Curriculum

Intent Statement for Art

Art at North Stainley CE Primary School 
The key curriculum areas for art focus on art and design, which is reflected within this document. Further to this, it is important to note that when becoming artists we will also use role play, drama, dance, story telling and poetry to further aid learning and facilitate all types of learner. The EYFS clearly links all these aspects in the Early Learning Goal for ‘Expressive art and design: Being imaginative and Expressive (2020)’ 

“Children at the expected level of development will: - Invent, adapt and recount narratives and stories with peers and their teacher; - Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.” 

Additionally, the  Early Learning Goal for ‘Expressive art and design: Creating With Materials (2020)’ further facilitates a curiosity and explorative approach into art and design: 

“Children at the expected level of development will: - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; - Share their creations, explaining the process they have used; - Make use of props and materials when role playing characters in narratives and stories.” 

In creating a project or topic based learning experience, teachers will use provocations to engage the children’s curiosity and give them a sense of ownership in the topic, whilst drawing on experiences, knowledge sets and skills to enable the children to become imaginative creators and skilful practitioners. 

During the Reception and KS1 years the emphasis is largely on introducing materials, techniques and skills in order to explore and try out using their own imagination and creativity. However, it is still important during these years to introduce some of the great composers, songwriters, sculptors and artists to ensure they have an appreciation of art within national and international culture and over different time periods. 

Once children enter KS2 they will explore these artists and composers in much greater detail, comparing and exploring the culture in which they created their works. Technical skills focus on gaining control and accuracy, whilst adding some further skills and knowledge appropriate to age such as the use of craft knives and glue guns. 

In all year groups there is a process of: 
PLAN – CREATE – EVALUATE 
Beginning with verbal, practical and photographic records in Reception (Tapestry/Learning Journals) and building to sketch books and recording using ICT in older age groups. 

Art Policy

Implementation


Art Long Term Plan  

Impact

The measure of impact is presently being developed by subject leaders.