Intent, Implementation and Impact
At Abbey we aim to provide a curriculum for art with the intent that our children will develop; a sense of creativity, self-expression and high attainment, from Early Years through to Key Stage 1. It allows for cumulative progression of art knowledge and skills, allowing children to build on prior learning to ensure that theoretical, practical and disciplinary understanding is achieved. Our curriculum exposes all children to art, giving them a chance to participate and experience a range of creative activities. Allowing children to experiment in a ‘safe’ environment where there is no ‘right way’ of achieving, develops growth mindset and enhances self-esteem. Through encouraging art discussions and evaluating their own and others’ work, children are encouraged to develop their visual language, ideas and feelings. Being able to experience a variety of materials, tools and techniques, enables children have the opportunity to record creatively the world around them.
“Art, craft and design embody some of the highest forms of human creativity. A high quality art and design education 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. As pupils progress they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.”
National Curriculum 2014
Our intent allows children to develop an appreciation of art that will last a lifetime.
Skills in the Foundation Stage are planned through the objectives within the EYFS curriculum.
Key Stage 1 teachers use the National Curriculum as a basis for planning, with a long term overview and bespoke medium terms plans to support. Pupils are taught art as part of their topic work, where cross curriculum links can be achieved, allowing pupils to develop substantive practical knowledge of: drawing, painting, sculpture and craft.
Teachers from the Foundation Stage to Year 2 will plan to ensure full coverage of theoretical, practical and disciplinary skills relating to the Art and Design curriculum for their year group. Teachers in each year group will meet on a weekly basis to plan lessons connected to each particular unit. Teachers make references to prior learning to enable pupils to build on existing understanding, supporting SEND pupils and challenging more abled.
Children at Abbey demonstrate curiosity and enjoyment for art. They ask questions, experiment with media and they can make links between artists and their own work. The children not only develop skills within art lesson but begin to make links in other areas of the curriculum, such as history, geography and maths. The high quality of pupil’s work is represented in their art sketchbooks as experimentations and final pieces, photographs and displays around school. Utilising summative and formative assessment, engaging in pupil discussions and having photographs of the children’s learning, enables us to measure the impact of our curriculum.
Design Technology Curriculum
Intent, Implementation and Impact
At Abbey design and technology should be fully inclusive to every child, from Early Years through to Key Stage 1. Our intent is to fulfil the requirements of the National Curriculum for design and technology, ensure there is a progressive development of knowledge and skills, to teach children how to take risks and develop their innovation. Design and Technology encourages children to think creatively and develop resourcefulness in order to solve ‘everyday’ problems both as individuals and as members of a team. They are taught to analyse existing products, design a range of ideas, make a range of products and given opportunities to reflect upon and evaluate their own work. Our curriculum enables children to develop designing and making skills and develop skills for using a range of tools and materials safely and effectively.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
National Curriculum 2014
Key Stage 1 teachers use the National Curriculum as a basis for planning, with a long term overview, bespoke medium terms plans and our progression of knowledge and skills documents to support them. Pupils are taught design technology as part of their topic work, where cross curriculum links can be achieved such as: history, geography, maths and science. To ensure high standards of teaching and learning, we implement a curriculum that is progressive throughout the whole school and encourage design technology be taught in sequential lessons. At Abbey, we ensure that design and technology is given the same importance as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences.
Teachers from the Foundation Stage to Year 2 will plan to ensure full coverage of skills relating to the Design Technology curriculum for their year group. Teachers in each year group will meet on a weekly basis to plan lessons connected to each particular unit. Teachers make references to prior learning to enable pupils to build on existing understanding, supporting SEND pupils and challenging more abled.
Children at Abbey demonstrate an interest and enjoyment for design technology. They ask questions and have a love of the design and creating process. The high quality of pupil’s work is represented in children’s topic books, final products are both photographed and displayed around the school.
Utilising summative and formative assessment, engaging in pupil discussions about their learning and having photographs of the children’s practical learning, enables us to measure the impact of our curriculum.