Headteacher: Mrs Julie Goodwin | Contact Us | 01772 862664
Art and Design Policy
Art, craft and design embody some of the highest
forms of human creativity. A high-quality art and design education should
engage, inspire and challenge pupils, equipping them with the knowledge and
skills to experiment, invent and create their own works of art, craft and
design. As pupils progress, they should be able to think critically and develop
a more rigorous understanding of art and design. They should also know how art
and design both reflect and shape our history, and contribute to the culture, creativity
and wealth of our nation.
Introduction
This policy is a statement of the aims, principles,
strategies and expectations of effective teaching of Art and Design at Barton
St Lawrence Primary School. Please read this policy in conjunction with:
Aims
The national curriculum for Art and Design aims to
ensure that all pupils:
• 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, and understand the
historical and cultural development of their art forms.
Teaching and Learning in Art and Design
All lessons need clear learning objectives which
are shared and reviewed with the pupils effectively. A variety of strategies
are used to assess progress. The information is used to identify what is taught
next. Lessons must make effective links with other curriculum areas and
subjects. Activities should be challenging, motivating and extend pupils’
learning. As they move through school pupils have more frequent opportunities to
develop their skills and select and use appropriate tools and mediums, and
combine these for a given purpose with confidence and increasing independence.
Coverage of Skills
Drawing skills are to be taught and developed
continually throughout the year. The remaining six elements will be covered
over a two year period, where they best fit within the creative curriculum.
These elements are:
Time allocation
All children are taught approximately 45
hours of art each year. The exact time allocation for each half-term will
depend on the topic being taught.
Making Cross Curricular Links
At Barton St Lawrence Primary School we believe
that making links between curriculum subjects and matters, skills and processes
will deepen the children’s understanding by providing opportunities to
reinforce and enhance learning. A majority of the formative assessment at
Barton St Lawrence Primary School will be taken from cross curricular work
where children are applying taught matters, skills and processes.
Continuity and Progression
The school ensures curriculum continuity by close
liaison between staff and the planning stages.
Key stage 1 Pupils should be taught to:
Key stage 2 Pupils should be taught to develop
their techniques, including their control and their use of materials, with
creativity, experimentation and an increasing awareness of different kinds of
art, craft and design. Pupils should be taught:
Inclusion
Planning at all levels ensures that the interests
of boys and girls are taken into account. The pupils work individually, in
pairs, as part of a small group and as a whole year group each term. They use a
variety of means for communicating and recording their work. All pupils,
including those with special educational needs, undertake the full range of
activities, differentiated according to their own specific needs. Teacher
assessment determines the depth to which individuals and groups go during each
unit of work.
Art Leadership
Barton St Lawrence is committed to giving the
children chance to have a voice. Once every half-term, an ‘Arts Council’ meets
with the subject leader to discuss art and design. They will talk about what they
have learned, enjoyed and would like to have done differently, as well as put
forwards suggestions as to what they would like to do in upcoming art lessons.
The Subject leader then feeds this back to class teachers who are responsible
for taking this into account in future planning.
Organisation
Art is taught discretely within a topic with the
children then being provided with opportunities to develop their skills in
cross curricular activities independently.
Activating Prior Knowledge
Using prior assessment information to guide
activities and strategies this enables teachers to accurately identify the
start point for learning.
Learning Intentions/ Objectives
Based on prior assessment information and outcomes
from the activation of prior knowledge teachers identify ordered learning
objectives for each group within the class to ensure that progress in learning
is made. Learning objectives and success criteria are to be shared with the
children at the beginning of each Art and Design lesson so that children know
their learning steps throughout the lesson.
Differentiation
There are a number of different forms of
differentiation:
• By outcome – where a task is given and the children respond at different
levels
• Different tasks around the same topic matched to the needs of the
children
• Variety of input for the same task
• Variety of questioning
• Completing different task
Assessment, Recording and Reporting in Art and
Design
Types of Assessment
Formative Assessment
Formative assessment is embedded in the teaching
and learning process of Art and Design at Barton St Lawrence Primary School. It
involves:
1. Evaluating pupils level of knowledge
2. Setting explicit learning intentions
3. Sharing learning intentions and success criteria with pupils
4. Questioning effectively
5. Pupils evaluating their own and peers performance against success
criteria
6. Teacher s and pupils reflecting and reviewing performance and progress
7. Effective oral feedback to inform pupils what they should do next
8. Children responding to feedback
Self-Assessment and Peer Assessment
Peer and self-assessment are ways of engaging
children in understanding their progress in learning and identifying next steps
in their learning that can be used in addition, and to support, oral feedback
from teachers and Support Staff. The aim is to involve children in the analysis
and constructive criticism of their own and others work. Learners use the
success criteria to make judgements on their own, and peers, learning and
identify areas for development – next steps.
