Menu
Home Page
‘Successful learning in a happy environment’
Stratton Primary School, Stratton - Welcome to Our New School Website!
‘Successful learning in a happy environment’
Home Page

Art & Design

Art and Design Policy

 

POLICY STATEMENT

This policy outlines our approach to delivering Art and Design to reflect the aims of the school’s action plan. It sets out a framework to guide all staff. This policy compliments the 2014 National Curriculum and the Early Years Foundation Stage framework.

  • Our Art and Design curriculum encourages pupils to become enthusiastic and creative artists by following our ‘Golden Threads’; Skills, Knowledge, Creativity, Reflection

 

 

INTENT

Content of the Art and Design curriculum is broad, balanced, ambitious and rich.

The Art and Design curriculum covers a range of skills, knowledge, creativity and self-reflection linked to the National Curriculum.

The Curriculum Map outlines 3 termly projects which cover the whole Art and Design curriculum.

Knowledge and skills are clearly defined within the progression map section of the Curriculum map. This outlines how Art and Design will be taught in sequential, progressively more difficult steps from EYFS to Year 6.

Medium term schemes of work and lesson plans show how knowledge, skills and creativity will be taught and developed consistently.

IMPLEMENTATION

Teaching and Learning:

  • Analytical, imaginative, creative and reflective skills are modelled effectively.
  • Time is made for repeated practice to embed skills, which may be a future lesson or unit.
  • Knowledge is reinforced to ensure it is properly learned.
  • Where relevant, links to other subjects are evident.
  • Pupils with higher learning potential are challenged and developing artists are supported.
  • Procedures are in place to support SEND pupils. (See inclusion section below.)
  • Teachers use key questions to support assessment whilst maintaining a positive and creative classroom environment, thereby assessing without hindering the creative process. Formative classroom assessment checks that pupils are on track and engaged.
  • Teaching staff are aware of the responses pupils are making to the task and deal with any needs or issues appropriately to move the pupils’ learning forward.
  • Teaching staff will assess the children’s progress, comparing their end points to prior learning, and will report to parents on pupils’ progress once a year and as appropriate.
  • The curriculum leader will arrange staff and training meetings, according to need.

 

Inclusion:

Stratton Primary School will ensure that any barriers to learning or participation are removed by providing an inclusive curriculum and scheme of work that allows all children to take part.

 

Some examples of the provision that we have for children with SEND are:

Wherever possible, a range of equipment and resources to allow participation in Art and Design activities.

This can include:

  • Providing larger images for visually impaired pupils.
  • Providing a range of equipment e.g. scissors, to allow all children to develop competence.
  • Smaller groups with increased teacher support scaffolding the skills being developed.
  • TA / 1:1 support where required.
  • Using clear, chunked instructions to ensure appropriate progress can be made from the child’s starting point.
  • Using the progression of skills document to support, building on prior or missing fundamental skills.

 

 

IMPACT

There is evidence of pupils applying knowledge or skills they have learned across time – something they learned in one lesson being applied in a future session or unit of work. There is evidence of pupils knowing and doing what has been taught, for example in their Art Books, in displays and through pupil conferencing. Pupils are confident, reflective and creative learners.

Art and Design Key Documents

We've had 2 7 4 5 9 6 Visitors
Top