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Art and Design at Kirkburton First


The Intent of Art and Design at Kirkburton First School

The Implementation of Art and Design at Kirkburton First School

Art, craft and design at Kirkburton First School is taught according to the year group guidance as outlined by the 2014 National Curriculum. In early years art, craft and design is taught in line with guidance taken from both the statutory EYFS and the non-statutory ‘Development Matters’ documents.

For more information on how art, craft and design is taught in reception, please see our early years policy and early years curriculum overview.

For years one and above, art, craft and design is planned in conjunction with design and technology with the two subjects taught on a half termly rotation meaning that by the end of each school year children in each year group should have been taught three half termly units based on art, craft and design and three units based on design and technology. To ensure the correct level of coverage of knowledge of artists, crafts people and designers and acquisition of creative skills, class teachers carefully complete their long term plans, considering opportunities for cross-curricular learning in which new knowledge and skills can be applied and embedded outside of discrete lessons, helping children to develop a broader understanding of the relevance of each subject and its content.

The Impact of Art and Design at Kirkburton First School

Due to the creative and practical nature of art, craft and design activities, teachers use a range of recording styles for pupils’ creative work.

In reception, children have open access to creative areas as parts of both the indoor and outdoor provision. In these areas children can freely use resources to explore drawing, mark making, painting, collaging, modelling and making. This exploration is supported by adults who extend children’s ideas and introduce them to new possibilities in expressing these ideas. Children in reception also have directly taught lessons, which usually combine learning objectives from the specific areas of expressive arts and design and understanding the world. These lessons provide children with an introduction to some artists, crafts people and designers, helping them to begin to make cultural links as well as developing early concepts of science and technology.

For more information on how art, craft and design is taught in reception, please see our early years policy and early years curriculum overview.

From year one onwards children use sketch books which they take with them up into their next year group with them. New sketch books are started at the beginning of key stage two. These sketch books, as their name suggests, are predominantly used to practise a variety of drawing skills. Children learn these skills by closely analysing the work of artists and the effect and quality of their drawing skills on a piece of work. Children are encouraged to reflect on and improve their own work before it becomes a finished piece. They use a variety of drawing equipment to do this including sketching pencils, crayons, pastels, chalk, charcoal and graphite. 

Children create paintings using various types of paints, paint brushes and other painting tools, working on a range of surfaces and at different scales. Similarly with their sketching work, children’s paint work is informed by the skills and styles of artists. Sometimes children will spend time developing a drawing first before transforming it into a painting. Children will often experiment with paint, paint equipment and painted mark making before completing a piece of paint work. Collections of class paintings often become class displays which are photographed by teachers for record keeping.

Within each year group children have opportunities to model and sculpt or to try other craft forms such as weaving and sewing. Children will usually develop a design first before beginning a piece of work and a single piece may be completed over a number lessons. At these lessons progress children will continuously review their creative work and make adaptations and improvements where necessary until their work is finished to the best of their ability and confidence. Similarly with their paint wok, any craft work will be displayed and these displays will be photographed by the class teacher for our creative evidence records.

All teachers support children in their creative learning by repeatedly modelling practical processes as well as using creative vocabulary that is linked with particular skills and styles. Teachers routinely offer verbal feedback to children to support and challenge their creative thinking and practical approaches. Where appropriate teachers may also provide written feedback comments in sketch books to promote children’s critical reflections and improvements of their own work. A summative assessment of children’s creative skills and knowledge is not required. However, the subject co-ordinator will continuously work closely with teachers to review the progrees that children make in their creative development throughout their whole school journey. 

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