Purpose of Study:

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims:

The National Curriculum for art and design aims to ensure that all pupils:

• Produce creative work, exploring their ideas and recording their experiences;
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques;
• Evaluate and analyse creative works using the language of art, craft and design;
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Intent:

At Grange Junior School,  we aim to develop a love of Art and Design in all children whilst inspiring them to appreciate Art and Design during and when they leave KS2. We intend to deliver high-quality teaching and learning opportunities that inspire all children to succeed in Art and in developing life skills.  Art is taught as a subject in its own right designed to ensure that all pupils, especially disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care and those who face other barriers to their learning and/or well-being (through carefully planned support and scaffolding) can follow a coherently planned and sequenced curriculum so that pupils build knowledge and skills sequentially and cumulatively across the key stage meeting the aims of the National Curriculum. Art is also used to support and enrich other areas of the curriculum, leading to high quality outcomes. The intent is to ensure all pupils produce creative, imaginative work becoming resilient learners who challenge themselves. Through Art, children learn about and take part in key relevant local, historical and community events, develop a sense of place and relationship with the world developing their emotional expression (nurture) and further enhance their personal, social and emotional development understanding how to be safe. Children will become confident and proficient in a variety of techniques including drawing, painting, sculpting, as well as other selected craft skills: collage, printing, textiles and computing. Art fosters children’s creativity, developing their sense of personal identity as well as an understanding and respect for other artists, craftmakers and designers across the world and through time. Children will also develop their interest and curiosity about art and design allowing them the opportunity to ask questions and demonstrate their skills in a variety of ways (challenge).

Implementation:

• The art long term plan ensures a coherent, broad and balanced curriculum is offered across the Key Stage enabling all pupils – especially disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care and those who face other barriers to their learning and/or well-being (through carefully planned support and scaffolding)  - to achieve;
• Units of work, often linked to other curriculum areas, follow a coherently planned and sequenced curriculum so that pupils build knowledge and skills sequentially and cumulatively across the key stage meeting the aims of the National Curriculum;
• Each sequence of lessons ensures that over each unit - and throughout the key stage - there is progression in the key skills of drawing, painting, collage, sculpture, textiles, printing and computing;
• Units of work also ensure that knowledge and understanding of great artists, craft makers and designers are developed during the children’s learning journeys because children should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation;
• At the end of a unit of work, children are assessed against the key skills, using the school’s agreed assessment for foundation subjects;
• Pupils are provided with oral and/or written feedback in art diaries on their work, detailing strengths and areas for development against the learning objectives and key skills and knowledge for the piece/unit of work;
• In addition to this, the art subject manager carries out regular monitoring in the form of book scrutiny and pupil conferencing. This information is used to establish the effectiveness of planning, teaching and learning for that term and provides points for further professional development within the subject, either on an . individual, cohort or whole school level. Planning can then be adapted as necessary for groups/individuals with extra scaffolding and support implemented if appropriate;
• Staff development, informed by monitoring, ensures that teachers have good subject knowledge and understanding of the key skills to enable them to deliver high quality lessons, leading to high quality outcomes;
• Children have planned opportunities to share and celebrate their work and a written report is provided annually;
• Trips and special events serve to widen children’s art experiences which are woven into their art learning journeys where this is appropriate;
• A planned yearly Arts’ week provides opportunity for the whole school to work collaboratively on an arts based theme, enriching the children’s overall experience. Children’s finished pieces are displayed, celebrated and shared within school, the local area, across the county and in county publications.

Impact:

The Art curriculum aims to equip pupils with the confidence, resilience and enthusiasm to engage with art learning and achieve the following outcomes:

• Art and design learning is enjoyed by teachers and pupils across school and teachers have clear and high expectations for what can be achieved – especially for disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care and those who face other barriers to their learning and/or well-being (through carefully planned support and scaffolding) - so that the best possible outcome can be achieved;
• Children become proficient in drawing, painting, sculpture and other art, craft and design techniques;
• Children have knowledge of and are inspired by famous artists and designers from different times and cultures;
• Children demonstrate a range of different skills and techniques in accordance with the skills progression document;
• Children use technical vocabulary accurately and pupils know, apply and understand the matters, skills and processes specified;
• Children have improved enquiry skills and an inquisitiveness about the world around them;
• Children demonstrate the safe and correct use of equipment and resources;
• They are aware of their and other artists’ impact through art and design on the world becoming more confident in analysing their work and the work of others (whilst improving their resilience and perseverance).