Art document by Cricket Green School

“Niamh has loved her art classes. She feels it’s something she can do well and with confidence. I feel it helps her feel less anxious.” Parent, year 9 student

Contents Policy Long term planning Arts Award Arts Week Exhibitions Competitions Shed 13 Level Descriptors Skills Ladders Accreditation Impact Statements/Quotes

2 3 6 7 10 12 15 17 19 20 27 28

Cricket Green Art and Design Policy 2016 Aims and objectives “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.” National Curriculum 2014 Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a special way of understanding and responding to the world. It enables children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. Children become involved in shaping their environments through art and design activities. They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meanings through the work of artists and designers. Through learning about the roles and functions of art, they can explore the impact it has had on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all our lives.

The core 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 • to enable children to record from first-hand experience and from imagination, and to select their own ideas to use in their work; • to develop creativity and imagination through a range of complex activities; • to improve the children’s ability to control materials, tools and techniques; • to increase their critical awareness of the roles and purposes of art and design in different times and cultures; • to develop increasing confidence in the use of visual and tactile elements and materials; • to foster an enjoyment and appreciation of the visual arts and a knowledge of artists, craftspeople and designers. Teaching and learning style At Cricket Green School we use a variety of teaching and learning styles in art and design lessons. Our principal aim is to develop the children’s knowledge, skills and understanding in art and design. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of individual performance as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. We give children the opportunity within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Children also have the opportunity to use a wide range of materials and resources, including ICT. We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies: • setting common tasks that are open-ended and can have a variety of responses; • setting tasks of increasing difficulty where not all children complete all tasks; • grouping children by ability and setting different tasks for each group; • providing a range of challenges with different resources; • using additional adults to support the work of individual children or small groups. 3

Art and design curriculum planning Art and design is a foundation subject in the National Curriculum. At Cricket Green School we use a skills based scheme of work which ensures progression whilst enabling creative cross-curricular links. We carry out the curriculum planning in art and design in three phases: long-term, medium-term and short-term. Our long-term plan maps out the skills covered in each year group. Our medium-term plans, give details of skills taught each term in relation to cross curricular planning. We plan the activities in art and design so that they build upon the prior learning of the children. While we give children of all abilities opportunity to develop their skills, knowledge and understanding, we also build planned progression into the scheme of work, so that there is an increasing challenge for the children as they move up through the school. The Foundation Stage We ensure an emphasis on creative work in the reception class as this is part of the Foundation Stage curriculum. We relate the creative development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five. The children’s learning includes art, music, dance, role-play and imaginative play. The range of experience encourages children to make connections between one area of learning and another and so extends their understanding. We provide a rich environment in which we encourage and value creativity. Children experience a wide range of activities that they respond to, using the various senses. We give them the opportunity to work alongside artists and other adults. The activities that they take part in are imaginative and enjoyable. Assessment and recording We assess the children’s work in art and design against comprehensive skills ladders. Work is assessed through a combination of observation and formal work scrutiny. Students have individual portfolios (usually sketchbooks) which provide evidence of achievements and progress. Resources We have a wide range of resources to support the teaching of art and design across the school. All our classrooms have a range of basic resources with more specialised equipment is kept in the art and design cupboards. Monitoring and review The monitoring of the standards of children’s work and of the quality of teaching in art and design is the responsibility of the art and design subject leader. The work of the subject leader also involves supporting colleagues in the teaching of art and design, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The art and design subject leader gives the Headteacher an annual summary report in which s/he evaluates the strengths and weaknesses in the subject, and indicates areas for further improvement. The art and design subject leader has specially-allocated regular management time, which s/he uses to review evidence of the children’s work, and to undertake lesson observations of art and design teaching across the school. Implementation of the policy Our school will manage implementation of this policy with the support and guidance of the Local Authority. General This policy and its intentions will always reflect the present and future needs of all stakeholders and to support this we are always open to suggestions for changes and alterations of and to any specific individual provision / requirement to ensure full access to all.

