Art

Intent

At Holy Trinity, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Our Curriculum is built around the National Curriculum, however, we also use Curriculum Maestro.

‘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.’

(National Curriculum in England Statutory Guidance – Art & Design Programmes of Study)

First and foremost, it is crucial that our Art & Design curriculum meets all of the requirements outlined within the National Curriculum. Our curriculum intends to build on the cultural capital of our children through our focus on knowledge together with our emphasis on building our children’s ability to evaluate and analyse creative works using the language of art, craft and design.

The aims of teaching art and design in our school are:

 • To 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 through school, they should begin to think critically and develop a more rigorous understanding of art and design.

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

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

• To develop children’s understanding of the formal elements of art and design colour, shape, line, form, tone, texture, composition and pattern.

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

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

                                                        Implementation

EYFS

Children begin their Expressive Arts and Design learning journey in Nursery and Reception and this is where their creative curiosity is first sparked. Children begin to safely use a variety of different materials and tools to make marks. They experiment with colour, design, texture, form and function. They do this through the following topics:

• Autumn Term – Me & My Community, Once Upon a time
• Spring Term – Starry Night, Dangerous Dinosaurs
• Summer Term - Sunshine & Sunflowers, Big Wide World

All of this learning is laying the foundations for what will follow in KS1 and KS2.

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

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’ and ‘Barrier Breakers’.  

Impact

Throughout the art and design scheme, there is complete coverage of all National Curriculum programmes of study. There is a clear map of progression between year groups. Our children will revisit and build upon prior learning. Children will leave Holy Trinity with a range of knowledge about great artists, craft makers and designers and hopefully be proficient in drawing, painting, sculpture and other art, craft and design techniques. Children will hopefully enjoy art lessons, find the teaching inspiring and meaningful. Children will hopefully achieve a good standard in art and feel equipped to progress further in this subject.