
Support for subject leadership
- Key documents and CPD videos help subject leaders confidently discuss the curriculum.
- Knowledge organisers and lesson plans provide details of what has been taught and learned.
- The Adaptive teaching section in each lesson provides an opportunity to discuss inclusivity and demonstrate how all learners are supported.
A broad and balanced curriculum
- The scheme broadens pupils’ horizons, develops critical thinking and promotes British values, contributing to Ofsted’s personal development criteria.
- Lessons integrate real-world connections and cultural capital, showcasing a rich learning experience.
CPD
- Equips subject leaders to articulate intent, implementation and impact – CPD videos provide clear explanations and subject knowledge to help leaders confidently discuss the curriculum with inspectors.
- Builds teacher confidence and consistency – ongoing training ensures all staff understand the curriculum structure and feel prepared to deliver high-quality Art and design lessons across the school.
Kapow Primary Art and design scheme FAQs
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It is recommended to begin each year with the drawing unit, where possible. These units often introduce or revisit key formal elements such as line, shape, form and texture, which provide a strong foundation for the development of knowledge and skills across the rest of the art curriculum.
The other units within the year can be taught in any order, as progression is designed to take place across the years and key stages – not within a single year group.
No. However, it is strongly recommended that you teach the drawing, painting and sculpture units to ensure that the children receive a broad experience that covers all the National curriculum objectives.
Many schools choose to use Kapow Primary’s condensed curriculum for Art alongside the condensed curriculum for DT, alternating between subjects each half term. For more details, refer to the Art and D&T: Condensed long-term plan.
View the Art and design: National curriculum coverage document to see the impact of omitting units on coverage of the National curriculum. Alternatively, view the Art and design: Key skills and knowledge by unit document to see the impact of omitting lessons on the coverage of our progression of knowledge and skills.
Four units of Art and design for each year group is suitable for most schools and gives full coverage of the National curriculum. Many schools choose not to teach Art and design every half term and alternate with another subject, often DT.
For schools that teach Art and design every half term, four planned units allow schools more time to focus on final pieces, larger artworks and seasonal themes. Some schools take the opportunity to supplement their curriculum with their own projects.
Yes, this allows teachers and children to bring their own creativity to the lessons and units. However, any adaptations to the subject matter or outcomes should ensure that the fundamental pedagogy of the lesson remains in place. This has been carefully thought through and developed to ensure progression in both knowledge and skills.
The Art and design: Equipment list outlines the resources needed for each unit, allowing teachers to check and prepare well in advance of teaching any units. Basic materials will be repeated across units, such as pencils, paints, sketchbooks, etc.
Most Kapow Primary Art and design units can be taught using simple materials such as pencils, paints and paper. Some units do introduce more specialist materials to give children access to techniques they might not otherwise experience. These include, for example, clay tools in sculpture units or simple equipment for techniques explored in the Craft and Design units.
These materials are carefully selected to provide good value across the curriculum. If you decide to invest in them, you will be able to use them in other year groups and units.
It is advisable to check the materials list before starting a new year. All materials are listed clearly at the start of each unit, so you can plan your budget and order only what you need.
It is recommended that teachers review each unit before teaching it to identify the required materials and preparations. This could be in advance of the start of a new term to organise resources, gather any items that need collecting and plan for activities that may require asking pupils to bring recycled materials or need permission for short walks off-site.
Evidence in Art and design should reflect pupils’ learning and creative journey rather than being a checklist. Sketchbooks play a crucial role in this process, serving as an ongoing record of ideas, exploration, and reflection throughout a unit. They can include drawings, notes, photographs of work completed outside the sketchbook and any experimentation pupils carry out.
Final pieces also form part of the evidence, but the process leading up to them is just as valuable. You may want to record short notes from conversations with pupils, either on sticky notes added to their work or in your own records, as these discussions often show understanding that is not visible in the final artwork. Overall, useful evidence comes from sketchbooks, practical outcomes and the dialogue you have with pupils as they work.
Sketchbooks are a space for exploration and creativity, so we do not recommend marking directly onto pupils’ artwork. Feedback is most effective when it is given through conversation, guidance and reflection rather than written comments or ticks.
