Creative Arts (Art and Design) Subject Intent

We aim for pupils at Ark Victoria to leave with the knowledge and skills required to experiment, create and invent using a variety of methods. Pupils will become knowledge rich, learning how to respond to historical, cultural, and social influences through a range of materials, processes, and techniques. Pupils will be passionate about the creative process of invention. They will be able to think critically about the processes of art and design. Pupils will learn to evaluate the works of others, understanding how art and design have shaped the history of our world and their contribution to the culture of our society. 

Our Art and Design Six Pillars

At Ark Victoria we have 6 curriculum pillars

Resilient readers: Our school prioritises reading as we understand that pupils need to be effective readers to be successful in life; all pupils will be given strategies and support as well as opportunities to read confidently and fluently, to ensure that they are able to securely access the whole curriculum and read at or above chronological reading age. Within Art and DT, pupils are required to read information and key facts about artists and designers, highlight key words or facts about the style/movement and be able to demonstrate secure critical and contextual understanding of different genres. Vocabulary is very important, and we ensure pupils understand and use the appropriate art and design technology words when carrying out any research or producing any written work. 

High quality teaching: Teachers are passionate subject experts and experts in age-appropriate pedagogy with an excellent understanding of the art and design they teach, the art and dt curriculum and the learning journey for pupils. Our teachers understand what excellence looks like within each phase and work together to ensure the transition from primary to secondary is secure, because of a shared language and approaches, as well as ensuring pupils reach the end goals. We follow the national curriculum ensuring our pupils become fluent in the fundamentals of art and design. The teaching staff within our faculty have a breadth of experience and knowledge and each have different specialisms within the art and design sector, this ensures that the teaching is always varied and innovative.  

Knowledge rich curriculum: Our curriculum design enables pupils to make good progress in each subject discipline through the explicit teaching of core disciplinary concepts and knowledge. The curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before. Pupils’ subject knowledge becomes embedded as it is practiced and developed at each key stage. They all start with a foundation of knowledge and skills which they build on and master by the time they reach the end of year 11.  

High ambition: raising aspirations and outcomes: Teachers’ expectations are high for every child. Curriculum adaptation and judicious interventions ensure that all pupils make good progress. Teachers work hard to scaffold each lesson and ensure access to the full curriculum, rather than narrowing the offer and delivering more depth of the curriculum over breadth. Pupils understand the opportunities that school, qualifications, and a university education will afford and the importance of art and design within that and are provided with clear guidance about careers and pathways. We also promote the transferrable skills which are taught in art and DT such as presentation of work and high-quality outcomes across other subject disciplines. 

Diverse and inclusive: our curriculum is consciously inclusive and seeks to support pupils of all backgrounds, experiences, and protected characteristics to access and enjoy our aspirational curricula. An authentic and truthful study of each subject celebrates and acknowledges that diverse bodies of people have generated and evolved the powerful knowledge in our subjects and have made our disciplines what they are. We recognise the importance of developing and valuing our learners’ voice; our focus on oracy helps develop confidence, the ability to express views and build on the contributions of others. Within art lessons, ‘talk partners’ or ‘think, pair, share’ is used throughout each lesson to give pupils the opportunities to practice oracy and we explicitly teach pupils how to appropriately respond to each other while building a strong culture of error. Our pupils learn how to critique each other effectively and discuss how they can improve and develop their work further. Our pupils learn about the work of various historical/modern/contemporary artists and designers and celebrate the diverse backgrounds that they come from.  

Strong Character and enrichment: our curricula build pupils’ understanding of themselves as learners, as well as understanding the importance of values and virtues in helping to live a fulfilled and happy life. We make explicit connections not only between subjects but also between the different areas and strands of art and design. Pupils are exposed to a wide range of art forms through educational visits and exhibitions. We also provide curriculum days which are spent focused on Art and Design Technology in which pupils are given the opportunity to explore techniques and materials which they typically would not use every day.  

Art & Design Topic Map

Research and Analysis (RA), Drawing and Observation (DO), Experimenting with Materials (EM), Final Outcome (FO) & Evaluation and Reflection (ER)

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

N/A N/A N/A N/A N/A N/A

Reception

N/A N/A N/A N/A N/A N/A

Y1

(RA, DO, EM, FO)
Dinosaurs Found materials and mark making Contextual link: Cave art
Media: Chalk pastel, charcoal

DT Topic

DT Topic (DO EM, FO)
Animals
Illustration/Abstract colour
Artist link: Lee Hodges
Media: Paint, paper collage
DT Topic (RA, DO, EM, FO, ER)
City of Birmingham
Contemporary Art
Artist link: Lewis Herriot
Media - Pen

