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“Art is something that makes you breathe with a different kind of happiness.”

Annie Albers


At Dundale we believe children should be encouraged to find their inner artist; pursue creative expression and develop their own artist skill set. Our children will be taught Art and Design in a way that ensures progression of skills, and follows a cohesive sequence to build on previous learning. Children will gain experience and skills of a wide range of formal elements of art, which can be applied across a range of subjects, to be creative and solve problems, ensuring they make progress. Individuality is encouraged, recognised and developed through Art. While some art will be taught as discrete lessons –other subjects may use art as an inspiration or starting points. Children will develop their knowledge of famous artists and designers and reflect on the ways this can influence their own work as well as the messages and intent behind the work of great artists and cultural traditions.

We aim to embed the idea that Art is for everyone, by everyone and within everyone.  By the time they leave school in year 6, we would like our pupils to have developed a life-long appreciation of diverse art forms.



We follow the Kapow Art and Design Scheme of work. The scheme provides a broad and balanced curriculum coverage; ensures a progression of skills; and enables teacher to easily adapt plans to support and enhance children’s learning, taking into consideration the needs of our pupils here at Dundale. Lessons are taught by the class teacher on a weekly basis, across 3 half terms, alternating with Design Technology. We strive to embed Art and Design across our whole school curriculum and ensure that opportunities for enhancing learning by using art are always taken.  


Intended Impact

During the children’s learning journey at Dundale our intended impact of the Art curriculum is to ensure that children;


  • enjoy and appreciate the value of Art and Design in the context of their own lives and personal wellbeing, and as part of wider cultural, historical and industrial domains
  • improve their enquiry skills and inquisitiveness about the world around them
  • use technical vocabulary accurately and pupils are expected to know, apply and understand the matters, skills and processes specified
  • become more confident in analysing their work and giving their opinion on their own and other works of art
  • show competences in improving their resilience and perseverance by continually evaluating and improving their work