Art at Eaton Park
Subject Leader: Miss Fowler-Hill
Subject Coach: Mrs Bell
Link Governor: Mr Bradbury
“Art is not just a subject to learn, but an activity that you can practise with your hands, your eyes, your whole personality.” Quentin Blake
Art should enable the children to communicate what they see, feel and think. Children should experiment with their ideas, their use of colour, texture, form, pattern and different materials and processes. We encourage the children to self-evaluate and children are taught how to be resilience to achieve their goals.
At Eaton Park Academy, we strive to provide the very best creative curriculum. We allow the children to develop their own flare for the subject and explore a variety of different artists and influences. Each one of our terms has a different focus: term 1 – drawing, term 2 – painting and term 3 – famous artists or potters. This allows each year band to build on their skills and progress throughout the year. The children will always be aware of an end outcome, which either they have chosen or that has been designed collectively, so that they are continually motivated.
The Subject Leader:
I am Miss Fowler-Hill, Art subject leader at Eaton Park Academy. I firmly believe that art is key to being a well-rounded pupil. We have achieved the Silver Artsmark and throughout the school it is continually evident that there is an effortless buzz around the arts. Each child has a love of the learning and this is seen in learning walks and when the children get the opportunity to talk about the successes they have achieved in art. Furthermore, our homework policy encourages originality and creative ability, as each half term they have a task that challenges their artistic skill set. The responses to this are phenomenal and our school is bursting with fabulous designs that have been created from home. As these will link to our topics, it encourages a holistic learning approach. We find that art is often used as a vehicle to deepen prior learning, as well as covering the art curriculum. I love to see the passion the children have for the subject. As an adult, it is very inspiring!
Research suggests that the arts develop creativity, a core pre-requisite of innovative mind sets, communicative attitudes and problem solving. Art embodies some of the highest forms of human creativity. This is pertinent to us at Eaton Park because we believe that the arts can shape a pupil, just as it has done with our local history. As we are known, in Stoke, for our rich history in the pottery industry, we believe that this should be celebrated. Throughout the school, they will draw upon their experiences within art and design, using a range of materials creatively to design and make products through drawing, painting and sculpture. They explore different techniques in using colour, pattern, texture, line, shape, form and space. Using a clear progressive pathway throughout the year groups, ensures that high standards and quality of teaching are maintained, resulting in our pupils making good progress in the skills that they are demonstrating, vocabulary that they are being exposed to and knowledge that they are gaining.
To ensure that high standards are being maintained across each year group, half termly monitoring takes place in the form of evidence gathering from Learning Journals (EYFS), sketch books (Key Stage One and Two) and Pupil Talks. When planning, teachers focus on one artist per year group. This allows us to apply our drawing, painting and sculpting in the style of this one artists, as we are continually building and deepening our knowledge. By Year 6, the children have a thorough knowledge about great artists, craft makers and designers, and understanding the historical and cultural development of their art forms.
Every year, we hold an ‘Arts Week’ and a Curriculum Exhibition, which allows the children to show-case their work to staff, pupils, parents and members of our community. During the ‘Arts Week’, we focus on creating class pieces that we perform or display. We also love to bring drama to the for-front in these weeks. For example, last year, we had the school focus ‘the magic bean’. From that starting point, each class had to work collaboratively to explore that theme in any way they saw fit. This inspired such imagination and enthusiasm at Eaton Park. There was truly a great energy being fostered by the arts.
Key stage 1
Pupils should be taught:
to use a range of materials creatively to design and make products;
to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination;
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space;
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.
Key stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
Pupils should be taught:
to create sketch books to record their observations and use them to review and revisit ideas;
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.
Early Years Foundation Stage:
We teach Expressive Art and Design in Nursery and Reception classes as an integral part of the topic work covered during the year. As the classes are part of the EYFS curriculum, we relate the artistic side of the objectives set out in the Early Learning Goals (ELG’s) which underpin the curriculum planning for children aged 3 to 5. Art makes a significant contribution to expressing the world through activities such as discussing how art makes them feel, and from having hands on experiences with a range of media such as paint, colour and materials. Helping children to be creative is as much about encouraging attitudes of curiosity and questioning as about skills or techniques. Children notice everything and closely observe the most ordinary things that adults often take for granted. Building on children’s interests can lead to them creating amazing inventions or making marks on paper that represent for them an experience or something they have seen. Encouraging children to choose and use materials and resources in an open-ended way helps them to make choices and to have confidence in their own ideas. Child centred activities that are linked to Expressive Art and Design are always popular at Eaton Park Academy.
Assessment for learning:
Teachers will assess children’s work by making informal judgements during lessons. The children also actively peer and self-assess.
