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Rickmansworth Park Junior Mixed and Infant School

Art

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, in which Art is taught every week, or the equivalent, 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. The curriculum draws on artists from a range of cultures to expose children to different forms of Art.

 

At Rickmansworth Park School, teachers draw from a range of sources to provide an individualised curriculum for their classes. This curriculum is closely linked to the New National Curriculum and uses its broad objectives to inform planning. The ‘topics’ covered in Art are carefully planned to link in with other subjects, particularly History and Geography.  Teachers use the Assessment Criteria from NSEAD (National Society for Education in Art and Design) and the Rickmansworth Park Art and Design Progression of Skills document to inform their planning. The curriculum is regularly reviewed and altered to meet the needs and interests of our learners.

 

The planning itself takes a variety of formats and draws on own plans, published plans from the internet, Twinkl and Hamilton Trust. We also have the LCP files in school (linked to the old QCA) to provide quality images. These are also sourced from the internet so they can be displayed on the IWBs.

 

Teachers in KS1 and KS2 have at least one named artist to study and, across both Key Stages, we ensure that a variety of designers, craftspeople and architects are studied. We have an established link with a local craftsperson who works with all of the classes over the course of the year on collaborative projects.

September 2019

What makes our Art curriculum great?

 

 

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.

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.

Children are encouraged to evaluate their own, and each other’s art, together with that of the artists they study. 

 

 

 

3. It is broad and balanced.

Children have access to regular, planned weekly Art lessons

Children use a range of media throughout the Key Stages eg. 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.

Teachers have the flexibility to alter planning to suit the needs and interests of their children and topic links.

 

4. There is clear progression in subject knowledge and skills.

Teachers use progression of skills document when planning their lessons.

There is a balance between skills, knowledge and understanding and making and evaluating.

 

 

 

 

 

 

5. It is filled with rich first-hand experiences.

Staff work incredibly hard to enrich the Art curriculum:

Links with local textile artist for each class. We have worked on a local area recycling project with thousands of local children. The whole school visited the exhibition.

Y4 go to the canal to 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.

Y3 study Andy Goldsworthy and create their own outdoor sculptures.

 

6. It is flexible and responsive to individual needs and interests.

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.

Children are encouraged to appreciate Art in all lessons.

Teachers have the flexibility to alter planning to suit the needs and interests of their children and topic links.

 

7. It has an eye on the future and the needs of future citizens.

R Tux Paint

Y1 Use of mouse to create digital art.

Y2 introduction to digital photography

Y3 digital Photography

Y4 animation

Y5 Multimedia, design of sprites and backgrounds in coding.

Y6 CAD

 

 

 

 

8. It encourages the use of environments and expertise beyond the classroom.

We have a thriving Art Club.

We have links with a local Artist who works 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 eg Henry Moore, Benin Art at the British museum, Canal Art, Celtic headbands and Stone Age face painting.

 

9. It makes meaningful links between areas of knowledge across the curriculum.

Links are frequently made between Art and History eg in Y5 children look at Anglo Saxon brooches and create their own designs and Y4 make Egyptian art. Teachers are constantly evolving the curriculum to make more meaningful links eg in Y3 there is a literacy unit based on robots. The teacher found a wonderful artist who paints robots and doughnuts (Eric Joiner) and the children were inspired to produce some fantastic work. 

In EYFS links are made to all topics eg outdoor collage, fruit prints, story themes.

All year groups have an ‘art’ based Computing unit.

 

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. Artists studied include:

Matisse, Mondrian, Alma Thomas, Henry Moore, Frida Kahlo, Van Gogh, David Hockney, Benin Art.

Work is celebrated in assemblies and on display.

 

 

 

11. It is supported by high quality Subject Leader CPD.

Teachers learn from the links with the local artist.

 

12. SMSC is embedded within the curriculum.

 

(See SMSC subject statement)

Social Moral Spiritual Cultural Links

 

Spiritual

  • 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.

Moral

  • 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.

Social

  • 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. 

Cultural

  • 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.
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