Our Art Story

At Old Clee Primary Academy, our aim is for every child to develop an

appreciation of art and the confidence to see themselves as an artist.

National Curriculum Intent

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.

Our Intent

At Old Clee, we aim for the children to experience and study a wide range of art from a diverse selection of artists through a structured sequence of lessons; focus artists include both traditional world-renowned artists and local and modern day artists and represent diversity in terms of nationality, gender and race. There are many opportunities for pupils to see, experience and appreciate different styles of art – whether it be physically, first hand, via printouts or online. It is important that the children understand the artists’ styles as their work is inspired by the artists being studied which develops their theoretical knowledge; the children are provided with opportunities to recreate various pieces in the style of the focus artists and are then given the creative freedom to take inspiration and enjoy developing and refining their own work. A supportive learning environment is created in order for the children to develop the confidence to take pride in their own artistic achievements and embrace their mistakes as an essential part of their ongoing experimentation and progression.  Evaluation skills are developed throughout the artistic process as the children are taught and encouraged to use technical vocabulary through critical discussion when analysing and evaluating the work of established artists and their peers as well as their own. Art is subject to the artist’s opinion; art is therefore a subject for all of the children to be immersed in and enjoy. This has been further enhanced by our recent journey towards becoming a thinking school. Metacognition underpins everything we do at Old Clee. We aim to develop creative thinkers, resilient problem solvers and reflective questioners who are equipped with the skills and knowledge to make a positive  impact in the world around them.

Our Implementation

Our Art Concepts are continually revisited throughout Years 1 to Year 6. These are the consistent 'umbrella' concepts that all objectives sit under. 

To develop ideas - This concept involves understanding how ideas develop through an artistic process.

To master techniques - This concept involves developing a skill set so that ideas may be communicated. 

To take inspiration from the greats - The concept involves learning from both the artistic process and techniques of great artists and artisans throughout history. 

Each subject concept has its own facet of rich knowledge categories which help to strengthen the art schema. These are taught and revisited throughout each year group from Year 1 to 6. 

Criteria for progression sits within the art end points set out for each year group. These are the end points pupils should reach to show they are meeting the expectations of the curriculum. The route to achieving the goals includes creating a strong schema, based on rich knowledge, subject specific vocabulary and POP tasks (Proof of Progress). 

Our long term plans provide a clear list of the breadth of topics that will be covered - they are the curriculum drivers. Each year group has three art drivers, underpinned by the knowledge and skills stated in National Curriculum. Whilst not all knowledge categories are taught within each driver, pupils are exposed to these across each academic year. It is through the revisiting of each category that art connections are deepened and thus, helping to strengthen learning in the long term memory.  

Areas of study will be interleaved to develop schema knowledge and aid retrieval so that information can extend to children’s long term memory. A schema is created when pupils organise knowledge into meaningful units. Knowledge webs present topics around the threshold concepts (big ideas) in art by using relevant knowledge categories. 

The example below shows how the topic ‘The Renaissance’ has been presented using the relevant knowledge categories of techniques, artists and artisans, effects and styles and periods.

Art in the Foundation Stage

Within Foundation stage, activities and experiences for pupils are based on the seven areas of learning and development. Whilst these areas are inter-connected, provision for Art primarily focuses upon the Expressive Arts and Design area and also incorporates aspects of Physical Development. Regular, frequent and varied opportunities are provided for exploring a wide range of media and materials through play; imagination and creativity are nurtured and celebrated and artistic knowledge, skills and understanding are developed and refined.

Art in Years 1 - 6

From Years 1 to 6, the three overarching skills - art concepts - are focused on within each lesson (A1 To develop ideas, A2 To master techniques and A3 To take inspiration from the greats). Within those art concepts, the skills are broken down into individual art concepts which form the specific objectives within lessons. Art is taught for one and a half hours a fortnight within a two-weekly cycle, partnered with DT in the week it is not taught. Over the year, each year group studies three different artists. Across the course of a two-yearly cycle, the children focus on the six key areas of art: painting, drawing and 3D sculpture (first year in the cycle/Years 1, 3 and 5) and collage, printing and textiles (second year in the cycle/Years 2, 4 and 6).

