Art

Intent

At Corinthian Primary school, we use Kapow Primary’s Art & Design scheme of work which aims to inspire pupils and develop their confidence to experiment and invent their own works of art. The scheme is written by experts in their field and 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.

The Art & Design scheme of work enables 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.  It also supports the journey, inspiring children and young people to create, experience, and participate in great arts and culture.

implementation

There are five strands that run throughout our Art & Design curriculum:

• Generating ideas and taking inspiration from a range of artists and crafts people

• Using sketchbooks

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

• Knowledge of artists' work and techniques

• Evaluating: critiquing their own work and that of others

These strands are revisited in every unit.  In the Art and design skills and the Formal elements of art units, pupils have the opportunity to learn and practice skills discretely.  The knowledge and skills from these units are then applied throughout other units in the scheme.  Key skills are revisited again and again with increasing complexity in a spiral curriculum model.  The 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

Each unit fully scaffolds and supports essential and age-appropriate sequenced learning and is flexible enough to be adapted to form cross-curricular links.  Creativity and independent outcomes are robustly embedded in units, supporting 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 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

The Art & Design 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 meta cognitive skills and have a growing understanding of how to improve.

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities.

Children 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.

We expect 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 NC for Art and Design.

Design 

Intent

At Corinthian Primary school, we use Kapow Primary’s 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.

The Design and Technology scheme of work enables 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.  It also supports the journey, inspiring children and young people to create, experience, and participate in great arts and culture.

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

• kake

• evaluate

• technical knowledge

• cooking and nutrition.

Kapow Primary’s Design and technology scheme has a clear progression of skills and knowledge within these five strands across each year group.

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

• cooking and nutrition (Food)

• electrical systems (KS2) and

• digital world (KS2).

Each of the 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. The Kapow Primary scheme is a spiral curriculum, with 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

Impact is constantly monitored through both formative and summative assessment opportunities. Furthermore, each unit has a unit quiz and knowledge catcher which can be used at the start and/ or end of the unit.

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 of following the Kapow Primary Design and technology scheme of work 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;

• meet the end of key stage expectations outlined in the National curriculum for Computing.