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Art & Design

Art & Design Curriculum Statement

What Art & Design looks like in Goodrich CE (VC) Primary School

We believe that each individual should be given the opportunity to gain an understanding of themselves both personally and spiritually within an environment that embraces difference.

CURRICULUM INTENT

Curriculum Intent

At Goodrich CE (VC) Primary School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and Design provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas.

What Art & Design looks like in our school:

  • All lessons are built on generating ideas, evaluating, knowledge and making, and ensure progression of skills.
  • As children progress, they become proficient in drawing, painting, sculpture and other art, craft and design techniques.
  • Skills are developed to help them evaluate and analyse creative works using the language of art, craft and design.
  • Children learn about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

This is our philosophy:

  • Our high-quality scheme of work educates, engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
  • The delivery of our Art and Design curriculum, along with our whole school values of Achieve, Believe, Care enable our children to develop their skills, understanding and ability.
  • We want our children to enjoy their art and design lessons and embrace the artistic opportunities they are presented with, without fear of judgement from others.

This is the knowledge and understanding gained at each stage.

By the end of EYFS children will:

The children will explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They will have opportunities to learn to:

  • Explore the textures, movement, feel and look of different media and materials.
  • Respond to a range of media and materials, to develop their understanding of them, in order to manipulate and create different effects.
  • Use different media and materials to express their own ideas.
  • Explore colour and use for a particular purpose.
  • Develop skills to use simple tools and techniques competently and appropriately.
  • Select appropriate media and techniques and adapt their work where necessary.

By the end of Key Stage 1 children will:

  • Use a range of materials creatively to design and make art.
  • Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  • Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

By the end of KS2 children will:

Children should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
Children should be taught:

  • To create sketch books to record their observations and use them to review and revisit ideas.
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
  • About great artists, architects and designers in history.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

 
   

Please refer to:

  • National Curriculum Compliance document – to demonstrate that statutory requirements are met.
  • Building Block Coverage – to plot where building blocks are taught throughout the curriculum.
  • Long Term overview – to identify themes used to explore the building blocks
  • Vocabulary document – words required to be taught in each milestone or class
  • Theme webs – which summarise the key knowledge and skills to be acquired in each theme taught
  • Art and Design Progression document – skills and knowledge to be taught in each building block by milestone or class.

This is how it works:

  • Art and Design is taught in a weekly lesson across 3 half terms during a 2- year rolling program.
  • Art and Design is provided as either a cross curricular or discrete lesson focusing on showing a progression of skills acquired and developed.
  • The skills and techniques developed will be evidenced in a sketchbook or class book.
  • By the time the children leave Year 6, they will have explored and discussed a range of different artists and designers and their work, focusing on the techniques the artist used or the features designers incorporated in their work. The children will then have a chance to recreate and reimagine these into their own designs and artwork.
  • All children will be given a chance to work on a range of different collaborative art and design projects and have their work showcased across the school and in the local community.
  • Where appropriate, links will be made across the curriculum to create a more deep and meaningful art and design education.
  • Workshops or art events relevant to specific topics may be used to immerse children in the art/design experience.
  • Raise the profile of Art and Design within the school, using displays and running extra-curricular art and design clubs.

This is what the adults do:

  • Use the Chris Quigley’s Art and Design Curriculum to plan inspiring, progressive lessons which work on developing or acquiring artistic and design skills and techniques.
  • Create a positive learning environment where children feel comfortable discussing and sharing their own and others work and suggesting positive feedback and ways to improve.
  • Regularly monitor sketchbooks or class books, listen to pupil feedback.
  • Trips and visiting experts are planned for to help enhance the learning experience and improve the potential for our children to retain what they have been taught, creating long-term memories.
  • Celebrating children’s artwork and encourage displays within class and around the school giving children pride and a purpose to create.
  • Developing their own knowledge, understanding and skills when teaching art & design by using the background information for each lesson and tutorials.

This is how we support the children:

Work might be supported so that all children are able to meet the learning objective in activities suitable to their own individual needs.

  • Offering a range of equipment and resources so that all children can make progress during a lesson, e.g. use of templates or guides, different paintbrush sizes etc.
  • Small group/1:1 adult support given where required.
  • We use teacher and self-assessment to quickly identify any child who requires additional support developing specific skills and techniques.
  • These children will then receive additional support or resources to use in order for them to successfully meet the learning objective.

