1.

Curriculum
2. Pedagogy (Q9,Q10)
Scope (Q1)
Pupils should develop a knowledge of:
What is the rationale for the activities
• Practical — Methods, techniques, media, materials, technical language, formal elements and principles of art chosen in lesson (fit for purpose)?
• Theoretical — Art movements, genres, themes, artists and art, including context and significance How well do resources and activities support
pupils’ learning?
• Disciplinary— How experts have expressed quality and value throughout history
Do pupils have ample time and opportunity to
INSPECTOR practise to build fluency?

CURRICULUM Substantive knowledge

Practical (Q2)
Substantive knowledge
Theoretical (Q3)
Disciplinary knowledge
(Q4)
3. Assessment (Q11)

• Do pupils learn about the compo- • Do pupils learn about the • Do pupils learn about the
Does assessment check that pupils
Primary nents knowledge of the practi-
cal content?
component knowledge of
the theoretical content?
different paradigms of
art?
have learnt the component knowledge
of the art curriculum?

Art & Design • What skills and component

knowledge are identified as core
• Are pupils able to confident-
ly and securely discuss art
• Can children engage in
debate and dialogue
How does assessment impact pupils’ learning?
or most important? What is and artists? about art? How does assessment inform curriculum de-
aide-memoire the rationale? sign and adaption?

4. Culture
Contents (Q12,Q13)

Components and sequencing (Q5)

 This document has been Does the school have high expectations
• Does curriculum coherence help pupils acquire knowledge or make outcomes? of what all pupils can learn in art?
created to support inspectors un-
dertaking a deep dive in Art. • How does pupils knowledge build in growing complexity? Does the school foster a love of the subject and
understand its value?
 It provides a high-level summary • How do teachers break down knowledge for novices or sequence the curriculum to build expertise?
of stage two training and wider How well is art & design included and represent-
ed in the whole-school curriculum?
guidance.
 The six focus areas provide a Memory (Q6) Ambitious end goals (Mental model of an ex-
structure to explain subject level pert) 5. Systems (Q14,Q15,Q16)
outcomes as identified by inspec- • Do pupils remember the core
tion activities. knowledge long term? • Fluency: Pupils are proficient and can make well in
the traditions of their chosen specialisms. How well is the subject led? Can the
Are pupils building a schema over school readily explain and qualify
 School leaders may not be able •

time? Experimentation: Pupils try out ideas, methods potential systemic issues?
and should not be expected to •

Are pupils achieving the ambitious and convention to find original solutions.
articulate their intent as it is • What mechanisms are there for curriculum con-
outlined in this aide-memoire or goals? struction, adaption and renewal?
• Authenticity: Pupils visually perform their thinking
to provide documents which neat- • Are pupils learning the curriculum or of a issue, topic or theme. How well are staff supported in developing their
ly provide the evidence for the performing outcomes? own subject and pedagogical knowledge? What
focus areas. support are non-specialists given?

Jennifer Gibbs HMI SEND pupils (Q7) Early Years (Q8) 6. Policy (Q17,Q18,Q19)

Art & Design Subject Lead • How do you ensure those pupils who find it • How effectively does the early educa-
[email protected] most difficult to learn, are given the best tion curriculum (EYFS and KS1) prepare How do school-wide policies impact
chances to keep up? pupils for their learning in KS2? art?
www.gov.uk/ofsted
Do whole-school policies, such as assessment,
www.twitter.com/ofstednews support and give flexibility to enable a high-
Official - For training only quality art education?
www.youtube.com/ofstednews

*’Art'/'Artists' is mostly used for shorthand but includes craft/craftspeople and design/designers.
 Principle 1: Pupils learn ‘Practical, Theoretical Principles of Art National Curriculum 2013
and Disciplinary’ knowledge Key stage 1 pupils should be taught:
Principle 2: Pupils learn the curriculum to • to use a range of materials creatively to design
Categories of knowledge achieve ambitious goals and make products

• Practical—Methods, techniques, media. • to use drawing, painting and sculpture to develop

and share their ideas, experiences and imagina-
• Theoretical—history of art, including mean- Ambitious goals tion

