Art Curriculum Content and Sequence
Art & DESIGN SEQUENCE OVERVIEW
To download the full Design & Technology Sequence Overview please click on the image below
Art and Design Vision
Our vision is that through the teaching of Art and Design, our children will learn how to: produce creative work, explore ideas and record experiences. They will become proficient in drawing, painting, sculpture and other key skills. They will be able to evaluate and analyse creative works using the language of Art, craft and design. Finally, they will have an awareness of great artists, craft makers and designers; understanding the historical and cultural development of their Art forms. By taking part in an inspiring and rigorous practical subject, we hope that the children will use their creativity, imagination and social interaction skills to design and create Art that inspires and contributes to the future society. During the teaching of Art and Design, a wide range of new skills will be acquired and the knowledge of other subjects, such as D&T, ICT, Current Affairs (PSHE), English and History, will be drawn upon and applied. Through the evaluation of past and present Art and Design, the children will develop a critical understanding of its impact on daily life and the wider world; gaining an appreciation that it is an on-going cycle of evaluation and re-invention.
art and design principles
In line with the whole school curriculum policy, the following drivers and principles underpin everything we do in Art and Design.
Life Opportunities Creativity, Confidence, Competence
Balanced Coherent Real & Relevant
Knowledge Rich Cognitively Challenging Inclusive
art and design strategy
Life skills are key to Art and Design at Chesswood. The focus is on drawing, painting, printing, textiles and 3D form. Opportunities to link all units of work to careers are taken – eg illustrator, architects and game designers. Links to roles in the local community are promoted – eg parents who are artists. Real life opportunities are sought, linking to entrepreneurial skills and showcasing within the wider school community – eg Children’s parade, Festival of Light, Art awards and the Artist open houses.
Links to the best of what has been thought and said, through studying key people in Art and Design, are used to inspire children – for example Matisse, Warhol, Van Gough, Banksy and Mailou Jones.
Creativity Confidence Competence
The Art and Design curriculum seeks to build knowledge upon knowledge and skills upon skills, sequencing progression through the school. This seeks to embed competence and confidence within the subject by focusing on core aspects children progressively work through to master key skills within the curriculum. Opportunities are provided for those who are greater depth artists, in the way of an Art Award and opportunities to show case Art in the community (Open Houses).
Art and Design is varied in time between year groups. The priority within the subject will be the synthesis and application of knowledge from subjects, particularly D&T, History, English and Current Affairs (PSHE) to address a range of briefs. Five strands will be given particular importance – drawing, painting, printing, textiles and 3D form.
Whilst making links to various other subjects, the place and importance of Art and Design is the core focus. Knowledge, skills, concepts and vocabulary in Art and design are coherently planned and sequenced progressively. There is clarity about what getting better at the subject means, with the aim of moving children from novice to expert.
Real and Relevant
Art and design is rooted in real and relevant experiences for children. The core focus on key life skills and links to the local community (Open houses events and Art Awards) is central to the planning of the subject. Art is created and designed based on real and relevant briefs, taking inspiration from Art in the real world, both historically and currently.
The Art and design curriculum seeks to sequence knowledge effectively, ensuring that children have a good understanding of core knowledge to enable them to progress from unit to unit. Core knowledge and skills (procedural knowledge) are specified in detail and laid out in knowledge organisers for the key strands within Art and design – drawing, painting, printing, textiles and 3D form.
The Art and design curriculum seeks to introduce children to the best of what has been created, thought and said, linking to key individuals historically and currently. Units are chosen specifically to stretch children’s knowledge and skills development, with a key focus on core technical vocabulary and understanding.
The Art and design curriculum is constructed in a way that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life. Units have been designed to support the development of key life skills which can be used by all pupils in everyday life. For example - teaching progression in drawing skills links to an ability to communicate thoughts and feelings through Art. Enterprise within the local community is designed to inspire all children to aspire to future career and entrepreneurial opportunities. The knowledge and skills foci seek to overcome barriers of the varied life experiences of children at Chesswood.