Art & DT
Art
Subject Essence
Essence of Art: At Ash Green Primary we want to engage, inspire and challenge pupils. We want them to use skills and knowledge to experiment, invent and create their own works of art.
What should we see children doing at Ash Green Primary in Art?
• Produce creative work, exploring
• Proficient in drawing, painting and sculpture techniques
• Evaluate and analyse creative works
• Know about great artists, craft and designers
Curriculum Content and Progression
Here at Ash Green Primary we follow the National Curriculum.
Key stage 1
Pupils should be taught:
- to use a range of materials creatively to design and make products
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Key stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
Pupils should be taught:
- to create sketch books to record their observations and use them to review and revisit ideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- about great artists, architects and designers in history
Policies and Supporting Documents
Helpful Links and Ideas
Art Ambassadors
At Ash Green, we pride ourselves on offering a vibrant, creative art curriculum, with the firm belief that our children’s ideas should be at the very heart of their learning. Therefore, we decided to set up a group of Art Ambassadors to enhance our art provision. We asked children to submit their creative entries to show us they could be true ambassadors who eloquently champion art. Twelve children from year 1-6 were selected to be part of the pupil-led group (supported by Mrs Parsons and Mrs Dykes) to harness the ideas of all children across school. The group meets every half term to generate new and exciting ideas that all our children benefit from. Have a look at the gallery to see their applications to be part of the team.
For more information, check out our Art Ambassadors page.
Art Competition
During our celebrations of the King’s Coronation, we ran an art competition across the school. Children had the opportunity to design crowns and create portraits of our new king. We were amazed at the wonderful entries! It was a tough job, but our art ambassadors picked out the winners.
Design & Technology
Subject Essence
Essence of Design and Technology (D&T): Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
What should we see children doing?
- understanding and applying the principles of nutrition and learning how to cook
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
Curriculum Content and Progression
In Design and Technology we follow the national curriculum.
Key stage 1
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- design purposeful, functional, appealing products for themselves and other users based on design criteria
- generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
- select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
Technical knowledge
- build structures, exploring how they can be made stronger, stiffer and more stable
- explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products
Key stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
- apply their understanding of computing to program, monitor and control their products
Policies and Supporting Documents
Helpful Links and Ideas
