Art Curriculum Intent
Our Art and design curriculum aims to inspire pupils and develop their confidence to experiment and invent their own works of art. Our units of work are 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.
Our Art and design curriculum 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.
Art Curriculum Implementation
Our Art and Design curriculum is designed with strands that run throughout. These are:
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:
Our curriculum is mapped against the National Curriculum and we have a progression of skills, knowledge and concepts. 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.
Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. An adaptive curriculum is in place to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required.
Art Curriculum Impact
Our Art and 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 metacognitive skills and have a growing understanding of how to improve.
The impact of our Art and Design curriculum is constantly monitored through both formative and summative assessment opportunities. After the implementation of our Art and design curriculum, 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 of following the Kapow Primary Art and design scheme of work is that children will:
Design Technology Intent
Our Design Technology curriculum 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 units 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 curriculum 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. Within our Early Years, we provide opportunities for pupils’ to work towards the Development matters statements and the Early Learning Goals.
Design Technology 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:
We have a clear progression of skills and knowledge within these five strands across each year group.
Our curriculum mapping identifies which of our units cover each of the National curriculum attainment targets as well as each of the five strands.
We have mapped the progression of knowledge, skills and concepts 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.
Through our units of work, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in six key areas:
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. The Design Technology units are organised into 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 appealing. An adaptive curriculum 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.
Design Technology Impact
The impact of our Design Technology curriculum is constantly monitored through both formative and summative assessment opportunities. We use quizzes and knowledge captures to assess children’s learning and development of their knowledge.
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 our Design and Technology curriculum is that children will:
Unfortunately not the ones with chocolate chips.
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