At Molehill Primary Academy we understand how important the creative arts are to the children we work with. The creative arts, in all its varied forms, plays a vital role in the development of well-rounded and balanced individuals and they allow scope for personal expression, enjoyment, creative action, imagination, inventiveness and emotional response. Each art form is a means of communication or language where children learn to ‘read’ different ideas about the world. The school firmly believes that art is a vital part of children’s education, with a significant and valuable role in the taught curriculum and the enrichment opportunities offered to pupils. The school aims to deliver a high quality arts provision where lessons are engaging, meaningful and purposeful whilst encouraging the development of active and independent learners. We intend for pupils to gain a firm understanding of what the arts are by including visual art, design technology, dance, drama and music in our curriculum. Our objective at Molehill is to help children develop a curiosity for the arts, as well as an understanding and acceptance of the validity and importance of all types of art. We are also committed to ensuring children understand the value and importance of the arts in the wider community. The children are able to develop their learner profile attributes through creative opportunities, they develop an appreciation and awareness of the world through artistic representation and an understanding of the power of art to communicate and influence change.
The teaching and implementation of the Arts at Molehill Primary Academy is based on the National Curriculum. We use our Foundation Subjects Tracker to ensure all knowledge and skills from the National Curriculum are planned and delivered through from years 1-6. In the National Curriculum, the arts are broken down into Art, Design Technology and Music. The National Curriculum objectives link very closely with the coverage set out in the PYP Scope and Sequence and where possible the skills and knowledge from the National Curriculum are delivered in the context of PYP inquiries. When this is not possible, teachers plan independent ‘stand-alone’ sequences of lessons to ensure the children have access to a broad, balanced and ambitious curriculum.
In EYFS, pupils are encouraged to explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn by exploring the textures, movement, feel and look of different media and materials.
When children reach key stage one, they will begin to develop and build on previous skills as well as learning new skills. Pupils are taught to use a range of materials creatively whilst working through the design process to make products. They will be able to use drawing, painting, printing, collage and the use of IT to develop and share their ideas. Children will be encouraged to experiment and explore mixing colours whilst developing a wide range of art and design techniques in using colour, pattern, texture, line, form and space. Children in key stage one will also discuss artists’ work by looking at how they have created it using different colours, shapes and lines
Once children reach key stage two, they will have a bank of knowledge and skills that will be further developed. Children will be encouraged to record, review and revisit their observations and discussions about the mastery of art and design techniques. They will develop their skills further in drawing, painting, sculpting and collaging using a wide range of materials. They will have an understanding of great artists and designers in history.
The children’s learning is further enhanced with a whole school arts week in Term 5, extra-curricular opportunities such as choir and arts clubs and where possible, the opportunity to work with local artists and get involved in projects in the wider community. As a school we participate in larger trust events such as the Leigh Innovate, trust wide art competitions and talent competitions.
Teacher’s assess the children’s progress regularly throughout sequences of lessons taught as part of their routine assessment for learning, making adaptations to pace and challenge as required. In the visual arts and DT, we use sketchbooks to record the experiences, experimentations and observations the pupils make in the process of developing their curriculum knowledge and skills. Children work on their own and in collaboration with others and produce work in two and three dimensions. The sketchbooks provide teachers and leaders with a window into the provision across the school and are a great way to see progression through the year groups. In music, teachers make ongoing assessments throughout lessons, gauging pupil understanding. Where necessary, the children make written recordings such as developing their own graphical scores or using notation which are used as part of a more formalised assessment. Recordings are taken of a variety of performances to enable teachers to assess the playing and performing aspects of the curriculum.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes defined in the relevant programmes of study.