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“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 New Silksworth Academy we believe that teaching and learning in Art is important because it stimulates creativity, imagination, and inventiveness. The purpose of art education is to give pupils the skills, concepts and knowledge necessary for them to express responses to ideas and experiences in a visual or tactile form. It fires their imagination and is a fundamental means of personal expression.
We believe that all children should have the opportunity to develop in different areas

We believe Art offers opportunities for children to:
 Develop their drawing techniques such as shading, perspective and drawing from different viewpoints.
 Acquire and enhance certain skills and features and gather information for use on a larger piece of work.
 Record details about the item being drawn or sketched for future reference.
 Develop a sense of enjoyment and pride in their ability to create.
 Nurture creativity and imagination through designing and making
 Develop an interest and understanding of the ways in which people from the past and present have used and combined materials to create art in its many forms.
In the Early Years Foundation Stage we provide opportunities for children to:
 Develop a curiosity and interest in the designed world through investigating, talking and asking questions about familiar objects.
 Develop confidence and enthusiasm through frequent exploration of media to create and develop objects.
 Construct with a purpose in mind, using a variety of resources, exploring colour, manipulating materials to achieve a planned effect.
 Extend their vocabulary through talking and explaining about their designing and creating activities.

Each project in art links to the relevant theme for that term and is taught during the same term.
Art is taught for 6-8 hours each term, depending on the project being undertaken. It is taught weekly, in half term blocks or during Art and Design mornings/ afternoons/ days, dependant on the needs of the project being worked on.
Projects may include one or more skill such as; drawing, painting, collage, sculpture or printing. Progress in these skills is built in across all year groups and skills and media are often revisited as the children move up the school.
Children produce work in their sketchbooks where they explore and experiment with skills and techniques, develop and plan their ideas and respond to the work of other artists and crafts people. They produce outcomes that go on display around the school.

The schools scheme of work provides the framework for learning and teaching in art.
 One project is planned and undertaken each term.
 Colleagues plan the scheme imaginatively, whilst ensuring the learning objectives ensure progression.
 In the EYFS, daily art and design activities are planned; some initiated by the children and some led by adults.
 Children in their creating and designing will apply knowledge and skills of; colour, materials, shape, 2D and 3D form and manipulation of media.
 All design, make and evaluate assignments provide learning opportunities for developing creativity through art and designing skills such as generating, exploring, modifying ideas through drawing, modelling with materials and problem solving.
 All projects should include the two types of activity:
o Focused tasks - where children are taught specific technical knowledge, designing skills and making skills
o Opportunity to ‘design, make and evaluate’ - where children create finished pieces of work after exploring the theme, artist and technique.
Links with other subjects and key competencies
 We believe art provides a natural opportunity for children to practise and improve basic skills such as spoken language, English and mathematics.
 When we ‘design, make and evaluate’ we aim to provide learning opportunities for developing key competencies such as problem-solving, teamwork and organisation.
 Through evaluating the process and their final pieces of work, children will be encouraged to improve their work in Key Stage 2.
 Children develop and apply knowledge and skills from design technology, maths, science, ICT and English in art. Teachers will make links wherever possible to help raise standards across subjects and enhance children’s learning.
 The school curriculum indicates how cross curricular links with art are made.
 Art and Design is used to raise children’s appreciation of British Values.
 Software is available to explore, create, develop and edit designs, exploring shape, media and colour mixing.
 Digital cameras/tablets are available to explore photography and combine media
Extending the curriculum
 Children should develop an understanding of the designed world through first-hand experience.
 Wherever possible children will be given opportunities to visit local places of beauty, museums, and meet with artists and students from college or secondary schools.

All class teachers have responsibility for planning and teaching Art to their classes.


What would you expect to see in an Art lesson
 Children using art materials, techniques and skills OR discussing and sharing their opinions about art (theirs or others)
 Children moving around the room/art area independently and showing ownership over the space through care and respect for their environment
 Children reviewing and refining their work with self and or peer assessment and teacher feedback
 Children using their own ideas, experiences and research to create art
 Children demonstrating their confidence, resilience and security by taking risks, problem solving and being curious

 A wide range of cultural images and contexts will be used in art and design, and we will use these opportunities to challenge stereotypes.
 For all children to produce their best, we plan differentiated resources and tasks through:
 adapted work;
 changing the demands of a task;
 more limited choices;
 greater teacher intervention, small group work and teaching assistant support;
 ensuring manipulative skills needed are manageable;
 selecting appropriate tools and equipment.

We aim to provide a learning environment where children feel secure and creative risk-taking and problem solving is encouraged and children’s design ideas and suggestions are valued.
Sketchbooks will be used to support children in class:
To practise drawing techniques such as shading, perspective and drawing from different viewpoints.
To practise certain skills and features and gather information for use on a larger piece of work.
To record details about the item being drawn or sketched for future reference.
To include sketches and working drawings for ideas of things the children want to make.
To gather information to give specific knowledge of how things are made or work.

Children are assessed from their understanding of key elements taught and skills gained. Children's vocabulary and knowledge will be revisited and developed each year as they progress through the Art curriculum.
 The art subject leader will collect selected examples of children’s work from the projects in our scheme of work. The examples will be used for identifying progression and expectations.
 Children in Key Stages 1 and 2 will keep sketches, photographs of sculpture/models, notes and evaluations in a sketchbook. These can be used for assessment purposes and for monitoring progression.
 Teachers make observations throughout projects to inform future planning.
 Children are encouraged to make personal assessments of their own work through evaluating activities and identifying what they need to do to improve.
Management and organisation of resources
 The art subject leader will order consumable resources towards the end of each term for specific planned projects. A request for alternative or additional resources can be made at this time.
 The consumable resources are stored in the central Key Stage 1 and 2 cupboards and should be returned after use.
 Teachers will have access to support from the subject leader
 Teachers are asked to check that supporting materials are complete and clean prior to returning them.
 An audit of consumable materials will be completed at the beginning of each academic year.