Our Art Curriculum
Curriculum Intent
At Kaizen Primary School, we value Art as an important part of the children’s entitlement to a broad and balanced curriculum. Art provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas.
Art embodies some of the highest forms of human creativity. A high-quality art education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art. They should also know how art both reflects and shapes our history, and contributes to the culture, creativity and wealth of our nation.
The importance of Art is evident through our yearly Art Week, in which each year group plans and delivers skills focusing on a common theme, throughout the school. Well known artists come and teach art workshops to all students sharing their knowledge and understanding of art.
Once a year we hold an Art competition open to all year groups in which children are encouraged to show their creativity through painting, drawing and/or sculpture.
Educational visits to art galleries and museums take place throughout the year in order to open their eyes to different ideas and perspectives.
Curriculum Implementation
The teaching and implementation of the Art Curriculum at Kaizen Primary School is based on the National Curriculum ensuring a well-structured approach to this creative subject. Supportive materials are in place to ensure staff have online CPD opportunities to develop their own skills and knowledge about artistic skills as well as developing knowledge about key significant artists. The work of famous national and international artists are explored to enhance the children's learning.
Curriculum Impact
Art at Kaizen is taught three times a year. It is recorded in children’s sketchbooks, working walls in class, installations in shared areas and displays in the corridors. Each year group learns about a BAME artist during Cycle 2 (around Christmas) and two other well-known artists throughout the year.
Children learning should evidence the four stages: generating ideas/knowledge/making and evaluation.
Summative assessments take place throughout the year and teachers record the progress and attainment against the National Curriculum expectations of attainment. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed twice a year to inform and address any trends or gaps in attainment. Further information is gathered through pupil questionnaires; highlighting strengths and achievement and any improvements, knowledge and skills that still need to be embedded.
Final end of year assessments are made using assessment criteria that has been developed in line with the national curriculum. Thus identifying the level in which the child is working.