- 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
- are provided visits to local art galleries and museums to enrich artistic understanding
- work with visiting local artists sharing expertise
Through our engaging art curriculum, we give our pupils many opportunities for creative success and feel confident that they leave primary school with the skills and knowledge necessary to progress to the next stage of their art education.
The children’s journey as artists starts in Foundation Stage where they progress through the EYFS curriculum with Expressive Arts and Design and on to the National Curriculum in Key Stage One and Two. Art visit days to Galleries/Places of interest are often embedded within topics but can also be delivered discretely. These themed visits allow the children to work both independently and collaboratively and become fully immersed in a variety of high quality creative activities where they get the opportunity to develop their skills and express their creative ideas in a supportive and inclusive environment. We feel this experience contributes to a high quality cultural education and teaches them the aspirational aspect of the subject.
The children are taught a variety of techniques and given a range of materials and tools which they are then encouraged to explore in their sketchbooks, from Year 2 to Year 6. Class sketchbooks are also used for collaborative work and to record a variety of finished pieces. This is clearly set out in our Progression of Skills planning document, which has been carefully structured to allow lots of opportunities for children to practise and embed key skills and concepts.
A strong focus for teaching is the use of correct technical vocabulary. Teachers carefully plan the language they use during their sessions and model, through discussion and subject specific vocabulary to help embed this language in the children’s long term memory.
Teachers are provided with opportunities to develop their own subject knowledge through sharing good practice. peer observations and Professional Development. The children are taught art, discreetly and as part of their termly topic work. These can be found in our long term plan.
To assess, we use our school’s progression of skills .Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed to inform and address any trends or gaps in attainment. Further information is gathered through pupil questionnaires/voice; highlighting strengths and achievement and any improvements, knowledge and skills that still need to be embedded.
A dedicated Art and Design display is updated regularly to showcase the variety of work covered and the skills used across the school.
Final end of year assessments are made using teacher judgements and assessment criteria that has been developed in line with the National Curriculum. Thus identifying the level in which the child is working.
Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using Tapestry. Age related expectation levels are reported to parents at the end of the reception year.
By the end of KS2 we aim to have produced pupils who feel able to express themselves artistically and feel assured in their own abilities, skills and knowledge. We aim to provide our children with the ability to appreciate, appraise and discuss the works of art of a wide range of artists, crafts people, sculptors and designers using technical language, and feel confident in their own opinions and views.
Art in the Early Years Foundation Stage
Within the Early Years Foundation Stage, Art is delivered through the area of Expressive Arts and Design: Creating with Materials. The children work towards the Early Learning Goals as set out in the EYFS through continuous provision and adult-directed activities.
During continuous provision the children have access to a wide range of materials, tools and resources. The children are encouraged to work independently, safely and co-operatively, to explore and experiment with colour, design, texture, form and function. The children are challenged to use what they have learnt about media and materials in original ways, thinking about uses and purposes. Adult-directed activities are used to model a range of materials, tools and techniques. The role of the practitioner is to support and challenge children’s thinking through observation, participation, role-modelling, making suggestions and using the appropriate vocabulary. The children are challenged to develop their skill progression as they explore and experiment with a variety of materials, tools and techniques.