Art: intent, implementation and impact
At Stannington First School, we believe that high-quality art lessons will inspire our pupils to think innovatively and develop creative, procedural understanding; qualities that will support their future employment opportunities and prepare them for the job roles of the future. Our art and design curriculum provides children with opportunities to develop their skills using a range of media and materials.
Pupils learn the skills of drawing, painting, printing, collage, sculpture and digital art and are given the opportunity to explore and evaluate different creative ideas. They will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists. The skills they acquire are applied to their cross-curricular learning, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, by sketching historical artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development.
Many areas of art link with mathematical ideas of shape and space; for example when printing repeating patterns and designs and thinking about 3D shapes to support structures. It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils are clear what the intended outcomes are and have a means to measure their own work against this.
In Art, pupils are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.
Morpeth partnership curriculum statement
Art, Craft and Design has the power to expand our cultural awareness, increase our ability to problem solve, cultivate our fine motor skills and aid us in producing a range of opinions and views on our world. We use these skills each and every day as tools to navigate our way around our visually complex world. Creativity builds self- esteem and confidence, independent learners, and prepares our future artists to appreciate the design world, develop a passion for the subject within the classroom and externally (through interaction with our local area, region, artists and galleries). Art supports the school’s core values including inclusivity and diversity, and helps to raise self-esteem. It provides an exceptional opportunity to broaden experience and support social, moral, spiritual and cultural learning.
‘Creativity takes courage’ Matisse
The Art lead from Stannington First School has worked with colleagues across the Morpeth Partnership as well as all of our staff at Stannington to create a long term art plan that shows clear progression of knowledge and skills from EYFS through to Year 13. There are medium term plans which outline a sequence of lessons for each subject, carefully planning for progression and depth.
Each session/lesson follows a well planned format that includes a recap of learning, assessment opportunities, discussion opportunities and discussions about key artistic vocabulary (buzz words).
In Stannington First School we also hold a yearly ‘Take one Picture’ project across the whole school. We value pupil voice and involve all children to steer their learning. With this in mind we allow all children an opportunity to vote on an artist/theme. This is inspired by similar projects organised by the National Gallery;
(National gallery/Take One Picture) This Take One Picture project encourages each class to create a different response to the same picture. It involves artist research, creative writing and other creative arts such as dance, music or drama. The work created is shared with the community at our local village show and displayed in our hall.
As all artwork should be admired, we take every opportunity to display and celebrate the pupils’ art work in their class, around the school, on our website and via social media platforms.
Teacher assessment is measured against the key knowledge and skills and other forms of assessment are used, such as:
The use of flashback 4 questions which review prior learning, supporting learners’ ability to retain earning and increase space in the working memory
Challenge questions create opportunities for pupils to apply their learning and educational visits and visiting experts are planned to enhance the learning experience
Class discussions and critiques of pupil’s and artist’s artwork/crafts.
Through use of knowledge organisers.
Art and Design is loved by pupils and teachers across our school. Teachers have high expectations and quality evidence is presented in a variety of ways. All pupils use technical vocabulary (buzz words) accurately, speaking confidently about their art and design work and their skills when creating and when evaluating.
Our pupils are expected to know, apply and understand the skills and processes specified. They are also increasingly confident in analysing their art work and giving their opinion on their own and other works of art. Linked to our school values, our pupils show competencies in improving their resilience and perseverance by reflecting on and considering how they can improve their work.
We measure the impact of our curriculum through the following methods:
A reflection on standards achieved against the planned outcomes set by ‘My progress goals’
Child-led assessments such as KWL grids are completed as a class
Pupil discussions about their learning which includes discussion of their thoughts, ideas, processing and evaluations of work
Feedback and evaluation from a wider audience at community events such as the Stannington Make, Bake, Grow and Show
Children develop a real passion for art and deploy skills taught across the curriculum and during extra curricular activities