Planning Overview KS1 Phase 1

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Cycle 1

Families and Friends – Painting & Markmaking

Food – Printmaking

Colour & Shape – Collage

Being Healthy – Painting & Markmaking

Down on the farm Sculpture

At the Seaside – Painting & Markmaking

Cycle 2

All about me – Painting & Markmaking

Fairy Tales and Nursery Rhymes – Sculpture

Weather – Painting & Mark-making

Exploring my environment – Collage

Growing Plants – Printmaking

Holidays – Painting & Mark-making

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Cycle 1

My Senses – Mixed Media Colour and Texture

Kings & Queens – Textiles and Photography

Pets – Sculpture and Printmaking

Parks and Gardens – Painting and Markmaking

Weather & Clothes – Collage, patterns and shapes

Around the world – Painting & Markmaking

Cycle 2

Ourselves – Printmaking

Toys (and animations) – 3D design joining and gluing

Under the Sea – Collage, Painting & Mark-making

Fire! Fire! – Painting and Drawing

Plants and Animals – Mixed media, weaving

Around the World – Ceramics, African art

KS2 Phase 3

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Cycle 1

Healthy Me – Experimenting with scale

Ancient Greece – Ceramics, clay

Habitats Observational Drawing

Caring for our environment – Printmaking and Collage

Our Universe – Papier Mache

Life in a hot country – Mark-making and mixed media

Cycle 2

Me and my body – Mixed media

The Tudors – Painting and Collage

Exploring Materials – Freestanding sculpture

Storms & Shipwrecks – Colour Texture & Relief

Growing Plants – Printmaking

Town and Countryside – Painting - using colour

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Camouflage – Painting & Markmaking

Art Skills – Using different media

Weather – Printmaking & Collage

William Morris Printmaking

My Neighbourhood - Photography

Art from Around the World

KS3 – Year 8/9

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Cycle 1

Myself – Self Portraits

Why don’t you? Ceramics

Recording Information – Observational Work

Looking at different cultures – Art from different cultures

What a performance – Set design

Water, Ponds, Rivers & Lakes Painting

Cycle 2

Famous People Portraits

Move It - Transport

Time – Art History

It’s our world – Environmental Art

It’s a Mystery – Illusion (painting)

Gardens and Parks – Painting/Batik

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Arts Award Discover – French Landscape Painting

Sculpting the figure H. Moore and A. Giacometti

Abstraction – Colour & Form Printmaking & Collage

Autumn1

Autumn2

Spring1

Spring2

Summer1

Summer2

Arts Award Explore – Japan Group 1

Arts Award Explore – Japan Group 2

Arts Award Explore – Japan Group 1

Arts Award Explore – Japan Group 2

Sketchbook work – Individual projects/portfolios

------Leavers-----

KS2 Phase 2

KS3 - Year 7 Year1

KS4 – Year 10

Cycle 1

KS4 – Year 11 Cycle 1

Arts Award

Arts Award is a range of unique qualifications that support anyone up to 25 to grow as artists and arts leaders, inspiring them to connect with and take part in the wider arts world through taking challenges in an art form - from fashion to film making, pottery to poetry. Through Arts Award young people gain a nationally recognised qualification enabling them to progress into further education and employment. Arts Award has five levels, four of which (Explore, Bronze, Silver, Gold) are on the Qualifications and Credit Framework (QCF). Arts Award Discover is an introductory award. As they work towards Arts Award, children and young people collect evidence of what they have done and reflect on their experiences. At Discover, Explore and Bronze they can choose to use the specially designed arts logs – or you can create your own to fit your project or the young people you’re working with. Evidence can also be collected in any format that works for them and you: a folder, sketchbook, video diary, a website or blog. At all levels, children and young people work with an Arts Award adviser. This is a trained adult who supports young people in gaining arts experiences, provides guidance and assesses arts logs and portfolios. Teachers, teaching assistants, museum learning staff, art practitioners, youth workers and volunteers can all train as advisers. Your Arts Award can be based around any arts or media activity, and you can complete it in a wide variety of settings – like youth clubs, arts centres, schools, colleges, theatres or community groups. There are no entry requirements, no time limit for completing the award, and no set rules on how to present final work. Young people just need to be aged under 25, and ready to explore new creative experiences.

