Art and DT
We believe that all pupils should be exposed to the creative arts consistently throughout their education and have access to explore further opportunities in the areas of music, art and drama. Exploring the work of different artists widens and enriches their view on the world, leaving pupils with fond memories of their time at Andrews’ Endowed CE Primary School.
Expressing themselves through the creative arts provides children opportunities to work with different medias, and portray their learning to a range of audiences. Music and art kindle all areas of a child’s development, preparing them for school readiness and enhancing their educational journey, bringing the body and mind together.
We continue to develop our arts and culture 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.
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.
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.