EFFECTIVE TEACHING AND LEARNING WITHIN ART

As they grow older, pupils move through distinctive approaches to art. What we can expect them to achieve depends upon their age and their cognitive development. In evaluating progress, teachers will need to be sensitive to, and informed about, children’s development. In every phase of their development, pupils select from a range of modes through which to express themselves or represent their experiences. The priorities which pupils attach to some kinds of information over others change with age, as does their ability to control media and realise their intentions.

Curriculum Continuity and Progression
The National Curriculum art ensures common aims and consistency of practice across the primary and secondary phases of education. Progression between phases should be effective where pupils’ previous experiences in art have been well documented. Good communication between phases and schools is crucial for the effective transition of pupils from primary to secondary education.

This page last updated 16 May 2005

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