We began delivering Arts Award in September 2014, that year 22 students in year 10 and 18 students in year 11 completed the Discover Award. The students who achieved Discover in this year have now embarked upon Arts Award Explore and hope to achieve the Award by the summer of 2016. Arts Award is open to all our students within key stage 4, the broad and inclusive nature of the award allows us to tailor our curriculum so that each of our students can be challenged to their fullest giving them the greatest opportunity to meet their potential.

â&#x20AC;&#x153;Jasmin has always enjoyed art and the work she does in school offers her a creative way to express herself [she] always feels positive and happy with the work she doesâ&#x20AC;? Parent, year 8 student

â&#x20AC;&#x153;Tim enjoys Art and Photography and it is good for him to feel confidence in his abilityâ&#x20AC;? Parent, year 11 student

Arts Week 2015 Arts Week this year took on a slightly different format to usual. With each teacher offering a stand-alone workshop, students had the chance to experience the different interests and specialisms of the staff. There were workshops in street art, glass painting, textile design, sewing, drama, photography, performance, jewellery making and a whole host of other mediums and techniques. Primary students benefitted from the subject specialists in the secondary school and secondary students had a chance to work outside of their usual class groups undertaking projects which may not have been possible within the restrictions of a timetabled art lesson. The success of the projects completed over the two days was clear to see during assembly on Friday 5th June. Students shared the fruits of their labours with great enthusiasm.

Exhibitions/Projects

‘Postcards from the Green’ Congratulations to all the staff and students whose artwork was displayed at the Norman Plastow Gallery in Wimbledon Village (Wednesday 22st April to Friday 24th April 2015.) ‘Postcards from the Green’ was an exhibition of over 600 small scale works covering a broad variety of different styles and media. The entire population of Cricket Green, both staff and students, were invited to submit their creations with the only stipulation being that the work must be the size of a postcard. Close to 1000 artworks were submitted with some students producing more than 20 pictures. The resulting installation contained painting, ink drawing, collage, marbling, mixed media, and a variety of different printing techniques. A huge range of different themes were explored demonstrating the wide variety of interests held by Cricket Green students. There were descriptive portraits, colourful landscapes, thought-provoking text pieces, bright abstract works and a whole host of other interesting things on show. Classes across the school visited during the three days the show was open with many producing additional work in the gallery space during their visit. This work was added to the show as the week went on increasing the overall impact of the installation. The show was well received by all who attended with many visitors buying works and leaving positive comments on the feedback wall during their visit. Special thanks must go to Cricket Green’s resident artist Veronica for her fantastic effort putting up (and subsequently taking down) over 600 individual pieces. If you didn’t manage to catch the show while it was open you may yet have an opportunity to see some of the wonderful work that was on display; there are plans to bring a selection of the postcards to the school’s foyer and some of the work may appear on the Merton Arts Trail later this year.

Merton Arts Trail Shoe Project In the spring of 2015 we were approached by Merton Arts Trail organiser Wendy Bliss and asked if we would like to take part in the 2015 Arts Trail. Year 6 students from Purple and Orange class took up the challenge; they collected and decorated all the second hand shoes they could get their hands on. The resulting work was installed on a trail on Wimbledon Common on Sunday 13th September.

Competitions â&#x20AC;&#x2DC;Create! Art for Autismâ&#x20AC;&#x2122;

Create! Art for Autism launched on Monday 13th April 2015 and is open to all young people aged 11-25 years who are formally diagnosed with an Autistic Spectrum Condition (ASC) including Asperger's Syndrome. The competition aims to dispel the myth that people with autism cannot be creative and to show that art can significantly improve their quality of life, facilitating experiential-based learning and instilling life-long skills.