This how we support staff:

  • Identification of CPD needed.
  • Curriculum Groups – share information, updates and expertise throughout the school.
  • Use of staff meetings.
  • Small sessions and immediate support as and when required.
  • Use of D+D to overcome any technical issues and identify more effective software/school processes.

This is how we challenge children:

  • Lessons will be differentiated/adapted through challenge or support.
  • Additional activities to stretch the learning within the lesson and further develop certain skills or techniques.

This is how we ensure all children can access the curriculum:

  • Children who have SEN or EAL needs are introduced to specific subject relevant language prior to the lesson.
  • Seating children alongside good role models to support one another or working in groups to enable children to discuss art or develop skills.
  • By providing equipment and resources relevant to each individual child, e.g. templates, relevant vocabulary necessary for writing up art evaluations, writing frames.

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in Art and Design:

  • To know about the works, influences and intentions of artists, crafts people, designers and architects – past and present.
  • To develop and improve their mastery in a range of art and design techniques.

Powerful Personal Knowledge in Art and Design:

  • Enrichments activities and events to allow children to explore, be imaginative, to share their thoughts and feelings and to have a greater awareness and appreciation of the arts and its role in society, including mental wellbeing
  • Cross curricular experiences to further embed skills and techniques learned.

CURRICULUM IMPACT

Curriculum Impact

The impact of children’s progress and their ability to know more and remember more will be visible through a range of methods. These may include end of unit assessments or quizzes, spoken responses, progress over time in pupils’ sketchbooks, an end of unit project or displays.

This is what you might typically see:

  • Happy and engaged learners.
  • Children posing questions about designs or artwork that they wish to research.
  • A range of different activities including practical lessons, research lessons, showcase of works of art and evaluations of designs.
  • Children able to self-reflect on their art and design, finding both areas of success and evaluating areas of possible improvement.
  • Displays around the school and showcases of children’s art and designs.
  • Confident children who are willing to persevere with skills and techniques they are developing.

This is how we know how well our children are doing:

  • Monitoring in Art and Design includes sketch/class book scrutiny, lesson observations and/or learning walks, and pupil/staff/parent voice interviews conducted by the Art and Design Subject lead.
  • Evaluation and feedback by teachers and peers.
  • Photographic evidence included in art and design class book/school website/X (formally Twitter)/QR codes
  • Displays of work in classes/school/local community.
  • Targeting both Teacher and TA support during lessons to ensure progress of all children.

 

This is the impact of the teaching:

We have identified substantive and disciplinary knowledge which is fundamental to the children’s development and understanding as artists.  They accumulate this as they move through our school which then gives them a firm foundation to build on when they move on to KS3 and beyond.

  • Summative assessment is conducted termly by class teachers.
  • These judgements then inform the end of year level the children are working at.
  • Children who enjoy Art and Design.
  • Children who can confidently discuss their learning and progress in Art and Design.
  • Reflective learners.
  • Increasingly resilient learners.
  • Children who are able to showcase their developing skills and techniques by creating different works of art.
  • Children who are prepared to share the learning they have acquired in a variety of ways.
  • Children who are able to apply the different art and design skills and techniques they have acquired to give a certain artistic effect.
  • Creative children who are inspired by the artists and designers that they have learnt about.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Art & Design Progression Document

ART AND DESIGN

BIG IDEAS

DEVELOP IDEAS

MASTER PRACTICAL SKILLS

TAKE INSPIRATION

Building Blocks

Emotions

Process

Visual Language

Vocabulary

Effects

Techniques

Colour Theory

Media & Materials

Artists & Artisans

Styles & Periods

 

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BIG IDEAS

BUILDING

BLOCKS

EYFS

MILESTONE 1

MILESTONE 2

MILESTONE 3

 

DEVELOPING IDEAS

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Expressive Arts and Design sharing their feelings through a variety of activities in art.

 

Year 1 - Show interest in and describe their feelings about their own and the work of others.

 

Year 2 – When looking at creative work, express clear preferences and given some reason for these.

Year 3 – Take the time to reflect upon why they like and dislike about their work and that of others.

