At Tutshill Primary School, we value Art and design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and design provides the children with the opportunities to develop and extend skills and to express their individual interests, thoughts and ideas. Children’s learning allows them to understand and demonstrate the, Love one another, Know ourselves, Believe and grow vision through the values of forgiveness, compassion, responsibility, respect, perseverance, courage, creativity.
The structured and sequenced scheme of work aims to inspire pupils, equipping them with the knowledge and skills to develop their confidence to experiment and invent their own works of art. It is designed to give pupils every opportunity to develop their ability, nurture their talent and interests and express their ideas and thoughts about the world as well as learning about art and artists across cultures and through history. Learning about and through art develops children’s global awareness; teaching how art and design both reflect and shape our history, and contribute to an awareness of British values, culture and creativity.
It supports pupils to meet the aims of the National Curriculum and end of Key Stage attainment targets. Through Art and Design, we use our core Christian values to teach children how to respect and value the work and ideas of others. Children are encouraged to use their learning behaviours to take responsibility for creatively and innovatively applying art and design skills and knowledge, whilst showing resilience and perseverance to overcome personal challenges.
Art and Design lessons are actively used to develop children’s positive learning behaviours. Children are taught to reflect on their own and others work including the work of a diverse range of artists, and to use the ABCDE teaching model to develop metacognitive skills, consider how they learn and how to improve their work.
The scheme of work is designed with five strands that run throughout. These are
- Generating ideas
- Using sketchbooks
- Making skills, including formal elements ( line, shape, tone, texture, pattern, colour)
- Knowledge of artists
- Evaluating and analysing.
Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes. Formal elements are woven through the units and key skills are revisited again with increasing complexity in a spiral curriculum model to allow pupils to revise and build on previous learning.
Units are organised around four core areas
- Painting and mixed media
- Sculpture and 3D
- Craft and Design
Skills and knowledge are built up progressively and ensure National Curriculum attainment targets are securely met by the end of each key stage. Knowledge is also built within the formal elements of Art, line shape, colour, texture, space.
Learning is scaffolded, to support age appropriate sequenced learning with cross curricular links made, where appropriate. Creativity and independent outcomes are embedded within the units, supporting pupils to make their own creative choices and decisions so that art outcomes whilst still being knowledge rich are unique to the pupils.
Lessons follow the ABCDE teaching and learning model, and are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their learning. Art is taught in an inclusive way with differentiation being used as appropriate to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge schemas for each unit support pupil by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills, processes, key facts and vocabulary.
Specialist and non-specialist teachers are supported in their teaching of art techniques and development of subject knowledge, through video clips created by subject specialists. This helps to ensure that the delivery of art is of the highest quality.
Art and design is timetabled in the autumn, spring and summer long terms and is taught weekly, in units, over five or six lessons. This allows skills, knowledge and technique to build over time and for children to revisit their learning to ensure they know more, do more, remember more. Additional opportunities to explore art are taken through the year, including Christmas and Summer craft activities. Opportunities are taken to teach of art and design in the outdoor area to take advantage of the local environment and contribute to the overall well-being and involvement of children in active learning.
After following the art and design scheme of work, pupils will leave Tutshill C of E School equipped with a range of techniques and the confidence and creativity to form a strong foundation for their art and design learning at Key Stage Three and beyond.
The expected impact is that children will:
- Produce creative work, exploring and recording their ideas and experiences.
- Be proficient in drawing, painting, sculpture and other art, craft and design techniques.
- Evaluate and analyse creative works using subject-specific language
- Know about great artists and the historical and cultural development of their art.
- Meet the end of key stage expectations outlined in the national curriculum for art and design.
Children are involved in the evaluation, dialogue and decision making about the quality of their outcomes and improvements they need to make. By taking part in regular discussions and decision-making processes, children will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey, have higher metacognitive skills and have a growing understanding of how to improve.
The impact of the art scheme is monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against learning objectives.
Ongoing assessments take place throughout the year. Foundation subject assessments are completed three times a year with teachers identifying those children working below, at and beyond expectations. Areas of strength and areas that pose challenge for individuals are highlighted. Data informs future lessons and supports children’s progress in learning, ensuring children are supported and challenged appropriately. The subject leader analyses obtained data on a termly basis to inform and address any trends or gaps in attainment.
Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using the Tapestry and Insight tracking system. Age related expectation levels are reported to parents at the end of the reception year.