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Our Art Curriculum Intent

At Girnhill Infant School we believe that Art is a vital part of the education of all children. The child’s use and understanding of the visual language of Art needs to be developed by effective teaching and by a considered sequence of experiences.

The school’s aim is to provide an Art curriculum which will enable each child to reach their full potential in learning in Art, through investigating and making, through research and the development of skills and through their evaluation of their own Art and that made by others.



The Early Years Foundation Stage is underpinned by the Characteristics of Effective Learning. They are:


Playing and Exploring/Engagement


  • Finding out and exploring
  • Playing with what they know
  • Being willing to 'have a go'


Active Learning/Motivation


  • Being involved and concentrating
  • Keeping trying
  • Enjoying achieving what they set out to do


Creating and Thinking Critically/Thinking


  • Having their own ideas
  • Making links
  • Choosing ways to do things


The national curriculum for Art aims to ensure that all pupils:

  • To provide an Art curriculum which follows the national curriculum and is enhanced through children’s classroom experience.
  • For all children to enjoy and participate in individual and collaborative learning.
  • To promote an Art curriculum which provides engagement, challenge and support for all children.
  • To enable learning experiences which promote independence, co-operation.
    • To have a developing awareness, appreciation and understanding of social, moral, spiritual and cultural.
    • To enhance learning opportunities through appropriate use of ICT.
    • To promote opportunities for children to further develop skills through an extended curriculum.


Our Art Curriculum Implementation


Early Years Foundation Stage


Art is encompassed and taught under the banner of ‘Expressive Art and Design’ within the new EYFS Profile. Children are taught art appreciation through a topic-based curriculum and have the opportunity to experience a wide range of materials, tools and techniques to begin to develop their skills in this area.


“Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.”  EAD ELG


Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.” EAD ELG


Key stage 1

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education 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. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Pupils are taught - 

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.



Art assessment is ongoing to inform teachers with their planning, lesson activities and differentiation. Summative assessment is completed at the end of each unit to inform leaders of the improvements or skills that still need to be embedded. Art is monitored throughout all year groups using a variety of strategies such as a folder / book scrutinies, lesson observations and pupil interviews.


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