The Woodfield Art Curriculum

Intent 

To develop children’s enjoyment and appreciation of the visual arts, whilst fostering creativity and making cultural links. 

We recognise that Art stimulates creativity and imagination. It should enable all children to communicate what they see, feel and think through the use strands and types of Art covered, which is known at Woodfield School as ‘Art disciplines’. These include drawing, sculpting, painting and collage. We encourage children to explore ideas and meanings through the work of a range of artists, craft makers and designers.  We also incorporate Visual Elements such as Line, Colour, Tone, etc, which shows progression across the whole of school and key Stage 1. Our art learning is linked with yearly group topics and themes from Nursery to Key Stage 1.   We also have a Range of Artists document that enables children to be exposed, inspired by and to learn all about different artists and their diverse backgrounds and cultures. Each year group covers a range of contemporary, traditional and modern Artists. This supports our children to expand their theoretical knowledge and compare the artist’s work, life and style.  

End of Key Stage One Expectations 

By the end of Key Stage 1, as artists, children will be able to: 

• Speak keenly about art and articulate how it makes them feel 

• Experience and identify a range of media in a creative way to design their own artwork 

• Develop their own use of line, colour, tone, shape, texture, form and pattern. 

• Respond to art, explaining likes, dislikes and describing the effects which have been used. 

• Have knowledge of at least three artists and be able to compare them. 

Our sequences of lessons offer progression in the art disciplines (including drawing, sculpting and painting every year) and progression in the visual elements (line, colour, tone, shape, space, texture, form and pattern.) It equips the children with the knowledge and skills to experiment, invent and create their own works of art, craft and design and, as the children progress, they should be able to think critically and develop a more rigorous understanding of art and design.  

Implementation 

The art curriculum at Woodfield has been designed to ensure it links closely to the National Curriculum. Our long-term plan, knowledge organisers and progression in the art disciplines and visual elements guides the teachers in planning appropriate, sequential learning experiences for the children. The long-term plan ensures that all aspects of the art curriculum are experienced and also revisited to build upon previous learning. 

A progression in the visual element vocabulary document has been created with all teaching staff. This is to ensure that children know and remember a range of words for each visual element (e.g. colour/ texture etc.) This runs from EYFS – Year 2. This allows progression throughout each year group as it allows the children to expand their Art vocabulary. Across Woodfield Infant School we have documents which support teaching of Art, that breaks down the areas needed to be covered within lessons.  

In EYFS there is continuous provision of art opportunities: these activities make important contributions to children’s development in the areas of Expressive Arts and Design, Physical Development and Communication and Language. They are also important in children’s Personal, Social and Emotional development.   

In Key Stage 1, children’s’ learning is recorded in sketchbooks, Seesaw and Yearly Floor books. These all tell the story of the artistic journey the children have taken throughout their projects: 

• Learning from and reflecting on artists 

• Practising and developing skills with a variety of tools 

• Mind maps/ moodboards/ designs for their final piece (including drawings) 

• The final piece  

They will include a mixture of writing, practical work and photos (or Seesaw links). 

Throughout all the art curriculum, children are encouraged to use their ‘Learning Powers’. For example, children are expected to be reflective and review their work, thinking about how they can make changes and keep improving. Children are also encouraged to be curious, asking questions and show resilience if something becomes difficult. Art is a great way of encouraging the children to review their work and that of peers whilst also being kind to themselves and others. 

Inclusivity in art 

Effective quality first teaching is the key to enabling all children to participate and develop their artistic knowledge and skills. Curriculum adaptations within lessons can often be a vital component to ensure that a balance of support and challenge is achieved by all learners. 

Curriculum adaptations may include (but are not limited to): 

• Use of vocabulary 

• Use of a scribe 

• Different media - maybe thick pen for some with limited motor skills 

• Change of media  

• Extension tasks 

• Change of scale 

• Questioning 

• Peer support 

• Use of pencil grips 

 It is important for us to recognise that a pupil having SEND does not mean they can’t succeed in art. Art is accessible to all children. We scaffold, model, and encourage all children to show off their creativity and celebrate their individual successes. We celebrate all children’s art work in and around Woodfield Infant School, on our Art board and displays around our school. We also provide opportunities to view, comment, celebrate and explore our amazing Art work and designs during open evenings and parents evenings. 

Impact 

Within Art, we strive to create a supportive and collaborative ethos for learning by providing creative and engaging learning opportunities. Our art curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of art disciplines and visual elements, and discreet vocabulary progression also form part of the units of work. 

We measure the impact of our curriculum through the following methods: 

•          Summative assessment of children’s discussions and evidence of their learning. 

•          Images and videos of the children’s practical learning, including those on Seesaw 

•          Asking the children about their learning (pupil voice). 

•          Moderation during staff meetings 

•          Annual reporting of standards across the curriculum. 

•          Assessment of sketch books and floor books. 

The impact of the art curriculum is monitored by the Senior Leadership Team including subject leaders and link governors.