Art & Design Policy Review Date: Summer Term 2015

Transcription

1 Art & Design Policy Review Date: Summer Term 2015

2 Contents Our Vision... 3 Introduction... 3 Aims and Purposes... 3 Attitudes... 4 Language and Communication... 4 Ways of Working... 4 Features of Progression... 6 Organisation of Art and Design... 7 Time Allocation... 8 Curriculum Content... 8 Links with Other Curriculum Areas Expectations in Art and Design Displaying children s Work Special Educational Needs Role of the Co-ordinator Assessment and Record Keeping Guidance for Assessment Monitoring and Evaluation Health and Safety Equal Opportunities Work at Home and Outside Lessons Use of Resources Policy Review and Evaluation

3 WOODSTOCK CE PRIMARY SCHOOL ART & DESIGN POLICY Our Vision Nurture ~ Believe ~ Discover ~ Achieve Our vision for Woodstock CE Primary School reflects a passionate commitment to learning and recognition of the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils in partnership with parents and the local community. Our School will be a centre: For learning where high standards are pursued with consistency and enthusiasm Where individuals are valued and helped to achieve their personal best. Where effective partnerships secure the success of the school. Introduction At Woodstock CE Primary School Art and Design is taught as part of the school s overall curriculum. The skills, techniques and experiences of this subject drive the content of the Art curriculum. Opportunities to experience, practice and develop skills acquired will be presented across the curriculum as well as in their own right. The teaching of Art and Design at Woodstock CE Primary School promotes learning in the following areas: Pupils spiritual, moral, social and cultural development; The key skills of communication, application of number, ICT, working with others, problem solving and the self-improvement of pupils own learning; Other aspects of the curriculum, including opportunities to develop thinking skills, enterprise, work related learning and education for sustainable development. Aims and Purposes Art and Design offers opportunities to: Stimulate children s creativity and imagination by providing visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Develop children s understanding of colour, form, texture, pattern, tone, shape, line and space, and their ability to use materials and processes to communicate ideas, feelings and meanings, teaching all children to look and observe carefully. Explore with children ideas and meanings in the work of artists, crafts people and designers, and help them learn about their different roles and the functions of art, craft and design in their own lives and in different times and cultures. Help children to learn how to make thoughtful judgements and aesthetic and practical decisions, and become actively involved in shaping environments. 3

4 Art develops spiritual values and contributes a wider understanding to the experience of life, which helps to build a balanced personality. Bridget Rile, Painter Art and Design is not just a subject to learn, but an activity that you can practice: with your hands, your eyes, and your whole personality. Quentin Blake, Children s Laureate Attitudes Children have opportunities in Art and Design to: Consider their own attitudes and values in relation to images and artefacts and learn to challenge assumptions, stereotypes and prejudice in visual and other forms. Develop respect for their own and others work, and learn how to offer and receive constructive feedback and praise. Work with others, listening to and respecting each other s ideas, and learning to value different strengths and interests within the group. Develop a respect for the materials and resources that they use in their work, and learn to evaluate critically their own and others use of these. Value natural and manmade environments, including the distinctiveness of their locality, and learn to evaluate critically the role and function of art and design within it. Language and Communication Children develop language skills by: Exploring ideas about the starting points for their work. Asking and answering questions about source materials and how these help them to develop their ideas, including recording ideas and annotating work in their sketchbooks. Finding out about art, craft and design by extracting information from sources such as reference books, CD-ROMs, s, Espresso, and the internet. Discussing and comparing their own and others work, and explaining their own views. Ways of Working Development of Children as Artists Children are developing their understanding of art from their earliest years, and most will start school or nursery with some experience of mark making, constructing and other aspects of the subject. When they arrive at Woodstock CE Primary School all children will be encouraged to build upon their experiences to date, and will learn those skills which are crucial to their personal development and appreciation of art in all its forms. As children progress through Woodstock CE Primary School they will continue to build on their experiences and develop their artistic skills, concepts and understanding. The artistic 4

