Art

art curriculum.pdf

Intent

At Tiger, our Art and Design scheme of work aims to inspire pupils and develop their confidence to experiment and invent their own works of art. Our lesson plans and resources allow opportunity for children to develop their ability, nurture their talent and interests, express their ideas and thoughts about the world, as well as learning about the rich heritage and culture of the British Isles and beyond.

Implementation

Our bespoke curriculum is organised into 3 units per year group. In our ‘Art and Design Skills’ and ‘Formal Elements’ units, pupils have the opportunity to learn and practise core art skills. The knowledge and skills from these units are then applied throughout the other units in the scheme. These key skills are revisited again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on their previous learning. Our Progression Map demonstrates 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. Our units are fully scaffolded and support essential and age-appropriate sequenced learning and are flexible enough to be adapted to form cross-curricular links with subjects within our broad and balanced curriculum. Adaptive teaching 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.

Creative and independent outcomes are robustly embedded into our units. These support our pupils 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 pupil and personal. Lessons are always practical in nature and encourage experimental and exploratory learning, using sketchbooks to document their ideas. The sketchbooks are introduced as the children’s personal journal to document their journeys as artists. Teachers assess the children against the success criteria for that lesson, however no other ‘teacher marking’ is to be put in the book. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Impact

Our curriculum is designed in such a way that the children are involved in the evaluation and dialogue about the quality of their outcomes and the improvements they need to make. By taking part in regular discussions and decision-making processes, children will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey and have a growing understanding of how to improve. The impact of our curriculum can be constantly monitored through our use of successful criteria. The children then embark on a 6 week unit where they acquire these skills and knowledge and at the end of the unit create a piece of work. This demonstrates the children’s progression through the unit and showcases each child as an artist on a regular basis.

Children will:

• Produce creative work, explore, and record their ideas and experiences.
• Be proficient in drawing, painting, sculpture and other art, craft and design techniques. 
• Evaluate and analyse creative works using subject-specific language. 
• Know about a range of artists and the historical and cultural development of their art.
• Meet the end of key stage expectations outlined in the National curriculum for Art and design

progression of skills in art and design tps.pdf

Curriculum Progression Map: Foundation Subjects