Art and Design
Intent, Implementation and Impact
IntentTo engage, inspire and challenge children by equipping them with the knowledge and skills to explore, experiment and create their own works ofart, craft and design.
At The Reddings, art and design is a valued and important subject area. The curriculum has been developed keeping in mind a number of considerations, most importantly to meet the needs of the children we teach, ensuring they are given experiences and opportunities they may not
encounter anywhere else. Through studying great artists, craft workers and designers, children will learn to explore and evaluate their own and others’ work, and to appreciate how art and design reflects and shapes our history and culture.
Using the National Curriculum as a framework for the skills and knowledge we teach, we have developed a detailed and progressive curriculum which provides a balance of teaching and learning opportunities across the range of contexts of art: drawing, painting, textiles, digital art, printing, 3-dimensional art and collage. It is through these contexts that the seven elements of art: colour, form, line, shape, space, texture and value are taught.
In order to teach these seven contexts of art effectively, we use a progression of skills document, which includes statements under the headings of Exploring and Developing Ideas and Evaluating and Developing Work.
Excepting drawing and painting, which is taught in all year groups, each art context is taught within every other year group, from year 1 through to year 6. This allows for us to offer a wider range of experiences to the children and the progression of skills document ensures that previous
knowledge and skills are built upon.
Although the effective teaching of art does not require the teacher to be an ‘artist’, certain contexts will require an element of subject knowledge and experience prior to teaching. For this reason, each sequence of art is presented on one-page knowledge organisers which include: elements of art; evaluating and developing work; skills; exploring and developing ideas; vocabulary; definitions; explanations; visual examples; links to supporting videos, demonstrations, and information; activities; artists and craftspeople and outcomes.
On occasion, some art contexts may be combined and taught simultaneously or consecutively. For example, the skills and elements of art covered in year 4 within drawing and painting are closely linked and sequential, so are taught consecutively within one learning sequence.
Within our art curriculum, we believe that it is the skills, knowledge and experiences afforded to the children which are important. With this in mind, not all teaching and learning sequences will have one outcome, but rather a series of smaller outcomes, showcasing the skills and knowledge acquired during the sequence. Children use sketchbooks throughout the school to explore and develop their ideas and practise the skills they are learning.
Where appropriate, links with other curriculum areas are made, but only where these are meaningful and allow for the unique knowledge and skills within art to be maintained.
We use assessment for learning to ensure all lessons are relevant and to help in planning next steps and children’s work is assessed at the end of each sequence.
The subject lead regularly audits and orders resources and equipment to ensure sequences can be taught effectively. They also carry out analysis of teacher assessment to make sure all children are continuing to make progress throughout our curriculum. Keeping up to date with developments
within art and design, monitoring the teaching and learning across the school, creating action plans and providing feedback to SLT as appropriate are also the responsibility of the subject lead.
In addition to our art and design curriculum, we endeavour to hold theme weeks where art is the focus. It is the aim that these will happen every two years and that they offer the children experiences extra to the curriculum.
Children at the Reddings will demonstrate their love for, and enjoyment of art through the work they produce and the way in which they talk about the skills and knowledge they have acquired. They will be able to talk about how art, artists, craft workers and designers both reflect and shape the world today and in the past. They will know about and value the importance of art and design within and across different cultures.
Children will have learned, improved and mastered a range of artistic skills, and have developed a confidence to explore, experiment and take risks in their work. They will value the processes involved in their work not just the outcomes.