Art Statement of Intent for CMS

Key Components


Year 5 Carousel A Portraits

Students will gain a basic understanding of line, tone and form by experimenting with a range of materials and techniques based upon the work of traditional and contemporary artists.

Key components – 

  • To develop an understanding of observational drawing and practice a range of shading techniques
  • To develop drawing skills using a range of different pencils to correctly observe shape, tone and form
  • To identify the work of artists and practitioners and be able to identify key elements distinctive to Picasso and Cubism
Carousel B Mexican Art

Students will gain an understanding of composition and pattern as they investigate the cultural artwork of Mexico before designing their own Calavera to sculpt from clay. 

Key components – 

  • To investigate patterns in Mexican art and culture
  • To experiment with paint and pencils
  • To shape an join clay to create a sculpture
Carousel C Van Gogh

Students will study the work of Vincent Van Gogh, developing techniques and skills by replicating parts of his work using a variety of media. 

Key components – 

  • To experiment with mark making
  • To sketch accurate proportions
  • To apply, blend and create shadows and highlights with oil pastels
Year 6 Carousel A Pitman Painters

Students will investigate the work of North East artists Norman Cornish, Tom McGuiness and the Pitman Painters.

Key components – 

  • To use one point perspective to create distance in your work
  • To experiment with watercolour, colour pencil, biro drawing and chalk and charcoal. 
Carousel B Aboriginal Art


Students will investigate the cultural and artistic importance of Aboriginal Art while developing further understanding of mark making and pattern, using a variety of materials and techniques.

Key components – 

  • To further develop understanding and appreciation of artwork from around the world.
  • Creating a narrative and an Aboriginal inspired painting based upon their own story.
  • Using the coil method to create an Aboriginal inspired clay pot 
Carousel C Henri Rousseau


Pupils will research the artist Henri Rousseau and explore natural forms while comparing and contrasting a variety of landscapes.

Key components – 

  • To use viewfinders to make compositional selections from a painting
  • To create light and shade using tonal pencil, colour pencil and biro.


Year 7 Autumn Key Skills and Artistic Knowledge

Students will create a series of outcomes allowing them to explore and develop a wide range of key skills and knowledge of applying techniques  throughout this project. They will focus on a different technique each fortnight to allow them to then select, use and develop these skills as the year progresses. 

Key components – 

  • Knowledge retrieval of techniques used in KS2
  • To further develop tonal drawing, creating the illusion of glass and liquid
  • To further develop use of one point perspective
  • To understand colour theory
  • To become more expressive when mark making
  • To create a sculptural drawing using 3D drawing techniques
Spring MC Escher – Realism / Surrealism

Students experiment with a wide range of materials, culminating in a 2D outcome. Artwork based upon the work of MC Escher and Rene Magritte.

Key components – 

  • Developing creative, surrealist designs using stimulus from four key themes; fire, ice, mechanical and nature
  • Investigating the work of Salvador Dali, Rene Magritte and M.C Escher
  • Creating a personal response to the work of other artists
Summer Architecture. L.S Lowry

Students will develop an in-depth understanding of the colour theory while investigating the artwork of L.S Lowry, culminating in a 2D outcome.

Key components – 

  • Investigating the artwork and local architecture from the North East of England
  • To develop an understanding of positive and negative space
  • Using one and two point perspectives
  • Using the clay slab technique to create clay houses. 
Urban Art – Graffiti

Students will be introduced to the basic elements of typography and graphic lettering while investigating the work of contemporary graffiti artists, learning about its origins, political and social motivation, protest and demonstration.

Key components –

  • To investigate typography and create stylised versions of existing fonts
  • To investigate colour combinations to create contrast and harmonious effects
  • To create a gradient

Year 8

Autumn Hyperrealism Portraiture

 Pupils will investigate the work of contemporary and traditional portrait artists. Including the work of Kelvin Okafor, Cath Riley and Jono Dry before creating their own hyperrealist self portrait.

Key components – 

  • To further  develop skills in observational and tonal drawing
  • To draw proportionally and to scale
Spring Surreal Birds

Students will explore the artwork of Surrealist artist Salvador Dali and Miguel Vallinas to create an anthropomorphic portrait

Key components 

  • Developing observational skills, looking at natural forms.
  • Gaining an understanding of Surrealist images
  • Creating anthropomorphic birds.
  • Applying acrylic paint with expression
Summer Clay Birds

Pupils will realise their anthropomorphic portrait in 3D form. 

Key components – 

  • Developing knowledge of clay sculpting techniques to create more complex shapes 

Students will use various techniques to investigate ways of breaking up space in 2D form

Key components – 

  • Using a viewfinder to crop an image
  • Using positive and negative spaces

Age Related Expectations

End of Year 5 Use a variety of source

material for their work.