5 development of individual children will be pursued within a whole school climate that inspires a sense of purpose and excitement in the realms of art. Methodology Art is a subject in its own right. Planning needs to reflect this to ensure that the many experiences and techniques are taught with progression throughout the school. The approach to teaching Art and Design will depend largely on the aspects being taught and will need to be related to the abilities and experiences of the pupils. However, there are important elements that enhance the teaching of Art and Design, and are part of our whole school approach and practice: Work may link directly to the overall theme for the term, or be taught as a discrete mini-theme alongside existing work. It is taught using the elements in art as a focus for planned work and activities. Work will be appropriately differentiated to meet the needs of pupils, if appropriate. However, most art and design experiences are differentiated by outcome, with children working individually, in pairs or small groups at their own level. Work will be suitably challenging for all levels of ability with realistic and attainable goals to allow for success. Clear exposition and demonstration of techniques and the use of tools and materials by the teacher. Use of a variety of teaching and learning styles appropriate to the aspect being taught. Discussion to enhance pupils artistic thinking and their ability to communicate. Pupil Grouping Whole class, group and individual work are effective ways of teaching and learning of art. Whole class teaching may be appropriate e.g. for introducing, demonstrating or revising a technique. Opportunities will be provided for children to work on collaborative projects in pairs or groups and as a whole class. As a staff we are committed to providing an annual Arts Week involving all pupils. The week enables pupils from all year groups to work collaboratively together, inspired by a thematic stimulus. We actively encourage parental support and participation in this activity. It is our aim to have professional artists running workshops during the week; and for classes to visit local museums and galleries. 5

6 Features of Progression Planning to help children get better at Art and Design involves: Extending the breadth of content by providing opportunities for children to: Respond to personal, social and environmental issues within the broad themes of themselves and their experiences and natural and manmade objects and environments. Participate in an increasing range of practical experiences of art, craft and design. Engage with art, craft and design in a variety of genres, styles and traditions. Increasing the children s depth of knowledge and understanding of: Visual and tactile elements of line, shape, pattern, texture, colour, tone, form and space. The materials and processes used by artists, craftspeople and designers. The role and function of art, craft and design in different times and cultures. Improving the quality of children s response and outcomes through the development of: Practical and technical skills. The ability to reflect on, adapt and improve their work and make independent choices and decisions about its purpose and meaning. The ability to evaluate critically the work of artists, craftspeople and designers and to apply their learning in the context of their own ideas, methods and approaches. By the end of Key Stage 1, most children will be attaining level 2 and will be able to: Explore and Develop Ideas Record from first-hand observation, experience and imagination, and explore ideas Ask and answer questions about the starting points for their work, and develop their ideas Investigate and Make Art, Craft and Design Investigate the possibilities of a range of materials and processes Try out tools and techniques and apply these to materials and processes including drawing Represent observations, ideas and feelings, and design and make images and artefacts By the end of Key Stage 2, most children will be attaining level 4 and will be able to: Explore and Develop Ideas Record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes Question and make thoughtful observations about starting points and select ideas to use in their work Collect visual and other information to help them develop their ideas, including using a sketchbook Investigate and Make art, Craft and Design Investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work Apply their experience of materials and processes, including drawing, developing their control of tools and techniques By the End of Key Stage Two Use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts Evaluate and Develop Work Review what they and others have done and say what 6 Evaluate and Develop Work Compare ideas, methods and approaches in their

