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"Art reminds us that the act of looking intensely, of opening one's sensibilities to the
environment,  yields a qualitative reward in the process of living

Eisner 1972

Art is an important and integral part of the overt and 'hidden' curriculum at Hankham Primary School . This policy is designed to work alongside the East Sussex Scheme of work and the Vision statement of the school.
This policy is based around the exploration of different artistic elements by the children through their time at Hankham. Progression and development in art is only achieved through regular and frequent practice of activities, therefore this policy is designed as a series of experiences that the children will encounter through school. Children absorb and consolidate an idea by experiencing it in a multitude of situations.
The following policy is to act as a framework for teachers, support staff and parents to understand the nature and study of art at Hankham Primary School .

• to enable children to develop and increase their conceptual, visual and tactile awareness of the world around.
• to explore art through self exploration
• to identify visual characteristics and interpret and respond to their environment.
• to give the children opportunity to use a range of tools and materials, thus enabling the children to make informed choices through art work.
• to allow the children to work independently or within a group, to discuss co-operatively and to amend ideas.
• to support and enrich the overt and 'hidden' curriculum within the school
• to develop basic vocabulary and to feel confident to make judgements about what they see
• to ensure progression through art.

At present, art is planned annually as a whole staff, in a shared ideas session before the next academic year. The National Curriculum allows some flexibility to the planning of Art. HankhamPrimary School sometimes operates on a partial 'theme' basis, and work is planned in depth each half term in the form of topic webs, where more detailed coverage of ideas is expressed.

The Role of the Teacher
• Teachers should help children choose suitable materials for particular tasks and clearly demonstrate their use and afford children the time and opportunities to gain an understanding of their potential.
• To provide the opportunity to have contact with artists! craftspeople and designers works which enables them to develop a greater understanding of the times, places and societies in which art will help them to recognise diverse, social and personal ends which it serves.
• To provide interesting artefacts with which children will have contact.
• To encourage discussion of techniques so that the process of the activity is understood and can be reapplied to subsequent tasks
• To have access to a range of media and equipment for creative sessions.
• To teach and discuss a range of processes.
• To give opportunities for the development of vocabulary within the tasks.
• To teach the safe and effective use of tools and to allow the selection of appropriate tools for use by the children.
• To ensure that starting points for study are stimulating and allow observation of styles, techniques, and use of vocabulary in action.

Elements of Study 
Hankham Primary School is following the East Sussex Scheme of Work. The Scheme of
Work allows some freedom for planning and just lays down the skills need within each Key
Stage. The following elements are a brief outline of the East Sussex Scheme of Work.

Drawing should be one of the most regularly visited parts of the areas of study. Through drawing, children can develop observational skills, analysing and interpretational skills that can be used across the curriculum. Drawing takes four elements: Recording
doing an observational drawing from direct experience
Communicating: showing how things work or how they change, for example life cycles, how an object works, map of a journey etc.
Analysis: Looking at one subject in specific detail such as eyes, or colour or texture of an object etc.
Expression: making a personal response to an object or event, using imagination and/or fact to produce an artistic piece of work.

All children in both Key Stages should have the opportunity to paint regularly throughout the year. Children at Key Stage 1 should be allowed some exploratory use of paints and colour mixing, as well as experiencing a range of media to paint on and a variety of tools for use. Children at key stage two should have experience of light and dark, the effect of colour mixing, producing colour charts etc. They should also have experience of painting with different texture paints, as well as colour washes.

Printing allows all children some freedom for exploration, and where possible this should be encouraged within this area. Children in Key Stage 1 should experience basic techniques of printing through rubbings and finger painting, or painting with string, simple block printing, cork or sponge printing etc.
Key Stage 2 should allow children to experience more advanced techniques such as screen printing, marbling, and block printing etc in order to develop their skills.

Children should be allowed to investigate the qualities of clay and other moldable materials, such as playdough, salt dough and cornflour. They should also have the opportunity to learn techniques of joining an assortment of materials, and to create interesting textures with a range of materials. In Key Stage 2 the children should be encouraged to use a range of materials to create and experiment with sculpture.

Children come to school with a wide breadth of knowledge about fabrics and textiles and we should be using this knowledge within our textile work. The children should have the opportunity to explore a range of textiles throughout both Key Stages, using textiles in work such as collage, weaving, appliqué and dying. The children should also focus on the quality, texture and suitability of different threads and yarns.