Mayor of Merton’s Calendar 2016 In late 2015 Cricket Green students were invited to submit work to the Mayor of Merton’s office to be considered for the 2016 Mayor of Merton’s calendar. Four students were successful and their work is currently available to buy with proceeds going to the Mayor’s chosen charities.

Shed 13 ‘Room 13 International represents a growing network of student-run arts studios in schools and community settings worldwide. The story of Room 13 began in 1994, when a group of students established their own art studio in Room 13, Caol Primary School near Fort William, Scotland. They ran the studio as a business, raising funds to buy art materials and employ a professional Artist in Residence to work with them. Slowly and organically, Room 13 has gone on to establish a network of creative studios and a thriving community of young artists and entrepreneurial thinkers that stretches around the globe. Each Room 13 studio facilitates the work of young artists alongside a professional adult Artist in Residence, providing an exchange of ideas, skills and experience across the ages. In Room 13, students are encouraged to take the lead, be creative, and to think for themselves. This very simple idea has been embraced by people all over the world, giving rise to a movement that places art and creativity at the heart of learning. As the Room 13 concept has developed and spread throughout the world it has become clear that our approach can be adapted to a wide variety of educational environments and art forms.’ Room 13 International

Cricket Green’s involvement with Room 13 International began in October 2009 with the opening of our own custom built facility ‘Shed 13’. The shed has been a huge success, helping to support individuals across the school, after school clubs and visiting students from schools across the borough. Work produced within the shed has been entered into numerous competitions and been exhibited in galleries across Merton and beyond.

â&#x20AC;&#x153;I have always been very proud of the natural flair Joshua has for art. Seeing his work displayed gives him a strong sense of achievementâ&#x20AC;? Parent, 6th form student

Level Descriptors Art & Design Level Descriptors

P6 P7 P8

1 2 3 4

P1(i) Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted. P1(ii) Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, looking briefly at brightly coloured objects. They may give intermittent reactions, for example, sometimes putting their hands in wet paint. P2(i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, pulling their hands away from an unfamiliar texture. They begin to show interest in people, events and objects, for example, focusing their attention on bold black and white patterns. They accept and engage in coactive exploration, for example, feeling the textures of a range of art materials. P2(ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, reaching for glittery materials in preference to others. They recognise familiar people, events and objects, for example, grasping a painting sponge. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, returning their hands to a particular texture. They cooperate with shared exploration and supported participation, for example, working with an adult to press, roll, or pinch wet clay. P3(i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pointing to the painting table. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, making banging, stroking and circling movements with a paintladen brush. They observe the results of their own actions with interest, for example, looking at marks they have made with paint. They remember learned responses over more extended periods, for example, dipping a spreader into glue in weekly art and design sessions. P3(ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, putting the roller into the paint. They can remember learned responses over increasing periods of time and may anticipate known events, for example, locating the painting aprons on entering the art room. They may respond to options and choices with actions or gestures, for example, pointing to a preferred paint colour from a choice of two. They actively explore objects and events for more extended periods, for example, stroking, shaking or folding papers of different colours or qualities. They apply potential solutions systematically to problems, for example, banging clay with a tool to try to flatten it. P4 Pupils show some awareness of cause and effect in a creative process. They explore materials systematically, for example, tearing and scrunching paper to complete a collage. They are aware of starting or stopping a process. They make marks intentionally on a surface with fingers or tools, for example, pressing objects into clay or putting paint on paper. They repeat an activity to make the same or similar effect. They show an active interest in a range of tools and materials, taking part in familiar activities with some support. P5 Pupils handle or use tools and materials purposefully. They show preferences for activities and begin to carry out simple processes. They choose tools and materials which are appropriate to the activity, for example, picking brushes or rollers for painting. They show they can create and apply familiar techniques to a task, for example, manipulating and shaping malleable materials to produce a desired effect or applying glue to a surface to make materials stick together in making a model. P6 Pupils show an intention to create. They start to use tools, materials and simple actions to produce a piece of work. They imitate the use of tools, materials and simple actions, for example, cutting. They practise new skills with less support, developing their knowledge of the process of making, for example, selecting and gathering suitable resources and tools for a piece of work. P7 Pupils communicate ideas, events or experiences through their use of colour, form, line and tone. Working in two or three dimensions they may intentionally represent or symbolise an object or an emotion. They purposefully choose colours or techniques. They show confidence in using a variety of processes and make appropriate use of tools and materials. P8 Pupils develop their ideas and use materials and processes working in two and three dimensions. They finish a piece of work following an established pattern of activity, for example, gathering appropriate materials, taking part in an activity and stopping work when finished. They know that paintings, sculptures and drawings have meaning. They use a growing art vocabulary and begin to express meaning in their own work. Pupils respond to ideas. They use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They describe what they think or feel about their own and others' work. Pupils explore ideas. They investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They comment on differences in others' work, and suggest ways of improving their own. Pupils explore ideas and collect visual and other information for their work. They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. They comment on similarities and differences between their own and others' work, and adapt and improve their own. Pupils use a variety of approaches to explore and experiment with ideas, information and resources in order to develop their intentions. They investigate and develop a range of practical skills and use the qualities of materials and processes purposefully to suit their intentions when designing and making. They compare and comment on differing ideas, methods and approaches used by artists, craftspeople and designers, relating these to the contexts in which the work was made. They discuss their own work and that of others and consider how they might adapt and refine their ideas, skills and processes.

