Art Subject Leader Planning Statement
At Rickmansworth Park School, we recognise the importance of Articles 29 and 31 and their relevance to the Art Curriculum we provide.
Article 29 states:
Education must develop very child’s personality, talents and abilities to the full. It must encourage the child’s respect for…their own and other cultures…
Article 30 states:
Every child has the right to relax and play and take part in a wide range of cultural and artistic activities.
At Rickmansworth Park School, we know how important it is for children to take part in a wide range of activities; school is not just about Maths and Literacy. Our curriculum allows children to develop their artistic talents and abilities to the full, encouraging a love and enjoyment of this subject which contributes to a sense of achievement and wellbeing, vital for mental health.
In 2021, the curriculum was completely re-written by the subject leader so that it is in line with the new Ofsted framework. The new Art curriculum follows the requirements of the National Curriculum but is bespoke to our school and takes into account our location and our children. It was written with guidelines from NSEAD and Access Art and shows a clear progression in the different areas of Art, together with end of year assessment expectations. Each year group covers Drawing, Painting and Digital Art and then the other areas of Printing, Textiles, 3D Sculpture and Collage are taught in alternate years. Each individual lesson for each year group has also been carefully planned by the subject leader to ensure that the children have a range of exciting and inspiring learning opportunities in Art which enable them to develop their talents to the full. A range of male and female artists from different parts of the word, and different periods in time are studied. Children have access to a wide variety of media, experience Art related trips and have the chance to work with local artists in their time at school.
When the School Effectiveness Advisor visited in June 2021 and looked at the plans, she said,
“During the visit a strong example of curriculum planning and sequencing was shared by the Lead Practitioner in Art and Design. Prudent use of specialist support through the resources provided by the NSEAD, enables the planning to reflect a high level of pedagogy with clear progression planned, with examples of implementation for all year groups in Drawing, Painting, Printing, Textiles and Digital mediums. The art and design process of generating ideas ® making ® evaluating ® applying knowledge and understanding, is kept clearly in focus to inform planning and development. This is an excellent example of planning that can be used as a model of good practice for other areas of the curriculum.”
What makes our Art curriculum exceptional?
1. It is underpinned by aims, values & purpose.
e.g. Article 29 UN Convention of Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
Lessons are based on the Guiding Principles of Rickmansworth Park School:
-to provide an education which develops the whole child.
To provide a broad and balanced curriculum with a strong focus on enrichment opportunities.
To teach children to understand their own rights and to respect the rights of others.
2. It develops the whole person – knowledge, skills, understanding & attitudes.
The new, bespoke Art curriculum which has been created by the subject leader for the school focuses on Art knowledge (artists, techniques), skills (tailored specific skills progression) enabling the children to have an enriching experience.
One of the strengths of the Art Curriculum at RPS is that regular time tabled is given to this subject.
Children who may find other academic subjects more difficult thrive because they can develop their skills in this area.
3. It is broad and balanced.
The curriculum has been planned by the subject leader specifically for the school. She has an ensured that the children experience a broad and balanced curriculum from EYFS to Y6.
Children have access to regular, carefully planned Art lessons
Children use a range of media throughout the Key Stages e.g. Sketching pencils, powder paint, ready mixed paint, water colours, Modroc, clay, pastels, collage, threads, materials, dough.
Children access the work of different Artists from different cultures and periods of history.
4. There is clear progression in subject knowledge and skills.
The subject leader has created a progression of skills document. This was created with guidance from NSEAD and Access Art. These skills are specifically referenced in the plans so the teachers (and children) know the skills they are practising.
Children are assessed against criteria from NSEAD – Generating ideas, Making, Evaluating and Knowledge and Understanding.
5. It is filled with rich first-hand experiences.
Staff work incredibly hard to enrich the Art curriculum:
The bespoke curriculum is filled with enriching experiences.
These are supplemented with activities such as:
Taking part in the National Gallery’s ‘Take One Picture’ activity.
Links with local artists, craftspeople or architects for each class.
We have worked on a local area recycling project with thousands of local children. The whole school visited the exhibition.
Where possible trips, virtual trips and visitors enrich the curriculum further eg:
Y4 look at local canal art and then replicate at school.