7 they think and feel about it Identify what they might change in their current work or develop in their future work Knowledge and Understanding Visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space Materials and processes used in making art, craft and design Differences and similarities in the work of artists, craftspeople and designers in different times and cultures own and others work and say what they think and feel about them Adapt their work according to their views and describe how they might develop it further Knowledge and Understanding Visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes Materials and processes used in art, craft and design and how these can be matched to ideas and intentions The roles and purposes of artists, craftspeople and designers working in different times and cultures. Organisation of Art and Design At Woodstock CE Primary School Art and Design is planned at the Foundation Stage, Key Stage 1 and Key Stage 2 as part of a combined rolling programme linking themes over two years. Foundation Stages 1&2 plan within the Early Years Foundation Stage Framework; Key Stage 1 plan a two year rolling programme to ensure progression across the Key Stage, and at Key Stage 2 children follow a two year programme of study linked to the lower and upper Key Stage (3&4, 5&6). Where possible the overall termly theme is used as a context for work based on the Key Art Elements of colour, line, shape, space, form, pattern, tone and texture. Each planned block of work has a different focus or starting point and these include concrete sensory experiences, and links with work in literacy, science, design and technology, ICT, dance, music, geography, history and RE. The exploration of work by a specific artist or designer or objects and artefacts from the world around us both natural and manmade, also play an important role in the planning and delivery of each block. We firmly believe that Art and Design is not only a visual experience but a multi-sensory one. Long term planning for Art and Design in undertaken in the context of our overall curriculum plan, and reflects the individual needs of our pupils. The long term plan (available on the shared drive) shows how these teaching blocks are distributed across all Key Stages in a sequence that promotes balance, curriculum continuity, progress in children s learning and coherence. Medium Term planning identifies learning objectives, outcomes and assessment opportunities for each block of work and suggests activities directly linked to art elements and skills and also, in some cases, linking directly with other curriculum areas within the termly theme. The medium term plan shows a sequence of activities that will promote progression and an estimate of time each block of work will take. See Appendices one, two and three for progression in techniques and experiences in different aspects of Art and Design. Short term planning is the responsibility of the class teacher, who builds on the medium term plans by taking into account the needs of individual, and groups of children in his/her care. 7

8 Time Allocation At Woodstock CE Primary School Art and Design is taught as part of a planned programme throughout the school. In the Foundation Stage there is a holistic approach to the delivery of the EYFS Curriculum where children are free to access different areas of the curriculum in a way that enhances their personal development. There are always opportunities for children to engage in painting, printing, and mark-making activities in addition to specific adult-led activities linked to development in a holistic way of a particular theme. In both Key Stage 1 and Key Stage 2 Art and Design is taught on average for one hour each week (4% of available teaching time). In practice this may take the form of individual weekly lessons or blocked, for example over an afternoon for a series of weeks, depending on the nature of the study at any given time. Our aim is to focus on depth rather than quantity, thus our plans aim to cover a specific area each term. Curriculum Content The Foundation Stage of Learning The Foundation Stage of Learning comprises of six areas of Learning and Development underpinned by the four themes and principles of the EYFS (A Unique Child, Positive Relationships, Enabling Environments and Learning and Development). All areas of Learning and Development are connected to one another and are equally important. Art and Design is developed particularly through, and contributes to children s work and first hand experiences as they explore and discover the world in which they live, focusing on experimental, sensory and practical activities through: Creativity o Being creative o Exploring media and materials o Developing imagination Knowledge and Understanding of the World o Exploration and investigation o Designing and making Physical Development o Movement and space o Using equipment and materials Thus teaching and learning at this stage will focus upon the children having and developing experiences that include: Exploring colour, texture, shape, form and space in natural and made objects, including resources form different cultures and in their environment, working in both two and three dimensions. Being stimulated to think about and respond to what they see, touch and feel, in different ways. Using their imagination and expressing ideas, thoughts and feelings through the use of a widening range of materials and suitable tools for designing and making. 8

