Art

Building on the Framework for Excellence, In conjunctions with United Learning, our primary curriculum has six core principles:

Entitlement

All pupils have the right to learn what is in the United Learning curriculum, and schools have a duty to ensure that all pupils are taught the whole of it

Coherence

Taking the National Curriculum as its starting point, our curriculum is carefully sequenced so that powerful knowledge builds term by term and year by year. We make meaningful connections within subjects and between subjects

Mastery

We ensure that foundational knowledge, skills and concepts are secure before moving on. Pupils revisit prior learning and apply their understanding in new contexts

Adaptability

The core content – the ‘what’ – of the curriculum is stable, but schools will bring it to life in their own local context, and teachers will adapt lessons – the ‘how’ – to meet the needs of their own classes

Representation

All pupils see themselves in our curriculum, and our curriculum takes all pupils beyond their immediate experience

Education with Character

Our curriculum - which includes the taught subject timetable as well as spiritual, moral, social and cultural development, our co-curricular provision and the ethos and ‘hidden curriculum’ of the school – is intended to spark curiosity and to nourish both the head and the heart

Our Artists

Intent

Our intent is to allow pupils to use visual language skillfully and convincingly to express emotions, interpret observations, convey insights and accentuate their individuality. They will be able to communicate in visual and tactile forms. Pupils will become productive, sustain intense interest, develop resilience and understand that creative practice is often challenging, purposeful and collaborative. Pupils can develop their creativity in a well-managed safe environment.

Art is taught in 6-lesson units each term.

At High View, our curriculum is sequenced so that meaningful links are made between subjects as well as prior learning, and the order of units allows these connections to be made.

The United Curriculum for Art & Design has been adapted for High View School by considering the context of our pupils and the community.

For example:

•In Cycle A, Year 1/2 Summer, pupils have the opportunity to explore the natural environment around their school building and record their findings using art techniques.

•In Cycle B, Year 1/2 Autumn, pupils explore their school environment and consider the work of designers and architects in relation to their own built environment.

•In Cycle A, Year 3/4 Summer, pupils are have the opportunity to explore representations of myths by artists from different eras.

• In Cycle B, Year 3/4 Summer and Year 5/6 Summer, pupils are encouraged to explore and celebrate their identity through artwork.

• In Cycle A, Year 5/6 Spring, pupils have the opportunity to record a journey they have made, during which they explore the local area through the study of maps.

•In Cycle B, Year 5/6 Autumn, pupils are encourage to make links with their geography and consider sustainability as they use plastic waste to create an installation.

Implementation

The implementation of our curriculum for Art & Design at High View, reflects our broader teaching and learning principles:

For Art & Design in particular:

• Content is always carefully situated within existing schemas. Every unit considers the prior knowledge that is prerequisite for that unit and builds on that knowledge to develop a deeper understanding of that concept. For example, pupils are not expected to be able to produce a representational drawing until after they have explored a range of drawing materials and have had the opportunity to experiment and create using a range of materials, techniques and processes.

• Vertical concepts are used within lessons to connect aspects of learning. In Art and Design, this is most clearly evidenced in the progression of knowledge and skills linked through the formal elements (line, tone, space, shape, form, colour, pattern and texture). These building blocks of the subject offer opportunities for pupils to develop their knowledge and understanding as well as their practical skills.

• Disciplinary knowledge is explicitly taught to pupils and carefully sequenced to ensure pupils are provided with opportunities to practice these skills throughout the curriculum. Pupils are encouraged to engage with big questions about the meaning and purpose of art, as well as exploring the concept of creativity in both a theoretical and very practical way. Our purpose is to allow our pupils to see themselves as artists by developing their innate creativity through building their confidence in knowledge, understanding and skill.

Impact

The careful sequencing of our High View curriculum – and how concepts are gradually built over time – is the progression model. If pupils are keeping up with the curriculum, they are making progress. Formative assessment is prioritised and is focused on whether pupils are keeping up with the curriculum.

In general, this is done through:

Use of sketchbooks and pupil-conferencing

Unless it is unavoidable, pupils use the same sketchbook over multiple years from year 3 to year 6, until it is complete. Sketchbooks contain a record of pupils’ progress over a significant period of time. Talking to pupils about their sketchbooks allows us to assess how much of the curriculum content is secure. These conversations are used to determine whether pupils have a good understanding of the vertical concepts (practical knowledge), and if they can link recently taught content to learning from previous units.

Formative assessment in lessons

There are opportunities for formative assessment in the lessons, and teachers continually adapt their lesson delivery to address misconceptions and ensure that pupils are keeping up with the content. Formative assessment will also include revisiting prior and learn new knowledge.

Low-stakes summative assessment

We also use low-stakes quizzes at the end of the unit to assess whether pupils have learned the core knowledge for that unit. These are also used formatively, and teachers plan to fill gaps and address misconceptions before moving on.