How we have sequenced the art curriculum

1. Units of work have been planned which we know are relevant to our children, provide a framework for the development of a broad range of skills, knowledge and understanding of both British and world art, and ensure coverage of the national curriculum. 

2. The units of work have been sequenced into 'strands' (Drawing, painting, textiles, collage, printing, and sculpture and clay) to ensure that children develop a diverse range of skills as they progress through the school alongside developing a knowledge and love of art from around the world through a range of different experiences.  

3. The key skills specific to the teaching of art (the disciplinary knowledge) are developed across each strand and alongside critical thinking. Critical thinking has been mapped out alongside vocabulary, enabling children to progressively develop their ability to think like artists whilst making connections between different areas of learning. 

4. Knowledge overviews provide the focus for teaching and learning and encompass the ‘facts’ and skills we want children to know and to have mastered by the end of each unit of work.

Our art curriculum and supporting scheme ensure that teachers can quickly gain an overview of each unit of work, identify what the learning outcomes are and how learning needs to be developed from what has been previously taught.