Art and Design Intent, Implementation and Impact

Intent

We have deliberately built our Art and Design curriculum around the principles of evidence-led practice. This is to ensure that pupils are equipped to successfully think, work and communicate like an artist. Unapologetically ambitious, our art curriculum focuses on excellence in this subject, through a myriad of media and incredible artists. Our intention is unmissable; teacher instruction inspires pupils to acquire knowledge, as an artist, and enable them to skilfully attempt and apply their understanding. It is our intention that through studying Art and Design, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of rich substantive and disciplinary knowledge:

1. Substantive Knowledge

The chosen disciplines of our Art and Design Curriculum are:

Drawing       Painting        Printmaking       Textiles        Sculpture/3D         Collage 

We intend to provide children with the core subject knowledge and vocabulary about the creative artistic processes of the chosen disciplines, through the explicit teaching of practical techniques and the use of correct terminology within their lessons.

Our pupils will develop a secure understanding of the seven elements of art and will be able to consider these when working artistically, to envision or create their own artwork.

The seven elements of working artistically in our Art and Design Curriculum are:

Shape        Line        Colour        Value        Form        Texture        Space

Alongside this practical knowledge, our pupils will also be exposed to a diverse array of inspirational artists from a range of different genres, artistic movements, cultural traditions and eras in time. Children will acquire an understanding of art history and the significance of their focal artist for each unit. This theoretical awareness will provide them with contextual relevance of art and inspire them to draw upon their own experiences, to produce high-quality pieces with a clear rationale. 

2 . Disciplinary Knowledge

As part of our Art and Design Curriculum, we aim to equip children with secure practical and theoretical knowledge, so they can interact with art itself, as a discipline. Children will be encouraged to discuss, debate, critique and consider the subjective value of various pieces of art including their own, their peers as well as the work of celebrated artists. Our pupils will explore the dynamic impact art has had throughout time, to make sense of what art is whilst overall enriching their own appreciation of the subject.

Implementation

We implement our intent using CUSP Art and Design. A guiding principle of CUSP Art and Design is that each study draws upon prior learning. For example, in the EYFS, pupils may learn to create 2D artwork using collage materials and fabric. This is revisited and positioned so that new and potentially abstract content in Year 1, such as form and texture, is related to what children already know. This makes it easier to cognitively process. This helps to accelerate new learning, as children integrate prior understanding. 

Learning Sequences

We organise intended learning into modules. These group the knowledge, skills and understanding that we want children to remember, do and use.

Each module aims to activate and build upon prior learning, including from the early years, to ensure better cognition and retention. It includes contextual reference materials, vocabulary modules focusing on language of emotion, explanatory videos and annotated exemplifications. Teacher videos complement the content in each module and provide clear instruction about art techniques and methods. The exemplifications can be used to support assessment of pupil outcomes and to support teachers in developing their own subject knowledge. Teachers are also provided with a list of materials and resources that they will need to teach each module.

Central to the learning modules, are activities designed to develop pupils’ oracy and vocabulary skills, to enable them to use artistic language meaningfully when talking about their work and the work of others. Background information is provided about the specific artists studied in the block. This information gives teachers an insight into where the artist sits in art history and their influences.

An overview of the core content provides information about the skills covered across the term in each year group. This enables teachers to see the progression of skills covered within each aspect of art.

Impact

The best form of assessment in art is in-action, while pupils are working. This helps us to understand pupils’ development as artists, rather than their ability to produce a prescribed end outcome. By encouraging pupils to articulate their thinking and reflections, we can understand which aspects of artistic development they may require additional teaching in and reshape teaching to support this.

Please see the Overall Curriculum Statements for more on Intent, Implementation and Impact.