CONTINUITY

This page last updated 16 May 2005

CONTINUITY

Continuity is achieved by considering the issues running through the planning structure in any one of the following ways: -

Material/Method/ Technique

constant engagement with any material will signal improvement and confidence in handling a range of practical tasks in terms of skill and understanding its properties. The choice of visual element, context and subject is needed to support the learning objective.

Visual Elements (Language)

A systematic process of learning through the elements will support a deeper understanding of how they work. The appropriate choice of method, subject and context is needed to support learning through the visual elements.

Contextual

Using the work of artists, designers and cratworkers as an initial reference point in the process of making art will encourage deeper understanding and knowledge of what they do, and what contribution they make to society as a whole. Subject, method, and visual elements all contribute to such understanding.

Progression cannot be achieved without appropriate planning of tasks both within and across Key Stages. Progression is something which is required from a range of practical outcomes where improvement in selection and control of materials can be seen. It is also recognised through verbal, written and practical responses to historical and contextual aspects of art. Building upon previous knowledge and experience through planning supports progression.

Progress is recorded through periodic assessment, both formative and summative, of the whole class, but it is important to consider ipsative assessment (where pupils are measured against their own past performances), to provide an accurate individual profile. Both methods create opportunity for target setting.

Progression is not achieved by giving children more difficult tasks, but by regular engagement with the fundamental principles of the subject. These include close analysis of a range of stimuli, practice and experimentation with materials, and the development of a technical and critical vocabulary, gradually making more informed decisions about their work and increasing in independence and confidence.

Differentiation in Assessment (Outcome)
This is usually concerned with how assessment objectives are built into the Programme of Study.

It also considers how we operate the assessment objectives, so that in one piece of work technical skill can be priority, but in another, intellectual responses to (say) the work of an artist is the major objective.

Differentiation by Task
This relates to how certain children require particular consideration, usually the high fliers and children with learning difficulties. At all times we encourage all pupils to work to the best of their abilities, suggesting changes/modifications/developments as we deem fit and possible.

Differentiation by Intention (Planning)
This is fundamental to course design and can be established by a structured approach to the teaching of art via its delivery based upon learning through visual elements, methods, materials and contexts. Whenever possible, such differentiation in planning ought to provide a wide range of exciting possibilities for pupils.

This page last updated 16 May 2005