At Kippax Ash Tree we have adopted and adapted the Kapow Art, Design and Technology Scheme of work. We use the Kapow units as a base to ensure coverage, review and progression within a Spiralised model. We have ‘Added the Ash Tree’ links where meaningful but above all maintaining the discrete substantive and disciplinary knowledge.
Our Art, Design and Technology (ADT) approach starts in EYFS and travels though the school weekly, ensuring children are always developing skills, enhancing and building upon substantive knowledge, reflecting and evaluating. Our journey starts with junk modelling in our EYFS ‘Atelier’ and ends with CAD 3d modelling software by Year 6. Along the way photography, painting, sculpture, nutrition and cookery, mechanisms, famous artists and classic design are all a part of the journey. We have spiralled curriculum of drawing, painting, mixed media, sculpture, 3d and Craft design. We have progression of the skills however it is vital to remember that skills and Art and Design flow throughout all the units and a holistic curriculum model.
We have carefully considered where Art, Design and Design and Technology can be combined and used Kapow units ad the basis. We now have gradual progression towards the National Curriculum end of Key Stage attainment targets covering the four strands: Design, Make, Evaluate, Technical Knowledge.
Some key areas appear less frequently than others, for example Textiles, and this is deliberate. The National curriculum statements below show that working with textiles is only a small element of the Make strand and many of the making techniques covered in our Textiles units are also covered with a range of materials in other units, such as the use of templates, modelling, measuring and marking out, cutting, shaping and joining. select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] In KS1: select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics KS2 select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Similarly in Year 2, the coverage of key areas is deliberately imbalanced as there are two Mechanisms units. This is because there is strong progression between the Y1 Structures: Constructing a windmill and the Y2 Mechanisms: Fairground wheel and then again with the Y2 Mechanisms: Making a moving monster. To omit one of these units would negatively impact on the progression.
EYFS
Within our EYFS setting the ‘Atelier’ rooms provides a continuous ADT provision; within the Autumn term, we also provide specific and direct teaching to the development of junk modelling structures where children can explore joining techniques and are encouraged to ‘tinker’ to make improvements to structures. The creative exploration of mark making using the language of texture is also developed along the concept of ‘being me’ when creating observations, drawings and images of their faces. In the Spring term fine motor development is enhanced with the introduction of textiles and weaving and ultimate creation of sewn bookmarks that coincide with the exciting development of the children as readers of longer decodable texts – making the use of a bookmark meaningful to the child. Painting my world – allows pupils to explore use of natural objects to create art and to use as tools to create abstract imagery. Our Forest school learning enhances the ‘splatter’ art created.
By the time Summer arrives children will be moving on to explore boat structures and the concepts of floating, sinking and waterproofing, art teaching we will be looking at manipulation of clay and similar media to make visual representations of landscapes, creatures and using the language of forces to describe the processes ‘push, pull, twist etc…’
Year 1
In Autumn term we welcome children back and we are straight into constructing Windmills, considering ways to pivot and use fastenings. After October half term children will be developing their observational drawing skills and ultimately creating a collaborative piece using the work of Bridget Riley and Zaria Forman as stimulus for representing movement through line imagery.
In the new year children will explore fabric and fastenings to design and create a hand puppet based upon a favourite book character. The following half term we will be moving on to explore sculpture and creating simple 3-dimensional shapes and structures creating a sculptural piece inspired by the work of Louise Bourgeois.
When Summer term starts we will be handling fruits and vegetables, categorising, taste testing and choosing the ingredients to make our own smoothie in addition to creating packaging and labelling to represent the product. The colours and themes of Summer and Summer fruit imagery will be continued in the last half term with mixed media and paint exploration inspired by the work of Clarice Cliff and Jasper Johns.
Year 2
We launch into the new academic year with our ‘Map it out’ project. Linking to our Geographical local study work, children are given a design brief to respond to . Using a local map children create a map that represents the locality , projects should showcase the 3 particular focus techniques and ultimately evaluate the ideas - identifying the ones that closely meet the design brief. After half term we begin using the Goldilocks and 3 Bears story to create a chair for baby bear, exploring client likes and ways to strengthen the chair.
In January we take our inspiration from the mixed media and collage work of Romane Brearden creating a piece of work representing the lives of Mary Seacole and Florence Nightingale. We change tack completely in the second half of Spring tem by looking at Ferris Wheel design - reactivating prior knowledge from the Geography work earlier in the year where children look at similarities between our locality and London. This time we are making the London Eye and thinking about the mechanisms and development of Ferris Wheels to create our own , free-standing rotating structure.
We are back with art for the start of the Summer term - children will use clay to create simple thumb pots and the developing techniques and ideas used in Rachel Whiteread's work such as cutting, shaping, joining and impressing into clay. Before the year ends we will combine our Enterprise Week project and Summer Fayre to create moving monsters using a linkage mechanism.
Year 3
Year 3 starts with a focus upon Cooking and Nutrition, we will begin the farm to fork learning, understanding seasonality in the UK linked to Harvest Festival, children will develop knowledge about the colour or fruit and vegetables and the associated health benefits and culminate in the class making 3 different dishes. The link with fruit, vegetable extends into the second part of Autumn term when Y3 will look at the work of Maud Purdy and Georgia O’Keefe to develop their skills in line drawing, becoming aware of medium and scale and focussing upon tonal shading to help create form.
