Charles Darwin Community Primary School
After 7 years of studying art at Charles Darwin pupils will learn how to:
- Develop imagination, original thought and personal expression.
- Develop an expertise in using a wide range of materials and equipment and techniques and enable the realisation of their ideas
- Develop aesthetic awareness in order to make informed critical responses about their work and the work of others.
- Study contemporary, historical, cultural and religious art and a range of artists.
- Work in sketchbooks and develop their visual literacy skills when evaluating pieces of art.
What this looks like at Charles Darwin
Our art curriculum includes termly topics for all children from Year 1 to Year 6. Children in EYFS develop early art skills through their play and through structured activities. We teach art through termly blocks of lessons, as part of our topics and incorporating it in to other subjects. Our themed week involves the whole school. We link art to themes and/or another subject the whole school is studying. We aim to offer an art education that will help pupils develop key skills using a range of media.
Pupils should be given the opportunity to learn through real experiences, teacher-prepared materials, practical demonstrations, structured tasks and educational visits. These tasks should incorporate drawing, painting, collage, printing, sculpture, textiles and digital media. The opportunity should be given for pupils to evaluate and respond to art using visual language, and to make informed comments about their own work and that of others.
Lessons should be planned and organised to allow children to work independently, in pairs, as part of a small group or as a whole class. Arrangements are made for local artists to visit school to work with classes. This provides opportunities for children to see other artists at work and enable them to learn new skills and techniques.
Our art curriculum ensures that all aspects of art are taught over each key stage developing a range of skills.
During assemblies, a termly artist is introduced and their work is displayed for the children to admire and discuss.
All children should be integrated as fully as possible into all aspects of the art curriculum. Differentiation by task, support and outcome will allow all children to improve their confidence and self-esteem, as well as meeting the individual needs of the class. When planning group work, it is important to incorporate some activities in which mixed ability groups can be used. In doing so, children will be able to consolidate their skills by demonstrating what they are capable of to others and will be able to observe good practice from their peers.
The position on the learning continuum should be considered when planning to use resources and equipment. In some cases, different equipment may be required for some children, or for confident pupils who require a more challenging task.
Art is linked to whole school weeks throughout the year. Links to English, history, geography and science are used to enhance the learning. During these weeks, pupils across all ages take part in a single themed project. Previous projects have included, the Salt Industry, science weeks, refugee week and one hundred years since WW1. This year will focus around, The Voyage of the Beagle and science week.
Progression in Art will be assessed through learning walks, listening to children’s responses and contributions to discussions (pupil voice) and evaluating their own work.
Progress of art work should be recorded within each child’s individual sketchbook. Teachers should provide verbal feedback during lessons to support the children’s development of the skills.
Charles Darwin children love art; the cleaners less so at times! Classroom and whole school displays reflect our children’s sense of pride in their artwork and this is also demonstrated by creative outcomes across the wider curriculum. The school environment celebrates children’s achievements in art and demonstrates the subject’s high status in the school, with art of various types evident throughout. Assemblies and displays also ensure children’s knowledge and appreciation of the lives and works of famous artists.