On completion of a piece of work, the teacher assesses the work and uses this information to plan for future learning. Written or verbal feedback is given to the child to help guide his or her progress. Older children are encouraged to make judgements about how they can improve their own work or the work of their peers.
At the end of a term’s themed work, teachers complete an OTrack assessment, in which topic areas are broken down into the objectives as set out by the National Curriculum. Children are assessed as to whether they are emerging, securing or exceeding within these domains. This is used to provide accurate information to other teachers, the art subject leader and learning support assistants termly and during times of transition.
Art within other curriculum subjects:
SMSC –. Art supports spiritual development by introducing children to the work of great artists and experiencing wonder and awe at the achievements of these great works of art. They also experience great admiration and respect for their peers’ work when they see the level of achievement and progress. Art supports moral development by encouraging mutual respect and the consideration for others’ work. Pupils are encouraged to show compassion when assessing the work of others through, understanding how their comments can build up or destroy another’s self- belief. Art supports cultural development work by enabling children to study art involving various cultures and civilizations from around the world. They lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own; how they can enrich our own lives. The fusion of art work between our own and other cultures leads to pupils incorporating designs, patterns and motifs in their own work developed by a deeper understanding of the culture. Studying the pottery industry allows a children an avenue in to our culture.
English – At our school, we have aligned our curriculum so that the teaching of art is linked with our English topics throughout the year. We especially use art to help our SEND children with their writing. We encourage the children to create images to inspire them and help their writing unfold. English texts are chosen to engage and bring learning to life for the children, and from this we ensure that art is reinforced too. The children use their artist of the term to create pieces of art linked to their learning in English.
PSHE – Children develop self-confidence by having the opportunity to explain their designs and work in their art lessons. Children are encouraged to offer peer support and praise to one another. In addition, they discover how to be active citizens in a democratic society by learning how laws are made and changed. They learn that society is made up of people from different cultures and start to develop respect and tolerance for others
Computing –Computing enhances our teaching of art wherever appropriate in all key stages. The children use ICT in a variety of ways such as finding information on the internet and presenting information on artists, architects, sculptors and painters via PowerPoint. The children from EYFS to Year 2, each year, design a Christmas card that is completed the programme paint. Additionally, we have a 4D room, which often inspires interactive art.
History – Many art lessons spend time researching the work of famous artists to allow children to understand the context behind the artist. For example, it allows the children to understand what it would have been like during the period of the Mayans, and what equipment they had to use. It allows great comparative language skills to develop as children are encouraged to understand how art has developed through time. For Remembrance Day, we will always create a piece of art to commemorate those that have been lost.
RE – Throughout the year, there are many opportunities for art and R.E to link together. The children work to create respectful, artistic pieces that are then showcased through the school. Linking these two subjects allows the children to develop a respect for different religions, and to see how art is perceived across the wider world.
We place great importance on educational visits and visitors to enhance the art curriculum. Such visits include:
• Nursery visit to Amerton farm where they explore colour and seasonal change.
• Reception go to Conkers and discuss the environment and create ‘big art’ using the nature they find
• Year 1 visit Hanley museum to look at how toys are made. They can create their own working toys linking to design and using a range of materials.
• Year 1 also go to Berry Hill Community Centre to complete ‘Boogie Beats’.
• Year 2 go to Stafford Castle. They then create an oil pastel picture of the castle using a view-finder.
• Year 3 visit Gladstone Pottery museum to look at how Stoke-on-Trent was revolutionised by the pottery industry and the impact that artists have had on our city.
• Year 4 are immersed in the life of a Roman soldier as they had a ‘Roman Experience’. They create their own Roman shields to showcase their own creativity.
• Year 5 visit Dudley Zoo which links with their rainforest topic. They create pieces related to their learning on this.
• Year 6 are immersed in their topic of the Victorians by visiting Blist’s Hill Victorian town. They have the opportunity to learn the skill of ‘Intaglio’ where they engrave a design into a material.
• We all visit the Pantomime at Christmas and enjoy watching the performances unfold.
• Steve Bradbury, a local artist and governor, creates large scale art with the children during ‘Arts Week’.
• We hold an ‘Aspirations Week’, where we have discussed how you would become an artists, if this is a career you are interested in.
• In some year bands, we have/had a specialist art teacher come and deliver sequences of sessions that have been displayed at Westport Lake.
Year 1 – “I like drawing and making fireworks with my pencil.”
“We practised doing different lines and then made fireworks.”
Year 2 – “I love learning about Van Gogh and using oil pastels. They make different colours when you mix them.”
Year 6 – “I like art because my family say I am good at it, and I like to express myself through drawing.”
“You can be creative in art, once we made a World War 2 toy and we drew it carefully in our art sketch books.’”
“You can let your imagination go wild in art.”