 

Year 4 – Regularly reflect upon their work and use comparison with the work of others (children and artists) to identity how to improve.

Year 5 – Regularly analyse and reflect on the progress taking account of what they hoped to achieve.

 

Year 6 – Provide reasoned evaluation both of their own and professionals work which takes account of the stating points, intentions and context behind the work.

 

 

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Work purposefully responding to colours, shapes, materials etc. create simple representations of events, people and object

Objectives:

• Respond to ideas and starting points.

• Explore ideas and collect visual information.

 

 

Year 1 - Recognise that ideas can be expressed in artwork experiment with an open mind (for instance, they enthusiastically try out and use all materials that are presented to them.

 

Year 2 - Try out different activities and make sensible choices about what to do next use drawing to record ideas and experiences

 

Objectives:

• Develop ideas from starting points throughout the curriculum.

• Collect information, sketches and resources

 

Year 3 - Gather and review information, references and resources related to their ideas and intentions. use a sketchbook for different purposes, including recording observations, planning and shaping ideas.

 

Year 4 - Select and use relevant resources and references to develop their ideas. use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.)

Objectives:

• Develop and imaginatively extend ideas from starting points throughout the curriculum.

• Collect information, sketches and resources and present ideas imaginatively in a sketchbook

Year 5 - Engage in open ended research and exploration in the process of initiating and developing their own personal ideas confidently use sketchbooks for a variety of purposes including recording observations; developing ideas; testing materials; planning and recording information.

 

Year 6 - Independently develop a range of ideas which show curiosity, imagination and originality systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches. (for instance. Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used.

 

 

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Sharing their thoughts and ideas through a variety of activities in art.

Recognise and describe key features of their own and others’ work.

Objectives:

  • Describe the work of notable artists, artisans and designers.
  • See emotions .

 

Year 1 - Know the names of the tools, techniques and the formal elements (colour, shapes, tones, etc.) that they use.

 

Year 2 – Be able to talk about the materials, techniques and process they have used, using appropriate vocabulary.

Objectives:

  • Comment on artwork using visual language.
  • See emotions.

 

Year 3 – Be able to explain how to use some of the tools and techniques they have chosen, using appropriate vocabulary.

 

Year 4 -  Be able to demonstrate how tools they have chosen to work with, should be used effectively and with safety, using the appropriate vocabulary.

Objectives:

  • Comment on artwork with a fluent grasp of visual language.
  • See emotions.

 

Year 5 – Know how to describe the processes they are using and how they hope to achieve high quality outcomes.

 

Year 6 – Know about the technical vocabulary and techniques for modifying the qualities of different materials and processes.

 

 

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Know how to explain what they are doing.

 

MASTER PRACTICAL SKILLS

See identified themes for further progression of skills

 

 

 

 

 

 

 

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Explore and using media and materials.

 

Being imaginative.

 

Work spontaneously and enjoy the act of making/creating.

 

Sustain concentration and control when experimenting with tolls and materials.

 

 

Objectives:

  • Explore different methods and materials as ideas to develop.

 

Year 1 – try out a range of metrails and processes and recognise that they have different qualities.

 

Use materials purposefully to achieve particular characteristics or qualities.

 

Year 2 – Deliberately chose to use particular techniques for a given purpose.

 

Develop and exercise some care and control over the range of materials they use.

Objectives:

  • Adapt and refine ideas.
  • Explore ideas in a variety of ways.

 

Year 3 – develop practical skills by experimenting with and testing the qualities of a range of materials and techniques.

 

Select appropriate technical skills they are learning to improve the quality of their work.

 

Year 4 – Investigate in the mature and qualities of different materials and processes systematically.

 

Apply the technical skills they are learning to improve the quality of their work.

Objectives:

  • Us the qualities of materials to enhance ideas.
  • Spot the potential in unexpected results as work in progress.

 

Year 5 – confidently investigate and exploit the potential of new and unfamiliar materials.

 

Use their acquired technical expertise to make work which is effectively reflects their ideas and intentions.

 

Year 6 – Independently take action to refine their technical and craft skills in order to improve their mastery of materials and techniques.

 

Independently select and effectively use relevant processes in order to create successful and finished work.

