Intent

We want our children to become confident artists, craftspeople and designers of the future. Our high-quality art and design education engages, inspires and challenges learners, equipping them with the knowledge and skills to experiment, invent and create. Children take their experiences of the world and transform them through art, making new connections and relationships. They express their feelings and ideas, both as a means of self-expression and to communicate to others. They have opportunities to record from real life and to use their imaginations.

At Field Lane, children reflect and evaluate their work, considering how they can make changes and keep improving. With practice, children learn that concentration and persistence allow them to develop skills and techniques in order for them to become artists in their own right.

Children are encouraged to think critically and develop a more rigorous understanding of the elements of art and design: line, value, colour, shape, space, form, and texture.  

Children are introduced to a range of works and develop knowledge of the styles and vocabulary used by a diverse range of artists both local and world renowned. The artists we have chosen to study reflect different cultures, styles and times. Through learning about the roles and functions of art, they explore the impact it has had on contemporary life and on different periods and cultures.

Aims

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.

The Change Project

Implementation

The teaching and implementation of the Art and Design Curriculum at Field Lane is broadly based on the National Curriculum and has been enhanced using NSEAD guidance, ensuring a well-structured and sequenced approach to art development. Drawing, Painting, Printing, Collage, Digital Art Textiles and Sculpture projects are covered over a two year cycle with KS1, LKS2 and UKS2 classes working together. The elements of line, colour, texture, pattern, shape, space and form are woven throughout and are revisited regularly to deepen understanding.

The children are taught Art in discrete sessions and during Smart Time where children actively experiment with techniques, processes and materials, developing their individual approaches. Our purpose is to empower through creating opportunities to apply knowledge and skills in practical contexts and across the curriculum. 

To enhance the children's understanding of how time and culture influences the art we make, the work of significant and diverse local, national and international artists is carefully planned into the scheme of work. Some artists are revisited in different key stages, allowing the children to study different aspects of their work at a deeper level. Children develop their own expressions through studying the work of others. There are planned opportunities to work with artists at each key stage. We are a lead school in the Change Project where artists and engineers join together to inspire works of art through science; we work alongside textile artists in the Kirklees wide Woven Project; we have teamed up with scientist from Leeds University to explore viruses through sculpture and augmented reality; we work closely with Creative Scene, a local art based company. High School students exhibit their work in school to inspire and stimulate ideas.

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

•   More able pupils
•   Pupils with low prior attainment
•   Pupils from disadvantaged backgrounds
•   Pupils with SEN
•   Pupils with English as an additional language (EAL)

Teachers will plan lessons so that pupils with SEN and/or disabilities can study every subject, wherever possible, and ensure that there are no barriers to every pupil achieving.

Teachers use inclusive high quality teaching to meet the needs of all pupils through an adapted curriculum

Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.

Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report.

All children have a sketchbook to record their investigations, experiments with materials and processes and their thinking.

Working with wire artist, Helaina Sharpley

Early Years Foundation Stage

Through Expressive Arts children are encouraged to explore different media, explore how media can be combined to create different effects and develop a range of skills and techniques experimenting with colour, design, texture, form and function. Children are given daily access to a range of creative opportunities and enjoy our carefully planned and well-resourced creative areas both indoors and out. Children are encouraged to create on both small and large scales and our outdoor environment supports this well. Children are encouraged to develop their communication and language skills through talking about their creations and sharing these with others to build confidence and raise self-esteem.

Impact

Children will be expected to leave Field Lane reaching at least age-related expectations for Art and Design. Our Art and Design curriculum will also lead pupils to be enthusiastic Art and Design learners, evidenced in a range of ways, including pupil voice, their final pieces and sketchbooks. We ensure that children who are achieving well, as well as those who need additional support, are identified, and additional provision and strategies are planned in.

Achievements are celebrated in classrooms and corridor displays.

Information about achievement in art is gathered through:

• talking to children about the choices they make during the process of making art
• how children recognise the qualities of line, colour, texture, pattern, shape, space and form
• assessing their ability and willingness to try new things and improvise
• assessing the ability to focus on a project and realise a vision
• highlighting strengths and achievement and any improvements, knowledge and skills that still need to be embedded
• talking to children about how their work is connected to the work of significant artists
• assessing how children record their ideas and experiments in their art journals / sketchbooks

Summative assessments take place throughout the year and teachers record the progress and attainment made in order to report to parents. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately.

Y12 learners from Batley Girls High School exhibit their work to inspire our young artists