Art
| Art |
| Intent |
| 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.
At Hollins 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. As a school and in accordance with the National Curriculum’s expectations, we aim to ensure that all pupils: · Produce creative work, exploring their ideas and recording their experiences · Develop children’s visual awareness and enjoyment of art and design. · Provide children with the opportunity to use art and design to record their feelings and express their creative imagination. · Provide children with the opportunity through the use of a range of artistic media to acquire skills and develop artistic techniques. · 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. |
| Implementation |
| The teaching and implementation of the Art and Design Curriculum at Hollins Grundy Primary School is based on the National Curriculum and where possible linked to topics in a cross-curricular way to ensure a well-structured approach to this creative subject. The children are taught Art using the Kapow Scheme and some of our own Hollins Grundy units which focus on the locality. There is clear progression identified in skill delivery on the Art curriculum Intent Grid. This may be blocked into longer periods of time, for example allowing for an Arts day/week or a focussed project linked with a cross-curricular learning challenge focus.
Knowledge skills and understanding are progressively built upon through each of the areas of experience of Drawing, Painting, Print-Making, Collage, Textiles and 3D using our Hollins Grundy Intent Grids. Through a progression of activities, we build on and develop children’s artistic skills and achievements. We carefully consider each child’s starting point and how they learn best to ensure that there are opportunities for children of all abilities, including those with SEND to make good progress from their starting point in Art and Design. In EYFS, Pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn to: · Explore the textures, movement, feel and look of different media and materials. · Respond to a range of media and materials, develop their understanding of them in order to manipulate and create different effects. · Use different media and materials to express their own ideas · Explore colour and use for a particular purpose · Develop skills to use simple tools and techniques competently and appropriately · Select appropriate media and techniques and adapt their work where necessary. |
| Impact |
| We assess the impact of our teaching in art by tracking children’s progress using our curriculum intent grid for art. We observe children’s creativity and monitor their learning as evidenced in their art skills and techniques in a range of artistic media, sketchbooks (KS2) and through lesson observations.
Children in Foundation Stage are assessed within expressive Arts and Design and their progress is tracked termly using the Target tracker school system. Age related expectation levels are reported to parents at the end of reception year. |
