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A Scheme of work (SOW) is a plan that outlines what is taught in each lesson and how learning builds over time. At Sheridan, our Schemes are created to suit the needs of our students. While they provide structure and progression, we also allow flexibility so teachers can adapt lessons to individual needs, interests and the dynamics of each class.

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Art and Design encourages students to express themselves creatively while developing practical skills in drawing, painting, sculpture, printing and more.

At Sheridan, Art and Design involves experimenting with different materials and techniques, learning of artists, culture and history, developing ideas, and refining skills. Students are encouraged to explore their interests, and create original work that reflects their own thoughts and identity. Projects often follow a process of experimenting, making and reflecting - helping students build confidence, independence, and pride in their achievements.

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We thrive to teach our pupils the essential skills required in every day life such as: Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork following this framework

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SCARF Planning templates and tools

SCARF is designed so that you can tailor it to your pupils' needs. The ready-made programmes below provide a starting point. Choose one of them - or build your own programme. If you choose SCARF half-termly units then long-term and medium-term plans are also provided for these.

Progression and Assessment

Curriculum alignment and mapping tools

Statutory and non-statutory guidance

RSE (Eng) and RSHP (Sco) resources

© Coram Life Education 2014 - 2022. All material on this site is owned by Coram Life Education and cannot be replicated or used by unauthorised persons or agencies without prior consent.

Registered Charity number 800727. Registered in England & Wales 2328941.

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SCARF Planning templates and tools SCARF is designed so that you can tailor it to your pupils' needs. The ready-made programmes below provide a starting point. Choose one of them - or build your own programme. If you choose SCARF half-termly units then long-term and medium-term plans are also provided for these.

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At Sheridan School, we aim to provide a high quality, and diverse Art and Design curriculum which engages, inspires, and challenges young people. It should equip students with the knowledge and skills to experiment, invent, and create their own works of art, craft, and design. Furthermore, it provides them with the right tools to develop their study of the subject, whether that be an entry level qualification, GCSE, or study beyond Sheridan School.

Our approach to teaching Art and Design fosters and promotes our SCARF ethos, empowering every student to achieve in a safe, caring, and inclusive environment. Art can play a vital role in a SEND provision; we offer students a way of exploring their emotions, expressing themselves, while also providing a sensory experience.

At Sheridan School, we deliver a curriculum that:

Develops knowledge, skills, and creativity through personalised learning, based on each students’ individual needs.

Explores an array of styles, movements, mediums, and time periods. Allowing students to find an art form they are passionate about.

Prepares students for further study in the subject, whether that be an entry level qualification, GCSE, or study beyond Sheridan School.

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Cross Curricular: How it all links together...

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Cross Curricular: How it all links together...

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Cross curricular art integration involves connecting creative and visual thinking with other subjects, enhancing students' understanding, communication skills, and ability to express ideas in a variety of ways. Art can support learning across the curriculum while helping students apply knowledge in real-life and imaginative contexts.

Here's how cross curricular links can be made with Art and Design:

English:

Descriptive language: Talking and writing about their own and others' artwork, using creative and emotional vocabulary.

Sequencing and storytelling: Planning artwork with beginning, middle and end (e.g., Comic strips or narrative pieces).

Reflective writing: Writing artist research, statements, evaluations, or explanation of creative choices.

Mathematics:

Measurement and scale: Measuring accurately when drawing, building, or scaling up images

Geometry: Using shape, symmetry, pattern, and proportion in design and layout.

Ratios and fractions: mixing colours or adjusting scale and size in proportion.

Science:

Materials and properties: Understanding the different qualities and behaviours of materials (e.g., clay, paint, paper).

Light and colour: Exploring colour theory, reflection, shadows, and how we see.

Nature Studies: Drawing and observing plants, animals and natural forms as part of biology.

PSHE/SEMH:

Emotional Expression: Using art as a safe outlet to express feelings, process experiences, and tell personal stories.

Confidence Building: Completing and sharing artwork can increase self-esteem and resilience.

Mindfulness: Art activities support focus, calmness and emotional regulation.

Design and Technology:

Planning and making: Following design processes and turning ideas into 3D outcomes.

Product Design: Considering function, form and visual appeal in both art and design projects.

Tools and Techniques: Shared use of tools and materials (e.g., printing, construction)

History:

Visual Timelines: Creating historical artwork or reimagining events through illustration.

Artefact study: Drawing historical or recreating historical objects and symbols.

Themes and contexts: Exploring ideas from different time periods in visual form.

Geography:

Landscape art: creating drawings and paintings inspired by natural and urban environments.

Maps and Symbols: Designing maps, using symbols, and understanding scale and layout visually.

Cultural connections: Exploring visual styles and patterns inspired by different places and cultures.

Environment awareness: Using art to raise awareness of climate issues, nature conservation, and global themes.