Reception look at mehndi patterns and divas and then make their own.
Y6 visit the Henry Moore studio and museum in Perry Green.
Y5 and Y6 have taken part in virtual workshops from the V&A.
6. It is flexible and responsive to individual needs and interests.
The curriculum is bespoke to our school and we look at local artists such as Charles Voysey, Henry Wood, William Morris (local church window).
We enter Art based competitions such as designing a minibus for a local company and designing a carrier bag for Tesco (both of which were won by pupils at our school)
We entered the Royal Mail Design a stamp competition.
We have encouraged entrance to a local photography competition which was won by a pupil at our school (interestingly many of the prizes for the older age groups were won by past pupils!)
Children are encouraged to appreciate Art in all lessons.
The subject leader is always looking for new experiences for the children. For example, she is currently working with RIBA (Royal Institute of British Architects) to forge links with local architects to work with the school.
7. It has an eye on the future and the needs of future citizens.
The subject leader has ensured that ‘Digital Art’ is a strand which runs through our new curriculum for each year group. Working with the Computing Lead, she has devised lessons which use a variety of programs and applications. For example, various paint programs, taking and manipulating digital photography and video, animation, CAD.
8. It encourages the use of environments and expertise beyond the classroom.
We have a thriving Art Club.
We have created links with local Artists and parents who have worked with all classes on ‘large’ collaborative pieces of Art. ‘Arty’ parents are encouraged to come in and help.
Where possible, school trips have Art links e.g. Henry Moore, Benin Art at the British museum, Canal Art, Anglo Saxon and Sone age experience days.
The subject leader has joined Access Art and regularly attends virtual meetings and training.
9. It makes meaningful links between areas of knowledge across the curriculum.
Links are frequently made between Art and other areas of the curriculum. For example, (not an exhaustive list!) in History in Y5 children look at Anglo Saxon brooches and create their own, Y4 make Egyptian art, Y6 make Benin Heads, Y2 look at art related to the Great Fire of London. In Y6 Links are made to Science where children look at Darwin’s sketches and use these to inspire their art based on the goldfinches.
In EYFS links are made to all topics e.g. outdoor collage, fruit prints, story themes.
All year groups have ‘art’ based Computing lessons.
10. It has a local, national and global dimension.
We aim to ensure that the artists studied reflect a wide range of cultures and backgrounds. The subject leader has created a map for EYFS/KS1 and a map for KS2 to show the spread of art studied.
We have taken part in local projects such as the exhibition at Watersmeet and the museum’s photography competition.
We have taken part in national projects such as the National Gallery’s ‘Take one Picture’ project.
The new curriculum includes artists from the local area such as Charles Voysey (architect), Henry Wood (creator of The Proms and still life artist).
Work is celebrated in assemblies and on display.
11. It is supported by high quality Subject Leader CPD.
The Subject leader regularly attends virtual meetings with other art teachers. These are facilitated by the charity Access Art. Information is fed back to staff.
The subject leader has lead training in the new curriculum, training in sketch book use and training in the Take One Picture project. She is always on hand to provide advice and help to staff.
12. SMSC is embedded within the curriculum.
(See SMSC subject statement)
Social, Moral, Spiritual, Cultural Links - Art
Art supports spiritual development by introducing children to the work of great Artists and experiencing wonder and awe at the achievements of these great works of art. They also experience great admiration and respect for their peers’ work when they see the level of achievement and progress. Children gain a huge sense of achievement, satisfaction and pride in themselves when they produce a quality piece.
Art supports moral development by encouraging mutual respect and the consideration for others’ work. Pupils are encouraged to show compassion when assessing the work of others through, understanding how their comments can build up or destroy another’s self- belief.
Art and Design supports social development because children frequently required to work in pairs, groups or teams collaboratively. Children often work collaboratively requiring cooperation and communication linking to the values of trust and compassion.
Art supports cultural development work by enabling children to study art involving various cultures and civilizations from around the world. They lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own; how they can enrich our own lives. The fusion of art work between our own and other cultures leads to pupils incorporating designs, patterns and motifs in their own work developed by a deeper understanding of the culture.