In Spring term we move into digital design, children are asked to design, code and promote a piece of wearable technology to use in low light conditions. Children will develop their understanding of programming to monitor and control products to solve a design scenario. In the second half term we further our History learning about the Shang Dynasty. Looking at the ancient traditional craft of paper making, looking at the use of pattern and colour with Chinese art.
In the Summer term Y3 children will start thinking about the design of the Parthenon and Ancient Greek Villas. Children will design, and make their own Ancient Greek building. Using the configuration of nets and recycled materials to make columns and towers developing the construction of a base to secure and stabilise the structures. In the final half term children will build upon their understanding of sculpture being used within Ancient Greece to consider contemporary sculpture. Using the work of Anthony Caro and Ruth Asawa as a stimulus to create a free standing sculpture. Exploring how shapes and negative shapes can be represented in 3 dimensional forms.
Year 4
Year 4 starts the school year with art, considering composition in drawing and the use of combined media to create a ‘print’. Composition focus is around everyday electrical items. In the second part of Autumn term children build upon the year 3 Temple construction to further explore Pavilion Structures, children are tasked to design and create strong and stable pavilion structures complete with cladding.
Spring term starts with Painting and mixed media - the focus being upon light and dark. Pupils will develop colour mixing skills , using shades and tints to show form and create 3 dimensions when painting. Pupils will learn about composition and choose their own ‘still life’ to paint, applying chosen techniques. In the second part of the half term Year 4 pupils will transform lollipop sticks, wheels, dowling and straw into a moving car. Using glue guns to create a launch mechanism, designing and making the body of the vehicle using nets and assembling these to the chassis.
In the Summer term we turn our attention to craft and design using the fabric of nature, we will look at creating a design based upon nature and then developing patterns in the style of William Morris, ultimately looking at fabric design and purpose. We continue the design and purpose of design into the second part of the Summer term but this time we will be looking at electrical product design, working to meet a design criteria for the torches we have created with a functional switch.
Year 5
Continuing our work from year 4 as we are moving into Autumn by building upon our torch's work to expand our knowledge into circuits; looking at the existing technology of a ‘Doodler’. We will look at ways to adapt the existing circuits into variations of the product. In the second part of the term we take the opportunity to visit The Yorkshire Sculpture Park to look at installation art. We will be exploring space, scale and 3d, to create a model representation of representational installations we would like to add to the grounds of our school. We will create 3d models. 2d plans and designs.
In Spring term we build upon the skills from the previous Spring term when we made a Sling-shot car - this time we will combine our English skills with Design skills to create a pop-up book using layers and spacers to develop a product appropriate for the theme of the text ‘Twist in the Tale’. In art and design we start to explore futurism and start taking our drawn ideas into printmaking - using the work of Ties Albers as inspiration we will use a collagraph plate to create a printed / drawn image of the world in the future.
After Easter the Summer term starts with ‘Developing a recipe’. From Farm to fork we look at reread and processed ingredients and begin our investigation into traditional recipes for Spaghetti Bolognese. We will develop and adapt our own recipe- thinking about nutritional content and creating a label design for our very own pasta sauce. In the final lesson we will follow our own recipe of Ash Tree Pasta Sauce. Our Art topic for the term is based around creating a self portrait - looking at the work of Vincent Van Gogh and Chila Kumari Singh Burman we will develop mixed media self portraits around the theme of ‘ Changing Faces’.
Year 6
We start Year 6 by building upon the Year 4 Architecture topic, we will be creating a cityscape photomontage inspired by the work of Hannah Hoch, Chris Plowman and Graham Holland we then further explore digital art using photography skills to recreate famous paintings such as Edvard Munch’s ‘The Scream’ and then finally creating a self portrait in drawing or painting with tonal differences that create a ‘photo-realistic’ effect. In the technology element of the term we will be using our Industrial Revolution humanities theme as the basis for creating our own waistcoat - this will involve use of a design template, the running stitch to make a functional fabric join, attaching secure fastenings and well as decorative design aspects and then evaluating our final products.
In Spring term we really embody the school values of Voice, Choice and Opportunity with our drawing unit entitled ‘Make my voice heard’. Our previous drawing unit - ‘I need space’ is deepened and extended through the use of symbolism in art. We apply the drawing technique of Chiarscuro - looking at ways it can be used within Street Art. Pupils will review ‘Guernica’ by Pablo Picasso to identify powerful messages of protest. We will create powerful drawn images that represent a subject they feel passionate about. In DT our Year 6 Legacy will be designed for a new playground, modelled, improved and with a range of structures we will create a surrounding landscape. By the end of the unit we will have an understanding of a footprint plan, an awareness of the real world impact of design for users in positive and negative ways and know that prototype models are an effective and cheap way of testing out designs.
As our Year 6 children come to their final term in Primary School our art and design topic is ‘ Exploring Self’ -Looking at the work of artists Yinka Shinobare, Judith Scott and Nicola Anthony. Children consider favourite memories. We will create expressive sculptures and reflect on artistic decisions through art, using a range of materials and techniques. We end year 6 with a unit called ‘Navigating the World’. Pupils will incorporate key information from a client’s design request such as ‘multifunctional’ and ‘compact’ in their design brief. Write a program that displays an arrow to indicate cardinal compass directions with an ‘On start’ loading screen. Identify errors (bugs) in the code and suggest ways to fix (debug) them. Self and peer evaluate a product concept against a list of design criteria with basic statements. Identify key industries that use 3D CAD modelling and why. Recall and describe the name and use of key tools used in Tinkercad (CAD) software. Combine more than one object to develop a finished 3D CAD model in Tinkercad and complete a product pitch plan that includes key information.