 

 

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Paint - Mix primary colours to make secondary colours.

 

Add white to colours to make tints and black to colours to make tones.

 

Create colour wheels.

 

Paint – Mix colours effectively.

 

Experiment with creating mood with colour.

 

 

Paint – Create a colour palette based upon colours observed in the natural and built world.

 

Combine colours, tones and tints to enhance the mood of a piece.

 

 

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Paint

  • Use thick and thin brushes.

 

Collage

  • Use a combination of materials that are cut, torn and glued.
  • Sort and arrange materials.
  • Mix materials to create texture.

 

Sculpture

  • Use a combination of shapes.
  • Include lines and texture.
  • Use rolled up paper, straws, paper, card and clay as materials.
  • Use techniques such as rolling, cutting, moulding and carving.

 

Print

  • Use repeating or overlapping shapes.
  • Mimic print from the environment, e.g. wallpapers.
  • Use objects to create prints, e.g. fruit, vegetables or sponges.
  • Press, roll, rub and stamp to make prints.

 

Textiles

  • Use weaving to create a pattern.
  • Join materials using glue and /or a stitch.
  • Use plating.
  • Use dip dye techniques.

 

Digital Media

  • Use a wide range of tools to create different textures, lines, tones, colours and shapes.

 

 

 

 

 

Paint

  • Use a number of brush techniques using thick and thin brushes to produce shapes, texture, patterns and lines.
  • Use watercolour paint to produce washes for backgrounds then add detail.

 

Collage

  • Select and arrange materials for a striking effect.
  • Ensure work is precise.
  • Use coiling, overlapping, tessellation, mosaic and montage.

 

 

Sculpture

    • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
    • Include texture that conveys

feelings, expression or movement.

  • Use clay and other mouldable materials.
  • Add materials to provide interesting detail.

 

Drawing

  • Use different hardnesses of pencils to show line, tone and texture.
  • Annotate sketches to explain and elaborate ideas.
  • Sketch lightly (no need to use a rubber to correct mistakes).
  • Use shading to show light and shadow.
  • Use hatching and cross hatching to show tone and texture.

 

Print

  • Use layers of two or more colours.
  • Replicate patterns observed in natural or built environments.
  • Make printing blocks (e.g. from coiled string glued to a block).
  • Make precise repeating patterns.

 

Textiles

  • Shape and stitch materials.
  • Use basic cross stitch and back stitch.
  • Colour fabric.
  • Create weavings.
  • Quilt, pad and gather fabric.

 

Digital media

    • Create images, video and sound recordings and explain why they were created.

 

Paint

  • Sketch lightly before painting to combine line and colour.
  • Use the qualities of watercolour and acrylic paint to create visually interesting pieces.
  • Use brush techniques and the qualities of paint to create texture.
  • Develop a personal style of painting, drawing, based on ideas from other artists.

 

Collage

  • Mix textures (rough and smooth, plain and patterned).
  • Combine visual and tactile qualities.
  • Use ceramic mosaic materials and techniques.

 

Sculpture

    • Show lifelike qualities and real-life proportions or, if more abstract, provoke different interpretations.
    • Use tools to carve and add shapes, texture and pattern.
    • Combine visual and tactile qualities.
    • Use frameworks (such as wire or moulds) to provide stability and form.

 

Drawing

  • Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).
  • Use a choice of techniques to depict movement, perspective, shadows and reflection.
  • Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).
  • Use lines to represent movement.

 

 

Print

  • Build up layers of colours.
  • Create an accurate pattern, showing fine detail.
  • Use a range of visual elements to reflect the purpose of the work.

 

Textiles

  • Show precision in techniques.
  • Choose from a range of stitching techniques.
  • Combine previously learned techniques to create pieces.

 

Digital media

  • Enhance digital media by editing (including sound, video, animation, still images and installations).

 

 

TAKE INSPIRATION

               

 

 

 

 

 

 

 

 

 

 

 

 

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EYFS Expressive Arts and Design Exploring and using media and materials.

Being imaginative

 

Know that art, (design and craft) is made by artists exhibiting care and skill and is valued for its qualities.

In Key Stage 1 children should be taught about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 

Objectives:

• Describe the work of notable artists, artisans and designers.

