At Greet, we are driven by a collective mission of ensuring that children understand that there are no limits to what they can achieve. It is through this relentless ambition and high expectations that we seek to secure academic excellence for our children, to develop their social intelligence and to develop their understanding of how to live ethical lives. We do this so that our children can go on to live their best lives, with respect for and understanding of others and the world around them.
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Our art curriculum, aligned closely to the National Curriculum provides our pupils with the opportunity to:
Produce creative work, exploring their ideas and recording their experiences.
Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
Evaluate and analyse creative works using the language of art, craft and design.
Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
At Greet Primary School we teach art through our Cornerstones curriculum. The art and design projects are well sequenced to provide a coherent subject scheme that develops children’s skills and knowledge of visual elements, art forms, artists and art movements.
Projects are placed alongside other subject projects where there are opportunities for making meaningful connections. For example, Beautiful Botanicals has been placed in the same teaching sequence as the science project Plant Nutrition and Reproduction. Where possible, projects with similar materials are spaced out to have as little strain on resources as possible. For example, in Key Stage 1, clay work is taught in different terms. Seasons are also a consideration for the placement of art and design projects. For example, if children are required to work outdoors, these projects have been placed in either the latter part of the spring or summer term.
Throughout the art and design scheme, there is complete coverage of all national curriculum programmes of study.