The Implementation - How we teach what we teach.

Implementation

In ensuring high standards of teaching and learning in art, we implement a curriculum that is progressive throughout the whole school. Art is taught as part of a half-termly topic focusing on knowledge and skills stated in 2014 Primary National Curriculum in England and, ‘Expressive Arts and Design’ in the Early Years Foundation Stage. 

At New Close Primary School we ensure that art is given high importance, as we feel this is helpful in enabling all children to gain ‘real-life’ experiences. The art curriculum at New Close Primary School is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills to be taught in each key stage. Teachers plan lessons for their class using PlanBee and our progression of knowledge and skills documents. We do, however, adapt this planning to ensure it teaches the knowledge and skills that our children need as well as responding to their interests and linking to topics.

Early Years Foundation Stage

Pupils explore and use a variety of media and materials through a  combination of adult directed and independent activities.

  • 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.
  • 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 design and technology, art, music, dance, role-play and stories. 

Key Stage 1

Pupils are taught to:

  • Use a range of materials creatively to design and make products.
  • Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  • 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 are 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.

Pupils should be taught:

  • 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.
Within Art and the topic there is a link to key concepts for the term and the big school question. This promotes deeper thinking on the theme and gives children the opportunity to apply skills and knowledge taught. Each topic starts with a ‘hook’ and ends with an authentic outcome, which reflects the term’s learning. During the unit of work, children are given opportunities to recap on knowledge learnt. Knowledge organisers are being developed to support the recall and retention of important facts, they also provide opportunities for learning to be linked between units. In addition, children are enabled to broaden their understanding of the subject/topic by accessing a range of other experiences (trips, visitors, hooks, authentic outcomes). These experiences are mapped out on the class annual overviews.
 
For knowledge organisers click here

Within each session, children develop their understanding of the learning objective sat within a sequence of lessons. Typically this follows a structure of:

-      Recall prior learning:  knowledge organisers, mini quizzes, partner work etc

-      Vocabulary introduction: previous vocabulary recapped, new vocabulary introduced

-      Everybody reads: short piece of reading based around the theme for the lesson designed to           broaden understanding and ensure that reading skills are applied to all contexts

-      Task: teacher input and task which links to input and learning objective - this could be                     independent, paired or group based

-      Steps for depth/mastery (look at exceeding statement on progression document):  this is an opportunity to extend children’s learning, knowledge and skills for all or some  children as appropriate

-      Plenary: This the recap/recall/application of skills and knowledge in relation to learning                   objective.