Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
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 world always seems brighter when you’ve just made something that wasn’t there before.” Neil Gaiman.
The whole school team endeavour to provide all children with a wealth of experiences and to foster their individual strengths and talents. Our aim is to promote an enjoyment and appreciation of the visual arts.
As art is delivered predominately using a thematic approach, pupils are offered the opportunity to broaden their horizons. We enable them to further their knowledge and understanding by encompassing the wider world.
“A picture is worth a thousand words.” Napoleon Boneparte
Children are taught to use a wide range of techniques and skills and are introduced to a variety of media. We are fortunate enough to have an art room on site which children use regularly to inspire creativity and realise potential.
In DT, children are given numerous opportunities to express themselves by designing and making products using a variety of mediums and techniques. We believe that DT is a vehicle for communication. Pupils are able to develop and build on skills and are asked to reflect on, evaluate and improve their designs therefore valuing their own personal abilities and achievements.
“Supposing is good, but finding out is better.” Mark Twain
Aesthetic experiences for our pupils include:
- Cookery Clubs where children experience flavours, ingredients, aromas and tastes from a variety of cultures.
- Heritage of other countries celebrated through our One World – Our World day.
- Artist in residence worked alongside pupils to design and make two permanent large scale mosaics representing Redcar as was and Redcar as is today.
- Different art techniques were explored when children created replicas of ships to represent the four different school houses themed around famous sea farers: Rayleigh, Sydney, Drake and Grenville.
- Children are regularly given the opportunities to design, make, test and evaluate models such as; Anderson shelters, The Transporter Bridge and Roman catapults.
Pupils should be taught to:
Key stage 1
- to use a range of materials creatively to design and make products
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the
- differences and similarities between different practices and disciplines, and making links to their own work.
Key stage 2
- Pupils should be 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.
- Pupils should be taught:
- to create sketch books to record their observations and use them to review and revisitideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- about great artists, architects and designers in history.