Art and Design
Engaging, exciting and empowering lifelong learners through a creative, mastery-based curriculum
Our curriculum is centred around developing the whole child: from their head, to their heart, to their hand.
The characteristics of an artist at East Farleigh Primary:
Curriculum Ambition: Art and Design
At East Farleigh Primary School our intent is to engage the head, excite the heart and empower the hand in all that we do. We intend to deliver outstanding teaching of Art & Design across all year groups, to do this we will have topics rich with learning opportunities both practical and mental, experiences that spark the interest of our pupils and topics that can be cross curricular, therefore able to embed pupil’s knowledge and skills to a mastery level and create lifelong lovers of learning.
Curriculum Design: Art and Design
The curriculum at East Farleigh Primary school has been carefully designed and planned by our teachers to provide opportunities for all children to be their best. We strive to provide a curriculum that is exciting, engaging and purposeful yet tailored to our pupils' interests and needs. Our curriculum is humanity rich and supports an understanding of British values with a heavy focus on cultural capital. We believe that it is of huge importance that the children experience their learning first hand so staff endeavour to make each topic and area of learning based on tangible experiences, whilst following an adapted National Curriculum. The design of our curriculum is further aided by the use of The Essentials Curriculum which is designed to develop deeper thinking skills and is supported by a set of subject specific knowledge and key skills.
Curriculum Concepts: Art and Design
Meeting Milestones: Art and Design
As part of our curriculum philosophy, built on around the concept of mastery and learning being a change to long-term memory, it is impossible to see impact in the short term. We do, however, use assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run. We use comparative judgement in two ways: in the tasks we set (POP tasks) and in comparing a child's work over time. We also use lesson observations to see if the pedagogical style matches our depth expectations.
Aspirations for the future
As an artist, you could become a: