Art, craft and design embody some of the highest forms of human creativity. Our high-quality art and design education engages, inspires and challenges pupils. It should equip them with the knowledge and skills to experiment and create their own works of art, craft and design.
As pupils progress, they should be able to think critically and develop a more in depth understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to our creativity and culture locally and nationally.
The pupils are taught art as part of their termly topic work. This influences pupil engagement as we hook our pupils into the topic learning. Areas covered include sculpture, mosaics, printing based on topic work, such as the Egyptians, nature, Aboriginal art, WW2 propaganda posters, painting, pointillism, Pop Art and the works of the Impressionist artists. More detail can be found in our schemes of work and skills progression map, teachers that deliver the art scheme of work ensure that progression of skills can be practiced and challenged.
The work of famous local, national and international artists are explored to enhance the pupil’s learning. The pupil’s learning is further enhanced with whole school ‘Big Art’ days when the pupils have the opportunity for collaborative working and exploring the different styles and techniques of a range of artists.
As a whole school we also link art to our PSHE tutor time topics to present and display our understanding of current and real life world issues. For example, art work representing ‘peace’ in Ukrainian supporting the victims of the Ukraine War.
The impact of our curriculum will be measured by pupil engagement, achievement, pupil voice and attainment. Our assessment policy contains the detail of how we assess pupils. Art and design learning is loved by teachers and pupils across school. They are always keen to learn new skills and work hard to perfect those shown to them. Teachers have high expectations and quality evidence can be presented in a variety of ways.
The pupil’s art is very often cross-curricular, and helps them to express feelings and emotions in art, as well as show their knowledge and understanding in humanities. All pupils use technical vocabulary accurately and pupils are expected to know, apply and understand the matters, skills and processes specified. Pupils become more confident in analysing their work and giving their opinion on their own and other works of art. Pupils show competences in improving their resilience and perseverance by continually evaluating and improving their work.
Classroom displays reflect the pupil’s sense of pride in their artwork and this is demonstrated by creative outcomes across the wider curriculum. The school environment also celebrates pupil’s achievements in art and demonstrates the subject’s high status in the school, with outcomes, including sculptures, enhancing the outdoor as well as indoor environment, for example the Remembrance activities In the Lower Site’s sensory garden.
