Through the teaching of Art and Design (Art), children foster their sense of creativity and develop their imagination. Art provides visual, tactile and sensory experiences, enabling children to communicate what they see, feel and think, with different media, materials and processes.   The children learn to take risks and make decisions to develop their own artistic style. They will explore ideas and styles through the study of a range of different artists and designers. By displaying and celebrating the children’s work, they become involved in shaping their school environment.

Art and Design (Art) in KS1 (Years 1 & 2) and KS2 (Years 3 – 6)

Art is taught through the IPC scheme which empowers pupils to learn through a range of media and styles: sculpture, collage, painting, photography, architecture, fashion & textiles, drawing, video and animation, printmaking and design. Through delivery of the IPC, learners will know about a variety of artworks and/or artists from first-hand experiences and other sources, representing a variety of styles and created using a broad range of materials/media. Learners should be able to manipulate a range of materials/resources including (but not limited to): wood, metal, plastic, paper, yarn, clay, fabric, paint, crayon, pastel, charcoal, ink, computer programs and recycled and natural found materials to create visual art. They will be able to view objects of art and use their observation skills to evaluate, create or recreate. Learners will develop an understanding of the reasons for the creation of art, sources of inspiration and how the creative process works for different artists. Learners will also develop an understanding of the difference between copying, being influenced by, and being inspired by other artists or art works. We  draw on a broad range of stimuli and resources from a range of traditions and culture to support teaching and learning in Art.

The National Curriculum for Art and Design (Art) 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.

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As well as these, Woodcote Primary School aims to:

• stimulate each child’s creativity and imagination.
• give each child access to visual, tactile and sensory experiences.
• develop each child’s ability to use colour, tone, shape, form, texture, pattern and different materials and processes.
• give each child the confidence to select and use a variety of tools and techniques and to use them safely.
• encourage each child to work with increasing independence as they progress through the school.
• teach children to appreciate each other’s work through displays and discussions.
• give children the knowledge and understanding of how art and design has shaped our history and culture.

Woodcote Primary School aims to ensure that children are experiencing a range of learning opportunities both inside and outside of the classroom to support the development of their learning skills and knowledge. Through developing pupils’ enjoyment, excitement and interest with enriching activities we are able build and encourage curiosity. Woodcote aims to deliver a challenging and ambitious curriculum to equip children with the skills, knowledge and understanding needed for their next stage of learning.

Curriculum/Scheme of Work

Woodcote Primary School uses the IPC curriculum to deliver the Art. Art is taught through cross-curricular half termly topics to support planning of a broad and balanced curriculum as well as through discrete teaching which focuses more on teaching key skills. The learning journey through the topic starts with an ‘Entry Point’, which is followed by a development of skills and knowledge from a range of curriculum areas. Learning is applied through an ‘Exit Point’ at the end of each topic where children can demonstrate and apply their knowledge and skills. Following the IPC curriculum ensures that we are providing good coverage across the subject and that children are building on their skills as they progress through the school.

Planning

The planning of Art and Design takes into consideration what the children learn and how they will reach their end goal. Most topics cover several curriculum areas with a dominant focus. It is essential to use the ‘I can’ statements, topic rubrics, medium term plans and IPC learning goals as a starting point to focus on the knowledge and skills based on the objectives of the lesson. The units must be looked at as a whole throughout the year to plan and show progression of lessons. Teachers need to consider the specific needs of the children and their experiences in order to challenge and differentiate appropriately. When planning, teachers will need to consider opportunities for cross curricular links to build on prior knowledge or to apply and practise skills through discrete teaching.

Each theme follows the format of:

• Entry Point – an activity to promote curiosity and generate excitement for the coming topic
• Knowledge Harvest – to effectively address learning needs and influence the teaching approach, resources, scaffolding provided, grouping which may all help move the child from where they are now to the intended learning goals.
• Research, Record and Reflect – a series of lessons relating to a range of subjects with explicitly signposted Learning Goals.
• Exit Point – a purposeful closure to a unit giving the learners a platform to celebrate and feed forward what they have learnt.

Teaching

Children are taught in mixed attainment groupings, allowing them to share ideas and to problem solve.  In some lessons, children are directly taught how to use specific media and techniques to create a desired effect.  Teachers also provide lessons that allow the children the flexibility to create a piece of work under an ‘umbrella theme’, where children are given a wider choice of media and techniques to allow children to develop their individual style.  Children are given the opportunity to reflect on, extend and refine their ideas in subsequent lessons.  Children will be encouraged to make their own choices so at the end of a series of lessons, there will be a range of different outcomes, not identical ones. They will be encouraged to make decisions about the scale on which they work and the materials they use.  Children are given time to explore and experiment with ideas and techniques, without the pressure of having to create a specific, ‘finished’ piece.  During each lesson, the children are engaged and motivated.  Teachers work with groups of children to support the development and refinement of different techniques.  Time is allocated at the end of each art lesson for feedback. Examples will be shown to the class and children are invited to give their opinions on the work. They are invited to give praise and give constructive feedback to try to identify possible ways in which the work could be developed in a future lesson.  

