‘Every child is an artist – the problem is how we remain an artist when we grow up.’ – Pablo Picasso  

 

Art provides opportunities for a child to develop an aesthetic and creative response to life. It provides visual, tactile and sensory experiences and enables children to communicate what they see, feel and think through the use of line, pattern, texture, colour, tone, form and shape. Art is valued as a subject in its own right in addition to supporting other curriculum areas. All children will be able to develop their creative, imaginative and practical skills so that they will be able to communicate their observations and feelings in an individual way through a variety of media.

 

Our Art/DT curriculum enables pupils to: 

• Enjoy art and design experiences, by being given the opportunity to undertake a balanced programme of art/craft/design activities which clearly build on previous work and take account of previous achievements, 
• to work individually, in groups and as a whole class; in two and three dimensions, and a variety of scales, 
• Develop imagination and careful observation by looking closely at the world around us , 
• Develop skills – intellectual and technical, associated with investigating and making, including the appropriate use of technology, 
• Develop their ability to articulate and communicate ideas, opinions and feelings about their own work and that of others, 
• Develop children’s ability to respond thoughtfully and critically to ideas, images and objects of many kinds and from many cultures. 

Our Art knowledge is organised into key concepts and disciplinary concepts. The core knowledge is laid out in coherent, sequential progression documents which detail the end points which we aim children to achieve. The foundations for the Art and DT curriculum are built in Early Years. This is built on in KS1 as novice theologians, leading to more expert theologians in KS2. This provides the firm building blocks for children to become disciplinary artists in KS3 and beyond. 

 

Key concepts 

Key concepts support children in developing an understanding of their experience, a system of categorisation, and how they learn and use these systems. In this way, children build a schema of knowledge about some of the key themes through which they can reason and talk about the different disciplines within Art and DT. Key concepts shape the overarching enquiry question for the spine. We have six main concepts in Art/DT which we investigate through 12 different artistic skills over a 2-year cycle.  

 

Disciplinary concepts 

Disciplinary concepts shape the enquiry questions asked in a subject and organise the subject knowledge progressively. The disciplinary concepts drive the teaching sequence towards answering the overarching key question for the spine. They can all be applied across the entire subject and everyone is interconnected. 

• What do I want to create?
• How do I use my sketchbook to show this?
• How have I drawn on my newly learnt skills?
• What is the process to get to my desired outcome?
• What style am I envisioning for my artwork? 

 

Cycle A	Drawing in colour	Collage	Printing
Cycle B	Drawing in monochrome	Painting	Digital Media