Art and Design

Art and Design Intent, Implementation and Impact

Curriculum Intent

Art and Design Intent, Implementation and Impact

Curriculum Intent

At St Joseph’s Catholic Primary School we want every child to be happy and enthusiastic learners of Art and Design and to be eager to achieve their very best in order to fulfil their God-given talents. We aim to provide an Art and Design curriculum that pupils from Nursery to year 6 not only enjoy but also acquire a range of skills and techniques whilst using a variety of materials.

We value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. It is our vision that Art and Design provides the children with the opportunities to develop and extend skills whilst expressing their individual interests, thought and ideas.

We strive to use our high-quality curriculum to inspire, engage and challenge children whilst allowing them to experiment and invent their own works of art, craft and designs. We want our pupils to become critical thinkers and to develop a rigorous understanding of art and design. Our aim is for children to master a wide range of techniques when using different materials. As they progress, we will also provide pupils with the opportunity to critically evaluate and analyse artwork, form opinions and encourage them to use artistic language in discussions.

Aims

The national curriculum for art and design aims to ensure that all pupils:

  • Produce creative work, exploring their ideas and recording their experiences
  • Become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • Evaluate and analyse creative works using the language of art, craft and design
  • Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Curriculum Implementation

To ensure high standards of teaching and learning in Art and Design, we implement a curriculum that is progressive throughout the whole school. Art and design is taught in key stage 1 and 2 as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum. In EYFS links to topics and provision areas promote Art and Design exploration in both Nursery and Reception.

In Key Stage 1 and 2 the Art and Design curriculum at St Joseph’s is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan lessons for their class using ‘Plan Bee’ schemes of work and our school progression of knowledge and skills document. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. When teaching Art and Design, teachers also consider the children’s interests to ensure their learning is engaging, broad and balanced.

Teachers use ‘Planbee’ schemes of work to carefully plan and craft lessons which inspire and challenge the children. Areas covered include sculptures, pointillism, pop art, optical illusions, the impressionist movement and famous fashion. The children also enjoy learning about the artistic styles of a range of famous artists and they develop and build their artistic vocabulary. Each topic allows the children to carefully examine a style of artwork, experiment and explore techniques used by the artist and then apply this to a final piece of work. Throughout their time at St Joseph’s, children create a sketch book to record observations and experiment with Art and Design techniques which they can then review and revisit when creating their final piece.

At St Joseph’s we provide a variety of opportunities for Art and Design enhancements to the Curriculum. Twice a year we have ‘Art Workshops’ linked to Advent and Lent so the children can creatively celebrate these important times in the church calendar. These workshops also offer an opportunity for parents to engage with the school and join in with their children’s learning.

Each year we also have a celebrations of crosses week where the children represent their understanding of different crosses throughout the world using their creativity.

Children in Upper Key Stage 2 also have the opportunity to attend an Art and Design after school club.

EYFS

As part of the EYFS statutory framework pupils are taught to explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn to:

  • Explore, use and refine a variety of artistic effects to express their ideas and feelings.
  • Return to and build on their previous learning, refining ideas and developing their ability to represent them.
  • Create collaboratively sharing ideas, resources and skills.
  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Share their creations, explaining the process they have used.

Key stage 1

Pupils are taught:

  • To use a range of materials creatively to design and make products
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Key stage 2

Pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils are taught:

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history.

Curriculum Impact

Assessment of children’s learning in Art and Design is an ongoing monitoring of children’s understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.

Summative assessments take place throughout the year and teachers record the progress and attainment against the National Curriculum expectations. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.

Final end of year assessments are made using assessment criteria that has been developed in line with the National Curriculum. Thus identifying the level in which the child is working.

Art and Design is also monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.

Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly. Age related expectation levels are reported to parents at the end of the reception year.

Design and Technology Intent, Implementation and Impact

Intent

At St Joseph’s Catholic Primary School we want every child to be happy and enthusiastic learners of Design and Technology, and to be eager to achieve their very best in order to fulfil their God-given talents. We aim to provide a Design Technology curriculum that pupils from Nursery to year 6 not only enjoy but using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

We strive to use our high-quality curriculum to ensure the children acquire a broad range of subject and technical knowledge and draw on disciplines such as mathematics, science, engineering, computing and art when designing, making and evaluating their creations. We want our children to learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.

