Intent

At Instow Community Primary and Pre-School, our aim is that every child can find the elements of art, craft & design which resonate with them. Designed around the idea that art is far more than a series of technical skills, our holistic curriculum nurtures creative thinking skills and helps ensure our pupils learn through art, as well as about art. We believe that all children are artists, and we teach this using our main curriculum drivers alongside a progressive art curriculum that uses both declarative and experiential knowledge to engage, inspire and challenge our pupils. We provide opportunities for children to experiment, invent and create. We enable them to understand how art closely links to history and culture, connecting us to our past, helping us to embrace our present and empowering us to shape our futures.

Implementation

The art curriculum is taught using the ‘Access Art’ pathways. These pathways consist of about 6 lessons, so one is delivered each term. Each pathway follows a particular format which promotes excellent teaching & learning: - Warm-up: Artists: Activity: Critique / Reflection - Artists: Materials: Activity: Critique / Reflection - Challenge or Brief: Artist: Activity: Critique/ Reflection.

Progression: To ensure the breadth of opportunities are given to pupils, the curriculum is presented using five key techniques: drawing, sculpture, painting, printing and collage. Through these five techniques, pupils get to explore the key strands that are developed. These include: colour, pattern, texture, line, shape. These strands are developed as the pupil moves through the year groups. There is specific vocabulary that children are expected to know by the end of each unit of work.

Resources: The Access Art Primary Art Curriculum is supported by a series of “Talking Points” resources, carefully curated to introduce teachers and pupils to a wide variety of artists, designers and craftspeople from across the world. Revisiting the 5 techniques allows the learners to become familiar with a range of resources, and they are expected to learn the associated vocabulary as well as the processes involved in their use.

Sketch Books: Sketch books are used to develop pupil creativity and regular use of sketchbooks is encouraged. They provide pupils with a space to be expressive and explore ideas. They are not marked by an adult and can include artwork produced in lessons (which should be dated) and drawings that the learner has initiated themselves.

Impact

Assessment: The purpose of assessment in art is that it is gentle in order to protect the learners on their creative journey but also be useful and will support the teacher and learner with progression. The formative assessment is based upon a body of work and will include both original pieces of work, the sketchbook and photographs that document the creative process as well as observations. As can be the case with art, there can be a mismatch between what we see and the intention. Due to this, pupil conversation is a key part of assessment in art. At the end of each pathway, teachers will look at the body of work, have learning conversations with individuals and reference the end points to make their judgements whether the learners are working at an age appropriate level or below. Summative assessment takes place at the end of the year to assess how much the children have progressed in drawing and painting using still life. Assessment will focus on the elements of practical knowledge applied to the piece, such as texture, colour, line and tone -how well the pupil has communicated meaning. For example, whether there are clear links between the methods used and the interests or problems that are the focus of commentary, or the extent to which the piece conveys insights or emotions.

Outcomes: Children will see themselves as artists and their journey through our art curriculum will see them grow (progress) into creative, confident beings. They will have found an area of the visual arts that is relevant and engaging to them – that might be through drawing, or making, or designing, or talking about art, and they will be able to explain what being creative means to them.

Accordion content