The importance of Art and Design
At Hippings, Art and Design provides children with opportunities to be creative and our curriculum is designed to engage, inspire and challenge. Children experiment with, create and invent their own original pieces of Art and Design. We aim to embed Art and Design within all areas of the curriculum, where possible, providing pupils with contextual, historical and cultural understanding. Our strong religious ethos underpins many of our creative projects and provides opportunities to link with our church and church community. Our church school, through its Christian values and caring community, seeks to inspire each individual to achieve and grow.
Art and Design stimulates creativity and imagination. It provides visual and sensory experiences and a unique way of understanding and responding to the world. It creates a sense of awe and wonder and respect. We use a variety of teaching and learning styles in Art lessons. The principal aim is to develop children’s knowledge, skills and understanding in Art and Design, and teachers encourage children to use their knowledge and understanding when developing ideas, planning and creating artworks and evaluating them.
We ensure that the act of investigating and creating artwork includes exploring and developing ideas, and evaluating and developing work. We do this best through a combination of whole-class teaching and individual/group activities, giving children opportunity to both work on their own and to collaborate with others on projects in two and three dimensions and on different scales. They have the opportunity to use a wide range of materials and resources. And teachers draw attention to good examples of individual performance as models for the other children.
In all classes there are children of differing abilities. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.
We achieve this through a range of strategies:
- Setting common tasks that ore open-ended and can have a variety of result;
- Setting tasks of increasing difficulty where not all children complete all tasks;
- At times grouping children by ability and setting different tasks / learning outcomes for each group;
- Providing a range of challenges through the provision of different resources;
- Using additional adults to support the work of individual children or small groups.
We use the Lancashire Skills Progressions/ KLIPS (see documentation) which outline key skills and materials to be used in KS1, LKS2 and UKS2. It provides a structure giving coverage and progression throughout the year groups.
The skills has have been divided between year groups and grouped together under possible topic titles or ‘themes’
with a range of focus artists which children can explore, compare and work in the style of (see year group outlines).
Teachers have the opportunity to adapt or change topic titles but ensuring they cover all key skills assigned to their year group. This helps with cross-curricular learning, for example Year 6 use WW1 scenes to inspire their landscape drawing and painting.
Planning comes in three phases;
Topics are planned on a whole year curriculum map, which shows themes covered in each term (see Hippings Art Curriculum Map).
Each topic is split into various areas/ skills (e.g. College, printing, 3D) in the year group outlines.
Planning of individual sessions for the topic (e.g. 6 lessons) which includes specific learning objectives, outcomes, class or group tasks, differentiation and Success criterion.
We plan activities in Art and Design so that they build upon the prior learning of the children. While we give children of all abilities and opportunity to develop their skills, knowledge and understanding, we also build planned progression into topics, so that there is an increasing challenge for the children as they move up through the school.
The Foundation Stage (EYFS)
Within the EYFS we run continuous provision, where children have free access to all resources and opportunities, allowing them to develop their knowledge, skills and understanding at their own pace and interest. We relate the Expressive Arts and Design of the children to the points set out in the Development Matters. The children’s learning includes art, music, dance, role-play and imaginative play. The range of experiences encourages children to make connections between one area of learning and another and so extends their understanding.
Assessment and Recording
In Art and Design children’s work and progress is assessed in various ways:
- Observation and photographs.
- Written and verbal feedback with the children.
- Promoting pupil involvement in self and peer assessment through discussion and evaluation.
- Allowing children to develop their own action plans and next steps within the unit.
- Providing opportunities for all pupils to demonstrate their achievements
We assess children's work in Art and Design whilst observing them working during lessons. Teachers record the progress made by children against the learning objectives/ outcomes using our school foundation subject tracker. At the end of a unit of work we make a judgement against the National Curriculum levels of attainment. This method of recording also enables the teacher to make an annual assessment of progress for each child, as part of the child's annual report to parents. We pass this information on to the next teacher at the end of each year.
Our school has a wide range of resources to support the teaching and learning of Art and Design across the school. Classrooms have a range of basic resources, with more specialised equipment being kept in the Art store space. Resources are restocked each year based on resourcing issues highlighted by members of staff along with the results of a stock audit for the subject.
Health and Safety
Our school’s health and Safety policies should be adhered to at all times. Specific health and safety guidance for
equipment used in this subject can be found in the Risk Assessment document for Technology, Art and Craft.
Subject Lead: Mrs S Griffiths
Reviewed: February 2019