The curriculum gifts we give to our children...
Paint Brushes

To experience the process of ‘being’ an artist, working

on canvas, using an easel, organising, using and caring

for their tools and seeking out new inspiration and receiving feedback from their audience.

ART

Art Class

Outcomes from the  Art subject leaders inquiry into the quality and consistency of computing.

Focus questions that led the enquiry

1.How Art serves as a vehicle to enhance pupils overall learning journey

2.How well pupils engage with Art

3.How confident staff feel with regards to Art teaching and learning 

4.How learning builds on teaching and experiences from the EYFS

5.How the teaching and learning of Art supports wider vocabulary development 

6.The knowledge progression model 

7.The extent to which the curriculum gift for Art is the lived experience of every learner in school.

Methodology: random samples, pupil interviews, book looks, staff survey parental feedback 

Intent 

 

At Taddington and Priestcliffe  Primary School, we have designed a curriculum for the arts with the intent that our children will, from the early years, develop a sense of creativity, self-expression, excellence and high attainment.   

 

We believe that it is vital for all children to experience and engage with a range of visual, tactile and sensory experiences to  provide them with a rich diet of art throughout their Taddington journey. This, in turn, equips our children with both key artistic skills and an enjoyment of the subject that will help them to become expressive, open, curious and independent adults. 

 

We will deliver a curriculum that;  

  • Exposes all children to the arts, giving them a chance to experience, and participate in a range of creative activities and events.   

  • Allows our children to experiment in a ‘safe’ environment where there are no ‘right’ or ‘wrong’ results, thus, both self-expression and self-esteem may be enhanced. 

  • Give children the opportunity to explore, develop and communicate their personal, aesthetic response to experience.   

  • Develops their knowledge and skills within a wide range of arts activities.  

  • Introduces them to an appreciation of the arts that will last a lifetime.   

  • Helps them make personal interpretations of what they have experienced.   

  • Encourages children to express themselves creatively using a wide range of media and situations.   

 The knowledge and skills progression model can be found here.

   

 

Implementation  

  • The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the children in our school.  

  • Our Art and Design curriculum identifies six core strands, which are each returned to, revised and built upon each year. Central to these is the ability to explore and develop ideas - including questioning and observation of the world around us, the use of discussion and analysis to foster creativity and the study of the role of artists, architects and designers. 

  • Alongside this, we have also identified two artists to study in each year group. The work of these great painters, sculptors and designers is used to stimulate discussion and an appreciation of their work, as well as inspiring artwork of our own. Their lives and work also provide a platform on which to develop the use of the language and vocabulary of art.

 

  • Art activities are planned into topics as part of our EPIC curriculum in order to make meaningful  links with other subjects.

 

  • Wherever possible first hand experiences and real things are used to stimulate art and design activities. New techniques and skills are modelled and examples of work are shown to the children. 

  

  • In group and individual work, pupils have the opportunity to investigate, explore and develop ideas and techniques. They are also involved in evaluating their work, celebrating success and identifying areas for improvement.  

  

  • Art activities are differentiated to ensure that all pupils can access the tasks and have an appropriate level of challenge. Pupils with particular talents are given opportunities to extend them. Opportunities for using and extending art skills are built into lessons in other subjects.   

 

  • At Taddington, we ensure that children also have access to contemporary (20th and 21st century) artists as well as more traditional ones

 

  • In the EYFS, there is continuous provision of art and design opportunities: these activities make important contributions to children’s development in the areas of Expressive Arts and Design and Communication and Language. They are also important in children’s Personal, Social and Emotional development. Art is covered in art lessons, continuous provision and as a means of communication and learning in other curriculum areas.  

 

Impact  

 

Pupils 

  

  • experience a broad, balanced arts curriculum, with an emphasis on the development of understanding and skills in art and design

  • experience art through other areas of the curriculum.   

  • are  given a wide range of opportunities to express themselves creatively.   

  • begin to develop awareness of the emotional impact the arts have on themselves and on an audience.  

Knowledge and skill progression snap shot

Links to learning in EYFS
  • Expressive Arts & Design
    • Safely use and explore a variety of materials, tools
    and techniques, experimenting with colour, design,
    texture, form and function.
    • Explore what happens when they mix colours.
    • Understand that different media can be combined to
    create new effects.
    • Create simple representations of events, people and
    objects.
    • Choose particular colours to use for a purpose.
    • Use what they have learnt about media and materials
    in original ways, thinking about uses and purposes.
    • Represent their own ideas, thoughts and feelings
    through design and technology, art, music, dance, role
    play and stories.

Scroll and clock to enlarge the photographs. There are many more examples of howt we link science with other areas of the curriculum on our class blogs...

Links to other areas of the curriculum

• Maths - exploring patterns, symmetry and sequences,
and recognising how certain numerical strings (eg. the
Fibonacci sequence) recur often in nature.
• PE - using dance, silhouettes, body angles and the
human form as the basis for artwork; exploring
techniques to capture motion in still images and forms
• English - discussion and debate around artworks and
artists being studied; making and using masks to
support drama and storytelling; studying the work of
illustrators and creating new illustrations for existing
stories
• Computing – creating digital art and manipulating
images
• RE - the role of art, sculpture etc in religious buildings
and their symbolic meanings

BHART.JPG

Scroll and clock to enlarge the photographs. There are many more examples of howt we link science with other areas of the curriculum on our class blogs...

Experiences every child should have:

• Work collaboratively with an artist.
• Meet significant artists, discuss their work with them,
give honest feedback on their work and be able to
comment on their style.
• See an artist in action and talk to them about their
work, process and inspirations
• Visit galleries, both locally and nationally, and have
opportunities to learn more about the historical and
cultural significance of the artwork they encounter.
• Work collaboratively on a large scale piece.
• Show their work in a school or local gallery, and
receive feedback from their audience.
• Experience the process of ‘being’ an artist, working
on canvas, using an easel, organising, using and
caring for their tools and seeking out new
inspiration.

Scroll and clock to enlarge the photographs. There are many more examples of howt we link science with other areas of the curriculum on our class blogs...