Our curriculum gives our children the foundational skills in Expressive Arts and Design. This curriculum is designed with the end goals in mind, ensure that pupils are well-prepared for Art and Design and Design and Technology in Year 1.

Development Matters

Substantive EYFS End Goals - Art and Design

In order to prepare children for the KS1 curriculum, we have clear EYFS composite end goals.

• Drawing:
  Use a range of drawing materials, art application techniques, mixed-media scraps and modelling materials to create child-led art with no set outcome. Begin to develop observational skills (for example, by using mirrors to include the main features of faces)
• Painting and mixed media:
   Use a range of drawing materials, art application techniques, mixed-media scraps and modelling materials to create child-led art with no set outcome.
• Sculpture and 3D:  
  Use a range of drawing materials, art application techniques, mixed-media scraps and modelling materials to create child-led art with no set outcome. Cut, thread, join and manipulate materials safely, focussing on process over outcome. Begin to develop observational skills (for example, by using mirrors to include the main features of faces.)
• Craft and design: 
  Use a range of drawing materials, art application techniques, mixed-media scraps and modelling materials to create child-led art with no set outcome. Cut, thread, join and manipulate materials safely, focussing on process over outcome.

Substantive EYFS End Goals - Design and Technology

In order to prepare children for the KS1 curriculum, we have clear EYFS composite end goals.

• Cooking and Nutrition:
  Explore and become familiar with different fruits and vegetables, using their senses.
• Mechanisms:
  Explore a simple paper slider mechanism.
• Structures:
  Explore junk modelling, tinkering with temporary and permanent joins, and a range of materials. Create basic models to test in different conditions.
• Textiles:
  Explore and develop threading and weaving skills with different materials and objects.

National Curriculum 

The Kapow scheme ensures that we meet the scope and ambition of the national curriculum.

Curriculum Structure

The scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical: Pupils return to the key areas again and again during their time in primary school.
• Increasing depth: Each time a key area is revisited it is covered with greater complexity.
• Prior knowledge: Upon returning to each key area, prior knowledge is utilised, so pupils can build upon previous foundations, rather than starting again.

Substantive Ultimate End Goals

By the end of their time here at Carr Infants, we want children to be competent in these ‘Domains’ or ‘Key Areas’ to get them ready for Juniors.

• Drawing
  exploring mark-making in all its forms, experimenting with line, tone and texture and using a wide range of materials to express their ideas as drawings.
  Using sketchbooks to record observations and plans as drawings. Learning about how artists develop their ideas using drawings.
• Painting and mixed media
  Developing painting skills including colour mixing, painting on a range of surfaces and with different tools.
  Exploring the interplay between different media within an artwork.
• Sculpture and 3D
  Investigating ways to express ideas in three-dimensions.
  Constructing and modelling with a variety of materials, shaping and joining materials to achieve an outcome.
  Developing drawn ideas into sculpture.
• Craft and design
  Designing and making art for different purposes, considering how this works in creative industries.
   Learning new making techniques, comparing these and making decisions about which to use to
  achieve a particular outcome
  Developing personal, imaginative responses to a design brief.

How we support all learners

We ensure that all children have the same ambitious end goals. However, we ‘go as quick as possible, yet as slow as necessary’.

We have established the essential knowledge that all children must secure by the end of a unit. This is like ‘ready to progress’ objectives in maths. Where children have not secured this knowledge, we reteach this before progressing.

We also have desirable knowledge which is part of the programme which we wish for all children who are on track to secure. However, this is not re-taught if it has not been remembered from previous units.

We use Knowledge Organisers to support children’s recall. We know that in Infants, children find recall difficult after time, so we use knowledge organisers to support them as we know asking ‘what have you learnt in Art and design is too vague a question for children at this age.

Lessons are adapted to meet the needs of all learners. This is adaptations of the tasks to ensure that the same ambitious learning objectives are secured.

