Art and Design at Colden

Intent: what are we trying to achieve with our curriculum?

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Our Art and Design curriculum reflects the National Curriculum as well as our school community’s specific context and needs. By the time our pupils leave, we aim for our Colden Artists and Designers to have developed the skills and knowledge necessary to not only succeed at the next phase of their education, but also to have the cultural capital required in order to lead fulfilling lives. Specifically, they will be able to:

· 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.

Staff have worked together, making use of the artistic expertise on our team, to produce carefully sequenced and structured progression documents. As well as identifying the key skills, knowledge and vocabulary that children need to master, these documents also map out a selection of artists from a range of backgrounds and disciplines. This supports Colden children to be able to develop their awareness and appreciation of the rich diversity of the art world in which we live.

Inclusion

Colden is an inclusive school. For those children with SEND and/or deemed ‘vulnerable’, adjustments are made based upon individual needs. These may be to the curriculum itself or to access arrangements. At the same time, the importance of fostering independence and developing the confidence and ability to meet appropriate challenges is understood and promoted.

Implementation: how do we deliver our curriculum?

Teachers use the School’s bespoke subject-specific progression document plus the unique long term plan to devise an appropriate and logical sequence of learning for each topic/unit. This sets out the objectives; the knowledge and skills that pupils will gain by the end of the topic. As well as sequencing the learning, it also sets out key vocabulary that pupils will learn.

Sketch books are used as a vehicle for practising the various skills and techniques being taught. They are also used as a prompt for constantly recapping on prior learning. They also provide evidence of children’s progression.

In addition to work in sketch books, children produce pieces of art which are displayed in the classroom, at local venues and/or sent home to be celebrated by families. These pieces are photographed in order to capture the children’s achievements.

Art is taught discretely in half termly blocks, alternating with Design Technology (DT). Whilst cross curricular links are drawn out where appropriate, they are not at the expense of teaching the requisite knowledge and skills as set out in the Art and Design curriculum.

It is recognised by staff that the Art and Design curriculum may need adapting according to different abilities. Some may need more adult support or more scaffolded tasks. Where possible, such scaffolds will only be in place for as long as required. As soon as teachers have assessed that they are able to work more independently, these will be removed as appropriate.

Time is given to staff to ensure that the Art and Design curriculum is of a high quality. The progression documents, long-term plans and sequences of learning are regularly reviewed to confirm that the intent as described above is being carried out in the implementation.

Impact: what difference is our curriculum making to pupils?

Colden staff assess the impact of their teaching through questioning, observations, pupil interviews and work scrutinies. If the results of these enquiries show concerns about a child’s ability to demonstrate the required skills and knowledge, this could result for example in planning being adapted to allow for more time to consolidate or adjustments made to access arrangements.

Whole staff book scrutinies allow for staff to ensure there is a consistency of approach across the school and that judgements are moderated. These events, as well as leaders’ monitoring mean that Colden is constantly striving to make sure that the Art and Design curriculum is of the highest quality so that it prepares children for the next phase of their education.

Equal Opportunities

The school is committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school. We promote self and mutual respect and a caring and non-judgmental attitude throughout the school.

Art and Design at Colden

Intent: what are we trying to achieve with our curriculum?

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Our Art and Design curriculum reflects the National Curriculum as well as our school community’s specific context and needs. By the time our pupils leave, we aim for our Colden Artists and Designers to have developed the skills and knowledge necessary to not only succeed at the next phase of their education, but also to have the cultural capital required in order to lead fulfilling lives. Specifically, they will be able to:

· 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.

Staff have worked together, making use of the artistic expertise on our team, to produce carefully sequenced and structured progression documents. As well as identifying the key skills, knowledge and vocabulary that children need to master, these documents also map out a selection of artists from a range of backgrounds and disciplines. This supports Colden children to be able to develop their awareness and appreciation of the rich diversity of the art world in which we live.

Inclusion

Colden is an inclusive school. For those children with SEND and/or deemed ‘vulnerable’, adjustments are made based upon individual needs. These may be to the curriculum itself or to access arrangements. At the same time, the importance of fostering independence and developing the confidence and ability to meet appropriate challenges is understood and promoted.