  • observation, experience, memories and imagination
  • tone, symmetry, line, rhythm, shape, space, form, textures


Demonstrate a secure

knowledge about primary and

secondary, warm and cold,

complementary and

contrasting colours

  • knowledge of colour wheel
  • experimentation of colour mixing
  • colour blending
Experiment with a range of printmaking techniques 

  • monoprints
  • block printing
  • stamping
  • layering
  • manipulating
  • stencils

press prints


Investigate patterns 

  • repeat
  • mirror image
  • contrasting
  • textures
  • collage
  • negative and positive
Investigate the properties of creating artwork in 3d through

  • found objects
  • recycled materials
  • environmental objects
  • malleable materials
End of Year 6  Demonstrate a wide variety of ways to make different marks

  • perspective
  • dynamic line
  • observation and imagination
  • different drawing tools (e.g. cones, twigs, feathers, wheels)
Create shades and tints using the full range on the colour wheel plus

  • monochrome
  • metallics
  • neon
Develop confidence and knowledge of printmaking techniques through

  • experimenting- trial and error
  • a variety of background paper- newsprint, collage
  • surface textures
  • relief
Be able to make individual choices when creating patterns

  • spots, stripes, zig zags, squiggles, dots, waves, cross hatch
  • – geometric, random, symmetrical, asymmetrical
Create sculpture and

constructions with increasing

independence e.g. with modroc, clay, modelling board, wire 

  • development of ideas from initial starting points
  • refinement of skills over time
End of Year 7  Use a range of tools and techniques for effective recording 

  • dynamic line
  • different effects
  • what makes a good drawing?
Work inventively with colour

  • apply artists colour techniques to own work
  • experiment with a selected range of colour media
  • investigate colour blending skills
Take creative risks when experimenting with print making e.g. collographs, monoprinting, gelli-printing, stamping

  • learning through trial and error
  • developing visual sensitivity
  • working knowledge of tools and systems
Develop artistic vocabulary when experimenting with surface pattern

e.g different tools for mark making- sticks, feathers, string etc

  • splattering
  • stippling
  • dribbling
  • rubbings
  • dabbing
  • etching
  • cross- hatching
  • intaglio
Understand the processes and vocabulary of creating a 3D structure

  • develop skills in  moulding, constructing, twisting, plaiting, connecting, layering
  • be able to review and refine work as it progresses
  • connect ideas to other artists, designers and craftspeople  

Curriculum Intent – what does the KS2/KS3 curriculum look like and what are the key differences across each key stage.  How are we building on KS2 into KS3?

Art, Craft and Design has the power to expand our cultural awareness, increase our ability to problem solve, cultivate our fine motor skills and aid us in producing a range of opinions and views on our world.

We use these skills each and every day as tools to navigate our way around our visually complex world. 

Creativity builds self- esteem and confidence, independent learners, and prepares our future artists to appreciate the design world, develop a passion for the subject within the classroom and externally (through interaction with our local area, region, artists and galleries). Art support the school’s core values including inclusivity and diversity, and help to raise self-esteem. It provides an exceptional opportunity to broaden experience and support social, moral, spiritual and cultural learning. 

Art, Craft and Design changes our world. 

‘Creativity takes courage’

Websites – subject specific websites with generic login details

Art Bytes

Young Artists’ Royal Academy Summer Show

Met Kids

Crayola Art Creator


National Gallery Search the Collection

Tate Kids


  • KS2 – Optional extension to learning challenges set through google classroom
  • KS3 – 1 homework every half term, These enhancement tasks could be knowledge retrieval or research tasks, linked to classroom learning.


Recommended reading lists

KS2 Fiction

  • Aaron Slater, Illustrator by Andrea Beaty
  • Modern Art Explorer by Alice Harman


KS2 Non-fiction

  • Art – A Children’s Encyclopedia by David Taylor and Susie Hodge
  • 13 Artists Children Should Know by Angela Wenzel
  • We Are Artists by Kari Herbert
  • The Illustrated Story of Art by DK


KS3 Fiction 

  • Framed by Frank Cottrell Boyce 
  • Inkling by Kenneth Oppel
  • Clover Moon by Jacqueline Wilson
  • Magic Ink by Steve Cole 


KS2 Non-fiction

  • 50 Portraits You Should Know by Brad Finger
  • The Encyclopedia Of Coloured Pencil Techniques by Judy Martin 
  • Splat! : The Most Exciting Artists of All Time by Mary Richards


Parent Info – How you can help your child at home in Art:

  • Draw, paint or sculpt together
  • Show your child it is ok to take risks, make ‘mistakes’ and express yourself!
  • Avoid saying “I can’t draw” or “I’m no good at Art”. At Chantry we believe everyone is an artist and that includes our parents and carers!
  • Visit a local gallery. Baltic and The Laing are both free to visit but donations are welcome. Woodhorn Museum is Free for under 16s (£7 Annual fee for adults). 


Assessments – Students will be assessed at a minimum of 2 key points in a topic to ensure they have had an opportunity to develop their skills and knowledge of all of the key components over the course of a year. 

Art Assessment