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Art and DT

Art

Our Intent

Art and Design provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thought and ideas allowing the children to value their uniqueness.

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.  We encourage our children to ask questions about the artists they study.

 

Implementation

We continue to develop our arts provision, teaching art and culture in both a discrete and cross-curricular manner. We provide pupils with the opportunity to develop their creativity across the curriculum.  The teaching and implementation of the Art and Design Curriculum at Andrews’ Endowed CE Primary School is based on the National Curriculum and linked to topics to ensure a well-structured approach to this creative subject.  The work of famous local, national and international artists, illustrators and architects are explored to enhance the children’s learning.

ART Subject Map

DT

Intent

At Andrews’ Endowed we believe Design and Technology should provide children with a real life context for learning. We want to allow children to aspire to be more through creating opportunities for them in the wider world. Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose.

Implementation

All teaching of DT follows the design, make and evaluate cycle. Each stage is rooted in technical knowledge.  The design process is rooted in real life, relevant contexts to give meaning to the children’s learning. While making, children are given choice and a range of tools to choose freely from.  During the evaluation process, children are given the opportunities to evaluate their own products against a design criteria. Each of these steps are rooted in technical knowledge and vocabulary. We work hard to ensure that DT is taught to a high standard, where each of the stages should be given equal weight. The DT curriculum is developed to show clear progression across the key stages as they are passed up through each year group.

In KS1 this looks like:

Design:  Design should be rooted in real life, relevant contexts to give meaning to the learning.

Planned through appropriate formats: drawing, templates, talking and mock-ups.

Make: Children should be given a range of tools for their projects to choose from.

Children should use a wide range of materials and components; textiles, construction equipment and ingredients.

Evaluate:  Evaluate existing products.

Evaluate their own products against design criteria.

In KS2 this looks like:

Design:  Rooted in real life, relevant contexts to give meaning to the learning.

Researched designs based on functional, appealing products with purpose.

Planned by appropriate methods; annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.

Make:  Children can select from a wider range of tools than KS1.

Children should use from and select a wider range of materials and components; textiles, construction equipment and ingredients.