Westgate Academy
Learning and Growing Together
Art Curriculum at Westgate
Art Curriculum Intent
Through Westgate Academy’s art curriculum, we strive to ensure that all children leave our school having produced a variety of creative work in different forms, using different mediums, and including them in LOCAL links of whole school projects, public competitions and clubs in order to ENRICH their cultural capital. We will provide our children with the opportunity to explore and COMMUNICATE their initial responses to art and artists, and record their experiences in a variety of ways. We strive to ensure that children leave our school proficient in drawing, painting and sculpture -having being given the chance and scaffolds to be AMBITIOUS to improve and challenge work by replicating art and design techniques by artists and of their own experienced too. Additionally, in order for subject knowledge to be REMEMBERED, we will provide children with the opportunity to evaluate and analyse creative works by COMMUNICATING the language of art, craft and design comparatively throughout their time at Westgate. We will provide them with the opportunities to learn about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. We will encourage children to explore the emotions linked to art, explaining their thoughts and feelings when looking at a piece of art. Through ‘Picture This’, children will be encouraged to view pieces of art as sources of information and will COMMINICATE using their comprehension and historical skills. We will follow the National Curriculum in a way that meets the needs of our changing cohorts and our individual children.
By the end of Key Stage 2, a Westgate Artist will be able to…
Curriculum Content Coverage/ Progression Map:
YEAR GROUP | OBJECTIVES |
YEAR 3 |
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Drawing | I can begin to use tone to create light and dark. I can begin to experiment with different types of pencils, pastels, pens and chalk. I can begin use different lines to create pattern, texture and variety of tone – hatching, cross hatching. I can make observational drawings of natural and manmade objects. I am beginning to add shading to drawing. I can use 2D shape as a basis for drawing.
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Colour | I am beginning to experiment with mixing and matching colours. I am beginning to create palettes for a piece of work to express mood or atmosphere. I can discuss how an artist has used colour. I am growing in confidence with my understanding of the following terms – primary, secondary, tone, hue, shade, tint. Investigating warm and cold colours. I am experimenting with using complementary colours for effect.
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Pattern | I am beginning to use pattern for effect with a variety of media. I am using a variety of marks to create pattern. I can use pattern to suggest texture. I am showing an increased awareness of pattern in nature and manmade objects. I can explore historical pattern making – mosaic.
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Line & Shape | I can use a sketchbook to explore and experiment with line and shape. I can use different media to create line. I can refine my observational skills and recording with increased accuracy. I am beginning to use line and shape to create texture. I can continue to use different grades of pencil, pastel, chalk etc. to create line and consider effect.
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Tone | I can create different tones in different media. I can use shading to show light and dark/shadow. |
Painting | I can use different types of paint to create colour, texture, pattern, tone. I can experiment the effects of adding water, sand, glue, sawdust, papier mache paste etc. to paint. I can use a variety of brushes to create different effects. I can experiment with using a variety of paints: watercolour, powder paint, ready mix. I can begin to experiment with watercolour pencils.
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3D Work | I can experiment with different uses of clay – in relief, 3D objects. I can make use of ‘slip’ to connect clay. I can use a variety of tools to create effects and patterns on 3D work. I can use 2D stimulus to create 3D form.
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Printing
| I can create manmade and natural patterns using printing (eg animal prints). I can create my own print board using string, wallpaper, polystyrene.
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Collage | I can make use of a variety of textures in my own work. I can use different sorts of paper and other materials to explore tone. I can experiment with creating feeling and detail in a collage. I can experiment with using mosaic.
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YEAR 4 |
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Drawing | I can begin to use tone to create light and dark. I can begin to experiment with different types of pencils, pastels, pens and chalk. I can begin use different lines to create pattern, texture and variety of tone – hatching, cross hatching. I can make observational drawings of natural and manmade objects. I am beginning to add shading to drawing. I can use 2D shape as a basis for drawing.
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Colour | I am beginning to experiment with mixing and matching colours. I am beginning to create palettes for a piece of work to express mood or atmosphere. I can discuss how an artist has used colour. I am growing in confidence with my understanding of the following terms – primary, secondary, tone, hue, shade, tint. Investigating warm and cold colours. I am experimenting with using complementary colours for effect.
