Intent, Implementation, Impact 

Intent

At Haslam Park Primary School, we believe that Art and Design is central to every child’s education. It provides pupils with a powerful way to express identity, reflect on their lived experiences, and interpret the world around them. Our curriculum is ambitious, inclusive, and designed to ensure that every pupil, regardless of background or starting point, can access high-quality artistic experiences that develop both creativity and knowledge. We deliver our curriculum through Kapow Primary, a progressive, creative, and knowledge-rich scheme. Pupils systematically develop disciplinary knowledge (understanding artists, styles, movements, and cultural contexts) and substantive knowledge (skills in drawing, painting, sculpture, craft, and design), enabling them to think, create, and work as artists. The curriculum draws on local, regional, and global artistic influences, including a diverse range of artists, designers, and makers, helping pupils understand how art reflects culture, identity, and social change. Creativity is taught, practised, and refined, enabling pupils to take risks, experiment with materials, and articulate ideas confidently using subject-specific vocabulary. Our commitment to Artsmark Silver underlines our dedication to high-quality, inclusive arts provision that inspires creativity, cultural awareness, and engagement with the wider community.

Implementation

Art is taught through the structured progression of Kapow Primary, ensuring clear sequencing and spiral progression from Early Years through Year 6. Lessons are practical, exploratory, and skills-focused, enabling pupils to build on prior learning and revisit key concepts with increasing complexity. Daily review and retrieval activities are embedded in lessons to activate prior knowledge, strengthen long term memory, and enable pupils to apply previous learning in new contexts. Across KS1 and KS2, the curriculum is delivered through five key strands:

• Generating ideas 
• Using sketchbooks 
• Making skills, including formal elements (line, shape, tone, texture, pattern, colour)
• Knowledge of artists and cultural contexts
• Evaluating and analysing 

These strands are developed through four core areas: drawing, painting and mixed media, sculpture and 3D, and craft and design. Teachers adapt lessons to meet the needs of all pupils, including SEND, ensuring that everyone can access the curriculum while providing opportunities to stretch and challenge higher-attaining learners. Knowledge organisers support factual recall, and cross-curricular links allow pupils to integrate learning across subjects. CPD, clear guidance, and step-by-step lesson plans from Kapow ensure that teachers are confident in delivering both practical skills and conceptual understanding.

Impact

The impact of our art curriculum is evident in pupils’ skills, creativity, confidence, and knowledge retention. Regular retrieval and revisiting of prior knowledge ensures pupils remember and apply learning over time, and can transfer skills across projects. Pupils demonstrate secure progression in drawing, painting, sculpture, and design, and can articulate ideas and evaluate work using subject-specific vocabulary.

By the end of Key Stage 2, pupils:

• Produce purposeful, creative outcomes with increasing control and precision
• Analyse and evaluate their own work and that of others thoughtfully
• Show resilience, independence, and confidence in creative problem-solving
• Understand how art reflects diverse cultures, historical periods, and communities
• Make connections between their own work and the wider world Sketchbooks provide evidence of progression, experimentation, and refinement of techniques, while pupil voice reflects enjoyment, engagement, and the ability to articulate learning.

Leaders monitor implementation through lesson visits, book scrutinies, pupil discussions, and assessment data, ensuring consistency and identifying gaps for targeted support.

Impact is measured via our approach to foundation subject assessment which is designed to measure retention. Assessment follows a clear cycle of curriculum coverage, daily reviews, end-of-year ‘Mastermind’ quizzes, targeted teaching and retesting. Daily reviews support knowledge retention, while Mastermind quizzes identify gaps and misconceptions. Teachers address these through targeted teaching in the following autumn term, with spring retests used to evaluate the impact of this approach and check longer-term retention. Ongoing pupil voice, with targeted participation from SEND and disadvantaged pupils, provides further quality assurance of teaching, understanding and retention. As a result, pupils not only meet National Curriculum expectations but develop as creative, reflective, and culturally aware individuals, prepared to continue their artistic journey and actively participate in the wider cultural life of the community. Our Artsmark Silver achievement demonstrates our sustained commitment to excellence, inclusivity, and high-quality arts provision.