At St Paul’s Primary School we aim to:
• develop each child’s full potential in all areas, whether academic, creative, physical, social or spiritual;
• celebrate children’s particular talents and actively encourage individual and collective achievement;
• build a caring and supportive community in which all, adults and children, participate with a common sense of purpose and shared responsibility.
“Art is not just a subject to learn, but an activity that you can practise with your hands, your eyes, your whole personality.” - Quentin Blake, Children’s Laureate
At St Paul’s Primary School we aim to offer opportunities for children to:
• foster an understanding and enjoyment of art, craft and design;
• experience a broad and balanced range of art activities and show progression within these experiences;
• show development of ideas and their own skills through the use of sketchbooks;
• develop their ability to observe, investigate, respond to and record the world around them through a growing variety of forms and media, including digital media;
• develop the use of a range of tools, media and processes;
• develop an understanding of the work of artists, crafts, people and designers and apply this knowledge to their own work;
• provide opportunities for studying historical, cultural and religious art;
• through Art extend and enrich other curriculum areas;
• develop confidence, value and pleasure in Art.
Art in the Foundation Stage:
The different aspects of the arts are encompassed within Creative Development in the Early Years Foundation Stage Curriculum. However, elements can also be found in other areas of learning (Physical Development, Literacy and Mathematics). This curriculum lends itself to an integrated approach to learning. Nursery and Reception teachers plan quality learning opportunities for art using the Early Years Curriculum. There is an emphasis on independence and self-initiated learning, which enables foundation stage children to freely explore resources and pursue their own creative interests and talents in addition to the planned learning experiences.
Art in Key Stages 1 and 2:
Staff use a variety of teaching and learning styles in Art lessons relating to the theme and children’s abilities and experience. Activities are planned within themes and relate to a variety of cross-curricular links. Planning includes opportunities for:
• children to work individually, in pairs or in larger groups;
• preliminary investigation work through the use of sketch books;
• first-hand experience;
• visiting artists to work with children to give them the experience of working with a professional;
• use of a range of materials (2D and 3D), ICT, artefacts and visits out in the surrounding area;
• evaluation of ideas and methods;
• children to see that their work is valued, celebrated and displayed around the school.
Wherever appropriate, art is linked to other areas of the curriculum and gives children the opportunities to develop specific art skills, as well as reinforcing skills and understanding in other subject areas. Opportunities will be provided to develop pupils’ skills through:
• acquisition, understanding and use of vocabulary of Art;
• the development of creative skills;
• knowledge and understanding of the world around them;
• a sense of time and place;
• awareness of the ideas, attitudes and beliefs of others within linked activities between Art and other subjects.
The National Curriculum emphasises that it is important for the children to gain knowledge and understanding of how artists and craftspeople go about their work. The children need to be exposed to the work of artists and craftspeople, and some of this information can be recorded in their sketchbook. Each child has their own sketchbook which they take with them to the next class. This provides a record of the child’s learning and progress in art as part of their art portfolio.
Assessment and recording
• We assess children’s work in Art by making informal judgements as we observe them during individual art lessons, and at the end of an art unit. On completion of a piece of work, the teacher responds to children’s work, identifying areas for development. Feedback may be verbal or written following the school’s feedback and marking policy (AfL). At the end of each year a written report is given to parents about their child’s achievements in art.
• Children’s standards and achievements in Art in the Foundation Stage are assessed in line with the School’s Foundation Stage Policy. Assessment in Foundation Stage includes both on-going assessment and marking of children’s work as noted above but at an age appropriate level. The Foundation Stage Profile is used to assess children throughout and at the end of the academic year.
• Assessments are used diagnostically by teachers to evaluate learning and inform teaching and by teachers and senior leaders within the accountability process to evaluate individual and groups of children’s standards and achievements and provision and to inform future provision and school development.
• Assessment in Art will be about personal progress and development of skills involved rather than how ‘good’ an individual piece of work is. We aim to ensure that all children feel that their creativity and ideas are valued and celebrated throughout our school.