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Pattern | I am beginning to use pattern for effect with a variety of media. I am using a variety of marks to create pattern. I can use pattern to suggest texture. I am showing an increased awareness of pattern in natural and manmade objects.
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Line & Shape | I can use a sketchbook to explore and experiment with line and shape. I can use different media to create line. I can refine my observational skills and recording with increased accuracy. I am beginning to use line and shape to create texture. I can continue to use different grades of pencil, pastel, chalk etc. to create line and consider effect.
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Tone | I can create different tones in different media. I can use shading to show light and dark/shadow.
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Painting | I can use different types of paint to create colour, texture, pattern, tone. I can experiment the effects of adding water, sand, glue, sawdust, papier mache paste etc. to paint. I can use a variety of brushes to create different effects. I can experiment with using a variety of paints: watercolour, powder paint, ready mix. I can begin to experiment with watercolour pencils.
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3D Work | I can use a variety of tools to create effects and patterns on 3D work. I can use 2D stimulus to create 3D form. I can make use of modroc/clay to construct 3D work as part of a group
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Photography
| I can use a digital camera to record images for stimulus. I can use digital cameras to record examples of different artistic elements eg pattern or tone in the natural and manmade world.
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Collage | I can confidently make use of variety of textures in own work. I can confidently different sorts of materials to explore tone texture and pattern
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YEAR 5 |
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Drawing | I can confidently use tone to create light and dark. I can confidently use different types of pencils, pastels, pens and chalk. I can confidently use different lines to create pattern, texture and variety of tone – hatching, cross hatching. I can confidently make observational drawing of natural and manmade objects. I can confidently use my problem solving skills to help me to create texture of objects.
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Colour | I am confident with mixing and matching colour. I can confidently use colour to express and describe. I can confidently use colour in a painting and how it is used by an artist.
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Pattern | I can confidently search for pattern in art works. I can confidently use pattern to create texture. I can confidently use a variety of media to explore and create patterns. I can confidently discuss and analyse the use of pattern in different cultures and historical periods.
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Line & Shape | I am confident in using line and shape to produce images from the imagination and from observation. I can show an understanding of different viewpoints. I can confidently use line to create simple perspective. I can show a confident analysis of shape, pattern, form and texture in the environment.
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Tone | I am beginning to show a deep understanding of the tonal range. I can confidently apply my knowledge in a variety of media. I am showing confidence with creating different tones for a particular effect. I show a deep understanding of how artists use tone to create mood.
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Painting | I can explore and evaluate the effects of adding water, sand, glue, sawdust, papier mache paste etc. to paint. I am confident with using a variety of brushes to create different effects. I can experiment with (and comment on/evaluate) the following: a watercolour wash, wet on wet, wet on dry, removing paint, light to dark when adding colour. I can confidently experiment with creating background and foreground.
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3D Work | I can experiment with making use of wire to create structure for clay, papier mache pulp or mod roc. I can use a variety of tools to create effects and patterns on 3D work. I can use 2D stimulus to create 3D form. I can make use of modroc to construct 3D work as part of a group
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Printing
| I can explore prints from other cultures. I can create my own print boards using string, wallpaper, polystyrene. I can use two colour printing.
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Textiles | I can experiment with printing on fabric. I can experiment with using simple stitching using a long needle. I can experiment with different stitches: straight and regular, cross stitching.
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YEAR 6 |
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Drawing | I can use different shapes as starting points for drawing. I can select the most appropriate drawing tool. I can draw from observation and imagination with increased confidence and skill. I can make use of different lines to create movement, mood and other effects in a picture. I can use shading to create shadows and reflections on 3D shapes. I can experiment with different artists’ styles of drawing.
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Colour | I am showing an increased attention to detail and skill in using colour matching. I can apply colour to create effects. I can use colour to create mood.
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Pattern | I can find and analyse pattern in art works. I can confidently use pattern to create texture. I can confidently use a variety of media to explore and create patterns. I can confidently discuss and analyse the use of pattern in different cultures and historical periods.
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Line & Shape | I am beginning to show an awareness of negative space. I am beginning to experiment with the creation of linear perspective through use of line and shape.
