Please enable JavaScript.

Coggle requires JavaScript to display documents.

dissy <3 - Coggle Diagram

- - - - PP funding 23/24
        
        No direct funding to the development of the arts
        
        wider strategies (attendance, behaviour, wellbeing), Teaching, and targeted academic support (e.g. phonics)
    - - creative learners are active, purposeful, make connections, imaginitive, purposeful, apply learning to new situations, etc.
      - underpin all learning experiences
      - influence teaching and learning
      - transfers across subjects - cross curricular
    - - provides the opportunity for every child to have a voice
        
        embodies the school value of collaboration
        
        ensures all pupils play a vital role in decision making and moving school forward
  - - - take children on a personal journey
      - Enable them to expand their ability to interact with the world around them
      - give them a more thorough understanding of art and design and how it has shaped our history and culture
      - Want to give children the skills, concepts and knowledge necessary for them to express responses to ideas and experiences in a visual or tactile form, to fire their imagination, and express who they are through different media.
    - - Make decisions about how art is enjoyed in school
      - Meet termly and make sure childrens views are heard
      - Create a calendar of arts and cultural activities throughout the year, ensuring children's creativity is encouraged, developed and celebrated wherever possible.
      - website features childrens positive views on art
    - - Aims
        
        to recall important pieces of artworlk, artists, time periods, and comment on their historical and cultural significance.
        
        To evaluate and analyse creative works using the language of art, developing a critical awareness, knowledge and understanding of the work of other artists, designers and crafts people from their own cultural heritage
        
        To provide opportunities for children to exhibit mastery within areas of the arts and build upon skills and passion for the subject
      - we will achieve this by...
        
        teaching regularly and providing opportunities to engage with art outside lessons
        
        promote cultural capital by teaching students a broad range of knowledge, which exposes them to the best that has been said and thought throughout history
      - Access Art
        
        ensures every key stage carries out a range of different art forms
        
        drawing, painting, printmaking, collage, sculpture, textiles.
        
        supports different opportunities to access art - art days, clubs, visiting artists, visiting galleries
      - inclusion and equal opportunities
        
        broad and balanced curriculum
        
        introduces works of art from a wide range of cultures and traditions from around the world, and with the multicultural society of Britain, considering the contexts and purposes in underpinning images and artifacts.
        
        Emphasis on valuing cultural diversity, developing appreciation on different ideas, values, and beliefs in a multicultural society.
        
        All pupils encouraged to value their own heritage and that of others within a broader art context
- - - - Freelands Foundation GCSE statistics
        
        importance of providing a foundation
    - - often, attempts to challenge have been superficial
        
        NC
  - - - NSEAO recognised 12 different areas of making, only 3 are specified in the NC
      - risks to quality if taught in carosel or lumped together
      - NC doesnt specify 'great artists' - dependent on SL and CT's subject knowledge - gaps found, impact children's CC. (osbourne, 25)