Art

 ART CURRICULUM OVERVIEW

Intent

We recognise there are several factors that affect our pupils previous learning and their ability to continue their art/creative. These include the pupils; historic low prior attendance, gaps in learning, domestic/environmental circumstances, impact of trauma, historic attendance, success in making positive relationships, EHCP outcomes, aggressive/violent behaviour, level of resilience and specific learning difficulty (if any).

By the Achieve Phase pupils most students will be embarking on an art GCSE, this could be Art, Craft and Design (Endorsement), Fine Art (Endorsement), Photography (Endorsement), 3D (Endorsement) or Textiles (Endorsement). Pupils will be encouraged to focus on the endorsement that most suits their skill set and aspirations. Pupils will be encouraged to create their Personal Portfolios and to complete the Controlled Assessment. Some students will still be at the Develop/Engage stage and will be supported in their creative ideas with various activities to support their emotional needs.

Pupils will be encouraged to engage and develop their understanding of the world and their own ideas through experiencing the work of other artists, craftspeople, designers, and photographers. They will experience a variety of themes to explore the ancient and modern world around them; by linking art projects to other curriculum areas such as English, Science, Maths and History we will reinforce concepts and skills. Some students will be averse to using certain materials and the tactile qualities of materials can trigger emotional responses, our aim is to help them overcome any adversity.

ENGAGE PHASE

• ^{make a baseline assessment using the Tree of Growth (KS2/3)}
• ^{build on prior knowledge and experience}
• ^{attune to pupils' sensory reactions to materials on offer}
• ^{develop fine and gross motor skills}
• ^{work together to maintain a tidy environment}
• ^{paired and teamwork}
• ^{assess drawing competence}
• ^{to have fun using drama games and improve to develop social skills}
• ^{working with a range of media and techniques (painting, drawing, printmaking, 3D, textiles)}

^{DEVELOP PHASE}

• assess and track progression through the Tree of Growth
• develop skills based on prior knowledge and experience. 
• continue to attune to pupils' sensory requirements
• work together and independently to maintain a tidy environment 
• develop shared outcomes paired and teamwork
• build on drawing competence and resilience
• to have fun using creative techniques
• use a range of media and techniques to repeat skills 
• learn new skills 
• working with a range of media and techniques (painting, drawing, printmaking, 3D, textiles) improving and developing skills

ACHIEVE PHASE

• assess and track progression through the Tree of Growth KS4 (moving to GCSE criteria)
• develop skills based on prior knowledge and experience. 
• continue to attune to pupils' sensory requirements
• work together and independently to maintain a tidy environment 
• develop shared outcomes paired and teamwork
• Build on drawing competence and resilience
• to have fun using creative techniques
• Use a range of media and techniques to repeat skills 
• Learn new skills 
• working with a range of media and techniques (painting, drawing, printmaking, 3D,textiles) improving and developing skills

Implementation

ENGAGE pupils will follow a creative curriculum that will allow them to explore their responses to a variety of media and techniques. They will be shown different art, craft, and design work. Pupils will be encouraged to share their preferences and feelings about the materials and techniques they use.

• Sensory activities (e.g., mix secondary colours whilst making slime)
• Painting (e.g., look at abstract art to explore mood and colour with ready mix paints)
• Drawing (e.g., rubbings of Year 6 playground using graphite sticks)
• 3D (e.g., role out clay and use cookie cutters)
• Printing (e.g., roll out ink and print using poly tiles)
• Textiles (e.g., sew two pieces of fabric together using running stitch)

Pupils will be shown work by a variety of artist from various times, cultures, and genres and encouraged to discuss these. They will learn to express their preferences for several types of art, craft, and design verbally. In addition, pupils will be taught about the visual elements, line, colour, shape, form, texture, pattern).

Some students will be averse to using certain materials and the tactile qualities of materials can trigger emotional responses, our aim is to help them overcome any adversity.

We aim to access skills and knowledge on which to build during the DEVELOP phase.

DEVELOP pupils will follow a creative curriculum allowing them to repeat and build on skills learnt in the ENGAGE phase. They will be encouraged to express their preferences for various kinds of art, craft, and design, adding simple annotation to their work.

They will repeat and build on skills and knowledge, becoming increasingly independent and using a wider range of media. By the end of the DEVELOP phase most students would have examples of these activities:

• Painting (e.g., a Surrealist style painting using watercolours, acrylic paints)
• Drawing (e.g., drawing objects using pencils of different grades, oil pastel, chalk pastel, colour pencil)
• 3D (e.g., sculptures of food in the style of Oldenburg, expressive heads in wire, clay)
• Printing (e.g., simple reduction lino cut)
• Textiles (e.g., a hessian bag, beanie hat)
• Photography (e.g., contact sheet and selected monochrome prints of Urban landscape)

ACHIEVE pupils will have the skills and knowledge taught and learnt in Achieve Phase that are in line with the requirements for GCSE Art, Craft and Design Endorsements (AQA). Pupils will follow a creative curriculum allowing them to repeat and build on skills learnt in the DEVELOP phase with increasing independence. They will be encouraged to select their own artists, craftspeople and designers and share their opinions on various kinds of art, craft, and design by adding annotation to their work. Pupils will work on a series of themes and be given a mock paper.

• Art, craft, and design (Drawing, painting, printmaking, photography, textiles, ceramics)
• Fine Art (Painting, drawing, printmaking, etc.)
• Photography
• 3D

Opportunities for Reading in the Art Curriculum

All lessons will have the key vocabulary identified and taught specifically.

Art displays will identify tier 2 & tier 3 vocabulary.

Pupils will be encouraged to read information from PowerPoints to the group.

Impact

We are committed to supporting pupils getting a GCSE wherever possible, allowing them to choose and follow endorsements suited to their skills and interests. We aim to make the curriculum as bespoke as possible to pupils' individual approaches, helping them to find confidence with certain techniques and approaches. We hope to engage them and build a level of self-esteem and trust that will allow them to work independently during the Controlled Assignment. We retain a flexible approach, knowing that the levels of engagement for our pupils will vary, we will remain determined to support each pupil.