Art Intent, Implementation and Impact

Intent

To deliver a curriculum which:

Instils a love of art and children’s belief in their own ability to discuss, plan and create a piece of work.

Develops a curiosity for the subject, as well as understanding and acceptance for all types of art. Children can appreciate how art has a value in the community they belong to and around the world, to grow their cultural capital.

Values the importance of art in the curriculum to support how children can become more confident in the different elements of art.

 Values creative and immersive learning opportunities where artists visit school and make links with other art providers.

Implementation

Teaching and Learning, Content and Sequence.

• Children are taught knowledge and skills that are at least in line with national expectations.
• The wider curriculum map disseminates knowledge and skills across EYFS to Year 6: teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills.
• The art progression document plots out the progression of skills and knowledge in each area of art to ensure progression across the school from EYFS to Y6.
• Knowledge and skills are grouped into themes and appropriate links are made between the topic and art objectives.
• Books to have a more creative appearance and children can take ownership of how they present their own learning and can apply any skills they have gained.
• Every child will have a sketch book that will move through school where they will have opportunity to improve skills throughout their school life.
• Every child has the opportunity to meet a real-life artist to achieve the 11 before 11.

Leadership, Assessment and Feedback.

• Art is led by a class based subject leader.
• Assessment of art is based on the progression document and teacher assessment.
• Teachers provide children with frequent opportunities to revisit knowledge and concepts through the use of memory maps. Assessment is then used to assess what knowledge children have remembered.
• Pre and post unit quizzes will be used to assess what the children know from previous years and what they have learnt from current unit. These will highlight the knowledge the children have remembered and their depth of understanding.
• Misconceptions are addressed throughout lessons and through assessment week, where time is given to address any gaps in knowledge with the children.
• Skills will be assessed by class teachers in a number of ways. This may include observations of children performing practical tasks, video recordings of children explaining how to perform practical tasks, children teaching other children how to perform practical tasks, or children presenting their learning to others and explaining what they can do.
• Data will be inputted onto EAZMAG for each child, at each assessment point. Children will either be working towards the year group expectations or will be at age related expectation for Art.
• Feedback is given to children in line with the school’s feedback and marking policy.

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Impact

• Progression document has been shared with staff and is being used.
• The school is using a curriculum which shows progression through the year groups.
• CPD is to be planned in for members of staff when needed.
• Pupils are gaining experience of working with different media and practicing new skills.
• Pupils say they enjoy Art across all year groups.
• Work is celebrated in whole school displays.
• Monitoring against the progression document shows a variety of skills are being taught across the whole school.