Art and Design

Intent

The Art and Design curriculum is designed with aspiring intentions to ensure that the children:

• Gain secure fundamental knowledge of the visual elements/concepts of art to develop proficiency in drawing, painting and sculpture for long term learning
• Build knowledge of techniques/methods, using high quality media, to produce, explore and record their ideas and experiences
• Experience first-hand inclusive artistic experiences - to create memorable long-term learning and to develop focus, persistence and confidence to learn through, from and with mistakes
• Use visual language to explain, evaluate and analyse creative works by great artists and make connections to their own artwork
• Develop visual perception and visual thinking through discussions of the historical and cultural significance of artworks, leading to a lifelong appreciation of art

Implementation

The Art and Design curriculum intent will be met through:

 • The aims of the National Curriculum sequenced across the whole school, with year group knowledge end points
• Vertical topics from EYFS to Year 6 to demonstrate the progression sequence
• The visual elements/concepts of art - designed as a coherent and concise sequence of manageable steps across the whole school, with year group knowledge end points
• The visual elements/concepts of art sequence repeated, revisited within individual year group and retrieved across year groups
• Planned techniques/methods matched to the visual elements sequence, across the areas of making – drawing, painting and sculpture - using high quality media
• Planned first-hand experiences using everyday forms, the local area and the Wembley Primary School community
• Planned, sequenced components for evaluating and analysing creative works using primary sources, with year group end points
• Wembley Primary School Arts Line as the primary resource for artists, craft makers and designers across history and cultural traditions
• Planned, sequenced components for knowing about artists and art traditions using primary sources
• Planned, sequenced disciplinary knowledge component - for making sense of ‘what art is’ using secondary sources
• Subject specific vocabulary and visual language planned across the whole school
• Verbal feedback and verbal retrieval to ensure knowledge concepts are ‘sticking’ and to ensure misconceptions are addressed
• Concise, weekly art sessions for year 1 to year 6 taught by the art teacher using a traditional, direct instruction approach

Impact

Effective implementation of the intent will be shown/demonstrated/measured by:

• Visual elements/concepts of art progression sequence, evidenced in sketch books, demonstrate appropriate year group knowledge end points
• Techniques/methods demonstrated and recorded in sketch books, demonstrate appropriate year group knowledge end points
• Proficiency measured through assessment whilst creating art and in sketchbooks
• Evaluation and analysing measured by assessment through instruction, discussion and annotations at individual year group level
• Knowing about artists and art traditions measured by assessment through instruction and discussion
• Disciplinary knowledge of making sense of ’what art is’ measured through instruction and discussion
• Verbal retrieval, during instruction and discussions, to hear children using art subject specific vocabulary and visual language
• Visual language and art specific vocabulary being used, during discussions, to hear children express their visual perception and visual thinking
• Pupil voice to measure working memory, knowledge recall and subject specific vocabulary

Supporting Learning at Home

It is important to promote curiosity in Art. If you are interested in supporting your child’s Art education have a look at the following websites:

Education Quizzes Art

Tate Kids

Art and Design Curr...

Sequential Progress...

Sequenced Component...

Art & Design Topic ...

Art Whole School Kn...