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.

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.

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.

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.

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.

Practical knowledge refers to the hands-on, procedural knowledge that pupils develop through working with tools, materials and techniques.

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 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

• 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.

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.

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.

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.

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.

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.

• 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.

• 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.

• 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.

• 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.