INTENT

Whitefield uses the CUSP Art and Design curriculum. Our curriculum is structured to introduce and revisit knowledge, following the principles of instruction, guided by understanding how the memory works and cognitive load theory.

The CUSP Art curriculum is organised into blocks with each block covering a particular set of artistic disciplines, including drawing, painting, printmaking, textiles, 3D and collage. Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils can revisit key disciplines throughout their Primary journey at increasing degrees of challenge and complexity.

In addition to the core knowledge required to be successful within each discipline, the curriculum outlines key aspects of artistic development in the Working Artistically section. Each module will focus on developing different aspects of these competencies. This will support teachers in understanding pupils’ development as artists more broadly, as well as how successfully they are acquiring the taught knowledge and skills.

Click this link to go to the Whole School Curriculum Intent statement 

Click this link to go to the Subject III statement

Teaching and Learning Handbook

Planning for subject coverage

Long term subject overview and subject leaders handbook

IMPLEMENTATION 

Recording in my Subject

Sketchbooks

Reading in my subject

Links that are made in the lesson sequences to works of literature are listed in plans. Specific books and illustrators are recommended and used as a stimulus.

As well as our own school library, extensive site and online resources, we also access, where possible local organisations and the local library and enable children to broaden their understanding and curiosity through educational visits. (see III statement)

Curriculum Visions 

Vocabulary in my subject

Central to the learning modules are activities designed to develop pupils’ oracy and vocabulary skills to enable them to use the language associated with design and technology meaningfully when talking about their work and the work of others.

The technical vocabulary that pupils will be taught and encouraged to use when discussing their own and others’ work is listed. Definitions of each term are provided. These definitions are also included in the Knowledge Note for pupils. Pupils should be given a copy of the Knowledge Note for their sketchbooks so they can refer back to this information as required.

A vocabulary quiz provides an opportunity for teachers to assess pupils’ deeper understanding and application of the technical vocabulary covered in the block

Exemplification 

Support for SEND pupils

All staff are aware of school Pyramids of Need highlighting additional needs which need to be supported. In addition all pupils on the SEN register have an individual pupil passport held on Edukey which sets out how best to support them and key targets

IMPACT

Assessment

We use Insight HQ to record assessment termly. This is reviewed by subject leads. 

Latest monitoring of data has highlighted a need to moderate standards across foundation subjects internally and this has been planned Summer term

The exemplifications (above) can be used to inform assessment of pupil outcomes and to support teachers in developing their own subject knowledge. They demonstrate the expected standard against which teachers can assess pupils’ work.

The assessment of pupils is formative based on pupil outcomes and questioning from each lesson. The following can be used to assess pupils’ knowledge and application of artistic techniques and their understanding and use of artistic vocabulary.

• Expectations for each block are made explicit in plans, e.g. At the end of this block pupils will know marks can be made using a variety of drawing tools and will be able to select appropriate tools and make a range of marks.

• The Point of Reflection section specifies the expected outcome for each lesson.

• The Questions for Assessment section in each block provide specific questions to be used with pupils to elicit their level of understanding of tools, techniques and effects, e.g. What happens if you change the size of the mark?

• The Oracy and Vocabulary tasks enable teachers to evaluate pupils’ ability to:

- use artistic language effectively;

- explain artistic techniques and processes; - evaluate their own and others’ work.

• The vocabulary quiz provides an opportunity for teachers to assess pupils’ deeper understanding and application of artistic and technical vocabulary covered in the block.

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.

MONITORING:  Pupil Book Study

Senior leaders and subject leaders regularly undertake book studies to monitor the effectiveness of teaching and learning.  

We use Pupil Book Study to  review with small groups of pupils using questioning to check and ensure information and knowledge is acquired and understood with increasing confidence. Feedback is given to teaching staff to inform future planning. 

Staff have had initial training in this April 22. 

Improvement and Monitoring Cycle 

Key School Development Dates

Feedback will be scheduled in staff meetings and then review of action in a later meeting

Art in EYFS

https://www.unity-curriculum.co.uk/early-years/early-foundations-2-3/ 

Current Key Subject Actions 

Autumn 2022

1.  Evidence of reference to significant artist in Art sketch books.

2. Evidence of annotations and explanations around art work in sketch books- linking to the concepts and techniques.

3. Evidence of vocabulary tasks and hexagons (KS1 will evidence less vocabulary in books and do more orally.)

Twitter ART feed  will populate over time

Localising The curriculum

Trips and visits 

Throughout their time at Whitefield, children will visit or experience;

• Year 1 - Walker Art Gallery (Autumn 1)

• Year 2 - Best Buildings Workshop in the Museum of Liverpool (Spring 2)

• Year 3 & 4 - Story House Chester Drama sessions 

• Year 5 - The Tate (Autumn)

• Year 6 - The Young Shakespeare Company Workshop & The World Reimagined craft workshop whilst at the Slavery Museum

• Young Inspiring Artists Programme - opportunity for children’s art work to be displayed in the Walker Art Gallery

Our work in the community

Opportunities to work with professional artists - Inspiring Young Artists Programme

Examples of Work

The Learning Sequence