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Art

Intent

Our art and design scheme of work aims to inspire pupils and develop their confidence to experiment and invent their own works of art. It is designed to give pupils every opportunity to develop their ability, nurture their talent and interests, express their ideas and thoughts about the world, as well as learning about art and artists across cultures and through history.

It supports children to meet the national curriculum end of key stage attainment targets and has been written to fully cover the National Society for Education in Art & Design's progression competencies.

We hope to be able to use this in the future for our Artsmark journey, inspiring children and young people to create, experience, and participate in great arts and culture.

Implementation

It is designed with strands that run throughout.

These are:

  • Generating ideas

  • Using sketchbooks

  • Makings skills, including formal elements (line, shape, tone, texture, pattern, colour)

  • Knowledge of artists

  • Evaluating and analysing

Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes. The formal elements, a key part of the national curriculum, are also woven throughout units. Key skills are revisited again and again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on their previous learning. Units in each year group are organised into four core areas:

  • Drawing

  • Painting and mixed-media

  • Sculpture and 3D

  • Craft and design

Our Progression of skills and knowledge shows the skills that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage. It also shows how knowledge builds in the formal elements of Art.

Our units fully scaffold and support age appropriate sequenced learning, and are flexible enough to be adapted to form cross-curricular links with our school’s curriculum. Creativity and independent outcomes are robustly embedded into our units, supporting students in learning how to make their own creative choices and decisions, so that their art outcomes, whilst still being knowledge-rich, are unique to the pupils.

Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary.

Impact

Pupils should leave primary school equipped with a range of techniques and the confidence and creativity to form a strong foundation for their Art and design learning at Key Stage 3 and beyond.

  1. Produce creative work, exploring and recording their ideas and experiences.

  2. Be proficient in drawing, painting, sculpture and other art, craft and design techniques.

  3. Evaluate and analyse creative works using subject-specific language.

  4. Know about great artists and the historical and cultural development of their art.

  5. Meet the end of key stage expectations outlined in the national curriculum for Art and design.

Design and Technology

Intent

Our Design and technology scheme of work aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

We want to enable pupils to meet the end of key stage attainment targets in the national curriculum and the aims also align with those in the national curriculum.

Implementation

The Design and technology national curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition* has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality.

The National curriculum organises the Design and technology attainment targets under five subheadings or strands:

  • Design

  • Make

  • Evaluate

  • Technical Knowledge

  • *Cooking and Nutrition

Pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in six key areas:

  1. Mechanisms

  2. Structures

  3. Textiles

  4. Cooking and nutrition (Food)

  5. Electrical systems (KS2) and

  6. Digital world (KS2)

Key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning. Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Impact

  • Understand the functional and aesthetic properties of a range of materials and resources.

  • Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.

  • Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.

  • Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.

  • Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.

  • Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.

  • Self-evaluate and reflect on learning at different stages and identify areas to improve.

  • Meet the end of key stage expectations outlined in the National curriculum for Design and technology.

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