Art and Design Curriculum Statement
|Underpinned by...||High Expectations||Modelling||Fluency||Vocabulary|
|All children are expected to succeed and make progress from their starting points. Children are given opportunities to develop and extend skills and to express their individual interests, thoughts and creative ideas.||Teachers encourage children to observe from first-hand experience and from imagination. Children develop competence in controlling materials and tools and acquire knowledge and skills to become proficient in drawing, painting, printing, collage, textiles, 3D work and digital art.||Children develop the ability to reflect on, analyse and, with increasing sensitivity acquire the ability to make informed, critical responses of their own work and that of others. Children are taught that artistic appreciation is subjective, and that there is no right or wrong answer.||Children will understand and use appropriate topic vocabulary. They evaluate and analyse creative works using language of art, craft and design|
|Curriculum Progression and progression (Click here for more information)||Developing skills||Enrichment||questioning|
Teachers plan lessons for their class using our progression of knowledge and skills document. Art is also an integral part of the topic work covered during the year. Teachers ensure the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. Children develop artistic skills each year building on their prior knowledge. Children have a sketch book that follows them through the school to show progression.
|Children study a range of works by famous artists to develop knowledge of styles. Children have the opportunity to explore and evaluate different creative ideas, developing skills in a range of art and design techniques and processes.||
Children from Reception through to Year 6 are taught about Art and design through our themed days, topics, trips and visits to museums/art galleries.
Each year group gets an additional art class delivered by professional artists, called Real Art.
|Thoughtful questioning that encourages deeper thinking about creativity and interpretation of Art.|
|Resources||Achievement||Support and Challenge||Assessment|
|Children have access to a wide variety of Art resources and have opportunities to use a range of media. They learn how to use tools safely and with control.||Art is displayed in classrooms and corridors. We want to motivate and inspire others and to celebrate the children’s achievements in art across school. Samples of children’s work are collected each term for a school scrapbook.||
We use a wide variety of teaching methods and resources to enable all children to access the ideas covered. Opportunity to enhance the learning of more able pupils through investigations, analysing and extending pieces of work. Homework also provides the opportunity for wider research and creativity.
|Impact||Pupil Voice||Evidence in Knowledge||
Evidence in skills
Children are reflective and evaluate their own and other’s work, thinking about how they can make changes to keep improving. Governor visits, including interviewing the children about their views, attitudes and learning are used regularly to further develop the Art curriculum.
|Children know how and why it is important to learn and develop creative skills.||
Children use acquired vocabulary in lessons. They understand and demonstrate artistic skills through work produced.
|Children will achieve age related expectations in Art at the end of their cohort year. Children will retain knowledge about their focus artist for each unit of work. Through classroom displays children have a sense of pride in their artwork. They develop resilience, wellbeing and understand what being an ‘artist’ means.|