9 Being imaginative and creative and making connections between one area of learning and another. Key Stage 1 During Key Stage 1, Art and Design is about developing children s creativity and imagination through providing art, craft and design activities that relate to children s own identity and experiences, the natural and made objects with which they are familiar, and the locality in which they live. Children: Explore the visual, tactile and sensory qualities of materials and processes and begin to understand the use of colour, shape and space, and pattern and texture to represent their own ideas and feelings. Focus on the work of artists, craftspeople and designers by asking and answering questions like: What is it like? What is it made from? How is it made? What do I think and feel about it? Key Stage 2 During Key Stage 2, Art and Design is about developing children s creativity and imagination by building on their knowledge, skills and understanding of materials and processes through providing more complex activities and in children s own independence in their approach to their work-making choices about their approach, selection of materials, methods of working, exploring and gathering ideas in sketchbooks. Thus developing their understanding of the diverse roles and functions of art and design in their own locality and in wider world. Children: Improve their control of materials, tools and techniques and become more confident in using visual and tactile elements, materials and processes to communicate what they see, feel and think. Increase their critical awareness of the roles and purposes of art in different times and cultures by commenting on works and asking questions like: what is this work about? Why was it made-for what purpose? What visual and tactile elements are used? How are they combined and organised? What materials and processes were used to make it? How are these matched to the purpose of the work? When and where was it made? What do I think and feel about it? All Key Stages All pupils will be taught the technical and specialist vocabulary relevant to Art and Design (see Appendix 5). Using a Sketchbook At Woodstock CE Primary School sketch books are used to: Record, explore and store visual and other information, for example notes and selected materials, which can be readily retrieved and used for reference. For developing ideas, plans and designs. For reference as children develop ideas for their work. For looking back at and reflecting on their work, reviewing and identifying their progress. 9

10 As an ongoing record of their learning and achievement, which they can use to further develop, their ideas, skills and understanding. Essentially we see sketchbooks as an ideas book acting as a visual record and personal response to experiences. It is used for visual notes and personal comments about developing ideas, work in progress, observations of the work of craftspeople and artists, methods and techniques used for children s own creative work. In Key Stage 1 children begin by collectively gathering information and exploring ideas through the use of a class note book or display, based on specific art elements or the work of a particular artist or crafts person. Later in Key Stage 1 children begin to use their own sketchbooks, with support, to try out ideas and gather information for particular shared or focused tasks. In Key Stage 2 children continue to develop the use of their own sketchbooks which may take a range of approaches depending upon the interests and individual ideas of the children originating back to an initial focus provided by the class teacher. Links with Other Curriculum Areas At Woodstock CE Primary School we believe that Art can provide important and valuable experiences for all children. Therefore, Art will be taught through a structured approach in order to develop skills, techniques and experiences specific to Art. Art also has strong links with other areas of the curriculum; the main links are outlined as follows: Design and Technology Design and Technology can help children s learning in Art and Design by developing skills for: Working with tools, equipment, materials and components. Shaping, assembling and joining materials and components. Measuring, marking out, cutting and shaping a range of materials. Using simple finishing techniques and using ICT and other equipment. For example: Activity Children: Investigate the design of chairs from different times and cultures; Construct a chair to suit a specific character in a story Art and Design focus Children: Compare visual and tactile qualities, including shape, colour and texture, in the designs of others; match materials and techniques to ideas and intentions Design and Technology focus Children have opportunities to: Practice ways of making stable structures, strengthening paper and using different joining methods ICT and IT The use of ICT can help children s learning in Art and Design by: Providing additional equipment and tools to help them produce and manipulate images and play with ideas and possibilities for the creative use of materials and processes. Extending the possibilities for recording, exploring and developing ideas for practical working an electronic sketchbook. Making it possible for them to document the stages in the development of their ideas electronically, share this work with others and review and develop their own work further. 10

