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The Federation of St Edmund's and St Joseph's Catholic Primary Schools

St Joseph's Catholic Primary School

  • Ambitious
  • Confident
  • Inquisitive
  • Collaborative
  • Resilient
  • Respectful
  • Motivated
  • Independent
  • Resourceful
  • Faithful

Art

Introduction

This policy was developed in September 2022, in consultation with staff and will be reviewed again in September 2024. Staff are expected to be aware of the information contained within the policy and use its guidance when undertaking their core duty of teaching. This policy will form the basis for self-review so that staff can reflect and develop their practice – with reference to the DFE Teachers Standards 2012. It will also enable the governors and parents to have a better understanding of the workings of the school and enable them to play their part in school improvement effectively.

Rationale

“Art is not just a subject to learn, but an activity that you can practice with your hands, your eyes, your whole personality.” 

 Quentin Blake, Children’s Laureate  

Primary art should engage, inspire and challenge pupils by introducing them to a broad range of techniques, materials and artists, craftspeople and designers from the past and present. It should equip them with the knowledge and skills to experiment, explore and take risks, invent and create. It should enable them to be authentic and explore their own identity as well as being curious about, respecting and connecting with others and developing their own well – being. Most importantly, it should aim to foster a positive, life-long relationship with the subject offering the freedom to express themselves in a creative way.

We have adopted the scheme of work produced by Kapow Primary which ensures progression of skills and follows a sequence to build on previous learning.

Aims and Objectives 

In accordance with our mission statement, at the federation of St Edmund’s and St Joseph’s we aim through the teaching of art: 

  • To instil broad knowledge and related key art skills.
  • To cover the statutory requirements of the National Curriculum 2014. 
  • To encourage all pupils to enjoy and achieve in their own learning, make a positive contribution to others and the school and to reach their fullest potential. (TS 1.2, 2.5 and 4.2) 
  • To fulfil Article 29 of the UN Rights of the child, providing pupils with an education that develops their personalities, talents and abilities.
  • To encourage pupils to become confident in his or her own ability and experience a sense of achievement. (TS 2.5, 4.2, 1.3) 
  • To provide motivating and engaging activities designed to develop appreciation of all aspects of the art curriculum (TS 4.5) and helping to develop an interest and understanding of the ways in which people from the past and present have used and combined materials to create art in its many forms.
  • To promote enjoyment and develop a positive, resilient attitude to art. (TS 4.2, 2.5)
  • For children to leave our school equipped with a range of techniques but also with confidence and creativity, forming a strong foundation for their Art and design learning at Key Stage 3 and beyond.

In the Early Years Foundation Stage, we provide opportunities for children to:

  • Develop a curiosity and interest in the designed world through investigating, talking and asking questions about familiar objects.
  • Develop confidence and enthusiasm through frequent exploration of media to create and develop objects.
  • Construct with a purpose in mind, using a variety of resources, exploring colour, manipulating materials to achieve a planned effect.
  • Extend their vocabulary through talking and explaining about their designing and creating activities.

Guidance for teaching and learning

The curriculum builds progression through four main strands - formal elements - colour, tone, line and shape, form and space, texture and pattern, making skills, knowledge of artists and evaluating.

It is taught through these four main units – drawing, painting and mixed media, 3D Art (including sculpture and textiles) and craft and design.

Each unit provides sequenced learning and is flexible enough to allow cross -curricular links. Children are supported in learning how to make their own creative choices and decisions, so that outcomes, whilst being knowledge rich, are unique to the pupil and personal. One unit is taught every other half term, with Design and Technology being taught during the other half. The drawing unit is revisited each term to allow essential skills to be further developed. 

Lessons are always practical, and sometimes take place outside. Art is usually (but not always) taught in a block. Sketchbooks are used in Key Stage One and Two for experimental and exploratory learning. Knowledge organisers are used to support children in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

All plans should be uploaded in each year group’s Planning directory on SharePoint. These should be available to the art subject leaders to review as part of the monitoring and evaluation cycle.

Planning

Class teachers are responsible for the medium and short term planning based on the KAPOW scheme. Plans must show how the needs of the children will be met, and should detail the learning objective and success criteria. The role of other adults should be clearly identified. Ongoing assessment through discussion, observation will inform planning. Annotation of plans can be used to record ongoing assessment and inform planning.

Role of Coordinator

  • The art subject leaders are responsible for the continuing development of art in the school in line with the School Development Plan (TS 8.4). They are also responsible for managing the curriculum budget, purchasing resources as needed as well as organising and maintaining resources.
  • They are responsible for overseeing the setting, monitoring and evaluation of art; supporting the class teachers and ensuring that appropriate progress is made by every child, in line with the School Development Plan. (TS 6.2, 6.3) 
  • The art subject leaders have a supportive/coaching role and should aid colleagues in their continued professional development (TS 8.2, 8.4). 
  • The art subject leaders will also network with other art subject leaders within our school pyramid and across the LA/using online resources in order to share good practice and to ensure consistency in our teaching and learning.
  • The art subject leaders will organise enrichment activities/ whole school or one -off projects to raise the profile of art within the school.
  • The art subject leaders will make use of opportunities to add to and broaden children’s cultural capital.

Role of Class teacher

  • The health and safety of those using art materials.
  • The class teacher will be responsible for the production of medium-term plans based on the Kapow Primary Art Scheme showing learning objectives and pupil outcomes week by week, with an outline of activities and resources to be used. (TS 4.1, 4.2, 4.3, 4.4, 4.5). 
  • Plans will also show visits planned to support the unit and cross-curricular links. (TS 4.3) Assessment opportunities will also be identified and used to inform future planning. (TS 6.1, 6.2, 6.3) 
  • Ensuring that all tools are used carefully, then cleaned and returned to the correct place in the art storage area when they are finished with.