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Tone | I show a deep understanding of the tonal range. I am beginning to show an understanding of how shadow can be created.
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Painting | I can use different types of paint to create colour, texture, pattern, tone. I can use sketching before painting to combine line and colour. I can use competent use of watercolours, acrylics and oil paints.
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Photography | I can use confidently use a digital camera to record images for stimulus. I can confidently use digital cameras to record examples of different artistic elements eg pattern or tone in the natural and manmade world.
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Printing
| I can experiment with using printing using a sequence of colours. I can use precise printing patterns. I can experiment with creating pictures using printing techniques. I can use lino printing.
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Skills/Key subject disciplines
Coverage of Skills | |||
Year Three | Year Four | Year Five | Year Six |
3D Work Uses of clay – in relief, 3D objects. Use of ‘slip’ to connect clay. Using a variety of tools to create effects and patterns on 3D work. Using 2D stimulus to create 3D form.
Printing Creating manmade and natural patterns using printing (eg animal prints) Creating own print boards using string, wallpaper, polystyrene.
Collage Use of variety of textures in own work. Using different sorts of paper and other materials to explore tone. Experiment with creating feeling and detail in a collage. Mosaic. | 3D Work Using 2D stimulus to create 3D form. Use of medium to construct 3D work as part of a group
Collage Use of variety of textures in own work. Using different sorts of materials to explore tone texture and pattern
Photography Using a digital camera to record images for stimulus. Using digital cameras to record examples of different artistic elements eg pattern or tone in the natural and manmade world.
| 3D Work Use of wire to create structure for papier mache pulp or mod roc. Using a variety of tools to create effects and patterns on 3D work. Using 2D stimulus to create 3D form. Use of modroc to construct 3D work as part of a group
Textiles Printing on fabric. Simple stitching using long needle. Stitches straight and regular, cross stitching (DT) Batik
Printing Prints from other cultures. Creating own print boards using string, wallpaper, polystyrene. Two colour printing.
| Drawing / Colour Use contrasting colours for effect to create pop art poppies Use a variety of media to explore and create patterns Use shading to create shadows and reflections on 3D shapes.
Painting Use of watercolours
Line and shape Moonscape - creation of linear perspective through use of line and shape.
Printing Creating own print boards using string Creating negative and positive prints by using a cut out card poppy
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‘Picture This’
Aim: ‘Picture This’ will provide the children with the opportunity to combine their comprehension (reading), history and art skills. Over the year, each year group will look at 3 different images. Children will see these pieces of art as a source of information and they will interrogate the source by asking and answering different questions. |
Objectives: - To use inference and deduction skills. - To ask questions and suggest answers. - To consider an image as a source of information. - To recreate an image in the style of an artist. |
Questions: What words do you think of when you look at this picture? What do you think this picture is about? What is going on in this picture? What do you think it is a picture of? Where in the world do you think this picture is from? How can you tell? What would you like to know about it? How, who, where, when? When in time do you think this picture is from? How do you know? How do you think this picture was made? What can you learn about __________ from this picture? |
Artists Explored
YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Artists: Leonid Afremov Anna Gammons Joe Forrest Anthony Pegg
Illustrators: Colin Thompson
Architects: Sir Christopher Wren William Emmerson Sir Charles Barry
| Artists: Georges Seurat David Hockney Henri Rousseau Tony Hart Nick Park
Architects: Maurice Koechlin Emile Nouguier Jean-Baptiste-Antoine Lassus Pierre de Montreuil Jean Chalgrin | Artists: John Atkinson Grimshaw William Morris Jules Tavernier Hokusai Frida Kahlo
