Neville's Cross Primary School

Relly Path, Durham, DH1 4JG

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Home / Curriculum / Neville’s Cross’ Curriculum / Curriculum – Art & Design

Curriculum – Art & Design

In this section of the website, you will find information about our approach to teaching Art & Design at Neville’s Cross.

NX Art Policy

What does Art & Design look like at Neville’s Cross?

At Neville’s Cross, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum offering enrichment opportunities. The skills and knowledge that children will develop throughout each art topic are mapped out across each year group and throughout the school to ensure progression. The high-quality curriculum we offer will engage, inspire and challenge pupils equipping them with the knowledge and skills to experiment, invent and create their own works of art. They are encouraged to express their creative imagination as well as practising and developing mastery in the key processes of art: drawing, painting, printing, textiles and sculpture. We believe that Art and Design contributes to personal development in creativity, independence, judgement and self-reflection. As pupils progress, they should be able to think critically and develop a more rigorous understanding of Art and Design. They should develop a knowledge of individual artists, individual works and art movements and how they have shaped our history and contributed to the culture, creativity and wealth of our nation. Displays in classrooms and around school, as well as an annual art gallery, reflect the children’s sense of pride in their artwork and encourage them to reach their full potential.

Intent, Implementation and Impact:

  • The Intent provides information on the provision of Art and Design.
  • The Implementation provides the subject overview detailing how Art and Design is taught.
  • The Impact shows improvements seen as a result of our implementation of Art and Design.

Intent

What will take place before teaching in the classroom? 

The school’s senior leadership team will … 

  • Lead the school staff to develop a curriculum intent consistent with school’s drivers and development of all curriculum subjects.  
  • Develop specific Art subject intent, which explains our school ethos and curriculum design in detail.  
  • Support subject leader to spend time with staff to share skills.  
  • Provide funding to support high quality implementation of the Art curriculum.  

Curriculum leader will...

  • Understand and articulate the requirements of the curriculum. 
  • Use this knowledge to support staff in the delivery of Art.  
  • Ensure skills and knowledge are planned for progressively over time so that children become effective artists.  
  • Develop a long-term subject plan, which identifies the progression within each phase of knowledge, skills and vocabulary in Art.  
  • Support staff to have a full picture of learning in Art at each stage, including EYFS so prior knowledge is constantly referenced accurately. 
  • Catalogue and organise an up to date range of resources so children have access to equipment, which supports them to extend their skills as an artist.  
  • Establish and nurture links within the local community to real artists or those studying Art, to give children aspirations.  
  • Network with other local schools to keep up to date with subject development.

The class teacher will, with the support of the curriculum leader … 

  • Work in teams to develop curriculum skills grids, which outline the knowledge and skills to be covered over the course of each term and share with parents and carers.  
  • Use the long-term subject plan to ensure coverage in lessons is sequential, includes balance between knowledge and skills and references prior learning. 
  • Seek out the subject leader if they require support or advice.  
  • Ensure lesson resources are engaging, appropriate and plentiful so children can learn knowledge and practise skills across the series of lessons.  
  • Plan experiences, trips and visitors, which both enhance learning and place learning into context.  
Implementation

What will this look like in the classroom? 

Our teaching sequence will be …. 

  • Art begins in EYFS as expressive art and design. Children are provided with a wide range of art equipment in their environment everyday through continuous provision and also adult led enhancements.   
  • Build on experiences gained pre-school and develop skills and knowledge based on drawing, painting, printing, textiles and sculpture. 
  • Provide opportunities to practise, revisit and build on skills progressively from EYFS to KS1, Lower KS2 and Upper KS2.  
  • Develop knowledge of different artists, pieces of work and art movements. See as many examples as possible to be able to discuss and create pieces in a similar style.  
  • Include Art specific vocabulary which is defined, explained and used by children.

Our classrooms will… 

  • Provide a nurturing environment for learning where children, whatever their age, can work individually, in pairs and cooperate in small groups. 
  • Contain age-appropriate equipment specific to Art for children to use and refer to.  
  • Have a designated art area/display where possible but, if not, at least provide one piece of work each term for the ‘Artists of the Term’ display board in the corridor. Where a designated Art display is not possible ‘Class artist’ display with one piece of work and vocabulary around with skills and knowledge applied or links to Seesaw are used.  

Our children will be … 

  • Enthused by their learning because coherent learning experiences give them the confidence to reach beyond their grasp. 
  • Engaged by the challenge within lessons to demonstrate their knowledge.  
  • Encouraged by specific feedback given by their teacher to reflect on their work and areas to improve.  
  • Nurtured to show confidence in contributing to their learning through sharing thoughts and ideas.  
  • Develop Art skills and confidence over time due to carefully planned, sequences of high-quality lessons.  
Impact

How will this be measured? 

Pupil voice will show … 

  • Enthusiasm and confidence in discussing their learning and experiences in Art. 
  • A clear understanding of the skills and knowledge relating to Art, needed to be an artist.  
  • A progression of the vocabulary used to articulate their learning and experiences as an artist.

Displays around school and books will show ...

  • Pupils have a balance of planned learning experiences including practical evidence in photographs on seesaw, written work in Art file and work on display.  
  • A varied and engaging curriculum, which develops a range of Art skills.  
  • Clear progression of skills in line with those identified on the long term plans.  
  • That pupils, over time, develop a range of skills and knowledge across all parts of the Art curriculum.  

The curriculum leader will …

  • Lead a biennial art gallery to celebrate the success of children as artists at Neville’s Cross.  
  • Collate a portfolio of evidence, which reflect children’s deepening knowledge and experiences in Art over time.  
  • Monitor standards of teaching, lessons and work.  
  • Provide CPD opportunities including mentoring and coaching.  

CEOP

BIG 2015 2016

Bullying Intervention Group

Toilet twinning

Toilet twinning

School Games

Food for life Partnership Bronze

Food for life

Arts Council Artsmark Award

Arts Council England

Healthy School

Healthy School

Local Offer

Neville’s Cross Primary

Copyright © 2021 Neville's Cross Primary School

Relly Path

Durham

DH1 4JG

Tel 0191 384 2249· Email nevillescross@durhamlearning.net



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