Role of the Head teacher 

The head teacher is responsible for the overall quality of teaching and learning and will work with the subject leader to monitor planning, teaching and learning on a regular basis as outlined in the monitoring and evaluation schedule.

Monitoring and Evaluation 

Evidence for monitoring and evaluation for pupil progress meetings and learning conversations may be drawn from lesson observations, book Studies, scrutiny of planning and pupil interviews. (TS 8.2, 8.4) 

This information will be used to evaluate the progress of pupils and quality of provision. This will be used to identify priorities for improvement annually and be reported to staff, governors and parents. 

Provision for SEN & Inclusion 

Learning should be inclusive to all pupils by setting suitable learning challenges and responding to pupils’ diverse needs. It should take account of the interests of all pupils by using a range of activities and contexts for work that allow a variety of interpretations and outcomes.

Children who need support will be given tasks to help them attain the competence necessary to meet the lesson’s objectives. Particular attention must be given to the provision for vulnerable pupils, e.g. EAL, SEND, LAC, FSM (TS 5.1, 5.2, 5.3, 5.4)

Alternative or adapted activities may need to be provided for children to overcome difficulties with manipulating tools, equipment or materials. Pencil grips and writing slopes are available in each class. Tablets and sound buttons are also used to enable children to record their thoughts. A software programme which converts speech into print is also available. Some children may have particular allergies to certain materials used and staff should ensure these are addressed safely.

English as an Additional Language 

A number of our pupils speak a language other than English at home and this is a highly valued skill. We seek to celebrate their language and cultural heritage and reflect this in what we teach e.g. exposing children to artists and their work from many different countries. Pictures and artefacts are used to support vocabulary development. More fluent pupils act as language buddies for those new to English. Peers and adults act as role models and support by example. 

Equal Opportunities 

The planning, teaching and assessment of art and design is designed to ensure all pupils have equal opportunity irrespective of disability, gender, ethnic origin, and religion. Resources, materials and curriculum units provide the opportunity to promote equality of opportunity and respect, tolerance and understanding by exploration of issues such as prejudice in relation to race, gender, and disability. A range of artists from differing cultures will be used to provide opportunities to challenge stereotypes and prejudice.

Marking and Feedback for pupils 

At St Edmund’s and St Joseph’s we recognise the importance of responding to children’s work, which in art will be mainly verbal. In line with our school’s marking policy we seek to encourage children by highlighting positive achievements and support their progression through suggestions of how to improve their learning. Children are given opportunities and are actively encouraged to carry out peer and self-assessments and are encouraged to self -evaluate.

Assessment

Progress in Art and Design is demonstrated through regularly reviewing and scrutinising children’s work, in accordance with our Art and Design assessment policy to ensure that progression of skills is taking place. Namely through looking at pupils’ work, especially over time as they gain skills and knowledge as well as observing how they perform in lessons and
talking to them about what they know.

The Art and Design curriculum will contribute to children’s personal development in creativity, independence, judgement and self-reflection. This will be seen in them being able to talk confidently about their work, and sharing their work with others. Formative assessment is used to guide the process of individual pupils in Art and Design. It involves identifying each child’s progress in each aspect of the curriculum, determining what each child has learnt and what should therefore be the next step in their learning. Formative assessment is mostly carried out informally by the teachers in the course of their teaching and should be based on the identified assessment opportunities.

Use of Sketchbooks

Sketchbooks are used from year 1 through to year 6 to regularly record, collect and explore ideas and images and other information relevant to current and ongoing work. The sketchbook is an essential and personal record although teachers will teach children when it is appropriate to use them and for what purpose.

The contents of the sketchbook could include:

Experiments with using various marking media drawings in a range of media that are:

  • A record of what has been seen
  • Preparatory studies for further work
  • The development of ideas for further study
  • Photograph and other illustrative material to support ongoing work
  • Colour schemes and trials
  • A record of observations seen outside the classroom which will be used a reference material for further work, for example on a school visit
  • Details of something that will be drawn or painted in entirety
  • ICT prints and image manipulations
  • Vocabulary collected and defined (maybe pictorially) at the back of the book

Progress will be shown through outcomes and through the important record of the process leading to them. Each child, from year 1, has a sketchbook which continues with them through the school showing progress.  Sketchbooks will be passed on to the next year group teacher and the recording process will continue throughout the school.

Health and Safety

All activities will be undertaken with due regard to Suffolk Education Authority Policy on Health and Safety. Children should be working in a safe environment both in and outside of the classroom and it is the responsibility of the class teacher in the first instance to ensure the activities are in adequately supervised and in accordance with the policy. When working with tools, equipment and materials in practical activities, pupils should be made aware of hazards and risks and taught how to minimise those risks. The relevant risk assessments must be completed when using any potentially dangerous equipment, such as craft knifes or hot wax.

Staff Development 

The Kapow Primary Art scheme is a valuable professional development tool for teachers. Each lesson includes a teacher video clip and a pupil video clip and there are exemplars of work, which have been downloaded onto SharePoint.

Enrichment

As a school, we often take part in large-scale collaborative artwork and local community projects, fundraisers and projects to mark national and historical events. Whenever possible we take the opportunity to visit local galleries and exhibitions and invite local artists to work with the children. Each class have a framed picture in their classroom, belonging to their ‘artist of the month,’ which aims to add to pupil’s experience of cultural richness and diversity.