Our vision

At Henleaze Infant and Junior Schools, we aim to develop the artist within every child by stimulating creativity, imagination and inventiveness. Exposure to a diverse range of national and local artists from the past, present and different media (including drawing, painting, sculpture and crafting and designing), engages and challenges our children, enabling them to take risks and develop their curiosity and self-expression. Art in our schools helps children to become confident, communicative and independent individuals, ultimately inspiring them to see Art as a lifelong process.

Our Curriculum

At Henleaze Infant and Junior Schools we have designed our own Art curriculum. Subject leaders in both schools have worked together to ensure that the computing curriculum is cumulative, coherent and connected. Across the Henleaze Art sequence, what pupils will know and be able to do across the curriculum has been carefully mapped. This ensures that learning builds cumulatively and helps students to make connections between concepts that they have learnt. Prior -learning has been identified and mapped to the curriculum so that teachers can build new knowledge. 

Careful thought has been given to how content has been sequenced to ensure that pupils are equipped to successfully think, work and communicate like an artist. Organised into blocks with each block covering a particular set of artistic disciplines, including drawing, painting, printmaking, textiles, 3D and collage. Vertical progression in each discipline has been deliberately positioned so that pupils can revisit key disciplines at increasing degrees of challenge and complexity. 

We define knowledge as being substantive and disciplinary. 

• Substantive knowledge (core Knowledge) is mapped within each discipline and key aspects of artistic development are defined.
• Disciplinary knowledge (what pupils are able to do) is mapped with granular detail to identify opportunities and experiences across the long-term sequence.

Impact

Each year group has clear cumulative end goals – these are identified for teachers. Formative assessment is embedded, including questioning, observation, discussion and peer interaction, lesson pauses and use of success criteria, enabling pupils to consolidate learning and teachers to gauge understanding. 

Subject overview