Cultural Learning Alliance

There is an increasing realisation that the arts are essential to people’s wellbeing and that they provide a lifeline in difficult times

Julian Lloyd-Webber
Musician and Chairman of In Harmony

Practice

National Curriculum in England - Art & Design

The National Society for Education in Art and Design (NSEAD) have produced comprehensive guidance expanding on the curriculum we recommend reading.

The National Curriculum in England for Art & Design in force from September 2014 is reproduced below. Additional guidance from the CLA curriculum consultations is included in italics followed by questions you can ask about your school curriculum.

 

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.                  

NSEAD recommends that a world class art, craft and design education provides and inspires personal expression, cultural understanding, creative and practical responses, promoting imaginative risk taking to provide solutions to our material, emotional, social and virtual worlds.

A world class, art, craft and design education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to participate in, experiment with, invent and create their own works of art, craft and design.

Pupils should be able to think creatively and critically. They should investigate and evaluate a wide range of creative outcomes from the past and present to develop rigorous understanding of the many disciplines within art, craft and design and how they shape our history and future. This will enable pupils to contribute as confident citizens and future professionals to the culture, creativity, economic success, leisure, material and emotional well being of our society within both national and global contexts.

 

Aims                                                                

• produce creative work, exploring their ideas and recording their experiences         

• become proficient in drawing, painting, sculpture and other art, craft and design techniques

• evaluate and analyse creative works using the language of art, craft and design

• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.               

 

Questions for school leaders and governors:

  1. Why is art, craft and design important in your school? 
  2. Where does or can art provision:
    1. contribute to the ethos and cultural offer of the school?
    2. contribute to children’s social, moral, spiritual and cultural development?
    3. involve and motivate children so that they develop as expressive, creative and confident artists?
    4. involve children in active learning, with opportunities for independent learning, problem solving and decision making?
  3. How do you assess the quality and the impact of the art, craft and design offer on children’s learning?

 

Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.   

 

Subject content                                           

Key stage 1                                               

• to use a range of materials creatively to design and make products          .

• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination              

Are children learning to draw for a variety of different purposes and outcomes?

• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space      

• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.                  

Are children developing cultural understanding through their work?

Are children evaluating and critiquing their own and others work?

Are pupils being enabled to think and act as artists, craftspeople and designers?

Are you working in partnership with local artists, craftspeople, designers and cultural organisations?

 

Key stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.  

Are children researching and critically analysing a range of different approaches to make decisions about their work?

Are children taking risks and experimenting?

• to create sketch books to record their observations and use them to review and revisit ideas              

Are children evaluating and critiquing their own and others work?

Are pupils being enabled to think and act as artists, craftspeople and designers?

• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]                

Are children learning to draw for a variety of purposes?

• about great artists, architects and designers in history.               

Are children learning about significant, including contemporary, artists, craft makers and designers?

Are children learning to understand the place of creative practice within the past, present and future and its social and cultural context?

Are you working in partnership with local artists, craftspeople, designers and cultural organisations?

 

Key stage 3                                                   

Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.               

Are pupil’s learning about the generation, exploration and communication of ideas through Art, Craft and Design?

• to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas      

• to use a range of techniques and media, including painting       

Are pupils enabled to research, investigate, experiment with and critically analyse techniques and materials?

• to increase their proficiency in the handling of different materials             

• to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work               

Are pupils supported to research, experiment with and implement solutions to problems?

Are pupils being enabled to think and act as artists, craftspeople and designers?

• about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.                   

Are pupils supported to research and understand the place of creative practice within the past, present and future and its social and cultural context?

Are you introducing pupils to Art, Craft and Design they would not be able to access independently and which reflects the porous, transient nature of global Art and Design practice?

Are you referencing and using a range of international movements?

Are you working in partnership with local artists, craftspeople, designers and cultural organisations?

engage: Cymru Foundation Phase Project Gwynedd.jpg
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