Curriculum Leader: Lorna Johnston

Miss Johnston is our Art Leader and is responsible for this curriculum area. Miss Johnston is responsible for: 

• Ensuring consistency of subject teaching, including through observations and ‘book looks’.
• Curriculum sequencing and mapping.
• Meeting with Local Authority and Ofsted inspectors about the subject.
• Supporting planning, team-teaching, and delivering CPD.
• Attending subject network meetings.
• Organising subject events
   

Introduction

At Chiltern Primary School, we believe that the teaching and learning of Art and Design play a vital role in nurturing creativity and self-expression among our students. As part of our commitment to educational excellence, we have developed a comprehensive approach to Art and Design that aligns with the 2014 National Curriculum in England. This website statement outlines our school's vision, mission, and strategies for delivering high-quality art education to our pupils.

Mission Statement

The mission of Chiltern Primary School is centered around "Making Learning Irresistible." We strive to provide a stimulating and inclusive learning environment that empowers every child to achieve their full potential. By incorporating Art and Design, we aim to enhance our students' imagination, critical-thinking skills, and cultural understanding.

Positive Relationships

Central to our approach is the cultivation of positive relationships within our school community. We believe that nurturing respectful and supportive connections between students, staff, and parents is crucial in fostering an environment conducive to creativity and learning. By promoting collaboration, empathy, and mutual respect, we enable our students to engage with Art and Design confidently and express themselves freely.

Championing Each and Every Child

At Chiltern Primary School, we celebrate and champion the unique abilities and talents of each individual child. We firmly believe that every student has the potential to excel in Art and Design. Our dedicated and experienced team of teachers is committed to delivering inspirational lessons that cater to the diverse needs and learning styles of our pupils. By providing a nurturing and inclusive environment, we ensure that every child thrives and flourishes in their artistic endeavors.

Curriculum Maestro by Cornerstones

To ensure a comprehensive coverage of the national curriculum, we utilize the innovative 'Curriculum Maestro' program created by Cornerstones. This online platform offers a robust framework for teaching Art and Design, enabling our educators to deliver inspiring, well-sequenced lessons that cover the breadth of knowledge and skills expected by the 2014 National Curriculum in England. With its interactive resources, assessment tools, and comprehensive guidance, Curriculum Maestro supports our teachers in delivering high-quality art education that engages and inspires our students.

Conclusion

Chiltern Primary School is committed to providing an outstanding Art and Design education that fosters creativity, self-expression, and cultural awareness. Through our mission of "Making Learning Irresistible," we prioritize positive relationships, champion each child's potential, and utilize the innovative Curriculum Maestro program to ensure a breadth of curriculum coverage. Our dedicated staff and inclusive learning environment inspire and empower our students to explore, create, and thrive in the world of Art and Design.

Purpose of study

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.

Aims

The national curriculum for art and design aims to ensure that all pupils:

• produce creative work, exploring their ideas and recording their experiences

• become proficient in drawing, painting, sculpture and other art, craft and design techniques

• evaluate and analyse creative works using the language of art, craft and design

• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
   

Our children will be taught to:

Year R

• In Year R children are introduced to the world of computing and technology. They are taught that technology is used in various places such as homes and schools, and that it can be used for different purposes.

• Children are encouraged to explore a range of technology, including digital devices such as tablets, laptops, and interactive whiteboards, as well as other tools such as cameras, talking tins, and programmable toys. Through hands-on experiences, they learn how to select and use these technologies for particular purposes, such as using a camera to take photographs or a talking tin to record and playback their voice.

• The aim is for children to develop their knowledge and understanding of the ways in which technology can be used, and to develop their skills in using these tools effectively. They are also taught about the importance of staying safe and responsible when using technology, such as keeping personal information private and being respectful when communicating online.

Key Stage 1

In Key Stage 1, each autumn term begins with the colour project Mix It. The teaching of this project in Years 1 and 2 enables children to be introduced to and then revisit colour theory and provides plentiful opportunities for children to explore primary and secondary colours.

Year 1 begins by exploring themes directly related to the children themselves, such as their facial features, the surrounding natural world and their local community.

In Year 2, the projects expand children’s artistic horizons to study a more comprehensive range of artists, artistic movements and creative techniques.

Lower Key Stage 2

In Lower Key Stage 2, each autumn term begins with the colour project Contrast and Complement. In Years 3 and 4, the teaching of this project enables children to build on their previous understanding of colour and further develop their expertise by studying theory.

In Year 3, children expand their experiences to study a broader range of art forms, artists and genres. They also begin to study art from specific and diverse periods of history, including prehistoric pottery and Roman mosaics. Other genres studied in Year 3 build on previous techniques learned in Key Stage 1 and include more complex techniques in printmaking, drawing, painting and textiles.

In Year 4, children develop more specialised techniques in drawing, painting, printmaking and sculpture. They explore ways in which ancient cultures have influenced art and crafts by studying, for example, medieval weaving techniques and the religious significance of Islamic art.

Upper Key Stage 2

Upper Key Stage 2 In Upper Key Stage 2, each autumn term begins with the colour project Tints, Tones and Shades. Teaching these projects in Years 5 and 6 enables children to build on their previous understanding of colour theory and develop further expertise with colour by studying tonal variations and more complex colour charts.

In Year 5, children develop and combine more complex artistic techniques in a range of genres, including drawing, painting, printmaking and sculpture. Children continue to build on their understanding of other historical periods and cultures by studying the ancient Chinese art form of taotie and the significance of the Expressionist movement.

In Year 6, children are encouraged to work more independently in projects like Environmental Artists and Distortion and Abstraction. Such projects require them to consider more conceptual representations of personal, environmental, social or political messaging. Children explore diversity in art by studying the projects Inuit and Trailblazers, Barrier Breakers.