Implementation: how do we deliver our curriculum?

Teachers use the School’s bespoke subject-specific progression document plus the unique long term plan to devise an appropriate and logical sequence of learning for each topic/unit. This sets out the objectives; the knowledge and skills that pupils will gain by the end of the topic. As well as sequencing the learning, it also sets out key vocabulary that pupils will learn.

Sketch books are used as a vehicle for practising the various skills and techniques being taught. They are also used as a prompt for constantly recapping on prior learning. They also provide evidence of children’s progression.

In addition to work in sketch books, children produce pieces of art which are displayed in the classroom, at local venues and/or sent home to be celebrated by families. These pieces are photographed in order to capture the children’s achievements.

Art is taught discretely in half termly blocks, alternating with Design Technology (DT). Whilst cross curricular links are drawn out where appropriate, they are not at the expense of teaching the requisite knowledge and skills as set out in the Art and Design curriculum.

It is recognised by staff that the Art and Design curriculum may need adapting according to different abilities. Some may need more adult support or more scaffolded tasks. Where possible, such scaffolds will only be in place for as long as required. As soon as teachers have assessed that they are able to work more independently, these will be removed as appropriate.

Time is given to staff to ensure that the Art and Design curriculum is of a high quality. The progression documents, long-term plans and sequences of learning are regularly reviewed to confirm that the intent as described above is being carried out in the implementation.

Impact: what difference is our curriculum making to pupils?

Colden staff assess the impact of their teaching through questioning, observations, pupil interviews and work scrutinies. If the results of these enquiries show concerns about a child’s ability to demonstrate the required skills and knowledge, this could result for example in planning being adapted to allow for more time to consolidate or adjustments made to access arrangements.

Whole staff book scrutinies allow for staff to ensure there is a consistency of approach across the school and that judgements are moderated. These events, as well as leaders’ monitoring mean that Colden is constantly striving to make sure that the Art and Design curriculum is of the highest quality so that it prepares children for the next phase of their education.

Equal Opportunities

The school is committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school. We promote self and mutual respect and a caring and non-judgmental attitude throughout the school.

Art and Design at Colden

Intent: what are we trying to achieve with our curriculum?

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Our Art and Design curriculum reflects the National Curriculum as well as our school community’s specific context and needs. By the time our pupils leave, we aim for our Colden Artists and Designers to have developed the skills and knowledge necessary to not only succeed at the next phase of their education, but also to have the cultural capital required in order to lead fulfilling lives. Specifically, they will be able to:

· 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.

Staff have worked together, making use of the artistic expertise on our team, to produce carefully sequenced and structured progression documents. As well as identifying the key skills, knowledge and vocabulary that children need to master, these documents also map out a selection of artists from a range of backgrounds and disciplines. This supports Colden children to be able to develop their awareness and appreciation of the rich diversity of the art world in which we live.

Inclusion

Colden is an inclusive school. For those children with SEND and/or deemed ‘vulnerable’, adjustments are made based upon individual needs. These may be to the curriculum itself or to access arrangements. At the same time, the importance of fostering independence and developing the confidence and ability to meet appropriate challenges is understood and promoted.

Implementation: how do we deliver our curriculum?

Teachers use the School’s bespoke subject-specific progression document plus the unique long term plan to devise an appropriate and logical sequence of learning for each topic/unit. This sets out the objectives; the knowledge and skills that pupils will gain by the end of the topic. As well as sequencing the learning, it also sets out key vocabulary that pupils will learn.

Sketch books are used as a vehicle for practising the various skills and techniques being taught. They are also used as a prompt for constantly recapping on prior learning. They also provide evidence of children’s progression.

In addition to work in sketch books, children produce pieces of art which are displayed in the classroom, at local venues and/or sent home to be celebrated by families. These pieces are photographed in order to capture the children’s achievements.

Art is taught discretely in half termly blocks, alternating with Design Technology (DT). Whilst cross curricular links are drawn out where appropriate, they are not at the expense of teaching the requisite knowledge and skills as set out in the Art and Design curriculum.

It is recognised by staff that the Art and Design curriculum may need adapting according to different abilities. Some may need more adult support or more scaffolded tasks. Where possible, such scaffolds will only be in place for as long as required. As soon as teachers have assessed that they are able to work more independently, these will be removed as appropriate.

