Intent

At Honilands, we believe that by learning about great artists, craft makers, and designers, pupils will begin to understand the historical and cultural development of art forms.

As they progress through school, they will be taught to think critically and develop a deeper understanding of art and design, and to recognise how both reflect and reflect on their history. 

Our Art Curriculum is designed to prepare them for secondary school, equipping them with a strong understanding of what they can do and helping them make choices about their future as young adults. They will be able to appreciate a broad range of art and also make decisions about the route to take for further learning related to the Arts.

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.  National Curriculum 2014

Implementation

Across Foundation Stage at Honilands

• Explore what happens when they mix colours; Experiment to create different textures; Understand that different media can be combined to create new effects; Manipulate materials to achieve a planned effect
• Construct with a purpose in mind, using a variety of resources; Use simple tools and techniques competently and appropriately;
•  Select appropriate resources and adapt work where necessary; Select tools and techniques needed to shape, assemble and join materials they are using.
•   Safely use and explore a variety     of materials, tools and techniques, experimenting with colour, design, texture, form and function; 
• Use what they have learnt about media and materials in original ways, thinking about uses and purposes; Represent their own ideas, thoughts and feelings 

Across Key Stage 1 at Honilands

KS1 Pupils are given opportunities to:

• produce creative work, exploring their ideas and recording their experience
• become proficient in drawing, painting, sculpture and other art, craft and design techniques
• to use a range of materials creatively to design and make products
• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• learn about the work of a range of artists, craft makers and designers’

Across Key Stage 2 at Honilands 

KS2 Pupils are given opportunities 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.
• create sketch books to record their observations and use them to review and revisit ideas
• improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials 
• about great artists, architects and designers in history’.

Planning & Teaching

• Years 1 to 6 follow the Art scheme of work based on the Suffolk Curriculum
• The school’s curriculum map shows the units to be covered each term 
• Use the school’s medium-term plan for each unit of work 
• PowerPoints/planning are annotated and adapted to support children with SEND, lower-attaining, and those new to English, improving access to the content. 
• Ensure plans are annotated and adapted to show how less able and those new to English will access the content. 
• Ensure more able children are planned for so that they can deepen their knowledge and skills
• All staff are to ensure that they have considered the risks
• Resources for lessons/units need to be ordered at least half a term in advance.
• Ensure correct resources and implements are used, including brush size, paint, and pencil number
• Art and Design books should show process & evaluation

Impact

Feedback 

• Oral feedback is to be used to improve pupils' work, both physical art and written work, throughout each lesson.
• Children may use a purple pen to signify responses to feedback.
• ‘Edit and Review’ to check spelling errors and other secretarial errors at the end of each lesson.

Assessment

• Use work evidenced in pupils’ sketchbooks to assess pupils' knowledge and skills.
• Short recaps of prior knowledge/ learning in each lesson to ensure children have a secure understanding. 
• Teachers moderate pupils' books to identify pupils working towards ARE, at ARE and at greater depth.
• Teachers and key workers make observations regarding the pupils’ development in this subject and use Tracking Grids to identify pupils' attainment.
• EYFS:  Teachers and key workers make observations regarding the pupils’ development in this subject and record them on Tapestry by taking photos of each lesson. Children's work is displayed in the classroom. Artwork stations are also set up outside.