Everything you can imagine is real.
Intent - What Do We Aspire for Our Children?
Our Curriculum Intent for Art
At Cuddington, our children develop skills that will enable them to be life-long artists and to develop an aesthetic appreciation of the world around them. Our high-quality art and design education engages, inspires, and challenges pupils, equipping them with the knowledge and skills to experiment and produce their own creations through a variety of mediums. As pupils progress, they will think critically and develop an appreciation of art and design. They will know how art and design both reflect and shape our history and contribute to the culture, creativity, and wealth of our nation through cross-curricular links. The children’s art learning enhances their cultural understanding of art in the wider world.
Our Whole School Art Curriculum
Our school uses the Paul Carney Primary Art, Craft, and Design Progression. This ensures that the broad attainment areas set out in our curriculum are taught effectively and relates progression to the UK National Curriculum, the NSEAD National Society for Education in Art and Design attainment areas of Making Skills Generating Ideas, Knowledge and Evaluation. In addition, it also covers knowledge as defined by Bloom’s four revised taxonomy knowledge domains: procedural, factual, conceptual, and metacognition. This makes the sequencing of knowledge and skills as rigorous as possible.
Below, is an overview of how our curriculum links Bloom’s revised taxonomy of 2001, the art & design National Curriculum for England for Key Stage One and Two as well as the National Society for Education in Art and Design’s progression framework.
Implementation - How Will We Deliver the Curriculum?
Knowledge at the Heart of the Curriculum
When related to the four attainment areas, progression might be knowledge of a new artist that pupils have learned, it might be ideas recorded in their sketchbook or a new skill they have learned. It could equally be a discussion they have taken part in about their or other’s work. In short, progression is everything the pupils learn in an art lesson. For this reason, our teachers ensure that the learning is sequenced properly and designed according to the needs and age of the children. As children progress through school, they study a broad range of artists, exploring different styles and techniques. Each year, children cover their new curriculum book with the work produced from an artist study.
Impact - How Do We Know Our Art Curriculum is Effective?
End of Age Phase Progression Statements
We use end of age phase progression statements (EYFS, KS1, LKS2, and UKS2) to judge if children are working at the expected level and are making progress. These statements cover: drawing, painting, media, ideas, knowledge, and evaluation.
Pupil voice is used to not only assess how well children have retained the knowledge they have been taught, but also to elicit children's individual thoughts and feelings towards their and other's artwork.
SEND Provision in Art
Art teaching at Cuddington centres on knowledge of artists and refining skills using a range of resources. The outcome for each block of lessons is wholly an individual response and individual creativity is praised and encouraged. As a result, every pupil can enjoy and produce art, learning at their own level and progressing by individual teacher oral feedback in class. Materials are explored in the process of a pupil planning their outcome. Sketchbooks are used as a “journal” of an individual’s development over time, they are a place to practise and explore materials. All children are given extra time to complete their project if lessons are missed for a variety of reasons and reasonable adjustments are made.
Art is created to be enjoyed. The majority of the displays in school are either centrally themed around or accentuated by children's artwork.
Sketchbooks are used to explore ideas, practice techniques, and for children to record their individual responses. As sketchbooks are passed on from year to year, they provide a tangible measure of progress. Even within a unit of work, progress is clearly visible, but over an age phase, a sketchbook acts as a visual journal showing clear skill and knowledge development. Below, are examples of how we use sketchbooks at Cuddington:
Art in the Early Years
Any further information please contact Mrs L Austin; email@example.com