Skills Ladders P4

Shows their picture to a carer

Uses fingers and brush to create pictures

Looks at pictures independently

Colours on a picture

Experiments when using finger paints

Makes pictorial representation of object

Deliberately make marks with a variety of materials

Makes a range of marks and shapes on paper with drawing tools

Demonstrates preferences

Repeat action in order to obtain similar effect

Squeeze water from a sponge

Draws with a pencil

Use material to create a collage

Names a single property of object or animal

Sort objects by colour when 2 colours present

Aware if it is light or dark

Feels the texture of surfaces

Works on paper

Uses a paint brush on paper

Collect objects of interest on a visit

Shows an interest in materials available

Uses sand, play dough or pliable material

Shows an awareness of the purpose of familiar tools

Identify objects from silhouette

Experiment with wet in wet painting

Experiment with splatter painting

Changes pencil to change colour

Experiment with crayon using side and point to make different marks

Use glue to join materials together

Stacking, organise and reorganise blocks and boxes

Dictates a caption for a picture

"Colours" picture

Identify a simple difference i.e. colour

Uses more than one colour when painting

Makes a 'model' from dough

Rolls play dough into rough ball

Uses tools to cut play dough

With support pupils create and complete patterns

Sort objects by colour when 3 colours present

Sort objects by size

'Illustrates' people

'Illustrates' an event

Relate pictures to animals they are familiar with

Finds another object the same colour

Talk about textures rough / smooth / bumpy / spiky / jagged hard / soft shiny / dull

Talk about pattern - plain / patterned - colours

Describe their action i.e. I tore the paper

Randomly changes colour

Shows some control with - paint brush - pencil - instruments - dough States what they are going to do: - paint - draw - build

Use junk and begin to make models

Experiments with: - colour - form - line - tone

Puts brush in correct pot

Wipes excess paint off paint brush

Names people in pictures

Use a range of objects to print different shapes

Mix different paint colours and observe the change

Roll, flatten, tear, join and mould playdough etc.

