Intent

At Braybrook Primary Academy we believe that teaching and learning in Art and Design is imperative because it stimulates creativity, imagination and inventiveness. It is our intent to give pupils the skills, concepts and knowledge necessary for them to express responses to ideas and experiences in a visual or tactile form.

It is our aim to provide all children with the fundamental skills, techniques and knowledge needed to independently create their own unique drawings, paintings, sculptures, and crafts. We want the children to have a natural sense of wonder and curiosity when studying a wide variety of artwork. We empower children to discover great artists that will enable them to explore their own and other’s cultural heritages. Whilst learning about the roles and functions of art, pupils can explore the impact it has had on contemporary life and that of different times and cultures. This appreciation and enjoyment of the visual arts enriches all our lives.

We give the children the time and space to explore new themes, new sensations, and ways to be creative without the need to be perfect. At Braybrook Primary Academy, we believe that the process takes precedence over the product. We want our children to see the enjoyment and satisfaction in the process of producing art. It is through the children’s personalised experience of art at Braybrook, that we enable the children to feel safe, secure, and happy, to produce their most creative work.

“Art is not just a subject to learn, but an activity that you can practise with your hands, your eyes, your whole personality.” Quentin Blake, Children’s Laureate

We use Kapow Primary’s Art and design scheme of work which aims to inspire pupils and develop their confidence to experiment and invent their own works of art. The scheme is written by experts in their field and designed to give pupils every opportunity to develop their ability, nurture their talent and interests, express their ideas and thoughts about the world, as well as learning about the rich heritage and culture of the British  Isles and beyond.

 

Kapow Primary’s Art and design scheme of work supports pupils to meet the National curriculum end of key stage attainment targets and has been written to fully cover the  National Society for Education in Art and Design’s progression competencies.

 

Aims of Art and Design

We believe Art and Design offers opportunities for children:

• To foster an appreciation and enjoyment of art, craft and design and provide opportunities for studying contemporary, modern and traditional art.
• To celebrate, explore and understand the work of artists, crafts people and designers from around the world, analysing and discussing their work to develop their artistic vocabulary, as well as apply this knowledge to their own woek.
• To  experience a broad and balanced range of art activities and show progression within these experiences
• To develop their ability to observe, investigate, respond to and record the world around them through a growing variety of forms and media
• To show development of ideas, reflections and their own skills through the use of a sketchbook
• To develop confidence in the use of a range of tools, media and processes and improve the pupil’s ability to control materials, medium and techniques;
• To develop creativity and imagination through a range of complex activities;
• Through art, to extend and enrich other curriculum areas
• To improve their mastery of art and design using a variety of techniques and media including pencil, charcoal, pastel, paint, clay, collage, weaving, printing and 3D modelling.

Implementation:

Art and Design is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high-quality Art and Design curriculum. This is implemented through:

• A well thought out, whole school, yearly overview of the Art and Design curriculum which allows for progression across year groups in all areas of Art and Design.

 • Well planned and resourced units providing children with hands-on, meaningful and enriching experiences.

 • A range of skills being taught ensuring that children are aware of both disciplinary, practical and substantive knowledge in Art and Design.

• Teachers being given ownership and flexibility to adapt planning for Art and Design; often teaching art for a blocked afternoon to allow the time needed for the children to be explorative, critical and reflective on their work.

• Pupils being introduced to specific artists, designers and crafts people from now and different times in history around the words, helping to engender an appreciation of human creativity and achievement and increase the cultural capital from which they can draw in the future.

As a school, we promote Design and Technology in the wider school through Art and Design after school clubs, outdoor learning and whole school competitions and projects at home.

 

 

Teaching and Learning

We carry out the curriculum planning in art and design in three phases: long-term, medium term and short-term. Our long-term plan maps out the themes covered in each term during the key stage. Our art is linked wherever appropriate, to other areas of the curriculum being studied to ensure it is embedded in our whole school curriculum and that opportunities for enhancing learning by using art are always taken.

