Art and Design | Bidbury Infant School

Art and Design

Art and Design at Bidbury Infant School

At Bidbury, our learning in art and design is based on the Kapow Primary art and design scheme of work. This aims to inspire pupils and develop their confidence to experiment and invent their own works of art. It is designed to give pupils every opportunity to develop their ability, nurture their talent and interests, express their ideas and thoughts about the world, as well as learning about art and artists across cultures and through history.

The aims of our art and design scheme of work align with those in the national curriculumen and enable pupils to meet end of key stage 1 attainment targets. EYFS (Reception) units provide opportunities for pupils to work towards the Development Matters statements and the Early Learning Goals.

Primary national curriculum aims for art and design

The Kapow Primary art and design scheme of work aligns with the national curriculum aims to ensure that all pupils (by the end of key stage 2):

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.

Key stage 1 attainment targets

The Kapow Primary art and design scheme of work enables pupils to meet the national curriculum end of key stage 1 attainment targets.

Pupils should be taught:

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.

Kapow Primary art and design scheme of work

The Kapow Art and Design scheme of work is designed with five strands that run throughout. These are:

Generating ideas
Using sketchbooks
Making skills, including formal elements (line, shape, tone, texture, pattern, colour)
Knowledge of artists
Evaluating and analysing

Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes. The formal elements, a key part of the national curriculum, are also woven throughout units. Key skills are revisited again and again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on their previous learning. Units in each year group are organised into four core areas:

Drawing
Painting and mixed-media
Sculpture and 3D
Craft and design

Creativity and independent outcomes are robustly embedded into each unit, supporting pupils in learning how to make their own creative choices and decisions, so that their art outcomes, whilst still being knowledge-rich, are unique to the pupil and personal. Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. Lessons are planned to ensure that they can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary.

Early Years Foundation Stage (EYFS)

Our EYFS lessons are a natural precursor to art and design in Year 1. Our Year R pupils to work towards the Physical development and Expressive arts and design Early Learning Goals and Development Matters statements, whilst also covering foundational knowledge that will support them in their further learning. We believe that having the opportunity to develop art and design skills at an early age can foster interest and confidence and give pupils an advantage going into key stage 1. The EYFS units are play-based, hands-on and fun and link to the prime and specific areas of the EYFS framework 2021 and Development Matters Guidance. There are three EYFS units focused on the strands of drawing; painting and mixed media; and sculpture and 3D. The children are also introduced to art and design through continuous provision and by enabling them to explore different forms of art and design in their daily classroom play.

		Early Learning Goals Children at the expected level of development will:	Development Matters statements Children in reception will be learning to:
Drawing Marvellous marks Exploring mark-making and the language of texture, children use wax crayons and chalk to make rubbings on different surfaces. They use felt tips to explore colour and pencils to create observational drawings of their faces.	Physical development	Use a range of small tools, including scissors, paint brushes and cutlery. Begin to show accuracy and care when drawing.	Develop small motor skills so that they can use a range of tools competently, safely and confidently. Develop overall body - strength, balance, co-ordination and agility. Develop the foundations of a handwriting style which is fast, accurate and efficient.
	Expressive arts and design	Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used.	Explore, use and refine a variety of artistic effects to express ideas and feelings.
Painting and mixed media Paint my world Creating child-led paintings using fingers and natural items as tools, children learn that colours can be mixed and that paintings can be abstract or figurative. They make collages and explore different painting techniques to create splatter pictures.	Physical development	Begin to show accuracy and care when drawing. Use a range of small tools, including scissors, paint brushes and cutlery.	Develop small motor skills so that they can use a range of tools competently, safely and confidently.
	Expressive arts and design	Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used.	Explore, use and refine a variety of artistic effects to express ideas and feelings. Listen attentively, move to and talk about music, expressing their feelings and responses. Create collaboratively, sharing ideas, resources and skills
Sculpture and 3D Creation station Manipulating playdough and clay to make animal sculptures and their own creations, children begin to use language associated with forces: push, pull, twist, etc. They create natural landscape pictures using items they have found outdoors.	Physical development	Begin to show accuracy and care when drawing. Use a range of small tools, including scissors, paint brushes and cutlery.	Develop small motor skills so that they can use a range of tools competently, safely and confidently. Develop overall body-strength, balance, co-ordination and agility. Develop the foundations of a handwriting style which is fast, accurate and efficient.
	Expressive arts and design	Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used.	Explore, use and refine a variety of artistic effects to express ideas and feelings. Return to and build on their previous learning, refining ideas and developing their ability to represent them.

Key Stage 1 (Years 1 and 2)

Year 1

Drawing	Sculpture and 3D	Painting and mixed media
Make your mark	Paper play	Colour splash
Developing observational drawing skills when exploring mark-making. Children use a range of tools, investigating how texture can be created in drawings. They then apply these skills to a collaborative piece using music as a stimulus. Artist inspiration: Bridget Riley and Zaria Forman.	Creating simple three-dimensional shapes and structures using familiar materials, children develop their skills in manipulating paper and card. They fold, roll and scrunch materials to make their own sculpture inspired by the ‘Tree of life’ screen at the Sidi Saiyyed Mosque. Pupils may extend their learning to make a collaborative sculptural piece based on the art of Louise Bourgeois.	Exploring colour mixing through paint play, children use a range of tools and work on different surfaces. They create paintings inspired by the artists Clarice Cliff and Jasper Johns.

Pupils should be taught:	Make your mark	Paper play	Colour splash
To use a range of materials creatively to design and make products.	ü	ü	ü
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.	ü	ü	ü
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.	ü	ü	ü
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.	ü	ü	ü

Year 2

Craft and design	Painting and mixed media	Sculpture and 3D
Map it out	Life in colour	Clay houses
Responding to a design brief, children create a piece of art that represents their local area using a map as their stimulus. Their ideas are developed through the creative techniques of stained glass style, basic printing, and either felt making or creating art in relief.	Taking inspiration from the collage work of artist Romare Bearden, children consolidate their knowledge of colour mixing and create textures in paint using different tools. They make their own painted paper in the style of Bearden and then use it in the creation of a collage.	Developing their ability to work with clay, children learn how to create simple thumb pots. They explore the work of sculptor Rachel Whiteread and apply her ideas using techniques such as cutting, shaping, joining and impressing into clay.

Pupils should be taught:	Map it out	Life in colour	Clay houses
To use a range of materials creatively to design and make products.	ü	ü	ü
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.	ü	ü	ü
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.	ü	ü	ü
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.	ü	ü	ü

Impact

Kapow Primary’s curriculum is designed in such a way that children are involved in evaluation, dialogue and decision making about the quality of their outcomes and the improvements they need to make. By taking part in regular discussions and decision making processes, children will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey, have higher metacognitive skills and have a growing understanding of how to improve.

The impact of our art and design curriculum is constantly monitored through both formative and summative assessment opportunities. Teachers assess children against the learning objectives for each lesson. An assessment spreadsheet, including the learning outcomes for children with secure understanding and those working at greater depth, enables teachers to keep records of summative assessments for each child.

The expected impact is that children will meet or exceed the end of key stage expectations outlined in the national curriculum for art and design by the end of Year 2. After following our art and design curriculum, pupils should leave infant school equipped with a range of techniques and the confidence and creativity to form a strong foundation for their art and design learning at key stage 2 and beyond.

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