- For the children to be exposed to a high class Art and Design curriculum which ‘engages, inspires and challenges’ them.
- For the children to be taught the knowledge, skills and techniques that enable them to experiment, invent and create their own works of art, craft and design.
- For the children to be driven to ask the question ‘why?’ and make meaningful connections across curriculum areas.
- That our children experience a range of art and design, spanning genres and styles and including culturally and ethnically diverse art and artists.
- Progression in skills and techniques is in-built and all children are given opportunities to confidently develop at their own pace as they gain a visual language with which to express their ideas and experiences.
- Pupils are encouraged to engage with and critique the art of others as well as their own and they are supported in using key art terms and language.
- Children learn about the role of art and creativity in our local area and understand that art plays an important role in our history and the wealth of our nation.
- We follow the Key Stage 1 Attainment targets as set out in the Art and Design Programmes of Study in the National Curriculum (2014).
- These units have been planned to ensure breadth of coverage across Key Stage 1 and to ensure that the important artistic skills are taught progressively through the year groups.
- Children have an Art lesson each week. Each Year 1 child has a sketchbook that moves up to Year 2 with them; an excellent way to see each child’s art journey. We pass these on to the Junior School.
- Each project in art links to the relevant theme for that term and is taught during the same term as that .
- All schemes of work include one or more skill e.g. drawing painting, collage, 3D or printing. Progress in these is built in across all year groups and skills and media are often revisited as the children move up the school.
- Children produce work in their sketchbooks where they explore and experiment with skills and techniques, develop and plan their ideas and respond to the artwork of other artists, craftspeople etc. They produce final pieces/outcomes that go on display around school or in classrooms/go home/stay in sketchbooks. The teacher does not ‘mark’ in the sketchbooks, assessment is carried out formatively and there is an emphasis on self and peer assessment methods.
- When pupils leave us at the end of KS1 they will be able to use a range of materials creatively to design and make products.
- They will be confident to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
- They will have developed a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
- They will be used to working independently, selecting materials from our workshops.
- Their work will demonstrate resilience and security in the subject, by taking risks, problem solving and being curious.
- They will be able to talk 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.
- Our children will be able to review and refine their work with self and or peer assessment and teacher feedback
- The children are not formally tested on their art skills but we are confident that the quality of outcomes as evidenced in sketchbooks and displays demonstrates how well our pupils achieve in art.
- Descriptors are used to indicate if pupils have achieved “working towards”, “working at” or “working beyond” the Art and Design judgements.
Art and Design in Foundation Stage
By the end of EYFS, children are beginning to:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings.
Learning in Art and Design in EYFS is about:
- Practising gross motor skills as a precursor to developing the fine motor skills which are needed for mark making and writing.
- Exploring tools including sprayers, rollers, and large brushes.
- Using fabrics, papers, wool, foil, ribbons and cellophane to create woven designs on large scales outdoors e.g. on weaving frames and picket fences.
- Painting and mark making on a large scale out of doors.
- Using brushes of many thicknesses and sizes.
- Mixing paint colours independently.
- Working collaboratively on group paintings, exploring colour, texture, movement and design as they work.
- Exploring with resistant materials such as wood, thick card and ridged plastic.
- Learning how to cut and join materials and about how to decide whether or not different materials are fit for their purpose.
- Handling tools, equipment and materials safely and effectively.