Our medium-term plans, which we have adopted from the scheme Kapow and ensures full overage of the National Curriculum, give details of each unit of work for each term. These plans define what we will teach and ensure an appropriate balance and distribution of work across each term. The art and design subject leader is responsible for keeping and reviewing these plans.

Class teachers are encouraged to use the plans and resources available from Kapow but to adapt for the needs and interests of their class.  These list the specific learning objectives for each lesson and give details and supportive videos of how to teach the lessons. All lesson plans and resources, produced by Kapow Primary are available via a login on Kapow Primary’s website. Teachers consult these to ensure technical accuracy in their teaching and to inform the programme of study for their year group. The class teacher and subject leader often discuss them on an informal basis and amend if necessary. Formal elements will be taught but in a holistic way rather than being isolated into specific lessons.

Yhe Kapow Art scheme of work is designed with four strands that run throughout.

These are:

 

• Making skills
• Formal elements (line, shape, tone, texture, pattern, colour)
• Knowledge of artists
• Evaluating

 

Through Kapow Primary’s Art and design scheme of work and the adaptation of this, these strands are revisited in every unit. In our Art and design skills and our Formal elements of art units, pupils have the opportunity to learn and practice skills discretely. The knowledge and skills           from these units are then applied throughout the other units in the scheme.

The curriculum is designed following a spiral approach to Art and design with key skills and knowledge revisited again and again with increasing complexity. This enables a clear sense of the sequence of learning and builds upon the prior learning of pupils.  While we give pupils of all abilities opportunity to develop their skills, knowledge and understanding, we also build planned progression into the scheme of work, so that there is an increasing challenge for the pupils as they move up through the school. The organisation of lessons into core strands also enable children to activate prior learning easier as they build on knowledge and skills gained in earlier units.

The curriculum also develops pupil’s knowledge and understanding of key artists and art movements through the Every picture tells a story units and links to artists through practical work. Our units fully scaffold and support  essential and age-appropriate sequenced learning and are flexible enough to be adapted to form cross-curricular links or follow the needs and interests of the class to make more meaningful links. Creativity and independent outcomes are robustly embedded into the units, supporting students in learning how to make their own creative choices and decisions, so that their art outcomes, whilst still being knowledge-rich, are unique to the pupil and  personal.

 

Our progression document covers both skills and knowledge but has a focus on the children knowing more and remembering more as they progress through school. Each new learning begins with a retrieval starter which engages pupils in the process of recalling related knowledge from previous years, units or lessons. This helps children to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift in long term memory and secure connections.

Lessons are always practical in nature and encourage experimental and exploratory learning with Key Stage 2 pupils using sketchbooks to document their ideas. Adapted guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are  available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary. The key vocabulary for each unit is mapped and shared with the children.

 

Pupils work is valued and celebrated across the school through displays, whole school galleries and celebration events and via shared communication with parents on class Dojo.

 

Outdoor learning

Our outdoor learning classroom and teacher provides cross-curricula opportunities for pupils to immerse themselves in the natural world and unleash their creativity. It is through these opportunities that pupils are able to gather ideas, observe, experiment and explore natural materials and their environment. These experiences are used to support the development of art and crafts both inside and outside the classroom.

The Foundation Stage

The different aspects of the arts are encompassed within Expressive Arts and Design in the Foundation Stage Curriculum, however elements can also be found in other areas of learning (Physical development, English and Mathematics). This curriculum lends itself to an integrated approach to learning. Our foundation stage teacher plans quality learning opportunities for art using the Early Years Curriculum. We provide a rich environment in which we encourage and value creativity. Pupils experience a wide range of activities that they respond to, using the various senses. The range of experience encourages pupils to make connections between one area of learning and another and so extends their understanding. There is an emphasis on independence and self-initiated learning, which enables foundation stage children to freely explore resources and pursue their own creative interests and talents in addition to the planned learning experiences.

