Approaches to Art

                                    Art Intent, Implementation and Impact Statement


Intent

In art, we inspire our children by giving them opportunities to explore artists’ work in differing mediums. We look at a wide range of styles that vary from contemporary and modern, to older, traditional pieces. Our children learn about the different periods of art from all around the world, forming their own questions and opinions on them. Our children will be encouraged to ask questions, reflect on, imitate and create their own style of art using a range of resources. They will have the opportunity to build up on basic skills and techniques so that they can create a personal style based on influences studied. Where appropriate, curriculum links will be made during art lessons. 

 

Implementation

Art is taught in blocks throughout the year, so that the children can achieve depth and progression in their learning. Themes are linked wherever possible to our text driver in order to provide meaningful links in learning across the curriculum. Teachers have identified the key knowledge and skills of each blocked theme relating to the Chris Quigley milestone statements; these are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically so that they learn more, know more & remember more. This will also ensure that artistic vocabulary will be introduced and built upon progressively.

Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.

 

 

Impact

The quality of art across school is demonstrated by outcomes in sketch books, final pieces and discussions with pupils. As pupils progress through school, they develop a curiosity and eagerness to learn a more about art skills, art movements and artists. The impact of the art curriculum is monitored through a combination of discussions with pupils and staff, learning walks and book looks in order to provide a sound understanding of the quality of the curriculum and highlight areas for further development.

In order to ensure that we demonstrate a consistent understanding of what age-related expectations looks like in Years 3, 4 and 5 as we build up to the end of Key Stage 2 at Year 6, we have highlighted examples of pupils' work focusing on the 'Master Techniques' threshold concept through drawing. This threshold concept involves developing a skill so that ideas can be communicated.