Across the Black Country Federation, we believe that art and design play a vital role in developing creativity, problem-solving skills and self-expression from the earliest years. Our CUSP (Curriculum with Unity Schools Partnership) Art and Design curriculum is carefully structured to ensure that pupils:

• Develop and refine artistic techniques in drawing, painting, printmaking, textiles, 3D work and collage.
• Study and evaluate the work of historical and contemporary artists, understanding different styles and movements.
• Express their ideas with confidence and purpose, using art as a means of communication and storytelling.
• Revisit and build on prior learning to deepen knowledge, improve technique and promote independence.

Through this approach, pupils gain the skills, knowledge and creative confidence they need to succeed in art at secondary school and beyond, with strong foundations established in the Early Years.

Art and Design in EYFS: Early Foundations

In EYFS, Art and Design sits within Creating with Materials in the Expressive Arts and Design area of learning. Children are supported to:

• Explore and experiment with a range of materials, including paint, clay, textiles and natural resources.
• Develop early mark-making and drawing skills, gaining control over tools and creating different lines and shapes.
• Mix and apply colour, learning how primary and secondary colours combine.
• Express ideas through art and role-play, using imagination and personal experience to inform their creations.

Through both continuous provision and structured teaching, children:

• Use a variety of media to create pictures and patterns.
• Explore texture, shape and colour through painting, drawing and collage.
• Strengthen fine motor skills through cutting, sticking and modelling.
• Talk about their own artwork and that of others.

This early experience builds confidence and creativity, preparing children for Key Stage 1.

A Structured and Progressive Art Curriculum

The CUSP Art and Design curriculum is organised into blocks covering:

• Drawing – developing precision, proportion and observational skills.
• Painting – exploring colour theory, brushwork and texture.
• Printmaking – learning relief, stencilling and monoprinting techniques.
• Textiles and collage – experimenting with fabric, layering and mixed media.
• 3D work – sculpting, construction and spatial awareness.
• Creative response – applying artistic techniques to communicate ideas and themes.

The Structure of a CUSP Art Lesson

Each lesson follows a clear structure to support the development of technical skill, creativity and understanding.

1. Activating Prior Knowledge
   Pupils revisit previously taught techniques and make links to earlier learning and artistic styles.
2. Vocabulary and Disciplinary Knowledge
   Key technical vocabulary and artistic concepts, such as line, tone, texture and form, are explicitly taught so pupils can speak confidently about their work.
3. Explicit Teaching and Modelling
   Teachers model techniques and processes, providing clear examples before pupils begin guided practice.
4. Independent Artistic Application
   Pupils apply and refine their skills in their own work, with opportunities to experiment and take creative risks.
5. Reflection and Evaluation
   Structured discussion allows pupils to evaluate their work and that of others, giving and receiving constructive feedback using appropriate artistic language.

Core Components of the CUSP Art Curriculum

Drawing: Line, Tone and Composition
Pupils progress from simple mark-making to detailed observational drawing. They explore a range of media, including pencil, charcoal, ink and pastels, and develop their understanding of proportion, perspective and shading.

Painting: Colour, Brushwork and Expression
Children learn to mix, blend and layer colour, using techniques such as wet-on-wet, sgraffito and impasto. They study artists including Claude Monet, Vincent van Gogh and Georgia O’Keeffe to inform their own work.

Printmaking: Relief, Monoprinting and Pattern
Pupils explore techniques such as lino printing, collographs and relief printing, and consider how printmaking links to cultural traditions. Artists studied may include William Morris and Katsushika Hokusai, alongside contemporary printmakers.

Textiles and Collage: Texture and Mixed Media
Children learn weaving, batik and embroidery techniques, design and create functional textile pieces, and consider sustainability through upcycling and repurposing materials.

3D Work: Sculpture and Construction
Using clay, wire, papier-mâché and recycled materials, pupils explore balance, proportion and movement in sculpture. Artists such as Alberto Giacometti, Henry Moore and Dale Chihuly provide inspiration.

Creative Response: Developing Personal Style
Pupils draw together skills from across disciplines to produce mixed-media outcomes, making connections between historical and contemporary art while developing their own artistic voice.

Assessment: Tracking Artistic Development

Assessment in art is ongoing and focused on development over time. This includes:

• Sketchbook work that shows progress in technique and creativity.
• Use of subject-specific vocabulary and discussion.
• Final pieces and portfolios that demonstrate progression across the year.
• Opportunities for peer and self-assessment to encourage reflection at all stages.

Further Information

For further details, including curriculum overviews, sketchbook exemplification materials and recommended artists and gallery visits, please contact our Curriculum Lead, Tom Amphlett, at info@brockmoor.dudley.sch.uk.