11 Extending the possibilities for sharing their work with others via , digital photographs, videos or an interactive school gallery of work in progress. For example: Activity Children: Discuss portrait paintings, photographs and prints, including digital images; take a photograph, create a digital image based on the portrait and manipulate this to create different expressions Art and Design focus Children: Compare and comment on ideas, methods and techniques used by painters and photographers; communicate ideas about portraits and think about different ways of representing people ICT focus Children have opportunities to: Use a digital camera to photograph a friend and scan an image into the computer; use paint software tools to manipulate an image; and use a printer to print out different versions of an image Many areas of work in Art and Design may be enhanced by source materials from a CD-ROM, Espresso or the Internet. Communication, Language and Literacy Discussion is an aspect of the programmes of study for speaking and listening. It provides an important way for children to develop their understanding of their own and others work and the different viewpoints and perspectives on their world that are represented in the work of artists, craftspeople and designers. Numeracy The use of shape, pattern and space, measure and problem solving by: Making personal or whole class decisions on the size, pattern and shape of their artwork. Problem solving which materials would best suit the media they wish to produce. Measuring amounts to create the correct consistency for painting and printing techniques and in cutting a variety of textured materials for their designs. Expectations in Art and Design By the end of the Foundation Stage of Learning most children will be able to: (Creative Development) Explore colour, texture, shape, form and space in two and three dimensions; Express and communicate ideas thoughts and feelings by using a wide range of materials, suitable tools, imaginative and role play. Respond in a variety of ways to what they see, hear, touch, smell and feel. (Knowledge and Understanding of the World) Investigate objects and materials by using all of their senses. Find out about, and identify, some features of living things, objects they observe. Look closely at similarities, differences, patterns and change. Ask questions about why things happen and how things work. Select the tools and techniques they need to shape, assemble and join materials they are using. Begin to know about their own cultures and beliefs and those of other people. (Physical Development) 11

12 Handle tools, objects, construction and malleable materials safely and with increasing control. By the end of Key Stage 1, most children should attain level 2 and be able to: Explore ideas. Investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. Comment of differences in others work and suggest ways of improving their own. By the end of Key Stage 2, most children will be attaining level 4 and will be able to: Explore ideas and collect visual and other information to help them develop their work. Use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts combining and organising visual tactile qualities to suit their intentions. Compare and comment of ideas, methods and approaches used in their own and others work, relating these to the context in which the work was made. Adapt and improve their work to realise their own intentions. Displaying Children s Work As displays create the first impressions of our school they must be of a consistently high standard both in the quality of the children s work and quality of the way in which the work is displayed. They should create a positive reflection of children s achievements. To reflect the excellent work that is being achieved in our school we will pay great attention to the way in which our work is displayed. The following points will be taken into account when considering work for display. Original display boards will be covered, preferably with frieze paper and finished with a border. The newer blue fabric boards do not necessarily need to be covered. Drawing pins and fixings that detract from the display should not be used. Dressmaking pins or small staples only should be used. Three dimensional displays are both eye-catching and attractive and are to be encouraged. Interactive displays e.g. displays that ask questions or stimulate responses mean that children become involved in the display and therefore it becomes more meaningful. These should be employed where appropriate. Where appropriate we will include relevant objects/pictures or artefacts, either imported or made by the children to further enhance the display. All individual pieces or work will be labelled with the child s name in clear script. All boards should be changed on a termly basis. Each display board in the corridors, hall or shared areas will be labelled with the name of the class responsible for the display. Each board should include an explanation of the work if appropriate; this could include the context in which the work was done, or a description of the methods used. All boards should have a title. 12

