Art and Design
At Tudor Primary School we believe Art and Design gives the children a safe space and opportunity to express, recreate, imagine and explore the world around them. Art and Design in our school enables children to celebrate cultures and heritage, explore and delve deeper into the history and backgrounds of art and artists.
The Art and Design curriculum at Tudor Primary promotes children’s confidence through problem solving and evaluation, risk taking, and provides lots of cross curricular links to primary subjects; this enables children to consolidate and cross link skills they have learnt in other subject areas.
Our Art curriculum promotes diversity and celebrates the cultures within our school and our local community. Through this wealth of knowledge and opportunity, we aim to inspire children and young people to create, experience and participate in great arts and culture.
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.
In the EYFS Art is a key area in our daily provision. Pupils are given daily opportunities to express themselves through art in our art areas. Children explore and build their creative and motor skills through painting, collage, colour mixing and designing. This lays a secure foundation for the development of art skills in the later key stages.
Key stage 1 and Key stage 2
The Art Curriculum has been designed to provide children with opportunities to develop their English skills, widening their vocabulary and promoting a love for reading.
Lessons explicitly show learners how they are progressing in their skills and which skill children are focusing on each term and how they have built on their previous learning of a skill which enables learners to talk confidently about the skills they have learnt and how they are developing this further. Rosenshine’s four key strands of instruction of reviewing material, questioning, sequencing concepts and modelling and stages of practice are used within the art lesson.
Key skills in our curriculum are revisited through a spiral curriculum ensuring learners are confident and have sufficient time in practising these skills. In each year group the units are organised into 4 core areas: