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St Peter's Catholic Primary School

‘A love for God, ourselves and others’

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St Peter's Catholic Primary St. Peter's PTFA Sittingbourne

Art & Design

Our Art & Design lead is Mrs James

Intent

The core curriculum for Art and Design aims to ensure that all pupils:

produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, sculpture and a range of other art, craft and design techniques
record, evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Implementation

EYFS

Although Early Years is slightly different, there are key artistic skills to be learnt and explored within the ‘expressive arts and design’ part of the foundation stage curriculum. Reception children are supported to express their ideas and feelings through different mediums, tools and techniques, including painting, drawing and sculpting, to experiment with colour, design, texture, form and function. Pupils are encouraged to share their creations, explaining the process they have used and why, developing a sense of reflection. Children also begin to learn about the ways in which paintings and drawings can capture feelings.

Key Stage 1

To learn about:

to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Key Stage 2

Pupils will be taught to develop their techniques, including their control and their use of materials,

with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of

materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history

Linking art to the school values:

Respect: art comes in many forms and there are different artists that use different media. Also respecting each other’s skills in the different areas of art.
Love: an appreciation of art in its different forms and exposure to varying artists to develop a preference.
Faith: art taught through RE and as a window into our beliefs. Accepting of each other’s different world views that are depicted through art.

Planning

There is a programme of study for Art and Design in place from Early Years through to Year 6.

Teachers from Foundation Stage to Year 6 will plan to ensure full coverage of the skills relating to the Art and Design curriculum for that year group throughout the year.

Assessment, Recording & Reporting

As in all other areas of the curriculum, assessment is an integral part of the teaching process. Class teachers should keep records of work carried out through the use of sketchbooks, examples of work and photographs. This will portfolio the pupils’ development of skills and attainment. Progress against key objectives is tracked by class teachers

Formative assessment is used to guide the progress of individual pupils in Art and Design. It involves identifying each child’s progress in each aspect of the curriculum, determining what each child has learned and what should therefore be the next step in their learning. Formative assessment is mostly carried out informally by the teachers in the course of their teaching and should be based on the identified assessment opportunities.

Children’s progress in Art and Design is reported to parents through the pupil annual report and termly consultation meetings

Monitoring

Teaching and Leaning for Art and Design is monitored through Learning Walks, displays, sketchbooks, photographic evidence and Pupil Voice.