Why do we learn art and design technology?
At Ark Dickens, we believe that art, craft and design embody some of the highest forms of human creativity. Our curriculum sets out to engage, inspire and challenge pupils. Children are taught the knowledge, skills and techniques that enable them to experiment, invent and create their own works of art, craft and design. Our art curriculum is closely linked to units within history, geography and science to help pupils to make meaningful connections and understand how the subject reflects and shapes our history and contributes to the environment, culture, creativity and wealth of our nation. Our pupils are exposed to a wide range of genres and styles, including culturally and ethnically diverse art and artists. Vocabulary is considered at every point of our pupils’ journey through art; they are encouraged to engage with and critique the art of others, as well as their own and are supported in using key terminology and language to tell the story behind the art.
In line with the National Curriculum and as part of our ongoing provision for Art and Design Technology, Pupils at Ark Dickens will leave the academy with the skills and knowledge to ‘Be your Best’ as a result of well-planned, engaging lessons. As enquirers, they will be able to:
• Ask and respond to knowledge of artists.
• Explore their own creativity.
• Show a wide variety of experience of different media.
Head of Department
Ms M Vennis
Mrs S Khanom
Our approach
In line with the National Curriculum Framework, knowledge is embedded across all Art lessons and are constantly revisited throughout pupils’ time at Ark Dickens. Each unit of work will explore the different key elements of art which are line, colour, space, texture, shape, form and value using a variety of media so that children gain experience through exploration.
• Communicate – What is my own response?
• Apply – How do I use the elements to express my own feelings?
• Enquire – How do artists use the elements?
• Contextualise – How do artists in the past learnt how to use the elements.
• Evaluate – What value does the concept hold to others?
In each unit, one area is assessed so that across the year, children apply all skills and knowledge learnt.Leaders at Dickens will ensure that staff are well equipped with the knowledge and skills to plan engaging lessons that will spark curiosity in all learners.
Year 1
Autumn 1 | Autumn 2 |
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Self Portraits Barbara Walker |
Drawing |
Spring 1 | Spring 2 |
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Sculpture | Clay Animals Alberto Giacometti |
Summer 1 | Summer 2 |
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Painting |
Wassily Kandinsky |
Year 2
Autumn 1 | Autumn 2 |
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Self Portraits |
Great Fire Henri Matisse |
Spring 1 | Spring 2 |
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Painting and Drawing Animals and Habitats |
Henry Rousseau |
Summer 1 | Summer 2 |
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Printing Pattern Making |
Esther Mahlangu |
Year 3
Autumn 1 | Autumn 2 |
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Self Portraits Painting and Drawing |
Cave Paintings Lascaux Caves |
Spring 1 | Spring 2 |
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Drawing |
Paul Cezanne |
Summer 1 | Summer 2 |
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Sculpture and Painting | Greek Pottery |
Year 4
Autumn 1 | Autumn 2 |
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Self Portraits Collage |
Roman Mosaic Chedworth Villa |
Spring 1 | Spring 2 |
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Printing Nature Patterns |
William Morris |
Summer 1 | Summer 2 |
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Painting and Drawing | Frida Kahlo |
Year 5
Autumn 1 | Autumn 2 |
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Self Portraits | Landscapes Van Gogh |
Spring 1 | Spring 2 |
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Sculpture and Painting | Yayoi Kusama |
Summer 1 | Summer 2 |
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Printing Geometric Patterns |
Traditional |
Year 6
Autumn 1 | Autumn 2 |
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Self Portraits - Pop Art Landscapes |
Stephen wiltshire |
Spring 1 | Spring 2 |
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Collage & Painting | War and Peace Hannah Hoch |
Summer 1 | Summer 2 |
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Painting | Lichtenstein, Warhol & Basquiat |