INSPECTOR ings and interpretations, materials and pro-

cesses.
• Fluency: Demonstrate automaticity and profi-
ciency in a chosen specialism or tradition.
• to develop a wide range of art and design tech-
niques in using colour, pattern, texture, line,

CURRICULUM • Disciplinary knowledge—Different para-

digms of Art. What is Art?
• Experimentation: Experiment, test and
break rules of convention to create something •
shape, form and space

about the work of a range of artists, craft makers

Insight new. and designers, describing the differences and
Authenticity: Make work with a visual com- similarities between different practices and disci-
Primary 12 areas of making: includes, as referenced in •
•
mentary, relating own ideas and experiences plines, and making links to their own work.
NC, drawing, painting and sculpture.
often relating to an issue, topic or theme. Key stage 2 Pupils should be taught:
Art & Design • There is no prescribed content. Teachers select
the content. Insight • to develop their techniques, including their con-
trol and their use of materials, with creativity,
aide-memoire • Teachers must make strategic decisions about
what knowledge is most important.
• Ambitious goals are indicators of an emerging
expert mental model.
experimentation and an increasing awareness of
different kinds of art, craft and design.
Skills are broken down into tangible compo- • Expertise is a well-connected schema, recalling
• • to create sketch books to record their observa-
and using the interplay of knowledge.
Contents Non Example
nents.
Non Example
tions and use them to review and revisit ideas

• to improve their mastery of art and design tech-

 This document has been Formulaic outcomes. niques, including drawing, painting and sculpture,
• Art-based activities—no subject knowledge. •
with a range of materials [for example, pencil,
created to support inspectors un- Skills ladders. charcoal, paint, clay]
• Prescriptive outcomes—unsecure knowledge. •
dertaking a deep dive in Art.
• about great artists, architects and designers in
 It provides a high-level summary history.
of stage two training and wider
guidance. Principle 3: Components are organised and se- Principle 4: Disciplinary knowledge is the
quenced to help pupils acquire knowledge heart of the subject, shaping the curriculum
 The six focus areas provide a and pedagogical choices
structure to explain subject level Components Examples of components
Paradigms of Art
outcomes as identified by inspec- • Organised in meaningful way (project). Drawing
tion activities. • Traditional—Convention and imitation. Media - Graphite, pen, ink, charcoal, oil pastel,
• Broken down and isolated components for •

Modern—Originality, experimentation. soft pastel

 School leaders may not be able novice learners. •

and should not be expected to Contemporary—Collaborative and deconstructs • Methods and techniques—Mark making,
• Sequenced to activate prior knowledge and re •
hatching, cross hatching, scribble, stippling,
articulate their intent as it is -encountered in different contexts. norms.
blending, shading, enlarging, reducing, gridding,
outlined in this aide-memoire or Insight Insight sighting
to provide documents which neat- Disciplinary knowledge teaches pupils how Painting
• Teaching knowledge not activities. •
ly provide the evidence for the quality and value have been expressed • Media - Poster paint, powder paint, paint blocks,
focus areas. • Coherence is primarily concerned with learning throughout history - What is Art? watercolours
not outcomes.
Official • Pupils learn disciplinary knowledge to be able • Methods and techniques -blocking in, wet on
Non Example to engage in dialogue and debate, acquire cul- wet, building up, dry brushing
Jennifer Gibbs HMI For training only
• Treating pupils as expert without secure tural capital and be affected by art.
Art & Design Subject Lead knowledge. Sculpture
Non Example
[email protected] Planning curriculum as a series of activities to-
•
• Mimicking what artists do as a process— • Media– Clay, cardboard, card, found objects
wards a final piece. without secure subject knowledge.
www.gov.uk/ofsted • Methods and techniques—Modelling, carving,
• Coverage of broad content – pupils do not get • Vicarious experience— cannot appreciate and fixing or joining materials such as card, soldering,
www.twitter.com/ofstednews to revisit. gluing,
enjoy.
www.youtube.com/ofstednews