Bromham CofE Primary SchoolArt
Art and Design Road Map
curriculum map bromham primary art and design 2022.pdf
Art and Design Knowledge Overview
How do we teach Art?
Intent:
At Bromham Primary School, our aim is to innovatively teach the National Curriculum for art and design. The artists taught span across different periods and cultures and their work exemplifies the techniques that we study. We teach in subject blocks in order to embed subject-specific skills and knowledge. The CUSP art and design curriculum follows and builds upon other subjects including science, geography and history as well as reading and writing to enable there to be clear and meaningful links between subjects taught in that year.
Across the school, children focus on 6 key areas of art and design: drawing, painting, printing, collage, 3D and textiles. From year 2, students also complete a “creative response” which is an opportunity to showcase the skills and knowledge they have acquired over the year. The curriculum supports children to make connections and links across the topics covered. 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. The consistent approach to teaching vocabulary enables students to build their working vocabulary and apply it.
In art and design, every pupil will leave with:
When children leave Bromham Primary School, we expect them to have a sound understanding of the key skills and techniques required in art and design. They should be able to create drawings and paintings based on observations, produce repeated patterns and use a variety of mediums with fluidity and confidence. They should be competent artists, who are able to evaluate their own work, and who are well-equipped to take part in the next stage of their education in KS3.
Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers
All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.
Implementation:
The students learn about drawing or drawing and painting at the beginning of each year: effective mark-making, understanding form and shape underpins all other art and design units. They build upon their repertoire of techniques, and observational-specific knowledge. They then study the other areas of art and design with increasing skills development allowing them to create work that grows in intricacy.
Each unit has a comprehensive planning document which provides a knowledge note (outlining the core content, key vocabulary and focus artists); cross-curricular connections; links to literature; carefully sequenced vocabulary and resulting activities; and a clear outline of lessons that support the learning within the unit.
A curriculum road map demonstrates the organisation of our art and design curriculum with the icons mapping out the repeated themes which support children’s deep learning.
Impact
The students complete a variety of practical, oral and written tasks. These are a used by the teacher to make judgements as to whether they are meeting year group expectations in their independent work. They will annotate and evaluation their artwork; apply technical vocabulary and core knowledge; and complete vocabulary tasks. All of which are done in a creative manner within their sketchbooks.
At the end of each unit, teachers will assess the students using these tasks as a way to understand if that student is meeting year group expectations in their independent artwork and evaluations. This is recorded in an assessment grid. Within EYFS, the teacher assesses students using the Early Years framework, development matters and birth to 5.
The subject leader will measure the impact of the curriculum by:
Student book studies and student interviews – to determine what skills and knowledge they can recall.
Learning walks and lesson observations – to understand if key skills and knowledge evident within lessons and being taught effectively
Displays of final work produced within each year group – to see if progression of skills from each year group is evident in final work
Staff coaching sessions available to teachers
