Art and DT (Design Technology)

 

 

 

Art and DT Intent Statement

It is our intention for the children at Smawthorne Henry Moore Primary School to develop an interest and love of Art in the community and in the wider world, enjoying Art from the past and appreciating the Modern Art which surrounds them in this technological world.

We want to provide the children with opportunities to learn skills through a scheme of work that provides a broad and balanced curriculum. The children will become lifelong learners during The Smawthorne Experience and will be supported to achieve their gaols, taking into account their background, life experiences and wishes and feelings. The children will gain confidence to express themselves through different media and will consistently make progress over time. The children will build on their previous knowledge and will become aware that Art and Design is all around us, and that it is a huge part of everyone’s life.

Inspirational Quote:

 

“Every child is an artist. The problem is how to remain an artist once we grow up.”

Picasso

 

“Design is not just what it looks like and feels like. Design is how it works.”

Steve Jobs

Art and Design

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. 

Aims: The national curriculum for art and design aims to ensure that all pupils:

 - produce creative work, exploring their ideas and recording their experiences;

 - become proficient in drawing, painting, sculpture and other art, craft and design techniques;

 - evaluate and analyse creative works using the language of art, craft and design;

 - know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. 

In the EYFS (Expressive Arts and Design), children sing songs, make music and dance and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 

In 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;

- to learn 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 .

 

In 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.

 

Design Technology

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. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. 

Aims: The national curriculum for design and technology aims to ensure that all pupils:


- 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;

- understand and apply the principles of nutrition and learn how to cook.

 

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study, 

EYFS

- Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (Physical dev.)

- Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. (Expressive Arts and Design)

- Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. (Expressive Arts and Design)

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, mockups 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.

 

Celebrating Achievements of Artists

It is important to us that our children have a knowledge of international art and world renowned artists. Each year children will have the opportunity to practise and embed their year group skills and techniques to master their own masterpieces in the style of their year group artists. 

 

 

Art Progression Maps:

Please click on the links below:

Art Progression Map - Year 1

Art Progression Map - Year 2

Art Progression Map - Year 3

Art Progression Map - Year 4

Art Progression Map - Year 5

Art Progression Map - Year 6

Arts Progression

Each term every pupil in school undertakes an art challenge in order to measure the progression of skills across school. This is celebrated in a prominent place within school. This year there is a focus on natural objects and pupils' drawing skills with a particular focus on line and tone. Here is just a selection of the autumn term works of art!

 

What the children have to say:

 

 “I like to paint and draw at home too.”

“I like our class artist, he uses pebbles and sticks.” 

“I love all the different colours.”

“It makes a rainbow with different materials.”

“I like it when we make things.”

“My favourite area is Construction.”

"I enjoyed our work with batteries and electrical systems.”