Talks about the effects of different tools on the dough

Talks about drawings and paintings

Request a tool or object for a purpose

Is aware of the need to wear an apron

Helps wash and put away equipment

Imitates others using tools

Imitates an adult using a range of equipment i.e. scissors

Make selection of material for piece of work

Talks about play dough activity

Works in 2 dimensions

Works in 3 dimensions

When naming colours is not fazed by the different shades

Draws a 'man'

P7 P7

Show an awareness that some things always happen i.e. water makes paper wet Separates pictures and writing

Communicates ideas through art Uses coloured paper to create a pattern

Draws a picture of an event

Colours in between the lines

Mixes colours

Talks about the safety issues associated with tools used

Selects colour with purpose

Identify a drawing, painting and sculpture

Names colours inconsistently

Collect pictures on a specific subject from a range of sources i.e. faces

Cuts with scissors when paper held for them

Selects material appropriate for the task Use a range of objects to print different textures Handles objects with care and respect

Lines of scribble have a variety of shapes included Uses terms to describe objects : - hard - soft - hot - cold - long - short - big - small Discuss what they are doing giving a reason

Uses a different brush for each colour paint Demonstrate an awareness of the purpose of a variety of materials Correctly uses comparative terms: - up / down - big / small - top / bottom - on / off - hot / cold - wet / dry - high / low

Observe the shapes of flowers

Paint on a range of natural objects

Discusses patterns

Gather together materials they require

Discusses the textures of material Create textures: - splatter - bubble - blots - scrape - sponge - blow - dribble - other Draws or paints a picture to illustrate - a story - an event - a person - a concern - an idea

Use a scrap book to collect pictures of objects that interest them

Illustrates an event with recognisable shapes

Draw outdoors

Use shapes to make a picture i.e. a face

Use scissors to cut tape, string etc.

Paints an object from life

Use a variety of techniques to build model with clay or dough

Stop when work is finished

Creates a story from pictures

Is familiar with styles of different cultures

Discuss the content of their work

Observes differences in pictures

Completes 'junk' model by painting it

Uses painting to record experience

P8 P8

Weave using a variety of materials Mixes colour and make adjustments to the colour Identify objects in a painting that are near or are further away Look at pictures for information

Picture contain more than one object or person Talks about a line: - straight - curve - corner

Use scrap book to collect pictures of objects about a specific topic

Draw round shape templates

Cut straight line with scissors

Use drawing to record observations

Observe and comment on work from different cultures

Use natural materials and fabric creatively Make a copy of a simple model as accurately as possible Create simple repeat patterns

Name the primary colours

Name the secondary colours

Point to visible horizon

Uses the space on the paper

Classify objects on the basis of colour, shape or form

Assists in cleaning up material

Review the work of peers

Show some observational skills

Relate artwork to the physical world

Review the work of artists

Experiment to create visual effects

Discuss near and far

Identify simple process they need to develop to improve their work

Attempt to draw objects that are in front of them

Begin to apply improvements

Create work from their imagination

Recognise obvious differences between two pieces of art work

Draw the object showing some identifiable detail

Give simple reason for what they like

Draw a human with the main body features

Describe structures using terms related to shape and position

Make shapes from pliable material

Make simple comparisons of art work of different cultures

Describe different categories of art: - drawing - painting - sculpture - weaving Identify some common materials used to produce categories of art Describe the position of objects in a picture Use positional language to describe where objects are in relation to others Review their own work

Record observations

Produce different types of line

Make sketch of ideas

Draw groups of objects

Draw objects in their natural surroundings

Compare photographs and drawings or paintings

Use scissors to cut simple shapes

Adapt and improve their own work

Identify the successful parts of their work

Show how the background helps create the setting

Cares for tools and materials

Look at work of similar subject that artist past and present have created

Identify materials that can be used in sculpture

Identify what is happening in a picture

Identify the light source

Works with a regard for safety

Use a mirror and compare the object with its reflection Use a scrap book collection to assist with ideas for work

Making rubbings of variety of manmade textures

Talk about their work as it develops

Look at different styles of letter forms

Explore the colour tones

Identify visual qualities of an object

Photograph object from different angles

Define a shape using line

Tessellate

Collect a group of natural objects and create a display Record their observations of line shape colour and texture Use pencil to create textures Use different drawing medium to produce different line Combine different materials within their work Overlaps objects in their work Use more than one technique within a piece of work Finish work

Identify similarities in the work of artists Identify differences in the work of artists

