Art
Intent
At St. Michael’s, we view Art and Design as a vital element of a well-rounded education—one that nurtures creativity, curiosity, and cultural awareness. Art is not an add-on, but an essential part of our curriculum and enrichment offer. Through hands-on experiences and thoughtful exploration, pupils develop both practical skills and a deep appreciation of art history, engaging with a wide range of artists from local communities and across the globe.
Our curriculum empowers children to create, reflect, and critique. As they grow, they learn how art has shaped—and continues to shape—culture, identity, and history. They discover how visual expression can communicate powerful messages, preserve heritage, and respond to the world around us.
Implementation
Art is delivered through carefully sequenced lessons enriched by specialist support and high-quality resources. Each unit is accompanied by a tailored booklet that introduces
- Disciplinary knowledge: how art is interpreted, critiqued and valued
- Theoretical knowledge: exposure to key artists, movements and historical contexts
- Core vocabulary: the language children need to express their ideas and talk confidently about art
Art and Design is taught by class teachers and enriched by our Artist in Residence, who works with all year groups on two distinct units across the academic year. She joins us one day per week, bringing expert knowledge, technical skill, and creative inspiration to every classroom. Having a specialist teacher allows children to access high-quality, expert-led instruction that challenges and extends their capabilities. Her input not only elevates the standard of work produced but also fosters a deeper appreciation for the artistic process, creative thinking, and the discipline of visual arts as a whole.
Children explore the formal elements of art—line, tone, texture, colour, pattern, shape, and 3D form—through drawing, painting, sculpture and beyond. They use sketchbooks to experiment and refine ideas, and maintain personal portfolios that showcase their artistic journey.
Learning goes beyond the classroom through gallery visits (Years 2, 5, and 6), exploration of Birmingham’s city centre art trails (Years 2 and 6), and our much-loved annual Art Show, which celebrates pupil creativity and voice. Extra-curricular opportunities are also provided through Breakfast and After School Clubs.
Impact
By the end of their time at St. Michael’s, pupils are confident in discussing their ideas and the work of others. They are able to make informed artistic choices, explain their creative decisions, and demonstrate understanding of media, methods, and meaning. Their work reflects personal expression, thoughtful critique, and real technical progress.
Key Features of Our Art Curriculum
Teaching by a dedicated Artist in Residence
Exploration of diverse paradigms of art
Focus on self-reflection and growth
Progressive development of core artistic disciplines
Spotlight on artists and themes relevant to our pupils’ cultural identity
Paradigms of Art: Definitions
Traditional – Art rooted in cultural heritage, passed down through generations of skilled craftspeople. Often created using physical materials and traditional techniques.
Modern – Originating from the 1860s to the 1970s, modern art broke with the past to explore new forms and perspectives through experimentation and innovation.
Contemporary – Art made by living artists, often concept-driven, culturally diverse, and increasingly incorporating digital tools. These works respond to present-day issues and ideas.
Skills Progression
Art in Early Years
The teaching of art begins in EYFS and is imbedded into their classroom learning experiences. To help children we focus on a few concepts that are particularly important in their future learning in art. Children do not, at this age, need comprehensive or complex knowledge of concepts. Early familiarity with these concepts will allow children to access the curriculum as they develop through the school. In particular there is an emphasis on teaching and learning the key vocabulary to accompany the study of art and design.
Art in Key Stage One
Our whole school approach to learning is reflected in provision for Art and Design. Recall tasks are used to check existing knowledge at the beginning of each art topic, allowing opportunities for key knowledge to be checked and consolidated. New content is introduced in a carefully planned and logical sequence which includes a focus on technical vocabulary which is modelled and taught. Direct teaching takes the form of clear & concise teacher explanations and explicit modelling of skills using the ‘I do, We do, You do’ model. Children are then be provided with the opportunity to implement these working skills independently.
Art in Key Stage Two
KS2 continues to develop the good practice introduced in KS1. Existing knowledge is again checked and consolidated before new content is introduced in a carefully planned and logical sequence. Again, this includes a focus on technical vocabulary, which is modelled and taught.
Direct teaching takes the form of clear & concise teacher explanations and explicit modelling of skills using the ‘I do, We do, You do’ model. Children are then be provided with the opportunity to implement these working skills independently, producing a series of possible outcomes from which they select. End results are self-evaluated identifying successes and improvements.