13 Special Educational Needs All classes will have children at different stages within their artistic development. Some children may require more experience of play and experimentation than others, and other children with an artistic gift may require more challenging experiences. There may be some children that require special consideration. Children with visual difficulties may require more tactile experiences; some tools may need to be modified for others with physical difficulties; an awareness of the difficulties faced by those who are colour blind may be required. Classroom organisation and the range of opportunities to explore all areas of Art and Design need to reflect this diversity. At Woodstock CE Primary School the Art and Design curriculum is accessible to all children. To ensure this, a variety of teaching methods and groups are used. Careful planning provides a differentiated curriculum relevant to each child s needs and capabilities including extension tasks for more able and support for less able pupils. Role of the Co-ordinator Working collaboratively with other colleagues in school, the Art and Design Co-ordinator will establish high expectations for all pupils and seek to ensure their consistent achievement. We have a group of Arts leaders who make up the CATs team - Creative Arts Team They will: Develop Art and Design within the school. Monitor the standards of teaching and achievement of skills. Provide support to staff. Ensure displays are kept neat and maintained to a high standard. Audit resources and consumables on an annual basis and replenish as necessary. Ensure new teaching staff are aware of safety guidelines appropriate for their year group. Attend courses and pass on any new subject developments to teaching staff. Assessment and Record Keeping Assessment of the children s attainment and progress in Art and Design will be in line with the School s Assessment Policy. Assessment opportunities in Art and Design will be identified at the planning stage. These will frequently take the form of observing, listening, questioning and talking to children to inform and help plan for the next stage of their learning. It is also important to create opportunities to talk with pupils during lessons, where appropriate, through informal discussion. Pupils should be encouraged to reflect on their work as it progresses, and evaluate their finished piece. Children s individual sketchbooks are a key source for the assessment of pupils and the progress they have made. Sketchbooks are used to help inform teachers of progress alongside their own notes; these in turn help to inform a summative comment on the Annual Report to Parents. 13

14 Guidance for Assessment Listed below are some suggestions for consideration when assessing children s work in art: Exploring and developing ideas, investigating and making Process of Working Is inventive, full of ideas Shows initiative, independence Shows curiosity and interest when working Puts in effort Perseveres with artwork Is keen, absorbed when working Works well with others Responds well to visual stimuli, ideas Able to overcome difficulties Can follow instructions when necessary Handling Materials Able to mix paint to an appropriate consistency/colour for need Can use a variety of drawing materials Able to use scissors Understands nature of material e.g. clay, dough, plasticine, modroc Use of Media Discriminates when choosing colours Show skill when mixing colours Able to use a paint brush appropriately to the medium Able to use modelling/3d media Can select appropriate media where choice is offered Evaluating and developing work, knowledge and understanding Critical Skills Responds enthusiastically to looking at artwork Able to discuss ideas and experiences Can point out similarities and differences in things observed Keenly observant of environment Able to use artistic vocabulary e.g. line, colour, shape, dark, light, etc... Able to make judgements about own performance or achievements Personal Skills Work is at an appropriate stage of development for age of child Sees links with other areas of learning 14

15 Has confidence in producing artwork Adapts to changes of ideas Values own work Values work of others Helps others Able to accept criticism Able to cope with praise Listens attentively Is able to say why he/she likes or dislikes aspects of artwork. Monitoring and Evaluation Medium Term Planning Planning for Art and Design will be monitored by the Co-ordinator who will provide feedback to colleagues and the Headteacher Standards and Achievement Judgements about standards and achievement in Art and Design will be informed by the level descriptors in the National Curriculum and the DfES/QCA guidance, and by using the following criteria: At the early stages of developing capability, children should be able to: Recognise and begin to select suitable materials and tools. Think about and respond to what they see, touch and feel in a variety of ways. Use their imagination and the expression of their ideas, thoughts and feelings through the use of a widening range of materials and suitable tools for making, designing and creating in two and three dimensions. Make connections between one areas of learning and another in a creative and imaginative way. As children progress by the end of Year 2 they should: Explore and develop ideas Record what they observe, experience and imagine, and explore ideas. Ask and answer questions about the starting points for their work, and develop ideas. Investigate and make art, craft and design Investigate the possibilities of materials and processes. Try out tools and techniques and apply these to materials and processes including drawing. Represent observations, ideas and feelings, and design and make images and artefacts. 15

