Gladstone Primary School. Art & Design Policy

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1 Gladstone Primary School Art & Design Policy Date Approved by Governors: October 2015 Date of Next Review: October

2 Gladstone Primary School Art Policy The school is committed to safeguarding and promoting the welfare of children and expect all staff, governors and volunteers to share this commitment. Equal Opportunities At Gladstone Primary School we aim to enable all children full access to the curriculum, acknowledging and taking into account the diversity within the school community. Safeguarding All teachers will seek opportunities to include safeguarding in their teaching, with particular emphasis on staying safe. This policy should be read in conjunction with the following policies: Able, Gifted and Talented Assessment, Recording and Reporting DT Equality, Diversity and Community Cohesion Health and Safety Home Learning ICT Learning and Teaching Maths Music Response Policy 2

3 Rationale This policy reflects the values and aims of Gladstone Primary School in relation to the teaching and learning of Art & Design. It provides a framework within which all staff, both class teachers and teaching assistants, work and it gives guidance on planning, teaching and assessment. Art in our school is about developing and expressing children s ideas through a variety of media and helps them to respond to the variety of experiences in their lives in a personal way physically, emotionally and intellectually. The use of various media and techniques enables pupils to communicate those responses. 1. Aims (as stated in the 2014 National Curriculum) The national 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 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. 2. Guidelines The Art curriculum is defined by the Statutory Framework for Early Years Foundation Stage and the National Curriculum. Early Years Foundation Stage Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology. The promotion of exploration and imagination is key in underpinning the framework for the arts in the early stages of a child s development, including experimentation with colour, design, texture, form and function. It is the earliest opportunity for children to develop the ability to express themselves across a range of different methods such as design and technology, art, music, dance, role-play and stories. Key Stage One The principal focus of art and design learning in key stage 1 is the aspect of development. Children will continue to experiment with and explore their ideas using different media, including but not restricted to drawing, painting and sculpture. They will begin to use a wider variety of artistic techniques to develop their understanding of colour, pattern, texture, line, shape, form and space. Children s knowledge of what art is and the creators behind will be improved and they will begin to explain the differences between different artists and their styles and be able to make links between this and their own artwork. Key Stage Two By key stage 2, children s experiences of materials and media should be expanded so that they are able to make their own choices with how to proceed with tasks and artwork. They should be developing their abilities in and control of a range of media that challenge, interest and expand their thought process and inspire creative thinking to experiment with more than one medium. Development of the children s understanding of the value of artists contributions to the art world will be fostered in order to encourage thoughtful and critical thinking so as to promote responses to different ideas, images and cultures. Across both key stages, the contribution of Art to the curriculum can be demonstrated thusly: 3

4 PSHE: Through the Art curriculum taught at Gladstone Primary School, children will have opportunities for: Spiritual Development: through creative work children will be able to explore ideas, feelings, and meanings and make connections with other artists representations. Social: by working collaboratively and valuing different ideas and approaches. This allows them to discuss how they feel about their own work and the methods/approaches they use. Cultural: by developing an understanding of the meaning of other cultures images and artefacts. ICT: where appropriate Art programs, CD ROMs and the Internet are used to support Art teaching. Literacy: through Speaking and Listening, children ask and answer questions about the starting point of their learning; explore ideas and evaluate their own and other artists work. Children interpret ideas from learning through art. Maths: contributes to mathematical understanding by giving opportunities to develop understand of shape and space work in two and three dimensions. 3. Assessing and Recording Children will build upon their existing knowledge to ensure continuity and progression, and this will be evident in the planning for each year. The development of skills in the different aspects of this curriculum area will be evident in our Portfolio of Standards and in the sketchbooks of children as they move through the school. Sketchbooks: Children will be encouraged to develop the habit of using their sketchbooks: for recording, exploring and storing visual and other information e.g. notes and selected materials which can readily be retrieved and used as reference for working out ideas, plans and designs; for reference as they develop ideas for their work; for looking back at and reflecting on their work, reviewing and identifying their progress; as an ongoing record of their learning and achievement, which they can use to further, develop their ideas, skills and understanding. as a method of experimenting with different media for different effects Sketchbooks will move through the school as the children progress from one year to another, and across key stages. The sketchbooks will contain no mounted end-pieces but will show the progress of the child from EYFS to Y6 Promoting Key Skills: Communication through the exploration of and recording of ideas, notations of research and evaluations of work completed or processes used; through interpretation of ideas of other artists, writers or oral explanation. Application of Number through the use and development of pattern and pattern networks, aspects of size, enlargements, working in 2 and 3 dimensions. Working with others through working in collaboration with other individuals, in small groups or collectively as a whole class or year group on projects (also: communication) Improving pupils own learning and performance through discussion, analysing visual and other information, building confidence and belief in oneself and others, reflecting and evaluating their own and others work and planning ways for their own development. Problem Solving through the manipulation of materials, processes, skills; adapting ideas, investigating, experimenting, designing and making art, craft and design. 4

5 Promoting other aspects: Career-related Learning through broadening the understanding of what an artist, craftsperson and designer is, and what they do (to include artist visits/workshops where appropriate/accessible) 4. Reporting We are required to send parents an annual written report on their child s progress. 5. Health and Safety At all times, children will be taught how to care for and handle equipment and media safely and with respect. When working with tools, equipment and materials, in practical and in different environments, including those that are unfamiliar, pupils will be taught: about hazards, risks and risk control to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others to use information to assess the immediate and cumulative risks to manage their environment to ensure the health and safety of themselves and others to explain the steps they take to control risk Staff should be aware of the school s guidance on Health and Safety, including manufacturers advice on the products they use and other information as circulated. 6. Monitoring and review The monitoring of the standards of children s learning and the quality of teaching within this subject is the responsibility of the subject leader. This is carried out over the academic year by monitoring plans, reviewing children s learning and relevant workbooks and also in discussion with teachers and children. The work of the subject leader also involves being aware of current subject developments, supporting colleagues and providing a strategic lead and direction for the subject within the school and reporting to governors. This policy is monitored by the Learning and Teaching Committee of the Governing Body and will be reviewed every three years. Signed: Chair of the L&T Committee Dated: Signed: Headteacher Dated: 5