Art and Design and Design and technology

THE ART & DESIGN CURRICULUM AT RCFS

Intent

The intent of our Art and Design Curriculum is to deliver the aims of the National Curriculum in a way that equips and inspires pupils to embody some of the highest forms of human creativity through art, craft and design. At the Richard Clarke First School we provide our learners with a high-quality Art and Design Curriculum that engages, stimulates and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Children are encouraged to create artwork through the use of a range of different mediums, media and materials. Throughout their time at Richard Clarke, children learn and become confident with the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the
opportunity to explore and evaluate different creative ideas. As well as building in opportunities for learners to reflect on their work and think about how they can improve and make changes in the future. Within the Art and Design Curriculum, there are links to famous artists and creative pioneers such as craft makers, architects and designers, with opportunities for children to learn about how these famous figures influenced and shaped the creative culture. Sequenced new knowledge, vocabulary and skills build on what have been taught before and work towards clearly defined endpoints.

Implementation 

In order to prepare our learners to become creative artists, The Richard Clarke First School has outlined and agreed upon three threshold concepts that each teacher will implement to underpin their teaching at an age-related level for their topics. Within these, are clear and well-differentiated milestones that link closely to the threshold concepts that are used to form the Art and Design Curriculum to ensure that pupils become inspired, creative and inventive members of society. These threshold concepts are develop ideas, master techniques and take inspiration from the greats. These key concepts combined, and weaved together, form a connected curriculum that ensure that children become imaginative and creative individuals equipped with the skills, knowledge and vocabulary they need and provide the stepping stones to new possibilities in the future and beyond. Our threshold concepts are implemented into all of our planning and assessment opportunities are built into teaching units and take a variety of forms including self-assessment and peer-to-peer critique as well as teacher assessment.  Each year group focuses on different themes and artists to ensure that there is continued interest in the subject as well as acquiring new knowledge and building on prior learning by encouraging children to make links in their long term memory . The lessons planned across the school promote the mastery of children’s techniques, including their control and their use of different materials and media, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Impact

The impact of the Art and Design Curriculum will be monitored by the Art and Design lead to ensure that all pupils receive high quality teaching to ensure that they are confident, creative and imaginative young artists who enjoy art. The aim of the curriculum is for learners to become confident with using technical vocabulary accurately and pupils are expected to know, apply and understand the concepts and skills that they are taught with increasing mastery. Children improve their observational skills and curiosity about the world around them, and learn how artistic pioneers have shaped the world of art and culture, as well as how art has developed throughout history, from the Stone Age to modern day. Children will become confident in evaluating their own work and the works of others and demonstrate the skills of resilience and perseverance by evaluating and improving their work as they go. Evaluation of the Art and Design curriculum’s effectiveness will be conducted through pupil questionnaires, staff meetings, staff training and lesson observations. Trackers will be used as a tool to monitor pupil’s progress in relation to aims of the National Curriculum.  As well as this, we will use assessment for learning (AFL) during the topic to ensure that teachers can track pupil’s progression during the course of a topic.

THE DESIGN AND TECHNOLOGY CURRICULUM AT RCFS

Intent

At The Richard Clarke First School, we seek to inspire children through a broad range of practical experiences to create innovative designs, which solve real and relevant problems within a variety of different contexts. The iterative design process is fundamental and runs throughout all planning. This iterative process encourages children to identify real and relevant problems, critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. As part of the iterative process, time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process. Opportunities are provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.

Implementation

In order to prepare our learners to become creative artists, The Richard Clarke First School has outlined and agreed upon three threshold concepts that each teacher will implement to underpin their teaching at an age-related level for their topics. Within these, are clear and well-differentiated milestones that link closely to the threshold concepts that are used to form the Design Technology curriculum to ensure that pupils become inspired, creative and inventive members of society. These threshold concepts are master practical skills, design, make, evaluate and improve and take inspiration from design throughout history. These key concepts combined, and weaved together, form a connected curriculum that ensure that children become imaginative and creative individuals equipped with the skills, knowledge and vocabulary they need and provide the stepping stones to new possibilities in the future and beyond. Our threshold concepts are implemented into all of our planning and assessment opportunities are built into teaching units and take a variety of forms including self-assessment and peer-to-peer critique as well as teacher assessment.  Each year group focuses on different themes to ensure that there is continued interest in the subject as well as acquiring new knowledge and building on prior learning by encouraging children to make links in their long term memory. The lessons planned across the school promote the mastery of children’s techniques, including process of design thinking and developing the skills needed to make high quality products.

Impact

Design Technology will be loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of skills and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids are aimed at targeting next steps in learning. Pupils will go forwards into the next stage of their education with a solid understanding of DT skills. We will liaise with our first and middle school partners to measure this.

 

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