Design and Technology at Eaton Park
Subject leader: Mrs Byrne
Subject coach: Mrs Bell
Link governor: Mrs Jones
At Eaton Park, Design and Technology gives pupils the opportunities to design purposeful, functional and appealing products in a range of relevant contexts. We are driven to ensuring our children become creative problem solvers enabling them to learn transferable skills to use in the real world. Pupils are given opportunities to select from and use a range of tools, equipment and materials to perform practical tasks. They explore and evaluate a range of existing products as well as evaluating their ideas and products against their own design criteria. Their technical knowledge is continually built upon when they explore and use mechanical systems and electrical systems which provide close links to Science. Within cooking and nutrition, we ensure that pupils understand and apply the basic principles of a healthy and varied diet and learn the skills necessary to cook.
The Subject Leader:
As Design and Technology lead at Eaton Park, my role is to lead, monitor, develop and support D&T across the school ensuring that teachers have the subject knowledge, skills and resources to deliver interesting and challenging projects. I monitor the teaching of D&T through work scans, learning walks and pupil surveys. In addition to this, Children are spoken to about their learning with an emphasis on making links between past learning in D&T and learning from other subjects. The D&T progression map provides the objectives to be taught in each year band, and this is used to monitor what has been delivered and how the concepts already taught can be built upon. Within my role, I also ensure that I am equipped to lead the subject effectively and confidently through research and continuous learning. I am determined to develop a wider range of D&T opportunities and challenging projects across the school.
The National Curriculum provides objectives for Design and Technology in KS1 and KS2.
The national curriculum for Design Technology aims to ensure that all pupils:
• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to cook
Early Years Foundation Stage:
Within the area of Expressive Arts and Design, Children in the Early Years are given opportunities to develop their skills in making and constructing with a purpose in mind using simple skills, techniques and a variety of resources.
Assessment for learning:
Assessment in Design and Technology is carried out to gain an understanding of the children’s achievements, to ensure knowledge and skills are retained and to see their next steps. It is gathered through formative and summative assessment systems. Discussions with children, knowledge recalls and quizzes are used well to assess the knowledge which the children have retained. Otrack enables children to be assessed against the objectives using emerging, on track and developing. This data is used to provide next steps and track D&T attainment across the school.
D&T within other curriculum subjects:
Spiritual – Spiritual development is very important in D&T as the process of creative thinking and problem solving lies at the heart of this subject. We encourage our pupils to be innovative and therefore inspirational to others. This results in high self-confidence and belief in their own abilities.
Moral – During the planning and making process, pupils are encouraged to consider the moral and ethical issues that can arise. For example, the safety of the product made for the consumer and the environmental impact of materials used.
Social – Design and Technology lessons aim to provide a range of opportunities for social interactions. The subject enables children to listen to others as well as use their own ideas. Also, children accept that the ideas of others may not be the same as their own but are equally valid.
Cultural – Design and Technology often presents opportunities to develop a wider cultural awareness. These are explored through the stimulus of foods, textiles, pottery and sculptures from different cultures and periods of time.
English – Pupils have many opportunities to further develop their English skills within Design and Technology lessons. Writing skills are used throughout the designing and evaluating stages, and children are encouraged to ask and answer questions throughout their D&T lessons.
Maths – Maths provides very close links to D&T as pupils use and apply mathematical concepts in a range of contexts. Pupils use their measurement knowledge when designing and making and also during food projects. In addition, knowledge of shape is used when designing and making structures.
Science – Many D&T projects include science concepts which have already been taught, and therefore clear links are identified between these two subjects. In KS1, children learn about healthy foods in Science, and this knowledge is then built upon in D&T when they prepare healthy dishes. Also, pupils learn about the properties of different materials in Science which enables them to build structures in D&T using appropriate materials. In KS2, pupils apply their science knowledge of circuits to use electrical systems in products.
Computing – Where appropriate, pupils generate, develop, model and communicate their ideas through Information and Communication Technology.
School trips provide close links to D&T to enhance learning including workshops at the Museum of Science and Industry. In addition to this, Year 2 pupils create a castle using mechanisms such as leavers and sliders after visiting Stafford Castle. In Year 3, pupils visit Pizza Express where they can apply their learning to make pizzas in a real setting.
Our after school clubs allow children to further develop an interest and extend their learning. We have many which are closely linked to D&T including Reception cooking, good grub club, KS1 cooking, allotment club and KS2 craft club.
Our themed weeks in school also provide opportunities for pupils to increase their D&T knowledge and use their D&T skills. Examples include aspirations week and cultural week.
“We made a pop up toy. We chose our own character to pop up. I chose a gingerbread man.”
“I like using scissors to cut out.”
“We can use our own ideas.”
“We get to use lots of different materials.”
“I made a Greek temple, and I used a design criteria.”
“We did an evaluation, so if we made it again, we could do it better.”
“D&T lessons are fun.”