Please scroll to the bottom of the page for long-term plans, cultural capital documents and links to books.
Curriculum Intent for Art
Our curriculum sets out: the significant and key knowledge that pupils should know and remember as well as the skills that the children will develop and build on; the key concepts that children will return to in different contexts and year groups; the prior learning that the children can build on; the vocabulary that will be introduced as well as the sequencing and progression of the units to be taught.
Implementation for Art
Our curriculum is ambitious for all pupils, regardless of their starting point. We aim for our classrooms to be places of ‘high demand – low threat’. We provide support through modelling, paired talk, scaffolding and worked examples rather than highly differentiated activities or sheets. We aim to offer all children the opportunity for stretch and extension, through offering challenging tasks that build on the core learning.
We support pupils to know more and remember more through offering frequent opportunities for retrieval practice.
Our scheme of work is designed with four 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 National curriculum mapping shows which of our units cover each of the National curriculum attainment targets as well as each of the strands. 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 across the 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. The lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas.
Our curriculum is designed in such a way that children are involved in the evaluation, dialogue and decision making 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, have higher metacognitive skills and have a growing understanding of how to improve.
The impact of our scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. A separate document including the learning outcomes for children with secure understanding and those working at greater depth enables teachers to keep records of formative assessments for each child.
Impact for Art
After the implementation of this Art and design scheme, 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. The expected impact is that children will:
- Produce creative work, exploring and recording 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 great 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.
Curriculum Intent for DT
Our curriculum sets out: the significant and key knowledge that pupils should know and remember as well as the skills that the children will develop and build on; the key concepts that children will return to in different contexts and year groups; the prior learning that the children can build on; the vocabulary that will be introduced as well as the sequencing and progression of the units to be taught.
The 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 scheme of 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. Our Design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum.
Implementation for DT
Our curriculum is ambitious for all pupils, regardless of their starting point. We aim for our classrooms to be places of ‘high demand – low threat’. We provide support through modelling, paired talk, scaffolding and worked examples rather than highly differentiated activities or sheets. We aim to offer all children the opportunity for stretch and extension, through offering challenging tasks that build on the core learning.
Opportunities to use high quality texts are identified in all curriculum areas. Reading is not only an important skill in its own right but can expose children to new vocabulary as well as provide a richer understanding of a topic which can underpin their new knowledge.
New vocabulary is prioritised in order to support pupils to become familiar with it and use it in their own work and talk.
We support pupils to know more and remember more through offering frequent opportunities for retrieval practice.
The Design and technology National curriculum outlines the three main stages of the design process: design, make and evaluate.
The National curriculum organises the Design and technology attainment targets under five subheadings or strands:
- Design
- Make
- Evaluate
- Technical knowledge
- Cooking and nutrition
Our Design and technology scheme has a clear progression of skills and knowledge within these five strands across each year group. Our National curriculum mapping shows which of our units cover each of the National curriculum attainment targets as well as each of the five strands. Our Progression of skills shows the skills and knowledge 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., Pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in six key areas:
- Mechanisms
- Structures
- Textiles
- Food
- Electrical systems (KS2)
- Digital world (KS2)
Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. 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.
Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.
Impact for DT
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, hot and cold tasks, spoken responses, progress over time in pupils’ books, extended writing or even an end of unit project.
Our DT scheme can be constantly monitored through both formative and summative assessment opportunities. After Year 6, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society. The expected impact is that children will:
➔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.
Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers
All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.
Our SEND Area of Need Intent Statement is linked at the end of this page.
Early Learning Goals
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. Further information can be found here.
Links to Books
➔Meet the end of key stage expectations outlined in the National curriculum for Computing.
In addition, our Art and design scheme of work aims to inspire pupils and develop their confidence to experiment and invent their own works of art. This scheme of work supports pupils 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 and Design’s progression competencies.