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Art lessons at St Bridget's implement the I-DO, WE-DO, YOU-DO gradual release model. This provides the children with the skills, knowledge and vocabulary to work independently and apply to other aspects of life. 


The teacher leads instruction.

  • The teacher starts to teach the skills, knowledge and vocabulary they want pupils to learn by demonstrating good practice. This part of the lesson is short, we provide the key information the pupils need to be successful.
  • The teacher narrates their thought process.
  • For example, E.g. “I start with fine strokes in the same direction” - drawing.

         "I’m tearing my materials with my hands to make small pieces of a similar size” - collage.


Children have a go with guidance and support.

  • Once the appropriate information and guidance has been given to the children, it’s time for the children to try out what they’ve learned. At this point, some children may still need a high level of support, and the teacher's role is to guide children through figuring out new skills with hands-on practice.
  • This step could look like pupils are making their own version of the teacher example or experimenting with specific techniques. This stage, is a time to develop understanding through practice. As pupils work, assess how they are progressing by observing and questioning. 


Pupils work independently. 

  • After working through the first two stages, the children should be ready to go solo and apply their new knowledge and skills to create a piece of art work.
  • Douglas Fisher, Gradual Release guru and author - “As the goal of all of our instruction, independent learning provides pupils practice with applying information in new ways. In doing so, students synthesize information, transform ideas, and solidify their understanding.” In other words, this stage is where connections are made and where the content really sinks in.
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