ST. MICHAEL S CE SCHOOL ART & DESIGN POLICY SUMMER 2015

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1 ST. MICHAEL S CE SCHOOL ART & DESIGN POLICY SUMMER 2015 A CELEBRATION AND UNDERSTANDING OF THE SCHOOL S AIMS AND OBJECTIVES FOR TEACHING AND LEARNING IN THIS CURRICULUM AREA

2 St Michael's C.E Primary School. Art and Design Policy Equality At St. Michael s we have due regard for our duties under the Equality Act Through the use of the library, we will ensure that we: eliminate discrimination, advance equality of opportunity and foster good relations. Rationale At St Michael's C.E Primary School we believe Art is essential to prepare pupils to participate in tomorrows rapidly changing world. Teachers encourage children to develop their investigating, designing, making and evaluating skills by thinking and intervening creatively. From September 2014, a New National Curriculum has been in place and has been working well. The staff at St. Michael s CE School have reviewed and adapted the Art and Design curriculum in light of these changes. The main changes to Art and Design include: There is now far more emphasis on IT in the Art & Design curriculum Textiles also plays a major part Mastery of drawing, painting and sculpture Maintain sketchbooks and focus on artists from history Here is an overview of the Art and Design topics of work for both Key Stage 1 and Key Stage 2. Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer Self Portrait Sculpture Investigating materials and Media Joseph s Coat Can buildings speak Investigating materials and Media Puppets Mother Nature Portraying Relationships iphoto and Sculpture Quilt making 4 Investigating patters Viewpoints Sketching and Clay work 5 Bold Batik Expressive Art and Mouldable Materials Investigating Textures 6 People in Action sketching Textiles linked with making Printing (Year 7 preparation)

3 /painting products for Fayre Visit sec school Aims and Objectives Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Art and design stimulates and creativity and promotes imagination. It provides a variety of sensory experiences and a special way of understanding and responding to the world. It enables children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. Children become involved in shaping their environments through art and design activities. They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meanings through the work of artists and designers. Through learning about the roles and functions of art, they can explore the impact it has had on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all our lives. Regardless of gender, ethnic origin or ability, we specifically aim to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques 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. The aims of art and design are: to enable children to record from first-hand experience and from imagination and to select their own ideas to use in their work; to develop creativity and imagination through a range of complex activities; to improve the children s ability to control materials, tools and techniques; to increase their critical awareness of the roles and purposes of art and design in different times and cultures; to develop increasing confidence in the use of visual and tactile elements and materials; to foster an enjoyment and appreciation of the visual arts and a knowledge or artists, craftspeople and designers.

4 SUBJECT CONTENT KEY STAGE 1 Pupils should be taught: 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 should 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. 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. Planning Long Term Planning Using the National Curriculum Programme of study, Art and Design Scheme of work for Key Stage 1 and 2 and the curriculum guidance for the Foundation Stage as the basis of their long term planning document teachers refer to their year group planning which relates to the national curriculum level descriptors. Medium Term Planning Using the objectives from the National Curriculum, teachers identify the learning objectives for each unit of work, matching possible teaching activities with learning outcomes and ensuring essential key objectives are covered at least once throughout the year. UNCRC, Mission Statement and Basic Skills and cross-curricular links to be made in planning where applicable. Short Term Planning This is done on a weekly basis referring to Medium Term plans.

5 Assessment The learning outcomes in each unit show how children might demonstrate what they have learnt. Pupils should be involving in actively evaluating their work and thinking about possible improvements. The actual work children produce will serve as a record of the achievement, therefore it is not necessary to make detailed records of each child in relation to the outcomes. However, teachers may wish to make notes about individual children s development. Monitoring and Reviewing The Art and Design subject leader is responsible for monitoring the standards of children's work and the quality and breadth of teaching. The subject leader supports colleagues in the teaching of Art and Design by informing them of current developments in the subject and by providing resources and a strategic lead and direction for the subject in school. The subject leader is also responsible for evaluating strengths and weaknesses in the subject and identifying areas for improvement and development. Subject Leader release time will enable them to fulfil their role, reviewing medium term plans, monitoring children's work and observing teaching in the subject. Resources A resource audit and purchase is carried out annually. Before new stock is ordered, teachers fill out request lists based on specific needs for their future art lessons. There are both central resources in the Art and D.T. cupboard and also some supplies are kept in individual classrooms. Children are encouraged at all times to respect and care for their working environment, selecting, using, storing and returning their own materials and equipment tidily, safely and with regard to economy of use. Health and Safety The general teaching requirement for health and safety applies in this subject. Teachers will carry out a risk assessment before each activity, considering their tools, materials and equipment being used. Before undertaking practical tasks, children should be taught to use tools correctly in order to ensure safety. Parents are an invaluable source of skills and information, and may be invited to demonstrate and teach their skills, or may indirectly share their skills through assisting with Art and Design lessons. The school must be notified of any visitors, and the procedures outlined in the Guidelines for Helpers should be followed. The School Journeys Policy and Guidelines for Helpers must be consulted before booking or arranging any outings. The pupil: adult ratio must be adhered to at all times. Visits out of school need to be well supervised with appropriately briefed adult helpers supporting teaching staff.

6 Please refer to the appropriate policies: Health and Safety, School Outings, Guidelines for Helpers. Home School Links Opportunities should be available for children at home to investigate and practise skills, research information and use computing where possible. Equal Opportunities Please refer to the appropriate policy. Special Education Needs Please refer to the Inclusion Policy. Reviewed and amended by Owen Thorpe 2015

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