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Art and DT

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What Art & DT look like in Holmer C of E Academy

 

 


What an art/DT lesson looks like in our school:

 

  • Art and DT is taught in a cross curricular way throughout the school with evidence on display, in books and through the use of QR codes (e.g. DT & computing - Lego WeDo workshop in Year 3).
  • Opportunities to inspire children’s curiosity about art and design.
  • Evidence of an art or DT piece one a term from each year group linked to topics.
  • Vivid core and foundation subject displays in classrooms inspiring children to showcase their work.
  • Art & DT workshops linked to topic (e.g. Year 2 pottery, Year 3 Stone Age jewellery making/aboriginal artwork).
  • Art resources in activity areas for each year group.

 

 

This is how it works:

 

  • One piece of art work produces cross curricular or as a discrete subject each term or combined with DT.
  • Teachers use TA and previous assessment to identify initial entry point for each child.
  • Work to be updated and displayed in classroom throughout the year.
  • Collaborative work in each year group for topic/any subject.
  • Collaborative work as a whole school community and displayed in celebration in the schools entrance hall once a year.
  • Collaborative school projects throughout the year.
  • As a church school art and religion are combined to produce one small piece of art that everybody contributes towards and is displayed as part of our Christian ethos and the values that are at our core.

 

 

This is our philosophy:

 

  • High quality modelling and scaffolding of the skill leading to high quality art and design work.
  • Children learning through exploring different artists styles whilst acquiring new skills.
  • Cross-curricular links wherever possible

 

 

 

This is what we do:

 

  • Each Year group has a different artistic skill to focus on. The children will then progress through the skills as they move up the school.
  • The skills are covered through cross curricular work that will enable the children to develop and use that skill.
  • By the time the children leave Year 6, they will have covered a wide range of artists and artist styles to really get the children engaged and enjoying their learning.
  • Lessons may be taught discreetly or as a block of lessons. Links with other areas of the curriculum are embraced to provide a more meaningful learning experience
  • Each term an art or DT project is completed based on the current topic being taught
  • All children at Holmer will get the opportunity to go on various trips to develop their experiences which in turn will provide inspiration for art/DT projects.
  • Regular book scrutiny, learning walks to see evidence of work displayed within year groups.
  • Whole school PD.
  • Raised profile of art and DT work through the use of displays to showcase work.
  • Yearly opportunities for parental involvement to showcase artwork or design projects.

 

This is what you might typically see:

 

  • Happy and engaged learners
  • Paired/group work
  • Vivid inspiring displays of work
  • A range of different activities including practical and use of technology (e.g Lego WeDo)
  • Engagement and perseverance
  • Self-motivated children
  • Children talking about, sharing and reflecting on their learning

 

 

This is how we know how well our pupils are doing:

 

  • Teacher assessment/ targets
  • Marking and feedback
  • Photo evidence/QR codes linking to videos of art and DT – well annotated either by child (KS2) or teacher (KS1) so that the journey of learning is clear including mistakes/misconceptions
  • Targeted use of TAs- TAs to support individual children
  • Monitoring of children’s progress

 

This is the impact of the teaching:

 

  • Confident children who can talk about art and DT
  • Children who are enjoying their learning in art and DT
 

 

 

This is how we use intervention

  • Use teacher and self-assessment to quickly identify any child who requires additional support in specific areas.
  • Then they receive pre-teaching or immediate intervention to ensure they have sufficient skills in place to access the next teaching.

 

 

This is how we challenge the higher attainers/rapid graspers:

 

  • Differentiation planned from very start of lesson

  • Small group work to further challenge

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