16 Evaluate and develop work Review what they and others have done and comment on differences. Identify what they might change in their current work or develop in their future work. Develop their knowledge and understanding of Visual and tactile elements. Materials and processes used in art, craft and design. The work of designers, artists and craftspeople. By the end of Year 4, children should be able to: Explore and develop ideas Select and record what they observe, experience and imagine and explore ideas. Question and make comments about starting points for their work. Collect visual and other information in a sketchbook and use it as a source material for their work. Investigate and make art, craft and design Investigate and combine visual and tactile qualities o materials and processes. Apply their experience of materials and processes, including drawing. Communicate observations, ideas and feelings and design and make images and artefacts for different purposes. Evaluate and develop work Compare their own and others work and comment on similarities and differences in the context of the work. Adapt their work according to their views. Develop their knowledge and understanding of Visual and tactile elements and how these are combined. Materials and processes used for different purposes. The different purposes of artists, craftspeople and designers. By the end of Year 6, children should be able to: Explore and develop ideas Select and record from experience and imagination, record first-hand observations and explore ideas for different purposes. Make thoughtful observations about starting points and select ideas to use in their work. Select and record visual and other information in a sketchbook and use this to help them develop ideas. 16

17 Investigate and make art, craft and design Investigate, combine and organise visual and tactile qualities of materials and processes and match these qualities to the purpose of the work. Apply their experience of materials and processes, including drawing, developing control of tools and techniques. Use a variety of methods and approaches to communicate observations, ideas and feelings and design and make images and artefacts. Evaluate and develop work Compare and comment on ideas, methods and approaches in their own and others work and relate these to the context of the work. Adapt and improve their work to realise their own intentions, and describe how they might develop it further. Develop their knowledge and understanding of Visual and tactile elements and how these are combined and organised for different purposes. Materials and processes and how these are matched to ideas and intentions. The roles and purposes of artists, craftspeople and designers working in different times and cultures. Judgements about standards and achievement in Art and Design will be based on the analysis of pupils work, talking with pupils, self and peer assessments, and lesson observations. Pupils themselves are key to the process of assessment and evaluation, and are encouraged to evaluate their own work. Health and Safety To minimise risks: Great emphasis will be placed on the correct and safe use of all materials and equipment in accordance with school policy on Health and Safety. This will include teaching pupils about hazards and risk control, managing their environment to ensure health and safety of themselves and others and explaining the steps they take to control risks. Clear instructions will be given for using and carrying scissors and other equipment. Items such as craft knives and strong glues are to be used only by adults. Hands will be washed immediately after any messy activities. Water-based paints and glues will be mainly used. However, if oil based paints are used (e.g. marbling inks) close adult supervision is required. Aprons will be worn during activities such as painting, printing, using pastels and chalks and clay work. Floor spillage will be cleared up immediately to avoid the risk of an accident; Glass containers should not be used. If aerosols are used they must be used by adults only in a well ventilated area. Equipment must be cleaned properly after use. Long hair can be dangerous in some activities such as batik, and therefore must be tied back. 17

18 All other potentially hazardous equipment such as hot irons will require close adult supervision. All tools and equipment will be stored safely, in a central place for the safe ease of access in each Key Stage or in central shared areas for supervised access where appropriate. When participating in an educational visit pupils will be accompanied by an appropriate number of adults and all activities will have been planned in accordance with the school Health and Safety Policy. Staff, and others working with children on Art and Design activities will be asked to read and sign risk assessments, agreeing to work within defined control measures. Equal Opportunities At Woodstock CE Primary School the Art and Design curriculum is accessible and relevant to the needs of all children. We contribute to Equal Opportunities by recognising the achievements of people from different cultures and different times. Pupils with disabilities should undertake art and design tasks within the safe limits of their capabilities. We offer opportunities for all pupils to succeed irrespective of gender, ability or ethnic background. Work at Home and Outside Lessons Many blocks of work provide opportunities for teachers to set worthwhile tasks that can be completed outside formal teaching time. Suitable tasks include: Exploring ideas on a theme or focus of study using a sketchbook. Recording and collecting visual and other information and materials that will support the development of children s ideas. Finding out about the work of artists, craftspeople and designers, in original and reproduction form, by visiting museums and galleries, using the library, and the internet. Use of Resources The best resource in the classroom is the teacher or teaching assistant and many resources can be put to good educational effect if the adult uses them skilfully. To do this s/he will be aware of: His/her own values. The values implicit in the resources available. Each Key Stage has a practical area which has clearly labelled and well organised general resources for drawing and painting activities. These areas give children access to this equipment as and when they need it. Other equipment is stored centrally in the Art Resource Cupboard to be borrowed when that particular resource is required. Other resources may be stored within individual classrooms for use by staff and children working within a particular key stage and linking to a specific or particular area of focus or study. Some resources for textile and three dimensional work are stored in the blue bins in the Year 1 cloakroom or in the bins in the Year 5&6 art area. 18

