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:
This is our philosophy:
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:
By the end of Key Stage 1 children will:
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.
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CURRICULUM IMPLEMENTATION |
Curriculum Implementation
Please refer to:
This is how it works:
This is what the adults do:
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.
This how we support staff:
This is how we challenge children:
This is how we ensure all children can access the curriculum:
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:
Powerful Personal Knowledge in Art and Design:
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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:
This is how we know how well our children are doing:
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.
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Art & Design Progression Document
ART AND DESIGN |
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BIG IDEAS |
DEVELOP IDEAS |
MASTER PRACTICAL SKILLS |
TAKE INSPIRATION |
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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 |
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DEVELOPING IDEAS |
Expressive Arts and Design sharing their feelings through a variety of activities in art.
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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
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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:
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:
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:
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. |
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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.
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Objectives:
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:
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:
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.
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Paint – Mix colours effectively.
Experiment with creating mood with colour.
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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
Collage
Sculpture
Textiles
Digital Media
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Paint
Collage
Sculpture
feelings, expression or movement.
Drawing
Textiles
Digital media
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Paint
Collage
Sculpture
Drawing
Textiles
Digital media
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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. |
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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
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Develop Ideas |
Master Practical Skills |
Take Inspiration |
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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. |
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1
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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. |
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2
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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. |
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3
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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
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Art and Design |
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Goldcrest |
Milestone 1 |
Milestone 2 |
Milestone 3 |
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Nursery |
Reception
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Year 1
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Year 2
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Year 3 and 4 |
Year 5 and 6 |
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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 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
Recommended Reads
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Recommended Websites
Hereford Museum and Art Gallery
The National Gallery Make and Create
Recommended Apps