Art

At Long Toft Primary school, our art curriculum looks like this: 

Intent

At Long Toft Primary School, we have designed our curriculum for art to meet the needs of our children. From their early years, our children are provided with the experience, skills and knowledge to develop a sense of creativity, self-expression and independence.

We will deliver a curriculum that:

• Exposes all children to art in a range of different forms.
• Allows children to practice art in a ‘safe’ environment where there are no right or wrong results, encouraging self-expression to build self-esteem.
• Provides children with the opportunity to explore, deepen and enhance their art experiences.
• Develops their appreciation of the cultural heritage within the local area.
• Exposes children to a range of local and well-known artists with strong links to topics to allow connections across lessons to be made.

Implementation

Our curriculum incorporates the statutory requirements from the National Curriculum 2014 along with additional experiences and opportunities which meet the learning and development needs of our children. We ensure that art is delivered cross curricular so that children can make connections. This is enhanced by allowing links to their local community, supporting meta-cognition. The delivery of Art at Long Toft follows a sequence of learning for every unit. This ensures children are receiving all the necessary teaching and experiences to develop their knowledge and skills within art.

Sequence of Learning

1. Research and Develop Ideas: Research and investigate the linked artist to the unit. Understand their life and work as well as how they were inspired by other artists.
2. Sketch book experimenting: Stick mini photographs of their work into mini sketch books for children to observe and imitate next to or focus on a specific aspect of the art.
3. Explore and Develop Skills and Techniques: Experiment with chosen media, colour, materials ect. and imitate the style of specific artists. Use viewfinders when necessary to focus on a particular aspect.
4. Master Techniques and Develop Ideas: Apply and use technical skills to plan from observation or imagination. Use editing to revise and develop then produce a final product.
5. Evaluation: Evaluate own and others’ work. Use annotation in learning journals or post it notes along with mini photographs of the finished product to show self and peer evaluation.

Each academic year, children have the opportunity to develop their artistic skills and build upon their previous knowledge through drawing, painting, printing and 3D design. Each year, children have the opportunity to study the works of famous artists exploring, researching and critiquing their work. Children are taught to use sketchbooks to experiment using new techniques. They will annotate their work to explain their choices, record their observations and review their ideas.

In Key Stage 1, children are taught how to use a range of materials creatively and to share their ideas, experiences and imagination through painting, drawing and sculpture. They learn to develop art and design techniques using colour, pattern, texture, line, shape, form and space.

In Key stage 2, children are encouraged to develop their skills through painting, drawing and sculpture and to develop an interest in different kinds of art, craft and design. They are taught to use sketchbooks to record their observations revisit and review ideas. Children learn about great architects, artists and designers in art history.

Alongside our curriculum provision for design and technology, we also provide all pupils with the opportunity to participate in Art based after school clubs.

Impact

All pupils will complete their experimenting and designing within their mini sketch books. This provides the pupils with a space to practice their Art and allows them the opportunity to clearly evaluate different methods. Children are provided with the opportunity to refine and perfect their techniques overtime which is supported by the effective sequencing of lessons and progression between each year group. This also supports children receiving age related expectations at the end of each year group.