Intent Implement Impact

Our vision:
At Milton Park, we believe that Art and Design embodies the opportunities to allow those who take part to be creative and express themselves freely. A high-quality art and design curriculum 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 using a variety of tools and media. As pupils progress through the Art curriculum, they should be able to think critically and develop a more rigorous understanding of art overall, being able to discuss and reflect upon how it shapes our history and culture, contributing to our everyday life.

The Art and Design curriculum will:

The Art and Design curriculum at Milton Park will ensure all pupils:

• 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.
   

Intent

At Milton Park, it is our intent to provide children across the school an enriched curriculum which highlights a clear progression of art and design skills as they progress through the school. Our curriculum is structured so that in every year group there is opportunity to adhere a progression of skills across all areas of areas of art, evaluating and reviewing work throughout the process of creating. All skills covered within the Art curriculum are skills that are used widely across other curriculum areas and they each stand with importance. We want to allow pupils to build up a love of being creative and seeing Art as a way to be able to express yourself and be assessed upon your own interpretation. The Art curriculum will also educate our pupils upon influential artists/crafts makers from around the world, both past and present. We want to pupils to leave Milton with a wide range of knowledge, artistic and evaluative skills within Art, being able to understand its purpose in the world today and how it has shaped and sculpted history and culture.

Implementation

We teach Art from EYFS to the end of KS2. It is being taught on alternating terms with Design Technology but the skills that are learnt within Art, are implemented cross-curricularly through other subjects teaching. Each termly topic has a clear sequence of learning, which follows teaching the basic skills, practising those skills, planning and creating, and evaluating. We shall be using retrieval strategies to identify previous learning and use it to plan our sequence of lessons to be most beneficial based upon the prior knowledge of pupils. It is important to see a clear progression of skills, knowledge and abilities to review and evaluate within pupils as they progress through the school.

We plan learning opportunities to enable:

• Traditional skills to be balanced with experimental work;
• Small scale work to be balanced with large scale work;
• Quiet reflective study to be balanced with active, dynamic work;
• Individual work to be balanced with group work;
• Two-dimensional work to be balanced with three-dimensional work;
• The study of historical “great” artists to be balanced with contemporary artists;
• The study of both female and male creative role models (including visits from artists/visits to galleries/artists’ studios).
   

We recognise that we have children of differing confidence, experience and backgrounds in our classes and so we provide suitable learning opportunities to enable all children to progress and feel accomplished from their art. We can achieve this through a range of strategies:

• Setting common tasks that are open-ended and can have a variety of responses;
• Providing a range of challenges with different resources;
• Using quality questions to enable the children to consider how they progress their art further;
• Extending the curriculum beyond the classroom in clubs, visits and competitions, offering further opportunities for children to discover personal interests and talents.

Impact
Our Art and Design curriculum will ensure that all pupils have the skills and knowledge as outlined within the National Curriculum, and an appreciation and understanding of Art within the world. 

End of Key Stage 1:

• to use a range of materials creatively to design and make products

• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

•  to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

•  about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

End of Key Stage 2:

• to create sketch books to record their observations and use them to review and revisit ideas

• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

• about great artists, architects and designers in history.

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

• Observing children actively learning within Art.
• Marking of Sketch books and written work (when applicable) and verbal explanation.
• Images and videos of children completing tasks
• Interviewing the pupils about their learning (pupil voice).
• Annual reporting of standards across the curriculum to parents.
• Learning walks.
• Subject tracking and monitoring

The Art and Design subject leader will continually monitor the impact teaching is having on the children’s learning, through work scrutiny, to ensure the progress of knowledge and skills is being taught.  They will also ensure the knowledge taught is retained by the children and continually revisited and that the learners are able to apply the skills they have been taught to a variety of different settings, showing independence with their learning. Impact will also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids, jigsaw targets and summative assessments aimed at targeting next steps in learning.