This is often an overlooked area of art, and should be one of the most used. The children at Hankham will have the opportunity to sort, match and classify materials for collage. They will be able to refme and enrich collage work by incorporating paint, drawing, print and pastel. In Key Stage 2, the children should be given the opportunity to develop and awareness of shape, symmetry and balance of materials.

Curricular Links
Art has strong curriculum links with both the overt and hidden curriculum areas within the school. With new initiatives in Literacy and I.C.T these links now need to be made clear. The following information shows some of those links.

Literacy and Art
Art lends itself very easily to Literacy. Art has an extensive vocabulary background, of which and this vocabulary and use of language can easily be incorporated into Literacy, such as looking at illustrations within a book. Descriptive and expressive language about pictures can be used in relation to big books. A study of illustrations by the same illustrator can help develop observational skills, use of language, and use of illustrations in reading text. Pieces of art work can be used to stimulate verbs, adjectives etc. Although art cannot be taught directly within Literacy it can be used alongside the present strategy. A range of artistic texts and pictures are available in the Upper Resources room.

Design Technology and Art
D.T and Art have always had a very close relationship with each other and there are a number of curriculum links, especially with textiles and 3D work. There are too many cross over areas to mention, but these two are the most important. The use of textiles in D.T is very strong, but if those textiles were hand made, or created by a child then art plays a part as well. In both D.T and art there are 3-dimensional elements, both including moldable materials and construction work.
Also, experiments with visual elements e.g. pattern, shape, or colour are also integral links across the areas. Please refer to the Design Technology Scheme of Work.

I.C.T and Art
With the introduction of PCs into each class, the children now have access to computer art packages. All children should have regular access to the computer art package and build up skills from Reception onwards. Please refer to the I.C.T Schemes of Work.
With the introduction of the Internet into the school, the children can now research the work of famous artists. This is an area yet to be developed, but opens up a wealth of knowledge accessible to all the children.
Art has strong cross curricular links with all the other subjects and should be considered when planning other areas and the links that can be made.

Assessment and Recording
Assessment takes the form of two principal purposes, the first of which is to provide information to the child, the teacher , the co-ordinator and Headteacher, the second is to provide teachers with information about the extent to which the policy is enabling pupils to meet the learning intentions.
At Hankham, each child has an Art Portfolio. Each half term one piece of art work is formally assessed, annotated and evaluated by the pupils themselves. This work is then kept within their portfolio (This can take the form of a photo if necessary due to 3D nature of work). This work should be available upon request by child / co-ordinator etc to see development over time, discuss progress with pupils and to evaluate methods of study.
When assessing the work, the teacher will assess and evaluate the work taking into account the child's ability, progress, expression of ideas, or confidence in using a range of tools and a variety of media.
In addition to art folders, the children in both Key Stages will be encouraged to keep an ideas book as a record of their thoughts, interests, ideas and curriculum explorations. This should be used as a reference book to stimulate and develop future work, and will act as a record of skills taught within the classroom.
Art is a fundamental curriculum subject with natural links to all curriculum areas, and should be embraced as an inspiring, fun element to be used in all areas across the school.

Although a small school, we do have a wide range of materials and resources available to us. Due to the geography of the school, the resources are found in a variety of locations. The following is a list of resources available in different areas of the school


In the classroom

The following resources should available within the class at all times:


Charcoal sticks and pencils Drawing pencils
Coloured pencils
Oil pastels
Wax crayons

Fibre tips-black


Powder paints
Readymix paints

Paint blocks
Brushes-various sizes

There should also be available:
PVA glue
Glue sticks ( on occasions)
A range of paper- assorted sizes
K. S. 1 - Materials for construction
Materials for textile work/collage

In the Lower Resources Room
Sugar paper
Tissue paper
Crepe paper
Silicon paper

Card ( assorted sizes)
Gummed paper
Display rolls
Border rolls
Bubble wrap
Powder paint
Ready mix paint
Printing paint
Marbling ink
Glass sheeting
Pipe cleaners


In the Upper Resources Room and the Staffroom
In the Staffroom we can find a range of pictures and resources available for use in the classroom. There is a small range of information books and ideas books. In the upper resource room there are a small quantity of textile materials and collage materials.​