Architects: Irving Morrow Joseph Strauss John. A Roebling Michael Baker George F. Cole
| Artists: Andy Warhol Roy Lichtenstein (Pop art) Charles Bittinger (Moonscape)
Illustrators: Gabriel Picolo (Hedwig)
Architects: William Patterson (engineer of Anderson shelter)
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Vocabulary
Equipment | |
Pencils - Grading e.g. 2B,6B - Soft/hard - Colouring - Watercolour - Graphite
Ink
Painting - Paint brush - Sponge - Palette knife | Paint - Ready mixed - Acrylic - Oil - Watercolour
Pastels - Oil - Soft
Charcoal Chalk
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YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Drawing - Tone - Light - Dark - Lines - Pattern - Texture - Hatching - Cross-hatching - Shading - Smudge - Blend
Colour - Mixing - Matching - Mood - Atmosphere - Palettes - Primary - Secondary - Tone - Hue - Shade - Tint - Complementary (contrasting)
Pattern - Marks - Texture - Pattern - Repeated pattern - Random pattern - Natural - Manmade - Mosaic
Line & Shape - Observation - Accuracy - Texture - Grades - Effect - Foreground - Background - Portrait - Landscape
Tone - Shading - Light - Dark - Shadow
Painting - Colour - Texture - Pattern - Tone - Effects - Brushes - Brush stroke
3D Work - Sculpture - Clay - Relief - Slip - Tools - Effects - Patterns
Printing - Patterns - Manmade - Natural - Printing board
Collage - Texture - Materials - Tone - Feeling - Detail - Mosaic
- Foreground - Background - Portrait - Landscape
| Drawing - Tone - Light - Dark - Lines - Pattern - Texture - Hatching - Cross-hatching - Shading - Smudge - Blend
Colour - Mixing - Matching - Mood - Atmosphere - Palettes - Primary - Secondary - Tone - Hue - Shade - Tint - Complementary (contrasting)
Pattern - Marks - Texture - Pattern - Repeated pattern - Random pattern - Natural - Manmade
Line & Shape - Observation - Accuracy - Texture - Grades - Effect - Foreground - Background - Portrait - Landscape
Tone - Shading - Light - Dark - Shadow
Painting - Colour - Texture - Pattern - Tone - Effects - Brushes - Brush stroke
3D Work - Sculpture - Clay - Relief - Slip - Tools - Effects - Patterns
Photography - Digital camera - Images - Stimulus - Artistic elements - Pattern - Tone - Natural - Manmade
Collage - Texture - Materials - Tone - Pattern
- Foreground - Background - Portrait - Landscape
Pointillism
| Drawing - Tone - Light - Dark - Lines - Pattern - Texture - Shading - Smudge - Blend
Colour - Mixing - Matching - Mood - Atmosphere - Palettes - Primary - Secondary - Tertiary - Tone - Hue - Shade - Tint - Complementary (contrasting) - Express - Describe
Pattern - Find - Texture - Pattern - Repeated pattern - Random pattern - Natural - Manmade - Explore - Create - Use - Culture - History
Line & Shape - Observation - Imagination - Accuracy - Grades - Effect - Foreground - Background - Portrait - Landscape - Viewpoints - Perspective - Shape - Pattern - Texture - Form
Tone - Tonal range - Shading - Light - Dark - Shadow - Effect - Mood
Painting - Explore - Evaluate - Colour - Texture - Pattern - Tone - Effects - Brushes - Brush stroke
3D Work - Sculpture - Modroc - Wire - Structure - Tools - Effects - Patterns
Printing - Patterns - Manmade - Natural - Printing board - Two colour - Cultures
Textiles - Printing - Fabric - Stitching - Stitches - Straight - Regular - Cross stitching
Batik
| Drawing - Tone - Light - Dark - Lines - Pattern - Texture - Shading - Smudge - Blend - Shape - Tool - Mood - Effect - Movement - Styles
Colour - Mixing - Matching - Detail - Skill - Effects - Mood - Atmosphere - Palettes - Primary - Secondary - Tertiary - Tone - Hue - Shade - Tint - Complementary (contrasting) - Express - Describe
Pattern - Find - Analyse - Texture - Pattern - Repeated pattern - Random pattern - Natural - Manmade - Explore - Create - Use - Culture - History
Line & Shape - Observation - Imagination - Accuracy - Grades - Effect - Foreground - Background - Portrait - Landscape - Viewpoints - Perspective - Shape - Pattern - Texture - Form - Negative space - Linear perspective
Tone - Tonal range - Shading - Light - Dark - Shadow - Effect - Mood
Painting - Explore - Evaluate - Colour - Texture - Pattern - Tone - Effects - Brushes - Brush stroke - Combine
Photography - Digital camera - Images - Stimulus - Artistic elements - Pattern - Tone - Natural - Manmade
Printing - Patterns - Manmade - Natural - Printing board - Sequence - colours - Precise printing - Lino printing
Pop Art |
IMPLEMENTATION
Each year group will cover 1-2 art units (alongside 1-2 units DT) within each Topic.