ICT:

Digital Art: Using apps and software for drawing and photo editing.

Presenting work: creating digital portfolios or slideshows to showcase artwork.

Art-Based Research: Using the internet to explore visual ideas, collect inspiration, and research techniques, tools or themes to support their own creative work.

Real-Life Application:

Careers: Links to jobs in illustration, design, animation, architecture, fashion, marketing and more.

Mindfulness and Mental Health: Art can be used at home and school as a calming tool/self-regulation.

Communication and Social Skills: Students learn how to identify and express thoughts, feelings and ideas visually.

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At Sheridan we use The SCARF planning framework for pupils with SEND to base our planning and objectives on

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Coram Life Education & SCARF is the UK's leading charity provider of PSHE and wellbeing education in primary schools.

Our SCARF resources are developed by teachers for teachers. Over 50,000 subscribe to SCARF as their chosen provider of PSHE. Here are a few reasons why:

A Whole-school approach to health and wellbeing

Fully-resourced, comprehensive PSHE programme - over 360 lesson plans

Online - always up to date

Fulfils all DfE statutory requirements for Relationships & Health Education

Half term units of work & planning from Nursery to Year 6

Ofsted Audit tool meeting expectations for Intent, Implementation and Impact through the SCARF coherent, sequential curriculum

Assessment tools & progression embedded

Comprehensive free staff SCARF training

Access to free and low-cost specialist training

Support of a SCARF co-ordinator

SCARF's whole-school approach supports primary schools in promoting positive behaviour, mental health, wellbeing, resilience and achievement - giving you everything you need to meet the DfE RSHE statutory requirements. More than just a PSHE scheme of work, SCARF supports great learning every day.

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SCARF: Safety, Caring, Achievement, Resilience, Friendship

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Coram Life Education & SCARF is the UK's leading charity provider of PSHE and wellbeing education in primary schools. Our SCARF resources are developed by teachers for teachers. Over 50,000 subscribe to SCARF as their chosen provider of PSHE.

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Our recently updated art and design curriculum has been created with much deliberation and concern for how we can make a curriculum that teaches the necessary skills and knowledge but is also relevant and inspiring to young people with SEND. The curriculum is adapted where required to enable all students to access the subject developing their skills and knowledge, while promoting self-esteem, confidence, and creative thinking. Teachers use one-page profile and EHCP’s to inform them of the students’ requirements and adapt their lessons accordingly. Teachers use a wide range of strategies to meet pupils’ additional needs and track progress, including:

Regular marking of books, providing students with clear and constructive feedback.

Recalling of information taught in previous lessons, as well as a quiz and feedback at the end of each topic.

Progress trackers in all books, giving teachers and students an insight into topic knowledge, weaknesses and strengths.

Lessons are taught by teachers with excellent subject knowledge and have clear and adaptive learning objectives and success criteria.

Readily adapting materials for sensory difficulties.

Students in KS4 have the option to be enrolled in an entry level qualification or GCSE

Students can achieve AQA awards within the subject.

Utilising LSA’s to deliver effective lessons.

Frequently reviewing the curriculum to ensure that it is current and effective.

Weekly department meetings to discuss, pupils work and progress, effectiveness of lesson plans and adaption strategies.

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The impact our Art and design curriculum will lead to students who are not only equipped with the technical skills but also possess the confidence and resilience to express themselves creatively. By engaging in an array of artistic styles, mediums, and contexts students will develop a deep appreciation for the arts, and a greater understanding of how it can reflect and influence society and culture.

Through the personalised and inclusive nature of our curriculum:

Students will demonstrate measurable progress in their artistic knowledge, skills, and creativity, regardless of their starting point.

Pupils will develop a sense of pride in their accomplishments, fostering increased self-esteem and a positive attitude toward learning.

The curriculum will inspire students to think critically and problem-solve, skills that are transferable across other areas of their education and life.

SEND students will experience a platform for self-expression that supports their emotional well-being and provides a meaningful outlet for their ideas and emotions.

Furthermore, we aim to create a foundation that enables students to pursue art as a lifelong passion or a future academic and professional path. Whether achieving an AQA award, GCSE qualification, or continuing their studies beyond Sheridan School, students leave with the confidence and ambition to take their creative skills further.

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We use the Zones of Regulation curriculum sequences throughout our daily curriculum at Sheridan, encouraging pupils to express and understand their emotions.

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Sheridan School Curriculum Design & Technology statement. Indicating the ethos and pathway for pupils to succeed.

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A Scheme of work (SOW) is a plan that outlines what is taught in each lesson and how learning builds over time. At Sheridan, our Schemes are created to suit the needs of our students. While they provide structure and progression, we also allow flexibility so teachers can adapt lessons to individual needs, interests and the dynamics of each class.