Inquisitive, Resilient, Independent   

At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners.   

Our curriculum provides a range of creative, challenging and inspiring experiences for all.  This equips our children with the life skills to be happy, flourish and be successful…Today, tomorrow and in the future   

ART INTENT  

We value Art and Design as part of a broad and balanced curriculum. Art and Design provides the children with the opportunities to develop and extend skills and to express their individual interests’ thoughts and ideas.

Our high quality art and design curriculum will engage, inspire and challenge pupils, equipping them with the knowledge, skills and interest to experiment, invent and create their own works of art and design. As pupils progress, they should think more critically and develop a more rigorous understanding of the subject. Children should know how art and design both reflect and shape our history and contribute to culture and creativity.

Art at Anglesey threads through the wider curriculum too, for example, looking at the work of William Morris when studying the Victorians, exploring the use of cave art in The Stone Age, artists use of landscape in geography.

Not only the talented get the opportunity to be taught Art and design-every child has an investment in developing creativity, including children with serious communication difficulties, who work alongside and with children to explore, discuss, experiment with and create.

PERSONAL DEVELOPMENT AND VALUES    

INQUISITIVE   

An inquisitive learner has a thirst for learning and wants to discover as much as they can about the world by asking questions.   

RESILIENT   

A resilient learner can bounce back from challenges and problems, but also has the capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental wellbeing.   

INDEPENDENT   

An independent learner takes responsibility for their own learning. They are self-motivated and accept that frustration in the present is worthwhile to achieve future success. They take initiative and are good problem solvers.   

Pupils develop Inquisitiveness in ART by:  

• Using the internet to explore a theme, such as landscape and portrait. 
• Researching specific artists work; such as William Morris; Anthony Gormley; Matisse. 
• Exploring real objects, shells, stones, flowers, plants, vegetables and fruit. 
• Using the environment to find examples of shape, colour, line and light. 
• Using different materials that they have never used before promotes pupils natural curiosity. 

Pupils develop Resilience in ART by:  

• Being provided with new opportunities for children to try new mediums and learn new techniques in each project
• Learning in a relaxed atmosphere where mistakes lead to interesting results. 
• Trying again and again to get a pleasing image or piece promotes resilience. 
• Peer/teacher modelling that encourages children to refine their work. 
• Solving problems while creating and making things helps children to overcome setbacks, become more resilient and reflect on their own learning and evaluate and improve it.

Pupils develop Independence in ART by:  

• Working on a personal project in art always requires a level of independence. 
• Building self esteem in less confident pupils and encouraging small steps to build self-esteem and confidence. 
• Sketchbook work and research encourages independent working. 
• There are so many choices to be made this can sometimes be daunting, supporting pupils ideas helps them to define their aims. 

CREATIVE, CHALLENGING AND INSPIRING EXPERIENCES    

Opportunities for creativity in art are endless and children are encouraged to have a go and try out new techniques and share ideas and experiences. We provide a range of options for using materials, including painting colour choices and composition, 3D work using clay, mod rok, papier mache, pipe cleaners etc. Opportunities are provided for pupils to used mixed media and explore different techniques. Pupils make continuous personal choices in order to achieve individual results.

Every art and design project offers a challenge to try something new and different. Collaborative projects are included to promote team work, respect and consideration for others in order to achieve the desired result. There is always a new level of challenge that can be applied to each individual, including choosing and using tools and equipment to obtain a pleasing result.

Researching the work of well known and up and coming artists often inspires children in their creations, for example exploring the work of Marainne Mitchell in order to produce patterns designs for a snail shell, studying architects Jan Kaplicky and Amanda Levete when looking at rural and urban landscapes or Sir Anthony Gormley when creating sculptures. Visiting new places for example, an art gallery, the BrigHouse hostel can inspire children and broadens their experiences and encourages new thinking.  Putting on exhibitions in the community and projects around the school, raises the level of Art and Design and allows all children to exhibit their work. We are always finding new ways to promote art and design, for example some of our pupils were asked to design a Christmas card for the local education authority, we also produced painted sculptures for the The Big Hoot and the The Big Sleuth as examples.

We are aiming to achieve the Art Mark this year.

ART IMPLEMENTATION 

The teaching and learning of Art and Design is based on the National Curriculum, ensuring a well structured approach to this creative subject.

The Art curriculum is mostly delivered by a specialist Art teacher during PPA sessions, who provides expertise of skills and knowledge.  Learning is matched to the Topic children are covering to ensure relevance.

Each year group will complete two or three broad projects during the year, incorporating the appropriate skills, with additional projects undertaken in class.

ART IMPACT 

All pupils keep an Art and design folder that they add to each year. Samples of work are also collected in files and folders to evidence progress across a school year and year groups. Our Art lead tracks progress through the skills using an assessment tracker. Age related expectation levels are reported to parents at the end of each year. Summative assessments take place throughout the year and informs future lessons, ensuring children are challenged and supported appropriately.