At St Paul’s CE Academy, we know that Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and promotes a special way of understanding and responding to the world. It enables children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes.
Children become involved in shaping their environments through Art and Design activities. They learn to make informed judgements and aesthetic and practical decisions. The children will explore ideas and meanings through the work of artists and designers. Through learning about the roles and functions of art, they can explore the impact it has had on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts will enrich all our and their lives.
Our intent is to enable children to:
Programmes of study of EYFS Curriculum and National Curriculum
The Foundation Stage
We encourage creative work in our Reception classes, as this is part of the Foundation Stage's Early Learning Goals. We relate the creative development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five years old.
*Expressive Arts and Design
The children’s learning includes art, music, dance, role-play and imaginative play which can be used to enhance all areas of the curriculum. The range of experience encourages children to make connections between one area of learning and another and so extends their understanding. We provide a rich environment in which we encourage and value creativity. Children experience a wide range of activities that they respond to, using their various senses.
Key Stage 1
Pupils should be taught:
Key Stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:
Art and Design curriculum planning
Art and Design is a foundation subject in the National Curriculum. At St Paul's C E Primary School we follow the national scheme to aid our planning in the school’s Creative Curriculum. We use a wide variety of works of art such as paintings or sculpture as starting points for our artwork.
The school’s curriculum map shows the themes covered in each term by each year during each key stage. The Art and Design subject leader monitors the planning for each key stage. Knowledge organisers are provided with a skill focus on the terms learning. The class teachers plan activities for the art and design lessons by based on the knowledge organisers and skill progression that will develop their skills, knowledge and understanding. Planning of the activities in Art and Design will show that prior learning is being built upon.
We recognise the fact that we have children of differing ability in all our classes and so provide suitable learning opportunities for all children. We aim to ensure no pupil experiences harassment or less favourable treatment or discrimination within the learning environment because of their age, any disability they have, their ethnicity, race or national origin; their gender; their religion or beliefs.
Work in Art and Design takes into account the targets set for individual children in the Individual Education Plans – IEP’s. recognising the need to tailor the approach to support pupils with identified SENd. We can achieve this through setting common tasks that are open-ended, that can have a variety of responses and setting tasks of increasing difficulty to challenge and develop every child's experiences and skill set.
Teachers encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them with an increasing range of specific vocabulary.
There is a wide range of resources to support the teaching and learning of art and design across the school. All classrooms have a range of basic resources. Specialised equipment is stored centrally and teachers are encouraged to take for the term e.g. specific items needed for printing, or a collection of ‘hands on’ items e.g. African artefacts.
Teachers always plan art and design activities with high regard to health and safety and are aware of related risk assessments. At St Pauls we appreciate the importance to view the arts as part of many other curriculum areas such as Design and Technology, Physical Education, ICT, Literacy, Religious Education, Geography, History, PSHE and this is reflected within the school’s Creative Curriculum.
We give the children the opportunity to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Children have the opportunities to use a wide range of materials and resources, including ICT. Digital images and internet sources can be used as starting points for creative work and exploring the work of an artist or designer.
At St Paul's we assess to inform future planning and to monitor the skill developing process and not just view the finished products or outcomes. Children are to learn to assess and evaluate the work by other artists as well as their own so that they develop their own ideas and with confidence have the skills to execute them.
The Art and Design subject leader overviews the skill development and progression and disseminates subject information, provides curriculum development links and support for teachers to confidently teach art and design. The school also maintains a portfolio of photos and samples of pupils’ work and displays to demonstrate standards, pupils’ knowledge, progression in skills and coverage.
The school promotes the displaying of art and design around the school. Display influences how pupils feel about their environment it also conveys our standards and promotes high expectations. Displays are used to celebrate achievements ,to support teaching and learning and show the process that children go through when experiencing different mediums.
Our impact is to unsure that our intent and implementation give children appropriate experiences and the confidence to continue to experiment , develop skills and achieve as they move through the school.