ABSTRACT
As with any area of the curriculum, planning supports learning and allows us to organise content, ensure progression and consider the breadth and balance of the learning experiences. Most schools will have some or all of their planning for art in place and often plans will be reused and adapted for teaching from one year to the next. Whilst having plans in place is supportive it is important to retain some flexibility and opportunity to include new and different resources and events that can enrich learning, as well as to respond to children’s and the school’s interests. At the early stages of teaching it is likely that the reassurance of having plans in place will be essential for your confidence but as your teaching skills and experience develop you will increasingly value the freedom to follow your own creative ideas. In this chapter following areas will be explored:
● Long-term planning
● Medium-term planning
● Planning for learning in the lesson
● Assessing learning in art
Long-term planning outlines the content, indicating what will be covered and when. Medium-term planning sets out the expectations for a half term, unit or work or sequence of lessons. Short-term planning provides the teaching detail that can be used to support teaching or support role with the children. There are aspects of good practice in learning and teaching the class or supporting groups or individuals.