Assessment

• Assessment for Learning – Using pre-unit and end of unit assessments, and ongoing assessments to adapt teaching.
• Assessment as learning – using low stakes quizzes and ‘cues’ as an opportunity for children to recall/reinforce learning.
• Assessment of learning – End of unit assessments which are shared with subject leaders to maintain understanding of progress in their subject.

Culture - how do we get the best from pupils?

In Art and design we establish an ambitious culture for pupils as artists by:

1. Curriculum being delivered equally for all pupils
2. Curriculum is not narrowed

We enrich Art and design by:

1. Providing a range of art after school clubs such as photography, knitting, cross-stitch, drawing, and ‘mini makers’ club.

Timetables - how much/when

Art is taught 3 terms a year. This is 1 session a week. This is sufficient time to enable children to reach our ambitious end goals.

National Curriculum 

The Kapow scheme ensures that we meet the scope and ambition of the national curriculum.

Curriculum Structure

The scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical: Pupils return to the key areas again and again during their time in primary school.
• Increasing depth: Each time a key area is revisited it is covered with greater complexity.
• Prior knowledge: Upon returning to each key area, prior knowledge is utilised, so pupils can build upon previous foundations, rather than starting again.

Aim of the Subject

We aim for all children to develop the creative, technical and practical expertise needed to perform everyday tasks confidently, build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality products, and to critique, evaluate and test their ideas.

Disciplinary End Goals

For children as designers and users of technology who engage in Design and Technology, we follow the design process set out in the National Curriculum.

• Design
• Make
• Evaluate

Each unit follows these stages, to form a full project.

Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical and technical understanding required for each strand.

Substantive Ultimate End Goals

By the end of their time here at Carr Infants, we want children to be competent in these ‘Domains’ or ‘Key Areas’ to get them ready for Juniors.

• Cooking and Nutrition: Where food comes from, balanced diet, preparation and cooking skills. Kitchen hygiene and safety. Following recipes.
• Mechanisms / Mechanical systems: Mimic natural movements using mechanisms such as axles, levers and sliders.
• Structures: Material functional and aesthetic properties, strength and stability, stiffen and reinforce structures.
• Textiles: Fastening, sewing, decorative and functional fabric techniques including running stitch.

How we support all learners

We ensure that all children have the same ambitious end goals. However, we ‘go as quick as possible, yet as slow as necessary’.

We have established the essential knowledge that all children must secure by the end of a unit. This is like ‘ready to progress’ objectives in maths. Where children have not secured this knowledge, we reteach this before progressing.

We also have desirable knowledge which is part of the programme which we wish for all children who are on track to secure. However, this is not re-taught if it has not been remembered from previous units.

We use Knowledge Organisers to support children’s recall. We know that in Infants, children find recall difficult after time, so we use knowledge organisers to support them as we know asking ‘what have you learnt in Design and Technology is too vague a question for children at this age.

Lessons are adapted to meet the needs of all learners. This is adaptations of the tasks to ensure that the same ambitious learning objectives are secured.

Assessment

• Assessment for Learning – Using pre-unit and end of unit assessments, and ongoing assessments to adapt teaching.
• Assessment as learning – using low stakes quizzes and ‘cues’ as an opportunity for children to recall/reinforce learning.
• Assessment of learning – End of unit assessments which are shared with subject leaders to maintain understanding of progress in their subject.

Culture - how do we get the best from pupils?

In Design and Technology we establish an ambitious culture for pupils as users of design and technology by:

1. Curriculum is delivered equally for all pupils
2. Curriculum is not narrowed

We enrich Design and Technology by:

1. Providing a range of Design and Technology after-school clubs such as our Mini Makers, Craft, Cross-Stitch, Knitting and Cooking clubs

Timetables - how much/when

Design and Technology is taught 3 terms a year. This is 1 time a week. This is sufficient time to enable children to reach the ambitious end goals.