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Art and Craft

Art Policy


Document Purpose


This document reflects the school values and philosophy in relation to the teaching and learning of art, craft and design. It sets out a framework from which teaching staff can operate and gives guidance on planning, teaching and assessment. The policy should be read in conjunction with the scheme of work.



This document is intended for:

  • All teaching staff with classroom responsibilities.
  • School governors.
  • Parents.
  • LEA advisors/ Ofsted inspectors.
  • Inspection teams.


Copies are provided to school staff and Governors. Other copies are kept with the Head teacher, teacher responsible for Art and on the shared area of the school network system.


Subject aims

Art is included as a foundation subject within the New National Curriculum. At Edge Hill Junior School it stands as a subject in its own right and is also considered to be a significant part of cross- curricular activities.



Art Education should:-

  • Enable children to use their senses to record from first hand experience and from imagination, to select their own ideas to use in their work.
  • Express their ideas, feelings and experiences.
  • Develop creativity and imagination.
  • Improve the children’s ability to control tools, materials and techniques.
  • Develop confidence, value and pleasure in the visual and tactile elements of Art.
  • Develop aesthetic awareness and enable them to make informed judgements about Art.
  • Foster an enjoyment and appreciation of the contribution made by other artists, craftspeople and designers.
  • Increase children’s awareness of the purposes of art and design in different cultures and to instill a sense of value in our society.
  • Increase awareness and respect for the natural and man-made surroundings.



Art Curriculum planning


Art is a foundation subject in the New National Curriculum. At Edge Hill Junior School we use a school developed scheme of work alongside QCA schemes of work as the basis for our planning. We have adapted the national scheme to our own circumstances, curriculum and cross-curricular topics. This may include using the local environment as a focus for aspects of our work. There are opportunities for art subject based work as well as integration into topic work.


The scheme of work focuses on the Key elements of Art, the visual and tactile elements of drawing, painting, textiles, 3D sculpture, collage and printing. For each of these, skills and techniques are suggested as well as examples by other artists or craftspeople.


We carry out the curriculum planning in three phases; long term, medium term and short term planning. Our long term plan maps out the themes covered in each term during the Keystage. The Art subject leader works this out in conjunction with colleagues in each year group.


Our medium term plan gives details of each unit of work for each term. These plans ensure that there is an appropriate balance and distribution of work over the year and the Keystage. The subject leader is responsible for keeping and reviewing these plans.




In our short term plans we plan the activities in Art so they build upon prior learning, giving children opportunities to develop their skills, knowledge and understanding. We also build planned progression into the scheme of work so that there is increasing challenge for the children as they move through the school.


Short term planning is used to:-


  • Set clear and achievable objectives.
  • Ensure work is matched to children’s abilities, experience and interest.
  • Ensure progression, continuity and subject coverage throughout the school.
  • Ensure a range of teaching strategies and styles are adopted to enable all children to access the curriculum.


Planning is regularly monitored and assessed by the subject leader and kept in a file. This ensures progression and continuity through the school and that objectives are covered within each topic. Monitoring will also highlight opportunity to extend cross-curricular links and ensure the required resources are available.


Time Allocation

At Edge Hill Junior School, Art is generally timetabled for approximately an hour and a quarter a week. However, the organisation may differ between each year group, with some rotating themes in order to share resources and others teaching their Art in weekly blocks. Also, Art may be taught by Teaching Assistants during teachers’ PPA time.



Classroom organisation and teaching style


At Edge Hill Junior School, individual class teachers are responsible for their own class organization and teaching style in relation to Art, while at the same time ensuring that these reflect active learning and the overall aims and philosophy of the school.



  • Children are given the opportunity to work as a class, as part of a group or as individuals. The choice of class organization is determined by the learning objective, activity, nature of the topic and resources being used.


  • Teachers draw attention to individual performance as models for the other children.


  • Children are encouraged to evaluate their own ideas and methods, also the work of others and say what they think or feel about them.


  • All children have a range of opportunities and experience. They work at their own level and differentiation is usually by outcome. However, staff should be aware of Key Indicators of Progress and the subject leader will monitor expectations and standards within the Keystage.



Use of Information Technology


Wherever possible children should be encouraged to use a computer as a tool to achieve Art objectives and extend their experience. Younger children can use software to explore shape, colour and pattern in their work whilst older children can collect visual information and record observations with digital cameras. Eventually this can help them to develop their ideas and use a graphics package to alter images. The internet can also be useful to find out more about artists and designers.


Equal Opportunities and Special educational needs


At Edge Hill Junior School, all children have equal access and opportunity to the Art curriculum. We provide a broad and balanced education to all children. Through art we provide opportunities that enable children to make progress, by setting suitable challenges and responding to the needs of each individual.


Mutual respect and understanding for all cultures will be promoted through the study of art as well as art and design produced by male and female artists.


Assessment, recording and reporting


We assess children’s work in a number of ways:


  • By observing them working during lessons.


  • Teachers record the progress made by children against the Learning Objectives in their lessons.


  • Children are given the opportunity to evaluate their own work through discussion or presentation in a written form.


  • Teachers select work to be displayed in classrooms and corridors and this shows the progression and breadth of study across the school (see Display Policy).


  • Teachers report annually to parents on the progress made.


  • Each child keeps a sketch book that goes with them through the school. This serves as a record of their planning, designing, sketching and developing of ideas. Also, this ensures coverage of the Key elements of Art and shows a child’s progression through the Keystage.


  • The subject leader is responsible for collecting samples of work and regularly photographing examples to keep in the Subject Leaders file.



We have a wide range of resources to support the teaching of art. All classrooms have basic, disposable materials and these should be replenished each year out of the year group budget. Specialist materials and equipment are stored in the Resource Room and year groups should let the Subject Leader know if there is specialist equipment that needs replacing at the end of an academic year.


Monitoring and evaluation


Evaluation is carried out in order to enhance the teaching and learning of Art within our school. It is the responsibility of the staff, to monitor and evaluate the curriculum provision made for Art within the school. This ensures that all pupils have access to the Art curriculum, make the greatest possible progress and enjoy the learning experience. Detailed evaluation is taken by the Art Subject Leader. As with all evaluation, the Head teacher has overall responsibility for this work.


Evaluation includes a regular review of the content of the Art curriculum to ensure that New National Curriculum requirements are being fulfilled in the best possible way. This involves reviewing the coverage of the New National Curriculum by monitoring teachers’ planning to ensure plans are actively put in to action in the classroom. Pupils’ progress and performance is evaluated alongside standards achieved in Art work. Resources are monitored and reviewed which ensures different teaching and learning opportunities. New innovations and current developments are also monitored and assessed, and if appropriate, incorporated into Edge Hill Junior School’s Art curriculum.


The organisation and teaching styles undertaken by staff are regularly evaluated. This is through monitoring of planning, assessing children’s work and observations.


Evaluation is conducted according to the Monitoring and Evaluation cycles within the school development plan. Thus, the timescale for evaluation may differ from year to year. Evaluation and review takes place on a regular basis but will also takes into account any changes in the Art curriculum.

The Subject Leader meets with the Head on a regular basis to discuss the monitoring schedule, focus for school development and any future plans.


September 2016.








Art Long Term Curriculum Plan