Art

Art and Design at Kirkstall Valley

 

Intent: Developing Visual Literacy At Kirkstall Valley, Art and Design is not just a subject; it is a language. We believe that for many children, art is the primary means through which they can express their thoughts, fears, and dreams.

We have adopted and adapted the AccessArt curriculum to create a rich, knowledge-based journey that empowers our children to participate in the visual world. Our intent is to move beyond "copying" and instead nurture genuine creativity.

  • Courage: We encourage children to take risks with materials, understanding that art is a physical, experimental process where "mistakes" are often the start of a new discovery.

  • Compassion: Through studying a diverse range of artists—from Lubaina Himid to Paul Cézanne—children develop an understanding of different cultures, histories, and perspectives.

  • Commitment: We teach that art requires resilience. Whether constructing a sculpture or mastering watercolour, children learn that skill comes from practice, reflection, and refinement.

Implementation: The Journey of the Artist Our curriculum is carefully sequenced to ensure that knowledge and skills build cumulatively from Early Years to Year 6. We follow a "Design through Making" philosophy, where thinking and doing happen simultaneously.

1. The Sketchbook: A Place for Ownership Central to our teaching is the sketchbook. At KVPS, a sketchbook is not a place for perfect, finished drawings; it is a place for Thinking.

  • Ownership: From Year 1, children are taught that they own their sketchbooks. They are used to test media, mix colours, make visual notes, and reflect on their learning.

  • Progression: In KS1, sketchbooks might be simple elastic-band books for exploring marks. By Year 6, they are tools for complex planning, scaling up images using grids, and practicing seeing negative and positive shapes.

2. The Pathways of Learning Our curriculum is split into three distinct terms per year, covering a breadth of disciplines:

  • Drawing & Sketchbooks: Every year group revisits drawing, moving from "mark-making and spirals" in Year 1 to "gestural drawing with charcoal" in Year 3 and "2D to 3D transformation" in Year 6.

  • Printmaking & Painting: Children learn the specific properties of media. They explore watercolour and accidental marks in Year 1, move to monoprinting in Year 2, and explore "Brave Colour" and immersive environments in Year 6.

  • Making (Sculpture & 3D): We place a heavy emphasis on three-dimensional work. Pupils explore architecture in Year 2, create narrative sculptures in Year 3, and explore set design and fashion in Year 5.

3. Critical Engagement We teach children to think like critics as well as makers. In every unit, children look at the work of artists, craftspeople, and designers. They are taught to deconstruct the work, asking why it was made and how it makes them feel, before using it as a springboard for their own unique response.

Impact: Authentic Outcomes We measure the impact of our curriculum not just by the final piece on the wall, but by the confidence of the child who made it.

  • Visual Literacy: By the time children leave us, they can talk fluently about art. They understand concepts like chiaroscuro (light/dark), perspective, composition, and hue.

  • Identity: Our Year 6 "Exploring Identity" unit ensures that pupils leave us knowing that art is a tool for self-discovery. They can use layers and juxtaposition to create portraits that reflect who they are.

  • Readiness: Our pupils leave confident in using a range of tools and materials, ready to tackle the Key Stage 3 curriculum with an open mind and a skilled hand.

Our Curriculum Map To see the specific creative themes for each year group—from "Making Birds" in Year 1 to "Activism" in Year 6—please view our Long Term Plan below.

 

 

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For further information about our art and design technology curricula, please speak to Miss Otley.