The Woodfield Art Curriculum
To develop children’s enjoyment and appreciation of the visual arts, whilst fostering creativity and making cultural links.
We recognise that Art and Design stimulates creativity and imagination. It should enable all children to communicate what they see, feel and think through the use of the art disciplines including drawing, sculpting and painting. We encourage children to explore ideas and meanings through the work of a range of artists, craft makers and designers. Our art learning is always cross-curricular with other areas of the curriculum.
Art Long Term Plan
Range of Artists
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, 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
Our sequences of lessons offer progression in the art disciplines (including drawing, sculpting and painting every year) and progression in the visual elements (colour, pattern, texture, line, shape, form and space.)
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.
The art curriculum at Woodfield has been designed to ensure it links closely to the National Curriculum. Our long term plan, the progression in the art disciplines document and progression in the visual elements document 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.
Knowledge organisers detail what knowledge the children should bring with then to the unit of work, what the children will learn in a unit of work and what they will go onto learn next. As well as detailing key vocabulary, knowledge and skills.
Progression in Art
Knowledge Organiser examples
In EYFS there is continuous provision of art and design 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. These tell the story of the artistic journey the children have taken throughout their projects:
- The starting theme
- Learning from and reflecting on artists
- Practising and developing skills
- 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).
All children should have opportunities to reflect and evaluate on their learning. This can be done orally or in written form. They should have opportunities to respond to their own, peers, and artists work in a progressive manner (this is detailed in the progression in art disciplines document). They should be using visual element vocabulary (e.g. colour, pattern, texture etc.)
Throughout all of 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
- 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.
Within art and design, we strive to create a supportive and collaborative ethos for learning by providing creative and engaging learning opportunities. Our art and design 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 about their learning.
- Images and videos of the children’s practical learning, including those on Seesaw
- Asking the children about their learning (pupil voice).
- Moderation staff meetings allows us for the sequence of learning to be looked at in sketch books or floor books and provides an opportunity for dialogue between teachers.
- 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.