Art & Design
At Denbury Primary School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and Design provides the children with opportunities to develop creativity, learn and extend skills and to express their individual interests, thoughts and ideas.
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.
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.
In the Early Years, teaching topics are formulated based on the children’s interests. These topics are designed to give opportunities for children to experience and develop interest in Art and Design.
In years 1 to 6, Art and Design forms part of our ‘creative’ topic approach. Creative topics usually last half a term and rotate between, 2D Art, 3D Art, Design and Technology and Food. Lessons are based upon ‘creative parameters’ which set out stimuli and agreed parameters for outcomes.
In line with the National Curriculum, children are taught:
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work · about great artists, architects and designers in history.
With close observance of the demands of the National Curriculum, there are 4 key skills that have been identified, which run through the teaching and learning of Art and Design in all year groups. These skills form the basis of what it means to be a great artist at Denbury. These skills can be summarised as: Drawing, Painting, Printing and 3D Ceramics/Sculpture.
All children access Art at Denbury and children with SEND are supported where required by additional adults to achieve the best possible learning experience and outcomes. The lesson approach, teaching style and resources are differentiated appropriately.
Teachers use the ‘Progression of Skills’ document to monitor and track children’s progression in their learning journey through each of the four areas: Drawing, Painting, Printing and 3D Ceramics / Sculpture, alongside opportunities to apply their skills and knowledge across the curriculum. If children are achieving the ‘Progression of Skills’ statements by the end of each learning stage (Foundation Stage, KS1, LKS2 and UKS2), they are deemed to be making age related or better progress. Caring judgements referencing the Progression of Skills document will be shared with the next class teacher and subject lead at the end of the year.
Every year, in the Summer Term, we have an Art’s Week with a focus on 3D Art. The children gain so much enjoyment, inspiration and confidence through this. Some photographs on this page show when the visiting Artist worked with children across the school to make a 3D tree which stands proudly in our playground. These projects encourage a love of Art and help the children to develop lifelong skills as Artists which can be used across the curriculum and into adulthood.
In addition, we measure the impact of our curriculum through the following methods:
- Pupil discussions and questioning about their learning; which includes discussion of their preferences, ideas, choices and evaluations of work.
- Sketch books are used from Year 1 to Year 6 to illustrate the journey taken in each Art topic. Pupil conferencing is undertaken about the work they have produced in their sketch books.
- Further examples of cross curricular Art work are posted on See-Saw in ‘Art’ folders to celebrate work completed and show progression where possible.
- Retrieval practice to recall Art vocabulary and knowledge and skills previously learnt in order to build on prior learning (in line with the whole school assessment policy).
- Pupil enjoyment, engagement and confidence.
- Art celebrations – Artists are invited into school and parents are invited to exhibitions and open events to see Art displays.
- A reflection on standards achieved against the planned outcomes.
Design & Technology
DT Pizza Making
Music is a universal language that embodies one of the highest forms of creativity. We provide opportunities for all children to create, play, perform and enjoy music, to develop the skills to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music.
The aims of music teaching are to enable all children to:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and use their voices
- have the opportunity to learn to play a musical instrument
- to use technology appropriately
- to create and compose music on their own and with others
- understand and explore how music is created
Teaching and Learning Styles
We aim to make music an enjoyable learning experience and encourage children to participate in a variety of musical activities. We provide opportunities for all children to sing, play instruments, perform and to listen to and appreciate different styles and genres of music. We teach them the skills of recognising and commenting on pulse, pitch, rhythm, timbre, dynamics and texture in music. We provide opportunities for children to work with others to make music and show how individuals compose and organise music. We also begin to teach them some of the features of musical notation and to develop an understanding of the history of music.
Music Curriculum Planning
At Denbury, we use the Charanga music resource scheme which is used from Year R to Year 6. In addition to this, Music is often taught and used within other areas of the curriculum, and to support and enhance the work done within the topics planned. A wide range of resources are available to support music teaching. We give pupils the opportunity to appreciate a wide range of high-quality live and recorded music.
Early Years Foundation Stage (EYFS)
We teach music in Reception class as an integral part of the topic work covered during the year. In the Early Years Foundation Stage, music contributes to a child’s development in the area of expressive arts and design.
Key stage 1
Pupils should be taught to:
- use their voices expressively and creatively by singing songs and speaking chants and rhymes
- play tuned and untuned instruments musically
- listen with concentration and understanding to a range of high-quality live and recorded music
- experiment with, create, select and combine sounds using the interrelated dimensions of music
Key stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
- play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- improvise and compose music for a range of purposes using the interrelated dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
- use and understand staff and other musical notations
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- develop an understanding of the history of music
Teaching music to children with special educational needs (SEN)
At our school we teach music to all children, whatever their ability. If a child cannot access the Music lesson, we look at a range of factors, including classroom organisation, teaching materials, teaching style, and differentiation, so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the child’s needs.
Assessment and recording
Teachers assess children’s work in music by making informal judgements as they observe them during lessons. Teachers may collect information using videos, sound recordings, photographs or written observations. (Recorded on Seesaw). Additional evidence may be gained during school performances or other relevant events, and may be presented in the form of recordings or photographs on Seesaw and Class Dojo. A tracking grid will be completed detailing children who are working towards or above ARE at end of Foundation Stage (YR), Key stage 1 (Y2), Lower Key Stage 2 (Y4) and Upper Key Stage 2 (Y6). The progression of skills document will be used to support judgements and the document will be passed on to the next teacher and subject lead at the end of the Summer Term.
In addition to the electronic resources which are used by teachers and children from the Charanga website, there are a wide range of additional music resources available for the use of all staff in the school. We also make use of the Devon Music Hub instrument loan service so we have access to different class sets of instruments.
Overview Music Overview DT Overview
Progression - Design & Technology Progression - Music Progression - Art & Design
DT Vocabulary Mats DT Vocabulary Progression Map