Purpose of Study

At Ilchester Community Primary School, we believe that art is a fundamental part of the education of all children.  As stated in the National Curriculum, “art, craft and design embody some of the highest forms of human creativity”.  The value of nurturing creativity cannot be overstated, both for its impact on other areas of the curriculum and in and of itself.  We are committed to providing every child with the opportunity to be inspired by art and design and to achieve success through it.   

The study of art and design grants children access to great cultural richness and diversity, the appreciation of which enriches all our lives. 

 Intent

We aim to address the requirements of the National Curriculum in a manner that is both rigorous and innovative. The school is fully committed to providing an art and design curriculum that enables each child to reach their full creative potential. We intend to support children in understanding the role of art and design in our society, highlighting how they reflect and shape our history while contributing to our culture, creativity, and economy.

Our goals include providing effective and inspirational teaching of art and design to foster enthusiasm for the subject amongst all pupils. We seek to instil an appreciation and enjoyment of the visual arts, stimulate students' imaginations, and develop their creativity. We encourage children to work both independently and collaboratively, sharing art experiences and presenting their artwork to others.

Additionally, we aim to nurture artistic talent and develop transferable life skills such as creative imagination, cooperation, and flexibility. We provide opportunities for children to explore their surroundings first-hand, fostering a deeper appreciation of the world. Our curriculum is designed to engage, inspire, and challenge pupils, encouraging them to imagine, experiment, and create their own artworks.

We also focus on developing an awareness of the formal elements of art, including line, tone, colour, pattern, texture, form, and space. Our aim is to enhance children’s proficiency in controlling materials and tools while acquiring knowledge and becoming competent in a wide range of art and design techniques and processes. We encourage exploration of ideas and meanings in art, ensuring that students learn about important artists, architects, craft makers, and designers, and understand their historical and cultural significance.

Finally, we strive to develop children’s ability to appreciate artworks and make informed, critical responses to their own work and that of others. We also aim to build partnerships with the wider community through art and design projects.

Implementation

Our art and design curriculum is centred around four key areas: the acquisition of knowledge and understanding, generating ideas, the process of making, and evaluation. To achieve our aims, we ensure that our art and design curriculum provides a stimulating and carefully considered sequence of experiences that facilitates progression. The curriculum is designed to build upon and extend prior knowledge of processes and media. Cross-curricular links are made where possible; for instance, a unit on classical architecture is covered when Key Stage 2 studies the ancient Greeks.

Opportunities are provided for pupils to study the work of both male and female artists, including those of Black, Asian, and Minority Ethnic (BAME) heritage. Lessons include opportunities to learn about the art of different cultures; for example, children can explore the tradition of kente cloth from Ghana during Black History Month. The use of sketchbooks is prioritised and included in all short-term planning documentation. High-quality resources are allocated for art and design provision, and continuing professional development is offered to staff.

There is a strategic approach to art provision, which encompasses the curriculum, after-school opportunities, and the contribution of art to the school environment. Provision is monitored and developed through our Art and Design Action Plan. Additionally, we plan an ‘Art Week’ based around the “Take One Picture” project organised by the National Gallery. This enrichment week also offers an opportunity for parents and the wider community to engage with the school and participate in the children’s learning.

In the Early Years Foundation Stage (EYFS), children are introduced to a wide range of high-quality media and are given the opportunity to explore line, tone, colour, pattern, collage, texture, and form through open-ended activities that focus on the "process" rather than the "product." During their continuous provision experiences, children encounter progressively more complex and challenging media and activities as outlined in our “Art Activities Progression” planning document. They are encouraged to develop their own creative ideas and are introduced to the work of various artists, designers, and craftspeople.

In Key Stage 1 (KS1), a broader range of media and techniques is introduced, allowing children to expand their creativity and imagination. They are also exposed to a wider variety of artists, designers, and craftspeople. In Key Stage 2 (KS2), the use of sketchbooks becomes a more prominent part of the curriculum, and pupils are taught to develop their mastery of art and design techniques. Additionally, children are introduced to the work of further artists, designers, craftspeople, and architects.

Impact

We believe that the impact of children’s learning in art and design should be clearly evident throughout the school, and their artwork should significantly enhance the physical environment. We place a high value on artwork, which is celebrated through its display.

To measure the impact of our curriculum, we employ several methods. We look for evidence in sketchbooks that reflects pupils’ self-evaluation and peer evaluation. We conduct formative assessments of individual pieces of work, providing both written and verbal feedback to pupils. Additionally, we carry out summative assessments of pupil work in sketchbooks and portfolios, and we consider the evidence presented in displays of artwork. Our Senior Management Team (SMT) monitoring cycle and subject leader monitoring further contribute to our evaluation process, alongside annual reporting of standards across the curriculum.