• Use some of the ideas of artists studied to create pieces.

 

Year 1 - Know how to recognise and describe some simple characteristics of different kinds of art, craft and design

 

Year 2 - Know that different forms of creative works are made by artists, crafts makers and designers, from all cultures and times.

In Key Stage 2 children should be taught about great artists, architects and designers in history.

 

Objectives:

• Replicate some of the techniques used by notable artists, artisans and designers.

• Create original pieces that are influenced by studies of others.

 

Year 3 - Know about and describe the work of some artists, craftspeople, architects and designers

 

Year 4 - Know about and describe some of the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied. about,

Objectives:

• Give details (including own sketches) about the style of some notable artists, artisans and designers.

• Show how the work of those studied was influential in both society and to other artists.

• Create original pieces that show a range of influences and styles.

 

Year 5 - Research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.

 

Year 6 - Know how to describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked.

 

 

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Art & Design Sticky Knowledge

 

Develop Ideas

Master Practical Skills

Take Inspiration

Milestone

Emotions

Process

Visual Language

Vocabulary

Emotions

Effects

Techniques

Colour Theory

Media & Materials

Artists & Artisans

Styles & Periods

EYFS

 

They can work purposefully using colours, shapes or materials to create simple representation of events, people and objects.

They can show their enjoyment, experimentation, concentration and control when making and creating using different tools and materials.

 

They can describe what they are doing and describe key features of their own and others works.

They can show their understanding that artists value the qualities care and skill when creating their work.

1

 

 

 

They can express an idea through art whilst trying out and using different materials.

They can use a range of materials and processes to achieve different outcomes of an idea. For example, through collage, sculpture print, textiles and digital media.

 

They can explain in what way they have achieved their work.

 

They can describe what they think of the work of others.

They can recognise and describe some characteristics of different kinds of art, craft and design.

2

 

 

 

 

They can use a sketchbook to show the research and development of an idea they can express through art.

They can select and use appropriately range of materials and techniques to achieve different outcomes of an idea. For example, through collage, sculpture print, textiles and digital media.

 

They can improve the quality of their artwork.

 

They can reflect on their own work and to make comparisons with the work of their peers and spotlight artist/s.

 

They can use tools they have worked with both effectively and safely.

They can describe some of the key ideas and approaches of various artists, craftspeople, designers, architects.

3

 

 

 

 

They can systematically investigate, research, experiment and plan an ideas they can express through art using a sketchbook.

They can independently select and use a range of materials and techniques which improves their mastery of materials and techniques.  For example, through collage, sculpture print, textiles and digital media.

 

They can refine their ideas in order to create successful and finished work.

 

They can analyse and reflect on their progress against their intended ideas work and to provide reasoned evaluations of that of their peers and spotlight artist/s.

 

They can use technical vocabulary and techniques for modifying the qualities of different materials and process.

They can describe, interpret and explain the work, ideas and working practices of significant artists, craftspeople, designers, architects.

 

 

Art & Design Vocabulary

 

 

Art and Design

Goldcrest

Milestone 1

Milestone 2

Milestone 3

Nursery

Reception

 

Year 1

 

Year 2

 

Year 3 and 4

Year 5 and 6

 

alter

arrange

artisan

artist

brush

carving

classic

collage

create

cut

designer

develop

digital media

dot effect

dot

effect

experiment

modern

moulding

object

paint

pattern

plaiting

primary colours

print

sculpture

secondary colours

shading

shadow

sort

stitching

technique

textile

texture

thickness

tint

tone

tool

visual

weaving

accurate

adapt

annotate

back stitch

blocks

coiling

collect

cross hatching

cross stitch

distinctive

dye

elaborate

feeling

hardness

hatching

influenced

layers

mix

montage

mood

mosaic

movement

notable

original

overlapping

palette

patterned

plain

precise

quilt

recognisable

recording

refine replicate

resources

rough

sketch

smooth

striking

style

tessellation

washes

watercolour

abstract

acrylic

animation

ceramic

convey

enhance

express

extend

fluent

frameworks

grasp

interpretation

lifelike

mimic

perspective

proportion

provoke

qualities

stability

tactile

 

Art & Design Recommended Read/ Websites/ Apps