Aims and purpose
This curriculum instils a passion for art, craft and design. Pupils study a broad and diverse range of art and artists, as well as learning the knowledge and skills to develop their own reflective art practice. They have multiple opportunities to express their own ideas and experiences both in practical tasks and discussion, and the exposure to creative industries and professions fosters curiosity in opportunities beyond the classroom.
Curriculum principles
Knowledge and vocabulary rich
This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. We identify and map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. We have carefully selected vocabulary that develops pupils’ visual literacy and enables them to engage with the visual world around them. This supports them to better utilise the skills, materials and techniques being taught and equips them with the language to express their own ideas.
Sequenced and coherent
A careful and purposeful sequencing of our curriculum content underpins the design of our curriculum, ensuring that pupils are able to build on and make links with existing knowledge. For example, key stage 1 drawing units focus on the ability to observe and record simple lines and shapes. Pupils progressively build the confidence to draw complex forms and explore the qualities of different materials and techniques to do this. Pupils then move onto a range of design, making and expressive activities that encourage them to apply what they have learned with increasing independence.
Evidence-informed
Our evidence-informed approach enables the rigorous application of research outcomes, science of learning and impactful best practice both in education in general and at a subject specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our lesson design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF).
Diverse
Our commitment to breadth and diversity can be seen in the broad and inclusive range of art and artworks referenced in our curriculum. Through the curriculum, pupils learn about a range of well-known and lesser known artists, makers, and designers. These selections reflect the breadth of practice in art and the potential for future creative possibilities. Contextualising art and artworks historically and geographically allows pupils to recognise themselves in the visual world whilst broadening their perspectives.
Accessible
Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations, modelling and frequent checks for understanding, with guided and independent practice. Lessons are chunked into learning cycles and information is minimised to manage cognitive load.
Subject principles
Focuses on the knowledge and skills specific to art, craft and design, including:
- Drawing, painting and three-dimensional work – practised discretely to develop technical proficiency as part of a broad programme that includes pupils’ experiences and original thinking;
- Cultural and contextual knowledge about artists, craftspeople and designers;
- How art and design is studied, discussed and judged enabling pupils to develop their own appreciation and opinion of it.
Our curriculum carefully maps the required theoretical knowledge with the need for experiential or practical knowledge though hands-on making. This balanced approach ensures that pupils develop the knowledge and skills necessary to create their own art whilst also gaining an understanding of the concepts and ideas that inform and give context to their creative work. Every unit incorporates opportunities for reading, writing and discussion. This prepares students to think critically and creatively, equipping them with a comprehensive understanding of the art world.
National curriculum
There are four aims of the national curriculum. First, is that the curriculum should enable pupils to ‘produce creative work, exploring their ideas and recording their experiences’. Our curriculum encourages students to express themselves creatively through a variety of processes, developing their ability to communicate visually.
We teach pupils to ‘become proficient in drawing, painting, sculpture, and other art, craft, and design techniques’. We provide opportunities for pupils to acquire fundamental techniques in drawing, painting, and three-dimensional work, amongst other approaches. Our secondary units build on this with a focus on more advanced techniques and deeper, more autonomous artistic exploration. In the year 5 unit ‘Architecture: drawing and sculpture’ pupils learn drawing and sketching techniques for communicating architectural ideas and gain an understanding of 3D forms and spatial relationships.
Our curriculum ensures pupils can ‘evaluate and analyse creative works using the language of art, craft, and design’ by teaching them to use art-specific vocabulary and establish criteria for self and peer assessments. This approach supports their ability to form informed opinions and engage in meaningful discussions about art. They learn to discuss and critique their own and others’ work, using appropriate terminology to articulate their thoughts on artistic choices and techniques.
Pupils are given the opportunity to ‘know about great artists, craft makers, and designers, and understand the historical and cultural development of their art forms’. The curriculum nurtures an early appreciation for art and its historical contexts, with secondary units offering a more detailed study of art history, movements, and critical analysis, providing pupils with a comprehensive understanding of art’s evolution and its influence from and impact on society. The year 6 unit ‘Art detectives: looking at people and places’ develops pupils’ ability to access, filter and identify appropriate and relevant information on art history. In subsequent secondary units, such as ‘Art movements’, pupils learn in depth about art from western art movements and broaden their understanding of movements from different places alongside this.
Our art and design threads that weave through our curricula are (in alphabetical order):
- Collage
- Design
- Digital
- Draw
- Paint
- Sculpt
- Textiles
Our threads reflect the knowledge, skills and techniques that are the foundation of art, craft and design. They map the development of practical, theoretical and disciplinary knowledge of art, craft and design over time. The threads develop pupils’ knowledge, personal expression and creative skills and expose them to a range of creative industries.