Art and Design: Led by Miss Frame 

The Nature of Art, Craft, and Design

Art is a rich and varied set of practices central to human civilisation. Art itself is not static, and its purposes, materials and methods are always evolving. Historically, it has served a range of purposes, including representing nature, expressing feelings, embodying formal beauty, and preserving or criticising social norms. Major art forms include painting, sculpture, drawing and printmaking. Since the early 20th century, art has broadened to include photography, performance, installation, and new digital media. Art is closely related to design and craft in graphics, typography, textiles, and ceramics. It is not easy to draw a clear line between art, craft, and design, because the boundaries between them have changed over time; these fields continue to inform and enrich each other.

Curriculum Intent

We believe creating art expands a child's ability to interact with the world around them and provides a new set of skills for self-expression and communication. We aim to encourage a child’s natural sense of wonder about the world in which they live. Our art curriculum is designed to inspire children’s curiosity and encourage them to share their responses to what they see, hear, feel, and experience. We aim to develop children’s visual and aesthetic awareness to enable them to make informed critical responses about their work and that of others. We want them to achieve personal fulfilment and satisfaction in the works they produce.

We know that art is a visual and tactile subject which children relate to immediately. We also believe that it cultivates important skills that benefit a child's development in their early years. It can help children to develop hand-eye coordination, and help them to learn about size, shape, pattern, and design. It can also help children to develop their decision-making skills and reduce anxiety. The opportunity to create whatever a child desires helps foster creativity, imagination, and personal expression.

Curriculum Implementation

• the art curriculum is sequenced and well-structured with clear end points. knowledge is built on overtime and learning is broken down into component parts to allow children to know and remember more.
• pedagogical choices are designed to develop the practical, theoretical, and disciplinary knowledge intended in each lesson.
• classroom activities are clear about what is to be learned (the curriculum object) and enable children to practise it.
• teaching approaches take account of children’s level of expertise.
• when children learn techniques for the first time, teachers make sure they have enough opportunities to practise crucial components of these techniques.
• as children become more proficient in areas of practical knowledge, classroom activities become increasingly varied and open ended.
• teachers’ direct children’s attention to the main concepts, themes, and ideas that they are exploring.
• subject specific vocabulary is included in curriculum planning, so children acquire a visual language. This ‘language’ helps children to express a huge variety of ideas.
• when on educational visits or working with artists and craft makers, we ensure children have enough prior knowledge to make these experiences meaningful.
• teachers make subject-specific adaptations to activities for children with SEND, where appropriate, instead of excessive adaptations to the curriculum or lowering expectations
• the curriculum allows time for children to develop socially, to learn how to negotiate and collaborate to bring expansive ideas to life.

Please click the links below to access the following documents for Art and Design:
Policy
Long Term Plan
Knowledge and Skills Progression