Interleaving the six forms of art allows each area to be introduced, explored, revisited and refined to ensure the children are able to deepen their understanding of techniques and styles and discuss and communicate more technically about their learning. Specific vocabulary is highlighted for use within each year group to ensure technical language is learnt and built upon progressively throughout the school. The children work in a sketchbook, which is an ongoing capsule of art efforts and experimentation; this book follows them throughout their years at Old Clee showcasing the techniques and styles learned and improved upon.

Engaging and vibrant themed displays showcase the art studied and produced by the children across the school. These displays celebrate the work of the children as artists, offer inspiration to others and provide an insight into what the different year groups are learning.

Great examples of Art at Old Clee:

The Impact

The impact and measure of Art at Old Clee is that our children will leave the school having experienced different forms of art from a diverse range of artists. They will be prepared to face the challenges of the KS2/3 curriculum with confidence, displaying the qualities of resilience and perseverance as they continually evaluate and strive to improve upon their own achievements. They will be equipped with the knowledge, skills and understanding to respond to art confidently within the wider world using technical vocabulary to offer and justify opinions, and will have the life-long confidence to enjoy the artistic process of selecting and using different materials and techniques to create and refine their own artwork and to celebrate their own artistic accomplishments.

If you were to walk into an Art lesson at Old Clee, you would see:

• Enthusiastic pupils who are engaged, challenged and enjoying learning.
• Pupils who are able to articulate the context of their learning, discussing focus artists, media, techniques and previous learning with confidence.
• Elements of the three art concepts (A1 To develop ideas, A2 To master techniques and A3 To take inspiration from the greats).
• Children who are able to choose and use a variety of media and techniques in their artwork.
• A supportive learning environment in which pupils are not afraid to explore, celebrate successes and learn from mistakes.
• A high level of pupil pride in their work and high quality artwork being produced.
• Elements of self-assessment, peer assessment and teacher assessment to ensure that learning is tracked and that pupils progress.

Pupil Voice:

What does being an Artist mean at Old Clee?

Year 5 pupil: ‘Learning about artists and practising different skills so that we can get better.’

Year 6 pupil: ‘Creativity and creating art pieces. Also, researching different artists.’

What do you think of your Art lessons?

Reception pupil: ‘I like to draw pictures. I like painting and I like painting my family.’

Year 4 pupil: ‘They are good and when you practise every year you get better and better.’

Year 6 pupil: ‘I feel proud of my work; I am like a mini artist. You can have fun because there are no right or wrong answers.’

What would you like to improve about being an artist in your Art lessons?

Year 5 pupil: ‘We could draw more to improve. We’ve learnt a lot of facts.’

Year 6 pupil: ‘To be able to figure out a style in our own ways.’

Pupil Voice:

What does being an Artist mean at Old Clee?

Year 5 pupil: ‘Learning about artists and practising different skills so that we can get better.’

Year 6 pupil: ‘Creativity and creating art pieces. Also, researching different artists.’

What do you think of your Art lessons?

Reception pupil: ‘I like to draw pictures. I like painting and I like painting my family.’

Year 4 pupil: ‘They are good and when you practise every year you get better and better.’

Year 6 pupil: ‘I feel proud of my work; I am like a mini artist. You can have fun because there are no right or wrong answers.’

What would you like to improve about being an artist in your Art lessons?

Year 5 pupil: ‘We could draw more to improve. We’ve learnt a lot of facts.’

Year 6 pupil: ‘To be able to figure out a style in our own ways.’

Successes in 2022-23

• The new knowledge and skills curriculum is being implemented effectively for all children.
• Children are having the opportunity to complete more artwork.
• Time for Action is used to ensure all misconceptions are addressed with regards to knowledge and skills        

Priorities for 23-24

• Enhance the Art curriculum to allow all pupils access to learning opportunities.
• Identify CPD requirements for all staff and to invest in high quality training opportunities.
• Ensure that sequences of Art lessons are not research heavy and that plenty of opportunities for emulating the work of the focus artists.
• To ensure that there are plentiful amounts resources which will enhance the delivery of art lessons and help to engage children with their learning.