Consider why a piece of work is displayed in a position Experiment with line and shape using a range of media Identify a range of shapes, patterns and textures of a building

Draw what they see rather than what they know

Recognise that many cultures use art in celebrations, rituals and festivals

Uses overlapping and size to create an illusion of depth

Know how common art materials are used in art and design

Work collaboratively

Identifies the principle types of painting i.e. water and oil

Apply experiences of processes

Apply their experience of materials

Use light and shadow in their work

Create a sequence to illustrate an event or issue

Modify work while in progress

Show some awareness of scale

Experiment with painting techniques

Explore the use of light and dark

L3 L3 L3 L3

Make notes along with their sketches in the sketchbook Look at design & style of familiar objects with historical & cultural influences Consider the purpose and design of familiar object Begin to use line and shape to communicate ideas

L3 L3 L3 L3

Begin to use colour and tone to communicate ideas

Combine and organise colour, shapes, pattern and texture using mixed media

Use light and shadow in their work Describe methods used and how they may be developed and adapted Adapt their work taking into account the views of others Identify the focal point of the picture Seeks advice Distinguish foreground and background Is familiar with the work of some famous artists Is aware that art styles change over time Distinguishes between drawing from observation and drawing from imagination

L3 L3

Suggest how the work should be displayed Consider designs from a range of cultures

Recognises architecture as an art form

Identifies common crafts

L4 L4 L4

Make several design ideas for a piece of work Use information from their sketchpads and scrapbooks Experiment with methods and materials to create a structure

Consider angles and view points

Use colour to create a mood

Consider the scale of their work in relation to its purpose

Consider the use of symbols in art work

Consider how 3D objects may be represented as 2D objects

Discuss ideas for group work

Use a variety of print making techniques

Combine different techniques in their work

Develop a piece of work from their sketchbook studies

L4 L4

Identify what makes their work interesting Identify what are the key elements in a famous piece of work Consider the visual interest of their work Question if the decoration is appropriate Compare their experiments plans and drafts to their final work Comment on the difference between their initial vision and the final outcomes

L4 L4

Recognise the role of the artist in society Recognises middle ground as well as foreground and background Know some of the work of principal artists Know some of the main periods in art history Know and describe visual and tactile elements related to different media and styles Identify the purpose of visual and tactile elements of a piece of artwork Aware of the different purposes of artists, designers and craftsmen

Use colour wheel

Select work for own or class portfolio

Knows strategies to control risks

Display a group of artwork

Compare the materials used by artists

Use a variety of methods to record shape, tone and texture

Compare some of the methods used by artists

Use tools and materials expressively

Plan & make 3D structure using range materials for various purposes

Identifies the how the illusion of depth is created in artwork

Use photographic images

Accreditation

Impact Parents’ of students across the school were asked to give feedback on how they felt the Art curriculum at Cricket Green School impacted upon their children. Below is a selection of comments made by parents.

“Jasmin has always enjoyed art and the work she does in school offers her a creative way to express herself [she] always feels positive and happy with the work she does”

“Kelly is always happy when she goes to Shed 13” Parent, year 7 student

“Tim enjoys Art and Photography and it is good for him to feel confidence in his ability” Parent, year 11 student

Parent, year 8 student

“Ethan is very keen on art at school and talks to us about projects he has been involved in in the past. Before Ethan’s handwriting improved he lacked confidence in most subjects but is always happy to take part in any art and design projects”

“Chloe has limited use of writing but can express herself and let her imagination run free through art and design – the house is filled with masterpieces. Chloe feels very relaxed and confident in Shed 13.” Parent, year 9 student

Parent, year 11 student

“Niamh has loved her art classes. She feels it’s something she can do well and with confidence. I feel it helps her feel less anxious.”

“Widad gets very excited when she does any art work” Parent, year 6 student

“I have always been very proud of the natural flair Joshua has for art. Seeing his work displayed gives him a strong sense of achievement” Parent, 6th form student

Parent, year 9 student