Art

Intent

Our aim is to inspire and support each child to develop their unique artistic view, allowing them to express their ideas and feelings through art and to develop progressive skills in a range of media.

These include:

  • pencil
  • paint
  • chalks and pastels
  • collage
  • sculpture
  • printing

Pupils explore these skills individually and with others, and are taught to evaluate their work, considering the effects conveyed. They study artwork by artists both past and present in order to understand art’s influence on history and culture and to enrich their own experiences. Art is combined with many other subjects for enrichment. Our curriculum is ambitious and allows all pupils to develop their artistic voice, critical thinking skills, and understanding of art and the way artists and makers influence culture and society.

Implementation

  • We use the Access Art Split Curriculum  – Year 1 to Year 6
  • Our skills progression comes from Development Matters used in Reception and a mix of adult led art opportunities linked to topic, and free access to a wide variety of materials as part of continuous provision daily.
  • Sketchbooks used from Year 1 to Year 6
  • Staff meetings: to support the use of sketchbooks and the use of new curriculum delivered 2022-23
  • Many training videos and CPD opportunities are available for all staff on Access Art (with links to these from online plans).
  • Resources : Access Art, sketchbooks, watercolour paints, graphite, sketching pencils, oil pastels, chalk pastels, charcoal, wax crayons, powder paints, brushes, Brusho, printing ink, Plasticine, printing foam, foam board, acrylic paint, cartridge paper, tissue paper, sugar paper, Modroc, clay, wire, water soluble graphite, carbon copy paper, sharpies, construction materials (glue sticks, PVA, string, elastic bands, paper clips, pipe cleaners, wool, Sellotape, masking tape etc.)

Quality First Teaching Approaches

  • Our focus is on key vocabulary which is pre-taught and displayed with visuals where appropriate.
  • Children are given extra time to process information.
  • Adapted resources and equipment used where necessary (e.g. large digital images or print outs for children who have visual impairment, or chunkier pencils for those with fine motor control restrictions).
  • We break tasks down into manageable steps.
  • We are sensitive to children's sensory issues when using messy materials and offer alternatives or adapt task.