 

Recording Responses

 Each child has their own Art and Design sketchbook for them to use in art lessons and other cross curricular opportunities. This provides a record of the child’s learning and progress in art as part of their art portfolio. The sketchbook is used as a way of exploring children’s responses to a variety of stimuli through mark making, colour mixing and pattern work. Sketchbooks should show the learning journey to the final piece of work. The children are encouraged to think of it as the place to practice, develop and focus their work using a variety of media, as well as to explore, comment and reflect upon the work of other artists.

To develop the children’s substantive knowledge, they should explore how art is made and the history of artists and their creations. To develop the children’s disciplinary knowledge, the children will engage in discussion about art through their sketchbooks and use key vocabulary associated with the different elements of art. To support with this process, vocabulary specific for their year group, along with sentence stems is stuck in the back of pupils’ sketchbooks and encouraged to use in discussions, evaluations and critical analysis of their own art work and others.

Every teacher also has their own sketchbook to work in alongside students and model these creative and reflective processes. No one sketchbook should look the same, but instead personal choices and individuality is promoted and nurtured.

Examples of sketchbooks in use for different year groups are available for adults to use on the shared drive and a pupil version provided to share expectations with pupils.

 

Impact

 

The impact of our Art and Design curriculum can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a unit quiz and knowledge catcher which can be used at the start and/ or end of the unit.

After the implementation of Kapow Primary’s Art and design scheme, pupils should leave primary school equipped with a range of techniques and the confidence and creativity to form a strong foundation for their Art and design learning at Key Stage 3 and beyond.

 

The expected impact of following the Kapow Primary Art and design scheme of work is that children will:

 

• • Prduce creative wrk, explring and recrding their ideas and experiences.

 

• • Be prficient in drawing, painting, sculpture and ther art, craft and design techniques.

 

• • Evaluate and analyse creative wrks using subject-specific language.

 

• • Knw abut great artists and the histrical and cultural develpment f their art.
  • Meet the end f key stage expectatins utlined in the Natinal curriculum fr Art and design.

Assessment and recording

 

The children’s work is assessed through judgements made through observations during each art lesson. Teachers record the progress made by pupils against the learning objectives for their lessons. Statements for each objective have been provided to teachers for what is to be expected for a student working at the different levels- WTS, ARE, GDS. Teachers have also been provided with a learning poster for Upper Key Stage 2, Lower Key Stage 2, Key Stage 1 and Foundation Stage, which is stuck at the front of every sketchbook. These posters outline the key objectives linked to that age range in line with the National Curriculum, Kapow Scheme, as well as opportunities outside of the Curriculum. This is used to support with the development of Learning objectives and planning. These can also be used to inform overall judgements and inform the next years teacher, as well as provide accessible feedback to students on their current progress and targets.

The art and design subject leader will collect selected examples of children’s work from the units in our scheme of work. The examples will be used for identifying progression and expectations.

Children in Key Stages 1 and 2 will keep sketches, photographs of paper mock-ups, notes and evaluations in a topic book or sketchpad. These can be used for assessment purposes and for monitoring progression.

Children are encouraged to make personal assessments of their own work through evaluating activities and identifying what they need to do to improve. The children are presented with questions and sentence stems to help guide their thinking and to provide them with the opportunity to reflect upon the lesson and the knowledge they have gained from it. These questions are linked to the key elements of art and support teacher judgements and generate next steps for planning.

The Art and Design curriculum is designed in such a way that children are involved in the evaluation, dialogue and decision making about the quality of their outcomes and     the improvements they need to make. By taking part in regular discussions and decision-making processes, children will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey, have higher metacognitive skills and have a growing understanding of how to improve.

 

Monitoring and review

The monitoring of the standards of pupil’s work and of the quality of teaching in art is the responsibility of the Art subject leader. The work of the subject leader also involves supporting colleagues in the teaching of art and design, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The art subject leader gives the head teacher an annual summary report in which it evaluates the strengths and weaknesses in the subject, and indicates areas for further improvement. Pupil conversations and teacher surveys are completed to best support teachers with the learning of art and design. Lesson drop ins, book looks and shared teaching lessons are also carried out with the Art subject lead to ensure provision is in place to support teachers and pupils are accessing the broad and balanced curriculum.