Art & Design
'At Hovingham, Art and Design in the primary curriculum provides the window into creativity and pathways to self-discovery. Through artistic exploration, our children cultivate a visual language that transcends boundaries, fostering a deeper connection with their world and enriching our sense of belonging.'
| Intent |
Art within the creative disciplines is essential in life. Art can shape and define who we are and how we understand ourselves and others. It provides opportunities for perspective, expression and individuality. For Hovingham, building tolerance, appreciation and celebration of our community as a whole can be channelled through the artistic beauty with all the different cultures we serve. We believe that artistic experience fuels imagination and in turn imagination fuels creativity.
At Hovingham Primary our art curriculum will enable pupils to:
• Acquire, retain and retrieve key scientific knowledge and skills through specific disciplines for defined purposes.
• Develop self expression, exploration and interpretation. Think and act like an artist.
• Be curious and fascinated about natural and man-made artwork and design
• Produce creative work, exploring their ideas and recording their experiences
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers
• Understand the historical and cultural development of their art forms
The National Curriculum provides the knowledge and skill development for the art curriculum being taught throughout the school, which is now linked, where possible to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study.
The art content, for every year group, from Nursery to Year 6, is carefully mapped out so that teachers know and understand what to teach and when to teach it. All sequences of learning are planned so that there is cohesion and key knowledge and skills are protected. Art is taught within planned blocks for continuity and depth.
| Implementaction |
What will this look like in the classroom?
Our teaching sequence, through the 5A model, will:
Our classrooms will:
• Provide appropriate quality equipment for each area of the curriculum.
• Have developed learning walls which include high quality WAGOLLs, including artists, and carefully chosen vocabulary, which are regularly updated.
• Display works of art, both of artists and pupils, which demonstrate skills and expectations.
• Be organised so that pupils can work in small groups or as a whole class as appropriate to support pupils in their development of their skills.
• Deploy an appropriately challenging selections of texts, both non-fiction and fiction, accessible throughout learning to develop wider understanding and underpin reading skills.
Our children will be:
• Engaged because they are challenged by the curriculum which they are provided with.
• Resilient learners who overcome barriers and understand their own strengths and areas for development.
• Able to critique their own work as an artist because they know how to be successful.
• Safe and happy in art lessons which give them opportunities to explore their own creative development.
• Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on artistic skills and knowledge.
• Able to talk about a variety of famous artists over time.
• Develop artistic skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.
| Impact |
How will we measure the impact?
Pupil Voice will show:
• A developed understanding of the names, key works, styles and techniques of major artists at an age appropriate level.
• A secure understanding of the key techniques and methods for each key area of the art curriculum: colour, form, line, tone, texture and shape.
• A progression of understanding, with appropriate vocabulary which supports and extends understanding.
• Confidence in discussing artists, art, their own work and identifying their own strengths and areas for development.
Displays around school and books will show:
• Pupils have had opportunities for practice and refinement of skills.
• A varied and engaging curriculum which develops a range of artistic skills.
• Close studies of the work of well-known and highly skilled artists which supports their understanding of their skills and techniques.
• Developed and final pieces of work which showcase the skills learned.
• Clear progression of skills in line with expectations set out in the progression grids.
• That pupils, over time, develop a range of skills and techniques across all of the areas of artistic development.
The curriculum leader will:
• Celebrate the successes of pupils through planned displays.
• Collate appropriate evidence over time which evidences that pupils know more and remember more.
• Monitor the standards in the subject to ensure the outcomes are at expected levels.
• Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.