Day to Day Assessment
The main focus involves teachers using their
professional skills to observe a child to see if the work provided for them is
sufficiently challenging to ensure progress or that misconceptions or ‘gaps’
are not impacting on progress. The assessments are recorded on the planning
sheets and used to inform future planning. This may be achieved through:
• Questioning
• Observing
• Discussing
• Analysing
• Checking children’s understanding
• Engaging children in reviewing progress
Assessment of Learning – Summative Assessments
At the end of a unit of work summative assessments
are made about each child’s achievements throughout the unit and are recorded
in the front of each child’s sketchbook with a coloured sticker. Red denotes
that the child is working below age expectation, yellow that they are working
at a level expected for their age and green, that they are working above
expectations. Teachers also note where evidence for each achievement can be
found. Strengths and areas for development are identified and this informs
future learning of the skills matters and processes for the next unit of work.
Then at the end of each year a summative judgement is made as to whether
individual children are emerging, expected or exceeding their year group
expectations in Art and Design. This is reported to parents in the end of year
report.
Assessment for Learning – Formative Assessments
The skill, matter or process objectives and success
criteria are made explicit in all planning. Key questions and cross-curricular
opportunities are identified on weekly planning. Assessment opportunities are
identified in weekly foundation planning and these form the basis of the
planning for learning for the next lesson. Teachers make brief notes in the
assessment note column on planning to inform subsequent teaching and learnings.
It is best practice to be constantly revising planned learning.
Success Criteria
Success criteria are shared with all children and
displayed throughout the lesson to be used by the learner, peers or teacher.
These should be differentiated where appropriate.
Marking and Feedback
Rationale
We are committed to providing relevant and timely
oral feedback to pupils. Feedback intends to serve the purposes of valuing
pupils’ learning, helping to diagnose areas for development or next steps, and
evaluating how well the learning task has been understood. Feedback should be a
process of creating a dialogue with the learner, where questions can be asked;
the learner is actively involved in the process. At Barton St LawrencePrimary
School, we aim to:
Effective Feedback Strategies
The following strategies can be used to assess and
provide feedback:
Success Criteria Checklist |
||
Learning Objective: To improve
their mastery of art and design techniques, including drawing – STILL LIFE |
||
|
Teacher |
Pupil |
1. I can draw basic outlines of
the objects |
|
|
2. I can use diagonal and
vertical shading to give shape to objects |
|
|
3. I can use light and dark
shading to show light |
|
|
Moderation
Moderation is the process of bringing individual
judgements into line with general standards and those throughout school and
nationally. Moderation is carried out annually for Art and Design.
Monitoring and Evaluation of the Art and Design
Policy and teaching and learning
Monitoring and evaluation of teaching, learning and
the curriculum enable us to:
• Find out about the quality of teaching and learning and standards of
achievement
• Identify strengths and areas for development
• Identify areas for development and take appropriate action
• Ensure consistency in continuity and progression
• Provide appropriate support and resources
• Ensure the needs of all groups or children are addressed
• Share good practice
The Headteacher monitors:
• Long term, medium term and short term planning
• Co-ordinates and monitors moderation of judgements
• Scrutinises assessment notes
• Ensures policy is implemented
Subject Leaders monitor:
• Long term, medium term and short term planning
• Annual assessments when a summative judgement is made.
• Co-ordinates and monitors moderation of judgements
• Ensures policy is implemented
• Supports and guides teachers in teaching and learning of Computing.
• Monitors and evaluates practices in school
• Keeps up to date with latest initiatives, research and resources and
communicate these to staff
• Attends relevant CPD
• Prepares, organises and delivers appropriate CPD
All staff:
• Complete weekly planning that indicates assessment focus
• Assess pupils work in each lesson and provide notes on planning
• Plan learning that is in response to assessment information
• Highlights children’s achievements on the Art and Design Assessment
Sheets at the end of a unit of work.
• Makes a summative judgement at the end of the year or upper/lower key stage
for each child.
Review and Evaluation of the Policy
The policy will be reviewed annually, to ensure it
is kept in line with any curriculum changes that take place within the school
or externally. Equal Opportunities and Differentiation It is important when
planning work in Art and Design that the teacher pays close attention to equal
opportunity in respect of gender, race , the needs of the most able children
and those children with special educational needs.
Points for consideration by teachers when planning
Art and Design work are:
Financial Commitment
The financial commitment for Art and Design will
differ each year, details of which will be found in the SDP. However, in order
that staff can deliver the Art and Design Curriculum effectively, the following
financial commitment is envisaged.
Role of the Art and Design Co-ordinator
The role of the Art and Design co-ordinators
is
Monitoring and Review
Monitoring of the standards of children’s work and
the quality of teaching in Art and Design is the role of the Art and Design
Co-ordinator and the Senior Leadership Team in the following ways: