St Martin de Porres 
Art & Design
Intent
At St Martin de Porres we aim to build an Art and Design curriculum which develops learning and results in the acquisition of knowledge, skills and understanding. To design a curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum and Statutory Framework for the Early Years Foundation Stage so that children can reach and exceed their potential in line with the wider intent of our whole curriculum.
Art and Design across the school is taught as a distinct subject with tangible links made to other areas of the curriculum.
We will teach the skills, knowledge and understanding set out in the National Curriculum and Statutory Framework for the Early Years Foundation Stage which have been developed through out Progressive Outcomes in Art and Design document, Long Term Plan, Medium Term Plans and individual lesson planning.
We start the planning process using the National Curriculum and Statutory Framework for the Early Years Foundation Stage and from this use our Progressive Outcomes in Art and Design document. The Progressive Outcomes in Art and Design document is used to develop long term, medium term and individual lesson plans. From medium term plans, individual lessons are planned around WALT, must, should and could statements. The teaching of Art and Design is structured around the three areas of drawing, use of media and art appreciation. Skills are built across these three areas which are set out in our Progressive Outcomes in Art and Design and Medium term plans. Children will have the opportunity to learn and develop art and design skills, explore, investigate, imitate, imagine, create and evaluate, review and amend.
By the time a child leaves St Martin’s, they will be able to:
- talk about a range of works of art, artistic styles and techniques using technical and expressive vocabulary. They will be able to use a range of media including pencil, charcoal, paint, collage and clay.
- imitate the style of artists and designers and use this knowledge of styles and the associated learned techniques, to develop their own pieces of work, expressing themselves including their emotions and responses to the world around them and beyond.
- know the difference between landscape and portrait; line and shade and complementary and contrasting colours.
- understand and have had experience of working in both 2D and 3D.
By the time a child leaves St Martin’s, they will have had the opportunity:
- to work with an artist
- to visit an art gallery for example, IKON gallery or Birmingham Museum and Art Gallery (BMAG)
- to work on an art project or take part in an art course with a local secondary school
Children will make an in depth study of some styles of art and artistic techniques.
Progression will be within and across year groups.
Children will have the opportunity to revisit the work of artists and designers and particular techniques, to develop and extend their skills, knowledge and understanding.
Children will move from imitating particular styles of artists and designers to developing their own, as they progress through our school.
Children will be taught about artists and styles of art from a broad range of artists which are representative of our diverse society.
Implementation
The subject leader and class teachers follow:
- The National Curriculum and Statutory Framework for EYFS
- St. Martin’s Progressive Outcomes in Art and Design document and Whole school overview which details artists and designers, skills and techniques, setting out an overview of progression.
- Long Term Plan
- Medium Term Plans
- Clear learning obectives
Children will be taught in most cases, about a key artist from a particular movement. For some units of study, the focus will be on a particular skill or artistic form for example, in Year 6, Proportion and Perspective or Year 4, Self Portraits. When studying a particular artist, they will explore the biographical, culture and historical background of key artists and how this has informed their work.
To ensure progression within the subject, work will be planned based on the following broad parameters:
- EYFS and KS1 Children will be expected to mirror or recreate key works of art
- Lower KS2 with some artistic decisions being made so it differs from the original
- Upper KS2 should be developing original pieces that utilise the features of a movement, artist or designer.
The whole school curriculum overview provides an overview of artists, designers and artistic movements, progression and links within year groups and across the school.
Vertical links are visible within our curriculum through repeated media or styles of art and design, allowing children to develop skills, knowledge and understanding.
Alongside the specific artists to be studied, staff may choose and are encouraged to teach about a range of artists. Guided reading is a key way in which children can learn about the life of an artist or designer.
Staff should teach children to review and reflect on their prior knowledge, skills and understanding of art and design and how it links to their new learning.
Sketch books and display, alongside observation, questioning and discussion, provide key sources of assessment and are an integral part of the teaching process. Class Teachers will keep records of work carried out by the children in their sketch books.
Curriculum Overviews
Impact
- Children enjoy art and see it as a way of expressing themselves and understanding the thoughts, feelings, views and opinions of others.
- By the time a child leaves St Martin’s Catholic Primary School, she/he can talk about works of art from a range of artists and designers, including how they feel about the art. They can use pencil, charcoal, paint, collage and clay to express themselves. They know the difference between landscape and portrait; line, tone, shade and understand complementary and contrasting colours.
- Children will retain key knowledge about their focus artists for each unit of work.
- Children will understand what being an ‘artist’ means and identify this in themselves.