Differentiation

Art is a subject, which provides enjoyment for all children. Woodcote is committed to inclusion and all children are given the opportunity to access the curriculum through appropriate challenge and support.  Children are taught in mixed attainment groups to allow children to learn from one another.  SEN children participate fully in art lessons with teachers providing learning opportunities that are matched to their individual needs whenever necessary. Creativity is something which transcends academic ability, allowing all children to achieve in art at their own personal level.

Assessment

Teachers assess children’s work in Art and Design by observing them working during lessons. They assess the progress made by the children against the learning objective set and verbal feedback is offered throughout the lesson, whilst not compromising a child’s creativity.  Children will be given opportunities to evaluate their own work and the work of their peers.  Self-evaluation and reflection by pupils is key to the children’s understanding of their own learning and development of skills.  A record of each child’s achievement and effort is written on their annual report and may also be discussed at parents’ evenings. KS2 children each have their own ‘scrapbook’ to record their Art learning. This book is to focus on the process of undertaking their art work rather than solely recording the end product. The National Curriculum states that pupils should be taught ‘to create sketch books to record their observations and use them to review and revisit ideas’ therefore encouraging children to reflect on their learning and explore how to develop their work moving forward.

 

Design and Technology

Curriculum Intent for Design Technology

Our D&T curriculum helps to inspire children to exercise their creativity through designing and making structures, mechanisms, textiles and food products.

It challenges children to think outside the box and be innovative in designing and making new products alongside evaluating and improving their work.

Through our teaching of the IPC, our D&T lessons will engage children in active projects that develop creative thinking skills.

 

At Woodcote Primary School, we are committed to delivering a DT curriculum accessible to all which provides the broadest possible range of opportunities for students.  Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils are equipped with the skills to design and make products that solve real and relevant problems, within a variety of contexts.

 

At Woodcote Primary School, children are taught to select and use appropriate tools safely and effectively to build or put together a product of their creation. In all areas of Design and Technology the children are encouraged to consider the effectiveness of their designs and requirements of the product – promoting self-evaluation and independent drive. Every child will have the opportunity to learn and extend their understanding, experience and application in the use of technology, in as wide a variety of situations as possible.

 

From EYFS through to the end of KS2, children build and apply their knowledge and skills to research, design, make and evaluate products. The Woodcote Design and Technology curriculum will encompass the National Curriculum requirements to ensure all aspects, knowledge and skills of Design and Technology are being taught across all year groups. Children learn about food technology, textiles, construction and materials throughout their DT journey. Design and Technology offers the opportunity for children to draw on a range of subject knowledge through cross curricular activities and tasks, in all areas including: mathematics, science, engineering, computing and art.

 

In both KS1 and KS2, the IPC is used in order to inform planning and also ensure correct curriculum coverage from Years 1 to 6. This curriculum is designed to give children a chance to experience different types of D.T. from food to textiles to building and making. By teaching D.T. through IPC, we cover the National Curriculum and enable children to build on skills within a broad range of hands-on activities throughout their time at Woodcote.

In EYFS, D.T. is covered within Expressive Arts and Design, through specific whole class teaching and continuous provision both inside and outside of the classroom. Children are encouraged to plan and make different items linked to their topics as well as build and construct using different materials.

In KS1, children’s skills are built upon by looking at different materials, their purpose and how they can be used. Children comment on their design and discuss the differences between their design and final model.

In KS2, children look at techniques needed for production, start to suggest improvements for their design and start to use modelling and testing.

 

Key skills and key knowledge for Design and Technology have been “mapped” across the school. These long-term plans detail the learning that is planned so that new knowledge and skills build on what has been taught before and builds towards clearly defined end points or “milestones”. The milestones for the end of each term and each year ensure progression between year groups so that learning is built upon across a sequence of lessons and across the key stages and year groups. This can be as a discrete lesson focussed on a particular skill, as a block of lessons over a number of consecutive days, or as a sequence of lessons across a number of weeks, which builds systematically on prior learning. In this way, the teaching staff are aware of what pupils should ‘know’ by the end of each term, year and key stage.