Art and Design

An artist  from Three Rivers Federation will:

• to be able to see the beauty and wonder of the world around them
• be able to create art with confidence, skill and understanding.
• have a lifelong love of art and design 
• discuss the things they enjoy in the art they explore and recommend artists and designers to others 
• learn about a wide range of artists and techniques they used 
• be able to apply the skills and techniques they have learnt in art and design to enable them explore and express their imaginations
• be exposed to high quality art from a variety of cultures and in a range of different styles and formats
• be open to trying new styles and techniques to improve their own experiences of art.

Intent  

At Stoke Canon C Of E Primary School we value Art and Design as an important part of our student’s entitlement to a broad and balanced curriculum. Art has a very important place within our curriculum. We see art as a vehicle for creativity and individual expression and therefore seek to inspire, engage and challenge our students, equipping them with the knowledge and skills to experiment, invent and create their own works of art. 

Our teaching provides an understanding of all the diverse art forms so that the children experience drawing, painting, collage, textiles, 3D designs, printmaking and digital media. We also endeavour to provide the children with as many opportunities as possible to experience art in the ‘real’ world, collaborating with professional artists and exposing the children to a range of cultural and creative experiences. As pupils progress they should be able to think critically and develop a more rigorous understanding of art and design and be confident in their approach to the subject.

Our aim is to provide a curriculum that ensures all pupils:

• Produce creative work and feel confident in exploring their ideas.
• Become proficient in using a range of mixed media.
• Can articulate their ideas and evaluate and analyse pieces of art.
• Know about great artists, craft makers and designers and the influence they have had on culture and art. 
• Are given opportunities to participate in a range of creative activities and events. 
• Are introduced to an appreciation of the arts that will last a lifetime. 
• Provide children with opportunities for self expression and enhance self esteem with a whole school approach to the celebration of the arts. 

Implementation

The teaching and implementation of the art and design curriculum at Stoke Canon is based on the national curriculum and other experiences and opportunities that best meet the learning and development needs of our students. Lessons may involve stand alone projects that explore different artists styles or can be linked to certain topics or themes. Our skills progression grid ensures that the children are building upon their skills each year and are exposed to a wide range of techniques and opportunities to use a wide range of different mediums. Children are taught art in discrete lessons throughout the year as well as linked to other curriculum areas and projects where appropriate to create a cross curricular approach to learning. In the summer term we have an art week where each class explores a specific element of art and professional artists come in to work with the children, culminating in an art picnic where the children’s work is put on display for the community. The importance of Art is evident throughout the school through the displays and the permanent works of art. We regularly work with DAISI on arts based projects to enrich the curriculum. 

National curriculum art programme of study https://www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-of-study/national-curriculum-in-england-art-and-design-programmes-of-study

EYFS

Pupils are given the opportunity to explore and see a variety of media and materials through a combination of child initiated and adult directed activities. They are given opportunities to:

• Explore different textures and materials.
• Use different media and materials to express their own ideas.
• Explore colour and use for a particular purpose.
• Develop skills to use simple tools and techniques. Record ideas in a sketchbook. 

KS1

Using the skills progression grid to structure and inform planning students are taught:

• To use a range of materials creatively to design and make products.
• To use drawing, textiles, painting and sculpture to share their ideas. 
• To develop a wide range of skills and techniques using colour, pattern, texture, line and shape.
• About the work of a range of influential and important artists. 
• To use sketch books to record their work as well as creating 3d and larger scale pieces of work for display. 

KS2

Students build upon the skills they have developed in KS1. They develop their techniques, increase their control and explore different materials and show an increasing awareness of different kinds of art, craft and design. 

They are taught:

• To improve their mastery of art and design techniques, using a range of skills and materials. 
• About great artists, designers and architects in modern day and throughout history. 
• To use their sketchbooks to develop their ideas, explore different techniques and record their observations and use them to review and revisit ideas. 

Impact 

At Stoke Canon C Of E Primary School we want our students to feel confident in sharing and displaying their work. To feel safe in exploring new materials and experimenting with their ideas and be exposed to a wide range of different experiences based around the arts. Each student will experience a broad and balanced arts curriculum with an emphasis on developing skills in art and design. Students will experience the arts through other areas of the curriculum and develop an awareness of the importance of art within history and different cultures. Our skills progression grid helps to track progress and ensures each year group is exposed to a range of different mediums, allowing each teacher to build on the skills taught in the previous year. In KS1 and KS2 two key assessment pieces are used to monitor progress across the year. Children in EYFS are assessed within the Expressive arts and design early learning goal and their progress is tracked using tapestry. Age related levels are reported to parents at the end of the year. 