Time is given to staff to ensure that the Art and Design curriculum is of a high quality. The progression documents, long-term plans and sequences of learning are regularly reviewed to confirm that the intent as described above is being carried out in the implementation.

Impact: what difference is our curriculum making to pupils?

Colden staff assess the impact of their teaching through questioning, observations, pupil interviews and work scrutinies. If the results of these enquiries show concerns about a child’s ability to demonstrate the required skills and knowledge, this could result for example in planning being adapted to allow for more time to consolidate or adjustments made to access arrangements.

Whole staff book scrutinies allow for staff to ensure there is a consistency of approach across the school and that judgements are moderated. These events, as well as leaders’ monitoring mean that Colden is constantly striving to make sure that the Art and Design curriculum is of the highest quality so that it prepares children for the next phase of their education.

Equal Opportunities

The school is committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school. We promote self and mutual respect and a caring and non-judgmental attitude throughout the school.

Art and Design at Colden

Intent: what are we trying to achieve with our curriculum?

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Our Art and Design curriculum reflects the National Curriculum as well as our school community’s specific context and needs. By the time our pupils leave, we aim for our Colden Artists and Designers to have developed the skills and knowledge necessary to not only succeed at the next phase of their education, but also to have the cultural capital required in order to lead fulfilling lives. Specifically, they will be able to:

· 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.

Staff have worked together, making use of the artistic expertise on our team, to produce carefully sequenced and structured progression documents. As well as identifying the key skills, knowledge and vocabulary that children need to master, these documents also map out a selection of artists from a range of backgrounds and disciplines. This supports Colden children to be able to develop their awareness and appreciation of the rich diversity of the art world in which we live.

Inclusion

Colden is an inclusive school. For those children with SEND and/or deemed ‘vulnerable’, adjustments are made based upon individual needs. These may be to the curriculum itself or to access arrangements. At the same time, the importance of fostering independence and developing the confidence and ability to meet appropriate challenges is understood and promoted.

Implementation: how do we deliver our curriculum?

Teachers use the School’s bespoke subject-specific progression document plus the unique long term plan to devise an appropriate and logical sequence of learning for each topic/unit. This sets out the objectives; the knowledge and skills that pupils will gain by the end of the topic. As well as sequencing the learning, it also sets out key vocabulary that pupils will learn.

Sketch books are used as a vehicle for practising the various skills and techniques being taught. They are also used as a prompt for constantly recapping on prior learning. They also provide evidence of children’s progression.

In addition to work in sketch books, children produce pieces of art which are displayed in the classroom, at local venues and/or sent home to be celebrated by families. These pieces are photographed in order to capture the children’s achievements.

Art is taught discretely in half termly blocks, alternating with Design Technology (DT). Whilst cross curricular links are drawn out where appropriate, they are not at the expense of teaching the requisite knowledge and skills as set out in the Art and Design curriculum.

It is recognised by staff that the Art and Design curriculum may need adapting according to different abilities. Some may need more adult support or more scaffolded tasks. Where possible, such scaffolds will only be in place for as long as required. As soon as teachers have assessed that they are able to work more independently, these will be removed as appropriate.

Time is given to staff to ensure that the Art and Design curriculum is of a high quality. The progression documents, long-term plans and sequences of learning are regularly reviewed to confirm that the intent as described above is being carried out in the implementation.

Impact: what difference is our curriculum making to pupils?

Colden staff assess the impact of their teaching through questioning, observations, pupil interviews and work scrutinies. If the results of these enquiries show concerns about a child’s ability to demonstrate the required skills and knowledge, this could result for example in planning being adapted to allow for more time to consolidate or adjustments made to access arrangements.

Whole staff book scrutinies allow for staff to ensure there is a consistency of approach across the school and that judgements are moderated. These events, as well as leaders’ monitoring mean that Colden is constantly striving to make sure that the Art and Design curriculum is of the highest quality so that it prepares children for the next phase of their education.

Equal Opportunities

The school is committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school. We promote self and mutual respect and a caring and non-judgmental attitude throughout the school.