19 A range of reference materials are available in the library and the staff room. There is also a collection of large prints by famous artists, craftspeople and designers in the General Resource Room. Ranges of materials for specific areas include: Paper and Card In a variety of sizes, types and colours, Cartridge paper Free art paper Tissue paper Parcel paper Crepe paper Sugar paper Tracing paper Cellophane paper Metallic paper Corrugated card Drawing Felt tipped pens Ball point pens 4b, 2B & HB sketching pencils Chalk Charcoal Chalk pastels Oil pastels Wax crayons Coloured pencils/crayons Watercolour crayons/pencils Textiles/ Collage Assorted fabrics stored in blue bins, Felt Yarns/wool Cottons Needles Pins Fabric paints/ crayons Batik was Tissue paper Crete paper Metallic/gift papers Painting Redimix paint Powder paint Water-colour paint Brushes variety of widths and types Palettes Mixing trays and containers Water pots Sponges Marbling Brusho dye Acrylic paint Modelling Clay Modelling tools Plasticine Scissors Blu-tac Adhesive tape Masking tape Craft knives PVA Low-melt glue gun Art straws Junk materials stored in blue bins Adigraph Modroc Assorted corrugated card and plastic sheets stored in art cupboard Printing Printing inks Rollers Sponges Poly block tiles Adigraph Plastic printing trays 19

20 References Materials Work of Artists and Designers Artist Andrew Walton Hayls John Holbein Hans the Younger Kandinsky Wassily Mondran Monet Morgan Evelyn Picasso Pablo Renoir Rousseau Henry Rubens Stubbs Turner William Vincent Van Gogh Warhol Andy William Morris Various Artists (works in folders) Eva Roos (folder 1) John Gwen (folder 1) Millais (folder 1) Name of Painting Various Works sketches in charcoal (folder) Samuel Pepys Various Works Various Works (folder) Various works Various Works The Kingdom of Heaven Suffereth Violence Les Amantes His Life and Works Various Works Various Works An Autumn Landscape (early Morning) Various Works Various Works Various Works Various Works Various Works (folder) Impromptu Ball ( Victorian children playing) Cat Rothenstein Michael The Garden 11 Weight Carel (folder 1) Folder 1 Folder 1 Folder 1 Folder 1 Specific Themes (containing works by various artists) Christ in the House of his Parents (a Carpenters Shop) Helen in the Garden Canal Art Egyptian Art Brilliant Buildings Techniques in Art Information Book Studying Faces Water Children of the World Looking at Landscapes Working in Three Dimensions Studying Flora and Fauna Schools of Art Pre- Raphaelite

21 Policy Review and Evaluation It will be important to know our policy is working effectively and is having a positive impact on raising standards in Art and Design at Woodstock CE Primary School. In reviewing the policy the following questions will be asked: Is the policy working? How do we know? Are any changes needed? Does the policy encourage good practice? Does the programme meet the needs of the children at Woodstock CE Primary School? Policy Development: Summer Term 2012 Review Date: Summer Term 2015 Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Experiences Progression Through Techniques Progression Through Experiences Specialist Vocabulary Glossary of Terminology Influential Artists and Craftspeople Studying a Piece of Artwork Pottery Skills Useful Websites 21