Year 3 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: Were the Romans really rotten?
Picture This: Roman mosaic
Art – Collage, pattern and colour - Unit of collage work through mosaic (linked to Picture This)
Art – 3D work - Clay work – mosaics
Art – Drawing Artists: Various - Sketching techniques - Roman soldiers - Newport Arch - Artefacts
DT – Structure - Wax tablets in frames |
Topic: Wonders of Where We Live
Picture This: Big Ben London 2012 by Leonid Afremov
Art – Printing, pattern, painting and colour Artists: Various Architects: Various - Printing unit linked to topic and landmarks
DT – Food - Bread making in school - ‘Great British Bake Off’ – for Creative Home Learning project
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Topic: Journey to the Islands of Stories
Picture This: Illustration by Colin Thompson (from The Paperbag Prince)
Art – Painting - Various techniques - Water colour
Art - 3D Work - Decorating moving monsters
DT – Mechanisms - Pneumatic systems - Monsters
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Year 4 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: Terrible Tudors
Picture This: King Edward VI and the Pope by unknown artist Pencil crayon
Art – Drawing and painting Artist: Various Art Movement/Style: Renaissance - Portraits Watercolours, pencil and coloured crayon
DT – Food - Marzipan sculptures |
Topic: Exploring Europe
Picture This: The Eiffel Tower by Georges Seurat
Art – Painting Artist: Georges Seurat Art Movement/Style: Pointillism Paint and cotton buds
Art – Photography and Collage Artists: David Hockney - European landmarks
Art – Photography - Shaun from Kamara Photography - Drone demonstration, green screen, outdoor photography, photo shopping
DT – Structures Architects: Various - European structures
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Topic: All Creatures Great and Small
Picture This: Tiger in a Tropical Storm/Surprise by Henri Rousseau Pencil crayon
DT – Mechanisms - Pop-up books
Art - 3D Work Artists: - Antoni Gaudi
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Year 5 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: Victorian Britain
Picture This: Glasgow, Saturday Night by John Atkinson Grimshaw
Art – Drawing and Painting – Perspective Art -Linked to Picture This
DT – Mechanisms - Gears – Steampunk animals
Art – Textiles, pattern and colour Artist: William Morris - Printing (on fabric) - Sewing
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Topic: Events that have Shaped the Americas
Picture This: Volcano at Night by Jules Taverner
Art – Drawing, Colour and Painting Artist: Hokusai - Various techniques - Mountain/volcano sketching and painting
Art – 3D work - Volcanoes
Art – Batik/Printing Artist: Britto - Recap on printing from term 2
DT – Structure Architects: Various - Bridges
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Topic: Inspirational People
Picture This: Photograph (Martin Luther King’s speech)
Art – Drawing and Painting – Perspective Art - Recap from term 1 - Linked to Picture This
Art – Drawing – Portraits Artist: Frida Kahlo
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Year 6 | |||
Terms 1 and 2 | Terms 3 and 4 | Terms 5 and 6 | |
Topic: The World at War
Picture This: Propaganda image watercolour
Art – Printing and colour Artists: Andy Warhol and Roy Lichtenstein Art Movement/Style: Pop Art - Poppy art – Contrasting colours (crayon) - Silhouette soldier and watercolour crayon behind - Neg and pos printing -String printing
DT – Structures - Anderson Shelters - Periscopes (tabs as joins)
Art – Drawing -Pastel silhouettes |
Topic: Out of this World
Picture This: A Blue Globe Hanging in the Sky by Charles Bittinger - Pastels (soft and oil) - Planets
DT – Mechanisms Grabber hand (levers) |
Topic: Harry Potter TBC
Picture This: Illustration of Hedwig the owl by Gabriel Picolo
Art – Drawing - Owl - Sketching techniques of brass candlesticks (sketchbooks) (pencil, watercolours and watercolour crayons)
DT – Food TBC
Art – 3D or Photography TBC
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Each art unit will follow the following stages:
Planning:
Each art unit will follow the following stages:
Stage One – Generating ideas- Skills of Designing & Developing Ideas
E.g. Pop Art (other e.gs - Pointillism, Abstract, Surrealism etc.)
