Art and Design
At King’s Ford Infant School and Nursery we are committed to providing all children with learning opportunities to engage in Art. We aim to give pupils the skills, concepts and knowledge necessary for them to express their responses to ideas and experiences in a visual or tactile form. It fires their imagination and is a fundamental means of personal expression. Art provides opportunities for reflection and children will acquire the ability to make informed, critical responses to their own work and that of others. Pupils will gain access to cultural richness and diversity as well as an appreciation and enjoyment of the wider world.
- To enable all children to have access to a varied range of high quality Art experiences.
- To provide an imaginative, innovative and co-ordinated art programme which will foster enthusiasm for art and design amongst all the children.
- To foster an enjoyment and appreciation of the visual arts and a greater knowledge of artists, craftspeople and designers.
- To stimulate children’s creativity and imagination by providing visual, tactile and sensory experience.
- To help children explore the world at first hand, using all their senses and experimentation, and so gain knowledge and understanding of the world in which they live.
- To develop children’s understanding of colour, form, texture, pattern and their ability to use materials and processes to communicate ideas, feelings and meanings.
- To inspire confidence, value and pleasure in art.
- To teach children to express their own ideas, feelings, thoughts and experiences.
- To develop children’s design capability.
- To enhance children’s ability to value the contribution made by artists, craft workers and designers and respond critically and imaginatively to ideas, images and objects.
The children undertake a balanced programme that takes account of abilities, aptitudes and physical, emotional and intellectual development. Through Art and Design, the children learn a range of skills, concepts, attitudes, techniques and methods of working. Art and Design is a foundation subject in the National Curriculum and we use the objectives from this to support planning and to assess children’s progress. Staff use the school’s curriculum plan and long term planning to ensure coverage of all areas of the National Curriculum. Medium term and weekly plans show a more detailed breakdown of specific activities as well as how tasks will be differentiated. These weekly plans list the specific learning objectives and give details of how the lessons are to be taught and linked to other subjects across the curriculum. The class teacher keeps these individual plans, which they annotate daily to provide information for observations and pupil assessments.
Progression grids are used to ensure pupils’ activities and experiences are built on from year group to year group. The school uses a variety of teaching and learning styles in Art and Design lessons. Our principal aim is to develop the children’s knowledge, skills and understanding in the subject. We ensure that the act of investigating and making includes exploring and developing ideas, evaluating and developing work. We do this through a mixture of direct teaching and individual/ group activities. Teachers draw attention to good examples of individual performance as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, to say what they think and feel about them. We give children the opportunity within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Children also have the opportunity to use a wide range of materials and resources including other artists’ work, educational visits and computing.
We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies which are differentiated by task, expected outcome and/or support from peers or adults.