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Art

Intent

We believe that a high quality and rigorous art education lays the foundation for the lived values of our school.  Through art, children learn readiness for the joy of exploration and the excitement of the journey; they learn respect for everyone’s ideas and cultural expressions; and they learn to take responsibility for their creations and the way they are produced.  Through art, they can explore deeply their own responses in a way that forms part of their spiritual development. It is therefore our intent that art in the school is taught through an agreed understanding in all staff that the process matters more than any pre-determined outcome, and that everyone’s response is celebrated.

Implementation

Art at Key Stage 1 and 2 is taught as a distinct subject. Whilst plans can be adapted in a project or theme-based manner, our experience is that when art is taught as a distinct subject in a skills-based manner there is clearer progression and the teaching and learning is more rigorous.

The skills and subject progression taught are taken from Access Art, a charity whose work is recognised by the Arts Council, DfE and the Gulbenkian Foundation.

 https://www.accessart.org.uk/primary_art_curriculum_planning/

The units of work develop skills and knowledge through the following areas:

 

In the Foundation Stage, art skills and knowledge are linked to the dynamic curriculum through focus on exploring the natural world, understanding and exploring relationships and exploring the power of creativity. In Years 1-6, termly units build up skills and knowledge across the areas above through distinctive projects.  These can be adjusted to fit to themes without compromising the content, and can be moved around within the year to allow for seasonal or theme related placement.

School art progression

Impact 

At the end of each unit, questions prompt reflection and dialogue between children, adults, groups and the whole class.  These are used as the basis for assessment.  This dialogue indicates progression in art, and not the perception of the work a child produces.

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