Retweetd From Harris Beulah Hill

please share with your parents. Our newsletter is now electronic, so parents can open this easily on their phone. Link to September issue is below, including news, photos, and upcoming Open Evening and Open Mornings for Year 6.


We've popped all the Merton Secondary school information on our school website so its easy to find. There are lots of open days for our Year 6 parents to visit to help them become familiar with our local secondaries.


We will be hosting our first school tour for prospective parents. Tuesday 28th September at 4:00pm.


class created profiles about their author!


class shared their inner poet by writing their own.


class wrote letters for their author. I’m not sure we have room for all the children’s dæmons!!


They will be very excited to know you have seen it! You’re always welcome to visit, just let us know when an we’ll pop the kettle on :)


Our Y2 children have chosen their favourite book for their classroom display.


One of our Y1 classes went on a journey of books.


Our new Reception classes and learned all about their authors this week. We can’t wait to watch their love of reading grow. 📚


We can’t wait to bring this to HPAM soon!


Our Resource Base children are launching their class names into space!


You’re always welcome to pop in to chat to them about it further. I’m sure they’d love to hear more about your book and where you got the ideas from.


class celebrated some of our favourite books! I wonder if Miss V still has the photo of the leadership team dressed as crayons!


class celebrated their favourite book


class have celebrated all his books!


class have written to about their concerns around support for refugees in the Uk.


We got factual about in his class! His books have been part of our curriculum for a long time!


class have been writing letters to the author! Maybe we should send him a few!

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Art and Design

Intent: Introduction, Vision and Philosophy 
The purpose of this document is to clarify the how, why, and what of Art and Design teaching at Harris Primary Academy Harris Primary Merton. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality Art and Design curriculum is being taught to all. At Harris Primary Merton, we want our children to gain experience of materials and techniques, team work and autonomy, and an understanding of artists, artworks and artforms in different contexts. Introducing children to a range of male and female artists from different times and places and positioning art and design in a wider context, making it relatable for the children by making links to current affairs and popular culture. We teach Art and Design with an attitude of non-judgement, a belief that mistakes are to be celebrated, learned from and used. A belief that creative potential is inside everyone and can be found everywhere. We celebrate the process as well as the ‘finished’ artwork. Art and Design builds on the Early Learning Goals of Expressive Arts and Design within the EYFS. 

At Harris Primary Merton, we recognise the potential of creative thinkers, and believe that creativity can change and improve things. We recognise that art and design provide children with an additional language, a visual one- we live in a visual world and are constantly interpreting images and inferring meaning from our visual environment. As Art and Design teachers we will present, scaffold, and teach skills and concepts in inclusive, inspiring, engaging and relevant ways.  

Staff will receive CPD on the teaching and planning of Art and Design within school, as well as the opportunity for additional inspiration events such as gallery visits.  

Art and Design is taught regularly, ideally weekly. 75m - 90m should be allowed for each lesson. Work is evidenced in sketchbooks and in display areas in the classroom. An annual whole school Art Week is held including an exhibition for parents and the wider school community. As part of trips and enrichment activities, teachers plan visits to galleries and in-school workshops from artists. 

Five Main Skills Areas 

  1. drawing;  

  1. painting;  

  1. collage;  

  1. printing;  

  1. sculpture  

Additional Areas: 

  1. performance art;  

  1. installation;  

  1. photography and film 


Teach formal elements of art: 
key vocabulary 

  • pattern; colour; texture; tone; shape; line 


Units to include key artworks and artists 

Year Group 

Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2  



Line and colour  

The elements  

Exploring materials  

Patterns and shapes  

Language and art  

Year 1 


Basics of drawing 

Aboriginal dot paintings 

Using symbols 


Abdoulaye Konaté 


Phyllida Barlow 

Text Art 

Cardboard relief - design tags looking at letter form – relate it to the theme of identity   

Frida Kahlo painting 


Year 2 


Basics of drawing  


Georgia O’Keeffe 


Paul Klee 


Andy Goldsworthy  




Yayoi Kusama and/or Ai Weiwei 

Year 3  


Cave drawings 

Albrecht Durer 

Visual texture  

Environmental Art  

Olafur Eliasson 



William Morris 

Designs with natural forms 


Louise Bourgeois 

Year 4  

Fernand Leger: Drawing and painting 

Rosenquist pop art: Drawing, collage and colouring 

Matisse: Collage 

Benin Empire: Cardboard relief sculpture 

Impressionism: Painting en plein air 

Hokusai: Printing famous landmarks 

Year 5  

Maria Sibylla Merian  

Scientific illustration  

Henry Moore 

Family unit sculptures 

Sonia Boyce 

pastel drawings and photographic collages 

Grayson Perry 

ceramic vases, tapestries and maps 

Willem Kalf 

Still life painting  

Banksy Graffiti and Street Art 


Year 6  

Antoni Gaudi 

Architecture and design 

Chris Ofili  

Conceptual art 

Sarah Eisenlohr 

Human impact collage  

Gustav Klimt 

Mixed media 

Michelle Reader 

Figurative junk sculpture 

Elizabeth Catlett 

Printing portraits  



The National Society for Education in Art and Design (nsead) 


