Redhill Junior And Infant School

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Redhill Road, Birmingham, West Midlands, B25 8HQ

01214646322

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Art & Design Technology 

Policy on Art & Design and Design & Technology
Redhill Primary School

Redhill Primary School is proud to be a UNICEF Rights Respecting School.

 

Our vision and Rationale

‘Art and design is the freedom of the individual, the freedom of expression and the freedom to fail without retort. Art develops spiritual values and contributes a wider understanding to the experience of life, which helps to build a balanced personality.’

 

Simon Waterfall, Creative Director, Deepend

 

Our Art & Design and Design & Technology Policy incorporates the following Rights in respect of UNICEF’s The Convention On The Rights Of The Child:

 

  • Article 3 (Best interests of the child): Art and DT is to be delivered in a way children understand and where they can apply their learning in a range of situations.

 

  • Article 12 (Respect for the views of the child): Allow and encourage children to share their ideas and thoughts in a safe environment. When we carry out Pupil Voice, we consider our children’s views and thoughts to improve the teaching and learning of Art and DT.

 

  • Article 17 (access to information from the media): Every child has the right to reliable information from a variety of sources, and governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them. All Art and DT teaching materials are age appropriate.

 

  • Article 28: (Right to education): All children have the right to a primary education, which should be free. Art and DT is to be taught using appropriate learning objectives and skills for their age.

 

  • Article 29 (Goals of education): Children’s education should develop each child’s personality, talents and abilities to the fullest. Children are encouraged to take pride in their work and it is reflected in the end product where most of the work is displayed in and around the classrooms to show children that it is valued.

 

  • Article 42 (knowledge of rights): Governments must actively work to make sure children and adults know about the Convention. At Redhill, we discuss the rights of the child throughout our teaching the curriculum.

 

Cross curricular links

 

Literacy

 

Through the teaching of Art and D&T children are encouraged to develop broader literacy and communication skills through promoting the skills of reading, writing, speaking and listening. Most lessons involve the children to research, plan, design, make and evaluate products which are all literacy skills. Their oral skills are further developed through discussions, recounting their designs and evaluating their products. Writing skills are developed through research, designing, evaluating and recording information.

 

Numeracy

 

D&T contributes to the teaching of numeracy in a number of ways. These include:

  • Measuring of materials and using and applying numbers.
  • Estimating, predicting and comparing.
  • Recording using tables and graphs.
  • Using number in making and evaluating their products.

 

Computing

 

Children use computing in Art and D&T lessons where appropriate. They use it to:

 

  • Carry out research for their chosen or given tasks, e.g. finding works of famous artists, comparing their own designs.
  • Find, select and analyse information on the internet.
  • Record, present and interpret data.
  • Review, modify and evaluate own and others’ work in order to improve it.

 

Aims and objectives

 

Through teaching of Art, Design and Technology we aim to:

 

  • Stimulate and develop individual creativity and imagination.
  • Provide visual, tactile and sensory experiences.
  • Promote the use of different materials based on colour, form, texture and pattern.
  • Encourage children to learn and make informed judgements and practical decisions.
  • Enable children to use a range of tools, materials and equipment safely.
  • Provide learning opportunities for different social, cultural, economic, historical and environmental contexts.
  • Enhance children’s ability to acquire practical problem solving skills that can be applied to wide range of contexts.
  • Raise level of enjoyment, satisfaction and purpose in art, design and technology.
  • Enable children to explore ideas and meanings in the works of artists, craftspeople and designers.
  • Develop the cross-curricular use of art, design and technology in other subjects.

 

Teaching and learning

 

The scheme of work in Art and D&T is designed with an overview of key stage one and two and is progressive throughout the school, each year building upon skills learnt from the previous year. This ensures continuity and progression. Our principle aim is to encourage children to be experimental and imaginative and to be able to make decisions in choosing appropriate materials and techniques from an early age. Where appropriate and available, children visit galleries and exhibitions in order to experience arts and craft first hand and to enhance their learning and understanding of the topic being studied.

