Art & Design
Where learning is fuelled by creativity
What is art?
Art is a subject at TMS where children learn and develop practical skills, alongside a knowledge-rich curriculum of artists and contexts. The children engage with Art & Design through the five strands of drawing, painting, printing, textiles & collage and 3d form. They learn that mistakes often lead to the best outcomes, that risks are worth taking and that great enjoyment that can be found in learning and sharing with others. We hope that the children leave us with creative confidence in their own ideas.
At TMS, we are all artists!
To us, Art can be seen and felt in absolutely EVERYTHING…
Miss Bryant & Mr Knight
Our Intent at TMS in art and design is that children:
Art & Design is implemented by:
The impact of learning in art & design is assessed by:
“Art is not what you see, but what you make others see.” – Edgar Degas
“Art is anything you can get away with” – Andy Warhol
Drawing – Launchpads EYFS-Y6 2024-2025
Painting – Launchpads EYFS-Y6 2024-2025
Printing – Launchpads EYFS-Y6 2024-2025
Textiles & Collage – Launchpads EYFS-Y6 2024-2025
3D form – Launchpads EYFS-Y6 2024-2025
At TMS, we ensure that each curriculum area is adapted for all children to succeed. We make no assumptions and we adapt for each individual.
Appropriate seating arrangements allow all children in the class to communicate, respond and interact with each other and the teacher. Learning in pairs and small groups allow opportunities for discussion, peer support and collaboration when working on projects.
Our resources in Art & Design are made accessible through clear labelling in large print which also includes images to encourage independent use. The use of displays of finished or ongoing work are informative and engaging and used as a resource for teaching and learning. A range of approaches are used to support teacher talk including visual aids and alternative communication modes, such as sign or symbol systems.
Children are made aware of any health and safety issues relating to the use of equipment and children with less awareness of dangers, are closely monitored to ensure they are engaging in the activities safely.
We provide planning support through consulting children wherever possible, about the type and level of support they require. Children who have sensory needs or are averse to handling certain materials (such as clay or chalk) are provided with plastic gloves in order for them to feel comfortable in taking part. Children who have sensitivity to light are included by ensuring interactive whiteboards are non-reflective to reduce glare. Support from additional adults is planned to scaffold children’s learning, allowing them, increasingly, to learn independently.
At TMS we take several approaches to assessment in art. At the start of the unit, we have a ‘launch’ lesson. This lesson is an assessment tool in that strand so that the teacher knows how to adapt the planning with the information gained from the assessment.
Formative assessment takes place through questioning and observations throughout the lesson, in order for the teacher to respond to misconception and to support the learning further.
At the end of the unit, children assess their own learning against the new skills and techniques taught. Peer assessment is also used in evaluating success.
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