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“Success is a worn down pencil.”
(Robert Rauschenberg, American painter)

Our Art curriculum develops the ability for a range of thinking skills, from analytical, reflective, logical and imaginative.  Over their time at BHA, pupils are given opportunities and encouraged to become independent learners in this field, increasing in their confidence to use a range of materials and techniques to express themselves and find their artistic voice.

Through our curriculum, pupils:

  • use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas;
  • increase their proficiency in the handling of different materials, techniques and media;
  • analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work.

Curriculum Overview

Year 6




Work in Clay

Sculpture; developing art vocabulary

Still Life work

Basic drawing and painting skills;  Form, tone, colour theory

Narrative Art in the form of printing. Looking at Greek Myths for inspiration, listening to BBC short radio plays for pupils to respond to.

Visualise imagery; printing

Painting Great Art

Exploring various artists’ drawing and painting styles; Developing knowledge about art movements.

Pattern From Around the World

Sampling pattern work; Experimenting with designs; Exploring pattern; Analysing packaging design

Manga Mania

Distinctive genre as a discipline/way of drawing.


Year 7



Paper Sculptured African Mask

Creating and appreciating sculptural forms.

Intermediate drawing and painting skills.

Composition work; addressing proportion; depth and single point perspective.

Artist Study – Caravaggio, painting a figure in a local landscape

‘Reading pictures’; trialling different styles

Pattern Work, looking at Celtic Art and Illuminated manuscripts to develop personal monograms

Awareness of line, tone, shape and graduated colours.

Collage work, using climate change as a theme to respond to while reflecting on the use of persuasive posters.

Decoding visual clues; exploring the power of visual art to communicate

Using colour for its depth value and creating optical illusions.

Explore formal elements; colour theory; exploring art vocabulary.


Year 8




Ceramic Caricatures

Imaginative work based on aspirational people.

Advanced drawing and painting skills –Portraiture.

Using the grid system; developing three dimensional effects.

Investigation and response. Inspired by associations of the current season.

Use of multiple media where applicable; creating a considered response.

Drawing and Painting using animals as inspiration.

Creating a likeness; experimenting with colour and tone; geometric art

Illustration, creating a fantasy painting using mixed media.

Exploring work of book illustrators; working partly in relief, using tissue paper etc; composition

Individual project based on the concept of ‘Future me’.

Planning; imagining; drawing; working with a range of materials to produce meaningful work


We teach and assess our curriculum through our curriculum related expectations:


Year 6

Year 7

Year 8

I can independently develop a range of ideas which show curiosity, imagination and originality.

I can engage in open-ended research, experimenting with drawing and other techniques to produce more expressive work.

I can engage in purposeful and open-ended research, which will allow me to develop my ideas in response to a design brief.

I can research, plan and develop a range of ideas and approaches, keeping the final product in mind.

I can study artwork, then analyse and select characteristics which can be used in my own ideas.

I can demonstrate how the artwork I have studied informs how my own ideas develop and how my creative intentions grow.

I can select and develop technical skills to create products and pieces with precision through, drawing, painting, printing and ceramics, paying attention to the final finish of my work.

I can confidently develop my technical skills by using a sketchbook and through drawing, painting and paper sculpture, and realise personal ideas having explored creative approaches.

I can confidently investigate new and unfamiliar materials, engaging in purposeful and open-ended experimentation in which my ideas and purpose are clear.

I can independently select and effectively use relevant processes in order to create successful and finished work.

I can use tools in different ways to control how media is applied and the effect it creates.

I can apply the unique characteristics of the work of the artists I have studied, in order to inform my creative actions and then select processes and techniques that I want to use.

I can review my work and suggest appropriate improvements during the process and the finished product.

I can evaluate my own work and others’ work against success criteria to identify how improvements could be made.

I can adapt the appearance of modelled and painted surfaces, applying my knowledge of colour or 3D media to express an intention

I can use artists’ work to improve and influence my own.

I can explain how particular periods, genres, styles or aspects of art contain visual and expressive characteristics that convey meaning.

I can identify how individual experience and cultural influences affect what artists make, using this to critically inform improvements.

I can draw on and evaluate the work, concepts and ideas of other artists to inform my own work.

I can select materials and tools to support creative actions in response to artworks that have been selected in line with my personal taste and engagement.

I can extend my research to identify new and innovative art that challenges thinking about what art is and can be.

I can take into account the influence of the different historical, cultural and social contexts across a range of artists.

I can understand and explain how different types of art and design convey meaning, seeing the influence of the different historical, cultural and social contexts.

I can express my opinions through evaluations of several artists, considering how their work is a product of their culture, time or place.

I can use key vocabulary when discussing my own work and that of other artists with confidence.

I can use key vocabulary when discussing or writing about my own work and that of other artists.


I can use key vocabulary to express my thoughts using descriptive and critical language when speaking and writing.






Additional Learning Opportunities

  • Compton Verney trip in year 7
  • Art Club

Useful Links

Last Updated: June 2023


Contact Us

Bredon Hill Academy
Elmley Road, Ashton-under-Hill, Evesham, Worcestershire WR11 7SW

01386 881426