 

Class teachers base short term planning on the schemes of work linked to topics wherever possible and this is monitored by the art lead on a termly basis/end of each unit. Children’s work is kept in their topic books with some teachers using portfolios in addition to these.

 

Teaching Art and D&T in the foundation stage

 

We teach design and technology in the Early Years Foundation Stage as integral part of the topic work covered during the year. We relate the practical aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged four to five.

 

 

Planning guidelines for Art and D&T within the creative curriculum

 

There are many ways in which the teaching of Art and D&T contributes to learning within a creative curriculum.

 

  • The school uses tailored schemes of work for objectives and ideas for art and D&T as the basis of its creative curriculum planning.
  • The schemes are adapted by individual teachers to the specific needs of the children and the school in that we make use of the local environment and the cross curricular links within topics.
  • Curriculum planning for art and D&T derives from topic overviews and the objectives in order to find cross curricular links to come up with creative ideas. From this overview a long term plan is developed.
  • Short term plans give detailed weekly lesson plans throughout the week with the links to other subjects clearly identified.
  • Class teacher are responsible for evaluating and annotating the weekly plans for each lesson. These plans state specific learning objectives and key skills covered in each lesson and reflect differentiated tasks based on the teachers’ assessments of the children’s ability and needs.

 

 

 

Assessment and recording

 

At Redhill children’s work in Art and D&T is assessed in a variety of ways. These include:

 

  • Informal judgements as we observe them during lessons.
  • On completion of a piece of work (the intended outcome).
  • By assessment of their planning, designing, making and evaluating the final product.
  • Evaluating their efforts in relation to the National Curriculum level of attainments.
  • Key skills learnt and displayed during each task.
  • Photographing examples of children’s work and adding these to their creative curriculum books to demonstrate their achievements and coverage of topics in each year group.
  • Displaying some of their work which might include posters, models, portraits or sculptors.

 

Recording is sufficient and provides guidance for the future learning and teaching for individuals as well as a whole group.

 

Resources

 

Art and D&T resources are ordered by the lead every year after auditing the resources and collecting the orders from individual teachers. It is the responsibility of the lead to order topic related resources for each year group to ensure successful coverage of each unit of work, in addition to general resources for displays and clubs. All the resources are kept centrally in the art stock room where they are clearly labelled for time efficiency. A list of the available resources is also displayed in the room so staff can check the availability of resources at a glance. This list is also distributed to all the staff as a reminder of the resources we have available to us. In addition to these resources additional mounting paper, coloured, black and white card is given directly to each class teacher to ensure fair distribution. It is the coordinators responsibility to ensure that all materials and resources are available and accessible to both staff and children.

 

Monitoring and review

 

It is the responsibility of the Art and D&T lead to ensure progression of skills throughout the school. This is done by monitoring of planning and analysing end of term assessments for each year group. Children use their creative curriculum books to design and evaluate their ideas which are also used to carry out the assessments. Photographs are also used to show progression and evidence of children’s achievements. The lead also supports staff and offers advice and suggestions in relation to planning of a unit of work.

 

EQUAL OPPORTUNITY:

 

Making Art and D&T inclusive (SEN, EAL and G&T)

 

Redhill cultivates an ethos that recognises and nurtures the unique contributions that can be made by each individual child and members of staff. Our children are from a variety of religious and cultural backgrounds and are encouraged to develop positive and tolerant views of one another and those outside the school community.

 

Art and D&T are taught to all children whatever their ability, gender, ethnicity, attainment or background. It forms part of the school curriculum policy to provide an inclusive, broad and balanced education for all children including SEN, EAL and G&T. This is done through differentiation of planning and resources according to the individual abilities of the children. We provide learning opportunities that are matched to the needs of the children with learning difficulties as well as children who are gifted and talented. These include:

 

  • Experience and experiment with the use of colour, form, shape, texture and pattern.
  • Exploration of different materials and processes.
  • Respond to and communicate what they see, feel and think.
  • Value and assess their own and others work.
  • Use computing, visual and other materials to increase their knowledge of their personal surroundings and the wider world.

 

 

Tasnim Thikri

 

Redhill School

 

 

Policy Approved:         October 2020

Review Date – October 2020