Children research what ‘Pop Art’ is. What are the common themes? Own Ipad research or provide sources – Open-ended research. Use sketchbooks or art booklet for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information - sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.
Can they find any artists, craftspeople, architects and designers that are appearing to be prevalent in this style?
Input – One or two key artists, craftspeople, architects and designers. ALL: who, when, example of their work, why they did it. UKS2: explain the influence of the different historical, cultural and social contexts in which they worked and the subsequent effect of their work to culture.
How does this artist show the style in their work? PEE (e.g. This is pop art. I know this because Roy Lichtenstein’s work uses bright colour and is comic book style)
- Discuss their opinions of the artist’s work (including how the art makes them feel)
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Stage Two – Skills – In the style of an artist or as the ideas of the style
At this stage, children are introduced to the skills (2-3) that they will be able to use to create their final piece.
Develop practical skills by experimenting with, and testing the qualities of a range of different materials and techniques.
Select, and use appropriately, a variety of materials and techniques in order to create their own work.
Investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)
Children must: - Have the skill modelled for them (either by teacher or through videos) - Have a variety of opportunities to practise the skills
Children might: - Practise elements of this skill in their sketch books - Practise elements of this skill in their booklets for the unit - Evaluate the skills e.g. discuss the difficulties; give advice for using it; discuss the impact/effect of the skill etc.
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Stage Three - Designing
At this stage, children will design their final piece.
Children must: Come up with designs for their final piece (plan it out) - Evaluate their designs (positives and negatives) - Choose a final design
Children might: - Review Stage One - Look at examples of designs/WAGOLLs in order to discuss positives and negatives of their design (e.g. How does it show the style of Pop Art? Explain some of the tools and techniques you have chosen to work with.) |
Stage Four – Making
At this stage, children will create their final piece (based on their plans from the designing stage).
Children must: - Create their final piece (If on paper, do not do in sketchbooks. Do on separate paper which can then be backed for display or can be stuck into Topic books and booklet for unit)
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Stage Five - Evaluating - Skills of Judgement and Evaluation
Be given the opportunity to evaluate their final piece
All - Take the time to reflect upon what they like and dislike about their work in order to improve it (for instance they think carefully before explaining to their teacher what they like and what they will do next)
All - Reflect upon their own work by using comparisons with the work of others’ (pupils and artists) to identify how to improve.
KS2 HA and UKS2 - Analyse and reflect on their progress taking account of what they hoped to achieve.
UKS2 - Provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work. |
THROUGHOUT UNIT- Evaluation
Take Stage 5 to be the basis of your questioning throughout the process. eg. (Stage 1) What do you like about your sketches? (Stage 2) What is difficult about that skill? What advice would you give to recreate this style? (Stage 3) Why does this show the style? Which artist influenced your design the most? Explain some of the tools and techniques you have chosen to work with. (Stage 4) What will you check about your work as you make it to ensure you are fulfilling the style?
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- Terms 1, 3 and 5 will begin with a ‘Picture This’ unit.
- There will be various events and competitions throughout the year e.g. creativity days.
IMPACT
Art – Monitoring progress
These four National Curriculum aims have been used to define four distinct progress objectives.
1. Generating Ideas: The skills of designing and developing ideas
2. Skills and making: The skills of making art, craft and design
3. Evaluating: The skills of judgement and evaluation
4. Knowledge: Knowledge of both technical process and cultural context
By using these, it will help ensure we can show consistency across planning, teaching and assessment.
The diagram shows the three ‘process’ objectives (learning to do) wrapped inside the supporting knowledge objective (learning about).
Assessment:
Assessment in art, craft and design takes account of all aspects of pupils’ learning and achievement. This includes, not only what pupils make, but also how they make it, what skills they acquire and what they know about the tools and materials they use. Assessment also takes account of what they know about the world of art, craft and design which places their own work in the wider cultural context.
