Art

Art & Design @ Whitley Lodge First School

Statement of Intent

At Whitley Lodge First School, we believe that “All children are Artists” – Pablo Picasso.

We believe that 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.

We…

• Enable children to become visually literate, to encourage the use of understanding of art as a means of visual and tactile communication.
• Nurture and develop an enthusiasm for and enjoyment of the subject.
• Develop skills, both creative and technical, so that ideas can be realised and artefacts produced.
• Nurture and develop the child’s capacity to learn about and observe the world in which they live, both locally and globally.
• Develop proficiency in drawing, painting, printing, sculpture and other art, craft and design techniques.
• Develop the children’s ability to express and communicate ideas, opinions and feelings about their own work and that of others using the language of art, craft and design.
• Develop imagination and original thought and encourage experimentation.
• Connect students with their own culture as well as with the wider world, showing them how Art and Design shapes our history and contributes to the culture, creativity and wealth of our nation.

Teaching Approaches

EYFS

Children in the early years foundation stage are provided with creative opportunities and experiences in line with Early Learning Goals and Development Matters Statements.

Early Learning Goals: Physical Development

• Fine Motor Skills – Use a range of small tools, including scissors, paint brushes and cutlery.
• Fine Motor Skills – Begin to show accuracy and care when drawing.

Expressive Arts and Design

• Creating with materials – Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Creating with materials – Share their creations, explaining the process they have used.

Development Matters Statements

• Develop small motor skills so that they can use a range of tools competently, safely and confidently.
• Explore, use and refine a variety of artistic effects to express ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.

By the end of Key Stage 1, pupils should be taught to:

• Use a range of materials creatively to design and make products.
• 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, describing the differences and similarities between different practices and disciplines, and making links to their own work.

By the end of Key Stage 2 (Year 4 at Whitley Lodge First School), pupils should be taught 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 (e.g., pencil, charcoal, paint, clay).
• Learn about great artists, architects and designers in history.

Curriculum

The school covers a range of units aligned with National Curriculum objectives for each year group, including:

• Drawing: Exploring mark making, form, line, tone and texture. Use a range of materials to express ideas. Record observations in sketchbooks. Learn how artists develop ideas.
• Painting & Mixed Media: Develop colour mixing skills, painting on different surfaces and with different tools. Explore interplay with different media in artwork.
• Printing: Develop skills and different methods of printing. Explore repeated patterns and overlay of colours.
• Sculpture & 3D: Explore ideas in three dimensions. Construct and model with a variety of materials. Develop drawn ideas into sculpture.
• Craft & Design: Design and make art for different purposes. Learn new making techniques. Develop personal and imaginative responses to a design brief.

Purpose of Study

The National Curriculum for Art aims to ensure that all pupils:

• Are inspired to generate their own ideas.
• Use Art Journey books to experiment, explore and invent.
• Are equipped with the knowledge and making skills.
• Have knowledge of a wealth of different artists and styles and understand how they have shaped our world.
• Develop the skills of evaluating and analysing, and are able to think critically.

The Role of the Subject Leader

The subject leader will:

• Provide a strategic direction for the subject.
• Support colleagues on issues related to the subject.
• Monitor pupil progress in the subject.
• Attend training for subject development.
• Provide efficient resource management and spending for the subject.

The school provides non-contact time for subject leaders to fulfil their roles. They are responsible for staying updated on developments at national and local levels, reviewing teaching methods, and ensuring curriculum coverage, progression, and alignment with whole-school objectives.

Inclusion

Pupils with additional needs will work within the same context at their own pace through open-ended tasks tailored to individual needs. Additional support is provided as required. More able pupils are challenged through higher-level questioning and problem-solving tasks to deepen and broaden their understanding.

Assessment

Assessment in Art is a tool for improvement. Teachers assess progress regularly through observations and evidence. Assessment is based on National Curriculum objectives and is an ongoing process involving pupils through Learning Conversations where they become Class Critics. This includes:

• Sharing and talking about their work.
• Using vocabulary prompts to encourage art-specific language.
• Participating in peer reviews.
• Receiving one-to-one feedback using the “Praise Sandwich” method (positive comment, suggestion for improvement, final praise).

Assessment is informal and formative, carried out during and after focused activities. It guides planning for subsequent lessons. Pupils’ work is often shared and displayed to celebrate achievements. Progress is referenced against Sonar statements, which teachers use to monitor development in Art.