Y2

DT Topic

(RA, DO, FO)
Jungle Animals
Post Impressionism
Artist Link – Henri Rousseau
Media: Paper craft, collage

DT Topic

(RA, DO, EM)
Great Fire of London
Artist link: J M W Turner
Media: Oil pastels
Collage
(RA)
Exploration
Oceans/Water
Focus: Analysis of artwork featuring water.
Media: Digital
DT Topic

Y3

(RA, DO, EM, FO)
Life and Death
Egyptian Art
Media: Watercolour paint
Pencil
DT Topic DT Topic (RA, DO, EM, FO, ER)
Our fragile environment
Artist link: Japanese Ukiyo-e art/poster art
Media: Oil pastel, chalk
DT Topic (RA, DO, FO)
Architecture
Focus: Ancient Greek columns
Media: Black paper, white chalk/pencils.

Y4

(DO, EM, FO)
Predator/Prey
Artist link: Richard Symonds
Tonal drawing using pencil
DT Topic DT Topic (RA, DO, EM, FO, ER)
Movement
Artist Link Jackson Pollock
Live action painting
Media: Mixed
DT Topic (RA, EM, FO)
Race/Gender identity
Artist link: Contemporary Kara Walker
Media: Paint

Y5

(RA, DO, FO)
Rebellion and Revolution
Artist link: Barbara Jones
Media: Collage
Pencil
DT Topic DT Topic (RA, EM, FO, ER)
Exploration
Contemporary Land art
Artist link: Richard Long
Media: Natural materials for constructing a sculpture.
DT Topic (RA, DO, FO)
Repeat Patterns
Artist link: MC Escher
Media: Grid paper, scissors, tracing paper
Pencil crayons

Y6

(RA, DO, EM, FO, ER)
Warfare
Artist link:
Otto Dix
Media - pencil
(RA, DO, EM, FO)
Warfare
Artist links: Paul Nash, AY Jackson
Media: Water colour paints
DT Topic DT Topic DT Topic (RA, DO, FO, ER)
Refugees
Artist link:
Ai Weiwei
Media: Pencil, pencil crayon, fineliner

Y7

(DO, RA)
Baseline Assessment
Formal Elements
Scarpace –
Tone, Line & Form
(RA, DO, EM, FO, ER)
Formal Elements
Scarpace–
Space, Shape &Texture
(DO, EM)
Formal Elements
Scarpace–Colour blending
Colour Theory
(RA, EM, FO)
Formal Elements
Scarpace– PAINTING
Skills
(RA, DO)
Exam Project
Roald Dahl
AO1: Artist research and analysis AO3: Observational drawing from resources, photographs or still life.
(EM, FO, RE)
Exam Project
Roald Dahl              

AO2: Experimenting with a material or process - Watercolour
AO4: Presenting a final independent response to the project.

Y8

(RA, DO, EM)
Portraiture -
Baseline Assessment
Proportion of the face
(RA, DO, EM, FO, ER)
Portraiture - Facial features
Line, Shape, Tone
and form
(RA, DO, EM)
Crazy Faces -
Collage and drawn Line
(DO, EM, FO)
Crazy Faces -
Watercolour and pen
(RA, DO)
Exam Project
Julian Opie
AO1: Artist research and analysis and AO3: Observational drawing from resources, photographs or still life.
(EM, FO, ER)
Exam Project
Julian Opie
AO2: Experimenting with a material or process and AO4: Presenting a final independent response to the project.

Y9

(DO, EM)
Formal Elements – Observing Nature.
Baseline Assessment
Line, Tone and Form & Colour
(RA, DO, EM, FO, ER)
Formal Elements – Nature
Angie Lewin - printmaker
(RA, DO)
1-2 Point Perspective
Street Artist - Sergio Odeith
(EM, FO, ER)
Bugs in the City
Nature v Man Made
Mono printing
Mark Making
Pencil crayon
Evaluation of final piece
(RA, DO, EM)
Exam Project
Artists:
Christopher Marley.
Lucy Arnold.
Bernard Durin.
Recreation
AO1: Artist research and analysis and AO3: Observational drawing from resources, photographs or still life.
(FO, ER)
Exam Project            
  • Final Piece
  • Printing/Pencil/ Pen/Watercolour
  • Evaluation of Final Piece

AO2: Experimenting with a material or process and AO4: Presenting a final independent response to the project.

Y10

N/A N/A N/A N/A N/A N/A

Y11

(RA, DO, EM)
Coursework:
Mock Exam
Confectionary, Laundry or Hot Weather

(RA, DO, EM)
Coursework:
Mock Exam
Confectionary, Laundry or Hot Weather

(FO, ER)
Final Project:
Confectionary, Laundry or Hot Weather

(FO, ER)
Final Project:
Confectionary, Laundry or Hot Weather