Farcet C of E Primary School

FarcetC of E Primary School

Life at Farcet C of E Primary School
Inspired by learning, Passionate about People
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Art and Design

Intent

At Farcet C of E Primary School, we believe that high-quality Art lessons will inspire children to think innovatively and develop creative procedural understanding. Our art and design curriculum is designed to 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.

 Our curriculum is designed 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.

We aim to make sure the subject matter is broad and includes culturally and ethnically diverse artists. This is because our children need to understand that art is made by all sorts of people, in a variety of ways, and should feel represented by the art and artists they are exposed to. 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.

The skills pupils acquire are applied to their cross-curricular topics, allowing them to use their art skills to reflect on and explore topics in greater depth; for example, by sketching historical artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development.

Many areas of art link with mathematical ideas of shape and space; for example when printing repeating patterns and designs and thinking about 3D shapes to support structures. It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this.

In Art, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.

Implementation:

Teachers plan the following based on a carefully planned progression document and a long-term subject overview:

  • a medium term plan which outlines knowledge all children must master during the half term;
  • a cycle of lessons for Art, which carefully plans for progression and depth;
  • challenge questions for pupils to apply their learning in a philosophical/open manner;
  • key vocabulary;
  • trips and visiting experts who will enhance the learning experience;  
  • a means to display and celebrate the pupils’ artwork in their class or around school.

Art and Design Progression Document

Impact:

Our Art curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

  • reflection on standards achieved against the planned outcomes;
  • a celebration of learning for each term which demonstrates progression across the school;
  • pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations.