Art

Intent – why do we teach what we teach? 
Art and Design at Harris Academy Chobham equips our students with the knowledge and skills that foster creativity, allowing them to design and create their own work in a stimulating environment. We teach Art and Design with an attitude of non-judgement, a belief that mistakes are to be celebrated, learned from and used. A belief that creative potential is inside everyone and can be found everywhere. We celebrate the process as well as the ‘finished’ artwork. Art and Design builds on the Early Learning Goals of Expressive Arts and Design within the EYFS. 

At Harris Academy Chobham, we aim for our pupils to develop an in-depth understanding of the visual elements of art: Line; Shape; Tone; Colour; Texture; Pattern; Space; Form - through exploring and gaining competency in a range of skills: Drawing; Painting; Sculpture; Printing; Collage; Textiles and exposing pupils to works of art created by different artists, representing different art movements, and different cultures. Through this, pupils will develop an understanding of the chronology of Art and how it can be used to portray complex ideas, themes and concepts. 

Students are encouraged to critique artwork, including their own, their peers and that of great artists, designers or architects from around the world.  

By KS3, students embed a deeper understanding an application of the formal elements of art. There is also a great emphasis on the understanding of why art is made and what influenced its making, from a history and social context. 

Implementation – how do we teach what we teach? 
Art and Design is taught once a week, in a 60 minute slot. Harris Primary Chobham follows the Central Primary Phase Curriculum. Teachers are provided with detailed plans and PowerPoint presentations for each lesson. Class-teachers are expected to ‘adapt and adopt’ the presentations to meet the needs of their class. Each unit of work has a Knowledge Organiser to enable pupils to develop their substantive knowledge. Work is evidenced in sketchbooks and through displays. 

In EYFS, children are expected to explore and use media and materials as part of their Early Learning Goals. Children should be able to safely use a range of tools and techniques, experimenting with colour, design, texture, form and function.  

By KS1, pupils are taught to use a range of materials creatively to design an and make products; use drawing, painting and sculpture to develop and share their ideas, experiences and imagination; and, to develop a wide-range f art and design techniques in using colour, pattern, texture, line, shape and form. Children are encouraged to describe the differences and similarities between different practices and disciplines, and to make links with their own work. 

By KS2, pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. It is in this phase that students begin to improve their mastery of art and design techniques. We also encourage learning about great artists, architects and designers in history.  

In KS1 and KS2, each child has equal access to the Art and Design curriculum. It is essential that lessons are: 

• Inclusive and support children with English as an Additional Language (EAL) or Special Educational Needs (SEN). 

• Appropriately differentiated to meet all needs and learning styles including exceeding pupils. 

• Work from all cultures will be provided and the children will be given opportunity to discuss it. 

Rationale overview – why are the topics taught in the order that they are taught? 
Children begin each year with the drawing unit, allowing them to focus on the more fundamental aspects of art and develop their understand of line, form and shape. 

The collage unit then builds on this understanding of line, form and shape whilst also developing colour and form, as well as use of space. 

The painting unit allows the children to develop their knowledge of line and form which they practised in drawing, whilst deepening their understanding of colour theory. 

Printing extends the colour theory but also places emphasis on shape and form, giving children more opportunities to apply their understanding through use of different medium and introducing the element of pattern. 

Following this, sculpture gives children the opportunity to move from 2D art to 3S art, exploring their ideas of shape and form. 

Finally, children finish each year with textiles, which encompasses many of these visual elements and exceeds the national curriculum expectations. 

Impact – how do we know what pupils have learnt and how well they have learnt it? 
Each child has an individual book with the expectation that their work or a photographic example of their learning is added to their book each week. The lesson typically starts with ‘Knowing More, Remembering More’ style questions, which is recapping previous knowledge. Then, each lesson uses a progression of PowerPoint slides, activities, questioning and key vocabulary to teach the aims of the lesson. 

The art lead assesses the impact of teaching and learning through learning walks, lesson observations, book looks and discussions with teachers and pupils. To assess the children’s learning, formative assessment, ongoing feedback throughout a lesson or project, including self-assessment, peer-assessment, and teacher assessment to enable pupils to review and refine their work. The teacher monitors the children on how they are using the tools and materials in the art lesson and addresses misconceptions. Through discussions about the key art work, the teacher establishes the children’s understanding of how the formal elements are arranged to create a composition.