At Salisbury Manor Primary, we believe that high-quality Art lessons will inspire children to think innovatively and develop creative procedural understanding. Our Art curriculum provides children with opportunities to develop their skills using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the opportunity to explore and evaluate different creative ideas. Children will be introduced to a range of works by different artists and develop knowledge of the styles and vocabulary used by famous artists. The skills they acquire are applied to their cross-curricular topics, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, by sketching historical artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development. Many areas of art link with mathematical ideas of shape and space; for example when printing repeating patterns and designs and thinking about 3D shapes to support structures. It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this. In Art, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.
Teachers are provided with an additional three planning days per year to plan their curriculum. As part of this planning process, teachers need to plan the following:
§ A knowledge organiser which outlines knowledge (including vocabulary) all children must master
§ A cycle of lessons for each subject, which carefully plans for progression and depth
§ A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory
§ Challenge questions for pupils to apply their learning in a philosophical/open manner
§ Trips and visiting experts who will enhance the learning experience
§ Children will sketch and explore medias and their uses in a sketchbook which will progress through their school years, allowing children to see their own progression and reflect on their prior work and learning.
§ A means to display and celebrate the pupils’ artwork in their class.
Our Art Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
§ A reflection on standards achieved against the planned outcomes
§ Opportunities for work to be displayed beyond the classroom such as on corridors or special show casing events and exhibitions, where work can be shared with a wider audience including children from other year groups and parents.
§ Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.
Our Art curriculum is also planned in a way that promotes cultural capital. All children will learn the same skills and have the opportunity to realise their talents and develop their character through self-expression. Children will be exposed to a wide range of experiences that will enhance their skills development and provide them with knowledge about a wider range of culture. This will be delivered through guest speakers from local artists, visits to local art galleries and visits to other areas within our community and around our community to explore how art is embodied throughout different institutions.