What does Art and Design look like at HPAKH? Overview: 

The teacher’s role: Classroom organisation and general preparation is key 

  • To provide a framework for an activity, and introduce, clearly explain and discuss with children its purpose while allowing for a variety of responses. 

  • To include, support and encourage all the children in the class. 

  • To provide time to clean up at the end of the class. 

  • To evaluate and record the children’s work.  

  • To arrange appropriate displays or share the children’s work within the classroom or elsewhere in the school using spaces inside or outside. 

  • To plan how to extend and build on the lesson and relate it to other areas of learning. 


Materials and Storage:  

Time needs to be given to resourcing a high-quality art lesson and materials need to be prepared in advance. It is the Art Lead’s responsibility to organise the storage and distribution of materials. Materials will be stored in the Art Cupboard; teachers should select materials from the storage area in advance of the lesson and return them after the learning (clean and returned to the correct area). It is important all materials are returned to the art cupboard and not stored in the classroom, to encourage inclusion and sharing and enable the Art Lead to monitor and replenish materials effectively. Where possible, teachers should think about sustainable materials and a make no waste, leave not trace approach – how might that change perceptions of quality and impact? Consider sensory work and use of technology. 


Sketchbooks are provided for all pupils from years 1 – 6. Pupils should take their sketchbook up to their new year group (if appropriate). In Reception, teachers will select one piece of artwork to include/begin each child’s sketchbook journey. Sketchbooks should be clearly labelled with the child’s name. Sketchbooks chart a child’s process and progression and should therefore indicate a range of techniques and exploratory approaches possibly contributing to a final artwork that may be displayed elsewhere. Pupils should date their work and teachers should include a brief sticker providing the context to the skill, material, technique, artist or theme being explored. Teachers are responsible for evaluating children’s work and helping each pupil to make progress.  

Impact (after the teaching) – How do we know it has been implemented? 

The Art Lead will assess the impact of teaching and learning through learning walks, lesson observations, book looks and discussion with teachers, pupils and other stakeholders such as parents and governors attending exhibition events.  


  • Progress and process is documented in sketchbooks   

  • Reflective practise – revisiting sketchbooks  

  • Pupils self and peer assess 

  • What can the pupils articulate/demonstrate, their knowledge of artists, skills and techniques as well as their general enjoyment of the subject 

  • Teachers’ formative and summative assessment 

  • Quality and range of exhibition outcomes (artwork) 

  • Positive feedback from the school community about exhibitions – parent feedback 

  • Pupil voice – feedback from children about their experience  

  • Teacher confidence – subject knowledge and enjoyment of subject 

  • Effective partnership working with artists and arts organisations  

Typical Daily Lesson ingredients  

key vocabulary: pattern; colour; texture; tone; shape; line 

  • Provide children with knowledge and information about art and artists 

  • Place art and design in a wider context, making it relatable for the children by making links to current affairs and popular culture 

  • Teach children skills and process with a range of materials 

  • Offer chances for children to explore the potential of different materials, making independent discoveries 

  • Allow children to use their own ideas and experiences to create work that is valued 

  • Allow children time to create with opportunities to problem solve and review and refine their work 

  • Allow chances for children to work alone and with others 

  • Provide an environment where children feel safe taking risks and are not intimidated by ‘getting it wrong’ 

  • Empower children to pursue creative endeavours 

Have keywords on display and refer to them when discussing the key artwork and the children’s artwork, making links between the two. Sentence starters can be helpful to support the children as they talk about art – I see, I think, I wonder (visual thinking). 


Use formative assessment, ongoing feedback throughout a lesson or project, including self-assessment, peer-assessment, and teacher assessment to enable pupils to review and refine their work. Advice, tips and reminders about how to use tools and techniques will also be beneficial. The teacher should watch how children are using the tools and materials in the art lesson and address misconceptions. Through discussions about the key artworks, the teacher will establish the children’s understanding of how the formal elements are arranged to create a composition.  

Utilise Guy Claxton’s Creative Capacities 

  • Imaginative  

  • Inquisitive 

  • Persistent 

  • Collaborative 

  • Disciplined