If your senior leadership team requires learning objectives or dates to be included, you can add these without writing on the artwork itself. For example, you might place them on the back of a piece of work or on a separate sticky note. This keeps the sketchbook focused on the creative process while still meeting school expectations.
The aim is to protect the integrity of pupils’ work and encourage thoughtful discussion rather than formal marking.
It is advisable to review the unit outcome or the overall subject matter of the unit to determine what can be adapted without altering the key learning. The skills and knowledge should remain the same, but the subject matter can be changed to fit your school’s theme.
For example, if a unit explores tone and mark-making, you can retain those skills but choose a different theme to further develop them. This may include sourcing alternative artwork examples or adapting some of the activities. This allows pupils to meet the learning intention while aligning with your whole-school focus.
Kapow Primary does not currently offer dedicated Art day or Art club packs. However, the archive area includes older one-off lessons that work well for standalone activities and can be adapted for art days, enrichment events or clubs. There are also art lesson ideas to specific collections, such as Christmas, Diwali and Bonfire Night, that would work well for special days and club activities.
It is still possible to teach the key ideas in the Digital units even with limited equipment. For example, by rotating small groups onto available devices and using free online editing tools.
Teachers are encouraged to allow pupils to make creative choices wherever possible. Lessons include guidance on the core materials needed, but many activities can be opened up for pupils to choose their own tools, media or approaches.
Some lessons explicitly direct teachers to offer choices, while in others, you can embed this into your own teaching practice once routines are established. The aim is to develop independence and decision-making while ensuring the key learning remains the focus.
The Kapow Primary Art and design team love seeing what pupils create. Examples can be emailed to the enquiries address or shared on social media by tagging Kapow Primary. Permission may be confirmed before any artwork is shared on lesson pages or in promotional materials.
Many of the artworks and images used are protected by copyright. Great care is taken to source high-quality images and secure the necessary licenses and permissions for pupils to study a wide range of artists and artworks. These licences allow images to be displayed on Kapow Primary’s platform but do not allow downloads or wider distribution.
Using licensed artworks also means Kapow Primary can include images that many free resources cannot. Keeping presentations on the site helps meet copyright requirements and ensures pupils continue to access rich visual material that supports high-quality art teaching.
Artists are chosen to deepen the skills and knowledge taught in each unit. Kapow Primary selects artists who are inspiring, relevant and help to enhance learning. A broad range of artists from diverse backgrounds is included, allowing pupils to encounter a variety of styles, cultures and viewpoints. Alongside well-known names, lesser-known artists also feature to broaden pupils’ understanding of the art world.
These lessons were developed in response to teachers wanting more support with the evaluating and analysing strand. They reflect the key skills from the main unit, serving as an extension piece, which means that if these lessons are not taught, it does not affect the overall unit.
The lessons provide pupils with structured time to explore an artwork or artist in depth, incorporating activities such as drama, speaking, and photography, which support oracy and broaden pupils’ understanding of art beyond practical making.
Sketchbooks are the best place to review each pupil’s progress, as they are a visual representation of their learning journey. Look at how their ideas develop across a unit, how confidently techniques have been applied and how pupils respond to feedback. Use the evidence from sketchbooks, final pieces and classroom conversations to comment on strengths, engagement and next steps.
You can also refer to the progression guidance and assessment spreadsheets to help you judge whether pupils are working at, above or towards expectations. Reports should reflect the pupil’s creative journey, their developing skills and their ability to explore, refine and reflect on their work.
Kapow Primary’s progression documents and assessment guidance are linked to each unit with statements on what meeting expectations looks like. Consider these statements with what you see in pupils’ sketchbooks, their practical outcomes and the conversations you have with them as they work.
Meeting expectations is about pupils demonstrating an understanding of the key skills, making thoughtful artistic decisions and applying techniques with growing confidence.
You can also use the Teacher visual art assessment tool, which shows real examples of pupils’ artwork annotated with the meeting expectations statements. This helps teachers see how the statements are applied in classroom practice. The tool is not designed to be a final judgment or a checklist and pupils’ work may look different. It simply offers visual guidance to support your understanding of what developing skills can look like in real life.