Music

 musician at the Three Rivers Federation will:

• have a love of music and singing that increases their self-confidence, creativity, sense of achievement and well-being.

• appreciate a range of musical styles and genres including famous composers and performers and understand how historical, social and cultural factors have contributed to the diversity of musical styles.

• be able to express their ideas and feelings by creating, composing and performing music on their own and with others using musical structures and appropriate technology. 

• know how music is made through a variety of instruments. 
   
• have had musical experiences that inspire them to continue engaging in musical activities throughout their life.

In their music lessons pupils use their voices expressively and creatively by singing songs and speaking chants and rhymes. Assemblies will also provide an opportunity to practise singing. Pupils will also be taught to play a variety of instruments musically and encouraged to play together in ensemble groups. We encourage listening to a wide range of music with concentration and understanding. Music lessons are linked to Topic work and music is used in a variety of lessons and activities to create, mood, atmosphere and to help thinking. The Charanga music scheme will support our teaching of music across the school.

Intent

To build a musical curriculum which develops learning and results in the acquisition of knowledge and  improved well-being.

To promote a love of music and singing across a broadened curriculum.

To enable children to:

• know that music is a universal language that embodies one of the highest forms of creativity.
• know how music is made through a variety of instruments. 
• know and understand how sounds are made and then organised into musical structures.
• understand and explore how music is created, produced and communicated.
• know how music is composed and written down.
• know how music is influenced by the time, place and purpose for which it was written.
• to develop the interrelated skills of performing, composing and appreciating music.

• know how music is influenced by the time, place and purpose for which it was written.

• to develop the interrelated skills of performing, composing and appreciating music.

Implementation

• The music curriculum ensures pupils sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, various concerts and performances and the learning of instruments. 

• The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed.

• In the classroom pupils learn how to compose focussing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. 

• Through the musical program Charanga designed specifically for the teaching of music in primary schools, teachers are able to produce inclusive lessons for all children to access the musical curriculum in a fun and engaging way, further promoting a love of learning. Charanga lessons are planned in sequences to provide children with the opportunities to review, remember, deepen and apply their understanding. The activities include games, songs, challenges, listening to music and discussing music, playing a range of musical instruments, performing back, finding the pulse and composing music using notation sheets or technology. Open ended tasks are provided that can have a variety of responses and teachers also differentiate activities using the Charanga Bronze, Silver and Gold challenges.

• The school also has opportunities for whole class ensemble teaching in targeted year groups using instruments hired from Devon Music Hub where children are taught a specific musical instrument for a term. These lessons incorporate teaching musical notation, singing, as well as learning to play an instrument. 

• Opportunities are given during a school year for pupils to perform in class, in assemblies and also to parents and the wider community.

• Additional opportunities are offered in music, such as the key stage 2 choir which performs regularly in school and at events in the local community and instrumental lessons with visiting peripatetic teachers who are also encouraged to give Showcases to inspire and encourage new pupils.

Impact

• The impact of music teaching at Stoke Canon can be seen in the confidence children gain by participating in the subject. Children are happy learners within Music. During their time here children gain wider audience performance experience; every child will have performed regularly, worked in groups and individually, and composed their own work. These experiences greatly benefit their self-esteem, well-being and confidence and contribute to their ability to communicate with a range of audiences. 

• By the end of Year 6, all pupils will have performed on a number of occasions and have a grasp of how to read and record music, with some pupils able to read music fluently.  

• Children participate in wider musical activities, many take an active musical role in the school and wider community, preparing them to make the most of opportunities in the next stage of their education.

• Visits within Music have enriched the lives of the children and they are able to discuss how the experience      impacted their knowledge. They will have an appreciation of a variety of types of music and have an understanding of how music has developed through history.

• Clear outcomes focus and guide all Music development plans and drive improvement.

• Fundamental British Values are evident in Music and children understand how Music can celebrate    difference.

• Children have the opportunity to foster their instrumental talent and use this as a form of expression.

• Children have heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased.

National Curriculum Music Programmes of Study:

https://www.gov.uk/government/publications/national-curriculum-in-england-music-programmesof-study

Drama
 

Drama is used as a key tool in developing oral skills, vocabulary development, building confidence and self- esteem, and as an essential tool in developing imaginative, expressive, and persuasive spoken and written language. ‘Hot seating’, and ‘response in role’ drama techniques are used in literacy lessons aid the development of speaking and listening, reading and writing skills. Imaginative role play is fundamental to developing the whole child, and we develop this through a range of curriculum opportunities to perform to wider audiences including our annual nativity and school play. There are increasing opportunities for our pupils to perform as they progress through the school. We recognise that drama plays an important part in developing resilience and confidence.