Art & Design

Art and design activities enrich children’s learning, enabling them to communicate their thoughts, ideas and observations in a creative, expressive and practical way. In talking about art and evaluating their own and others’ work, children develop their observational skills and their ability to make informed value judgements.   Art allows children to respond creatively to the world around them and to learn about world-cultures through visual, tactile and sensory experiences.  Art offers a unique way of understanding and responding to the world.  Appreciating and enjoying the visual arts enriches children’s personal lives and gives them cultural capital.  Children’s art work is celebrated in displays throughout the school.  In lessons children have opportunities to build on their understanding and appreciation of art in a variety of forms and style and from a variety of cultures. They learn to use different techniques, media and applications and develop an awareness of shape, colour, texture and pattern as well as understanding the properties of materials. Art is often linked strongly to the curriculum topic and we also use opportunities for art to inspire thought, discussion and writing.  Pupils visit art galleries and site specific installations to support and enhance their learning.  The School follows the key objectives of the National Curriculum and the principles of the Statutory Framework for the Early Years Foundation Stage.

INTENT

The art and design curriculum at the School aims to engage, inspire and challenge all children, giving them:

• the knowledge and skills to plan, experiment, invent and create their own works of art, craft and design:
• knowledge of the visual elements of art: line, colour, tone, texture, pattern, form and shape
• knowledge of a variety of materials and processes;
• knowledge of a variety of tools and techniques;
• the opportunity to make imaginative and personal responses in a range of contexts and in response to a variety of stimuli;
• experience of different kinds of art, craft and design in original and reproduction form;
• opportunities to develop their ability to record their observations;
• opportunities to respond critically to their own and others’ work;
• knowledge of a range of recognised artists and styles, developing a knowledge of art history;
• knowledge of subject specific vocabulary; and
• opportunities to experience art and design beyond school, through educational visits and other extra-curricular opportunities. 

IMPLEMENTATION

All children experience art and design through their timetabled lessons and through wider opportunities that arise during their education.

In the EYFS, children have daily opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials.

In Key Stage 1, the children are taught in timetabled lessons that are blocked across the year.

In Key Stage 2, the children are taught in weekly timetabled lessons, that are blocked with design and technology.

Teaching follows the systematic progression of components set out in the School’s Art and Design Progression Map.  Topic progression is recorded on the Progression Map and more detailed specific learning objectives are set out in the Essential Knowledge Overviews for each unit of work. 

All children are given opportunities to produce creative work, exploring their ideas and recording their experiences.  Children experience a wide range of techniques and opportunities often inspired by artists and / or national or global events.  Children’s knowledge and skills builds across the curriculum so that children reach their end points knowing and doing more.  

Within lessons children are given opportunities to work independently and through collaboration with others.  Lessons take place in the classrooms and also in the wider school grounds. 

Cross-curricular links with other subjects, such as the humanities and ICT, are explored where they add depth to the teaching of this subject. 

All pupils, regardless of race, gender or ability, have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils.  Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively.  When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills.  Evaluating lessons helps teachers to identify where changes can be made for future planning and development.

In the School, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that they are engaged and supported.  Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.

IMPACT

Children’s progress is assessed by the art teachers against the objectives and end points set out in the School’s Art and Design Progression Map and the Essential Knowledge Overviews. 

Lessons include regular opportunities to re-visit prior learning to allow teachers to evaluate the extent to which pupils know and remember more.

Monitoring is carried out by the Art and Design Subject Leader through:

• reviewing planning documentation;
• discussions with staff;
• pupil voice;
• classroom observation; and
• work monitoring – work on display and in sketch books.

Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.