Glebe Primary School

Art and Design

At Glebe Primary we believe that every pupil should have the opportunity to develop their creativity, explore their ideas and record their experiences. Pupils should become proficient in drawing, painting, sculpture and other art, craft and design techniques. At Glebe pupils learn about a range of different artists and artistic styles and have the opportunity to use a wide range of resources and materials.

Article 28 – Every child has the right to a good quality education.

Article 29 – Education should help children to develop their talents and abilities. 

Subject Co-ordinator

A Khan

Link Governor

Mrs Jankhana Bhuta, Mr Aman Sawhney 

Progression Document

Intent, Implementation and Impact

 

Curriculum Intent

Article 28 You have the right to learn and to go to school

Article 31 You have the right to relax and play and take part in a wide range of cultural and artistic activities

Article 29 You have the right to become the best that you can be. We must respect our parents, our own and other cultures, as well as the environment

The intention of the Art and Design curriculum at Glebe Primary School is to ensure that our pupils have every opportunity to gain experience of a variety of art. This includes exploring art from different genres and styles, from a range of cultures, great artists and different times. The curriculum ensures that pupils are able make relatable links between art and current affairs and the wider world and as a result our pupils will leave Glebe with a fuller, more enriched sense of the world around them.

As well as developing artistic skills such as understanding colour, form, shape, space, texture & pattern, pupils learn vital skills such as how to respond to and communicate what they see, feel and think, both on their own and working with others. The vocabulary of feelings and opportunities to take part in activities that allow them to express their own feelings and emotions.

At Glebe, Art and Design is taught with an attitude on non-judgement, encouraging pupils to make and learn from mistakes. Pupils are encouraged to use space to create individually and collaboratively with opportunities to make choices. We want to encourage our pupils to be creative thinkers, with an opportunity to change and improve their ideas through the learning process. Opportunities to talk about and evaluate their own achievement is built into planning.

Curriculum Implementation

The Art and Design curriculum is organised into blocks with each block covering a particular set of artistic disciplines, including drawing, painting, printmaking, textiles, 3D and collage. Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils can revisit key disciplines throughout their Primary journey at increasing degrees of challenge and complexity.

EYFS

  • There are two main areas covering Art and Design in the Development Matters framework.
  • Exploring and using media and materials - children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Being imaginative - children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through best practice and activity ideas

 

KS1- we aim for pupils to:

  • 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

 

KS2- we aim for pupils to:

  • 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

 

Assessment of Pupils

 

The assessment of pupils is formative based on pupil outcomes and questioning from each lesson. The following can be used to assess pupils’ knowledge and application of artistic techniques and their understanding and use of artistic vocabulary.

 

Expectations for each block are made explicit on slide one, e.g. At the end of this block pupils will know marks can be made using a variety of drawing tools and will be able to select appropriate tools and make a range of marks.

 

The Point of Reflection section specifies the expected outcome for each lesson.

 

The Questions for Assessment section in each block provide specific questions to be used with pupils to elicit their level of understanding of tools, techniques and effects, e.g. What happens if you change the size of the mark?

 

The Oracy and Vocabulary tasks on slide five provide ample opportunities for teachers to evaluate pupils’ ability to: - use artistic language effectively; - explain artistic techniques and processes; - evaluate their own and others’ work.

 

The vocabulary quiz on slide six provides an opportunity for teachers to assess pupils’ deeper understanding and application of artistic and technical vocabulary covered in the block.

 

The exemplifications demonstrate the expected standard against which teachers can assess pupils’ work. The best form of assessment in art is in-action, while pupils are working. This helps us to understand pupils’ development as artists, rather than their ability to produce a prescribed end outcome. By encouraging pupils to articulate their thinking and reflections, we can understand which aspects of artistic development they may require additional teaching in and reshape teaching to support this. ​

 

 

Timetable

  • In the EYFS, Art and Design is taught through the Early Learning Goals and is linked to objectives both in the Primary and Specific Areas within the EYFS Development Matters framework.
  • In KS1 and KS2, Art and Design is taught in an extended timetabled weekly lesson.
  • Glebe subjects are structured around a 36-week year and organised into 3 weeks teaching and learning blocks.

Resources

  • Art and Design Technology room.
  • Pupils have access to a range of resources and materials to support their learning in Art and Design.
  • Extensive use is made of a variety of on-line resources.

 

Curriculum Impact

Key Art and Design skills, concepts and knowledge are mapped through statements describing the expectations for pupils in each Year group. Teachers use the National Curriculum to regularly assess pupils’ learning against specific criteria. They are able to clearly identify end points (KS1/KS2) as well as the progression of skills as pupils move up through the year groups.

Teachers assess against Learning Intentions in individual lessons which are derived from the medium-term plans. Each lesson and series of lessons aims to incorporate the key skills and cover specified knowledge.

Progression in pupils’ art and design skills and understanding is further assessed by asking pupils in each year group to evaluate their learning throughout each unit.

The Subject Leader meets with SLT on a termly basis to analyse Art and Design data and identify gaps and areas for development at a whole school, key stage, year group and individual class level.

Regular scrutiny of pupil’s work, teachers’ marking and feedback, lesson observations, learning walks, pupil conferencing, moderation opportunities are all carried out by members of the Leadership team.

 

Lessons

Pupils have their Art and Design lessons in our Art and Design Technology Room. The pupils have weekly lessons and we provide children with the opportunity to work as individuals, in groups and as a whole class, so that they can combine ideas and develop their creative skills. 

 

Resources

Pupils have access to a range of media. At Glebe we provide a range of first-hand learning experiences that offer interest to all learners and allow them to explore and investigate and develop skills, knowledge and understanding through the arts.

 

 

Competitions

Pupils have opportunities to take part in a range of different competitions, one of which is our Glebe Summer Art Challenge. The winners of this competition are selected by members of the School Council.

 

 

Engaging our learners

At Glebe we strive to enable our learners to make critical judgements of their own learning and about the work of others. Challenging our pupils to achieve to the fullest potential is very important to us. Artistic talents are celebrated and can be seen on display throughout the school.

 

Creative Arts Week

Every year Glebe celebrates the development of our young artists across the school through Creative Arts Week. During the week the pupils take part in a wide range of art, music and drama activities. The pupils present their learning in a celebratory assembly at the end of the week.

 

Enrichment

Throughout their time at Glebe pupils have the opportunity to visit art galleries and exhibitions and to participate in workshop sessions led by professional artists.