Scheme of work

Why have we chosen Kapow Art?

·        The scheme of work is carefully sequenced into units that build on pupils’ prior learning, ensuring a comprehensive and cohesive art and design curriculum.

·        There are four core areas of focus: drawing; painting and mixing; sculpture and 3D; craft and design.

·        Each five-lesson unit is divided into four core areas, which are repeated in each year group to provide greater clarity over knowledge and skills progression within the four areas.

·        Over the course of the scheme, children develop their essential skills and practical, theoretical and disciplinary knowledge within the key areas of drawing; painting and mixed media; sculpture and 3D; and craft and design.

·        Children will be encouraged to combine their knowledge of what constitutes ‘art’, specific artists and techniques with their own experiences to evaluate artworks and to inform their own creative practices.

·        Substantive knowledge is developed through practical and theoretical exploration of art, disciplinary knowledge is developed through evaluation of art.

·        The Kapow scheme follows the spiral curriculum model where previous skills and knowledge are returned to and built upon.

·        Each unit of lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas.

Delivery

·        Art is taught every other half term and is delivered weekly (1 hour/week).

·        Lessons focus on the key skills of generating ideas, using sketchbooks, making skills, knowledge of artists and evaluation and analysis.

·        Key vocabulary is introduced in lessons.

·        Sketchbooks are used to show children’s learning, ideas and analysis of art.

·        Knowledge organisers for each unit support pupils in building oracy in Art and design by understanding key facts, vocabulary and an exploration of artists’ work - these are shared with parents at the start of each unit of learning.

·        Bloom’s Taxonomy is used to ensure all children are challenged through higher level thinking skills.

·        Differentiation is flexible and not aligned to core subjects.  Children are encouraged to choose their own level of challenge.

Assessment

·        Children complete a pre and post assessment task, teachers use this to pitch learning tasks and assess new learning at the end of each unit.

·        Assessment for learning takes place in each lesson, enabling teachers to have high subject-specific expectations of all children.

·        End of unit summative assessments are made by teachers, identifying those children who exceeded/did not meet expectations.

Learning environment

·        Key artwork and vocabulary is displayed in the classroom.

·        Children’s work is celebrated through displays.

Enrichment

·       Creative arts week is designed to provide opportunities for children to express their creativity through a range of art and design tasks.

·       High-level artwork displayed around the school focusing on key artist.

·       Trip to art gallery to take place at the end of Year 6.