Our aim is to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. Children will know more, remember more and understand more. We believe that design and technology helps to prepare children for the developing world and encourages them to become curious and creative problem-solvers, both as individuals and as part of a team.

Design and Technology fosters an entrepreneurial spirit offering pupils practical knowledge and skills that can be applied in real life contexts throughout their school life and beyond.

Aims

The national curriculum for Design and Technology aims to ensure that all pupils:

  • Develop the creative, technical and practical expertise need to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • Critique, evaluate and test their ideas and products and the work of others
  • Understand and apply the principles of nutrition and learn how to cook.

Implementation

To ensure high standards of teaching and learning in Design Technology, we implement a curriculum that is progressive throughout the whole school. Design Technology is taught in key stage 1 and 2 as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum. In EYFS links to topics and provision areas promote Design Technology exploration in both Nursery and Reception.

In Key Stage 1 and 2 the Design Technology curriculum at St Joseph’s is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan lessons for their class using ‘Plan Bee’ schemes of work and our school progression of knowledge and skills document. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. When teaching Design Technology, teachers also consider the children’s interests to ensure their learning is engaging, broad and balanced. We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting and using equipment and materials, they become increasingly confident in their growing ability to design and make products of a good quality. New skills are introduced through direct teaching. Teachers also demonstrate how to use equipment safely.

Teachers use ‘Planbee’ schemes of work to carefully plan and craft lessons which inspire and challenge the children. Areas covered include creating vehicles, pizzas, puppets and building brides as well as exploring British Inventors. The children enjoy designing, making and evaluating a range of products linked to different contexts whilst also developing their technical vocabulary. They have the opportunity to use a wide range of materials and resources, including ICT.

Food technology is implemented across the school with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this. The children also enjoy ‘Fun-trition’ sessions to enhance and develop their understanding of Food Technology further.

At St Joseph’s we provide a variety of opportunities for Design Technology enhancements to the Curriculum. Enterprise week encourages the children to design and make products which can then be sold during our enterprise fair in school. This week also offers an opportunity for parents to engage with the school and join in with their children’s learning. We also have visitors who engage with school to support Design Technology learning such as visits from ‘Warburtons’ to support the children in making bread.

EYFS

As part of the EYFS statutory framework pupils are taught to explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn to:

  • Use a range of small tools, including scissors, paintbrushes and cutlery.
  • Explore, use and refine a variety of artistic effects to express their ideas and feelings.
  • Return to and build on their previous learning, refining ideas and developing their ability to represent them.
  • Create collaboratively sharing ideas, resources and skills.
  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Share their creations, explaining the process they have used.
  • Understanding the importance for healthy food choices.

National Curriculum requirements at Key Stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, (for example the home and school, gardens and playgrounds, the local community, industry and the wider environment).

When designing and making, pupils should be taught to:

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a range of tools and equipment to perform practical tasks, (or example, cutting, shaping, joining and finishing)
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products.

National Curriculum requirements for food and Nutrition at KS1

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

In Key Stage 2:

Within key stage 2 key events and individuals that have influenced the world of Design Technology are teaching focuses that are to be covered.
The use of computer programmes and applications are also a key focus to be utilised by children in their design of their products.

National Curriculum requirements at Key Stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.

When designing and making, pupils should be taught to:

Design 

  •  use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  •  generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make 

  •  select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
  •  select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate 

  •  investigate and analyse a range of existing products
  •  evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  •  understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  •  apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  •  understand and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages)
  •  understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors)
  •  to apply their understanding of computing to programme, monitor and control their products.

National Curriculum requirements for food and nutrition at KS2

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Impact:

Assessment of children’s learning in Design Technology is an ongoing monitoring of children’s understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.

Summative assessments take place throughout the year and teachers record the progress and attainment against the National Curriculum expectations. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment. This is recorded on Insight Tracking.

Final end of year assessments are made using assessment criteria that has been developed in line with the National Curriculum. Thus identifying the level in which the child is working.

Design Technology is also monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.

Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly. Age related expectation levels are reported to parents at the end of the reception year.