To assess their knowledge, teachers listen to pupils talking about art, craft and design and read what they write. Evidence for assessment occurs in different forms and at different times through the course of a unit, so assessment too is spread out over time. It is not necessary to assess everything at the same time, or to leave it all until the end of the unit. These assessments are used over time to build a profile of achievement across all four of the progress objectives.
Assessment can be further refined by using the three-point scale that evaluates the extent to which each pupil has met each of the 4 progress objectives (‘Generating Ideas’, ‘Skills and Making’, ‘Evaluating’, and ‘Knowledge’):
Exceeding: Pupils who are exceeding the expectations will typically be providing evidence of achievement that consistently extends their learning beyond the confines of the task. They are working in ways that show deeper understanding and mastery and which are above the norm for their peer group. Assessment in each of the strands could be described as:
1. Generating Ideas: Showing greater: complexity; research; observation; originality; perception; aspiration; creativity.
2. Making: Showing greater: technique; skill; control; complexity; mastery; quality; judgement; creativity.
3. Evaluating: Showing greater: judgement; autonomy; independence; perception; subtlety.
4. Knowledge: Showing greater: breadth; contextual understanding; explanation; judgement.
Meeting: Pupils who are meeting the expectations in full will typically be providing consistent evidence of achievement which shows that they have understood and confidently achieved the assessment criteria. They are working at a standard which is appropriate for their peer group.
Developing: Pupils who have yet to meet the expectations in full will typically be providing evidence of achievement which is consistently less resolved and confident than their peer group.
This grid will be used at the end of the unit, but by putting the 4 progress objectives together with the three-point scale allows assessment to be continuous throughout the unit and then summarised at the end of the unit, then at the end of the year.
Opportunities to link with other subjects
Geography – Map drawing,
Science – Life cycle
Guided reading – Retrieval
Maths – Graphs, compass work, protractor work
Opportunities to revisit learning
Children have the opportunity to revisit skills across a year and across key stage 2.
- Drawing skills are taught in each year group
- Painting skills are taught in each year group
- 3D work skills are taught in each year group
- Collage skills are taught in Year Three and Year Four
- Printing skills are taught in Year Three, Year Five and Year Six
Key skills like drawing, painting and colouring will be revisited across the year through things like ‘Picture This’ and creativity days.
Local Links
- Year 3 sketch local landmarks (Newport Arch) when exploring the Romans.
- Year 3 sketch artefacts from The Collection – a local museum.
- Local artists are invited in to complete workshops with the children. E.g Year 4 – Photographer.
- Non-art unit opportunities for drawing. E.g Year 6 tank work.
SMSC - ART | |
Spiritual | Art allows children to develop the ability to enquire and communicate their ideas, meanings and feelings. It allows children to investigate visual, tactile and other sensory qualities of their own and other artists’ work. Children are introduced to the work of great artists and experience awe and wonder at these achievements. At the same time, art encourages independent thinking and allows children to have their own thoughts, preferences and opinions. The spiritual child has the ability to reflect and art allows children to do this (both on their art and the art of others’). |
Moral | The moral child will develop through the medium of art as lessons incorporate mutual respect and the consideration for others’ work. Pupils are encouraged to show compassion when assessing the work of others, understanding how their comments can build up or destroy another’s self-belief. The moral child will show respect to others. In art, they will learn to receive constructive criticism of their own work. They will also learn that they might not have the same views as another child. This will help them to respect that people think in different ways and have different views. In art, all views will be respected and valued whilst children learn effective and considerate ways to share their own.
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Social | The social child works well in a team with others, listening to their advice, sharing their own views and taking responsibility for their role. Art frequently requires all pupils to work in pairs, groups or teams. Pupil often work collaboratively, which requires co-operation and communication. Through classroom displays and wider school displays, children’s work is celebrated throughout the school. In art, communication skills are encouraged and developed as children discuss their thoughts and opinions to different artists and their work.
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Cultural | Throughout Westgate, children will explore art from various cultures and civilizations from around the world. This will develop the cultural child as it will lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own. Children will learn how different cultures can enrich our own lives. The spiritual child will celebrate the heights of human achievement and art will expose children to great accomplishments from a variety of cultures and times.
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British Values | Democracy
The rule of law
Individual liberty
Tolerance
Mutual respect
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