Art and DT
Exploring complementary colours
Mixing and using secondary colours
Using natural materials
For the jubilee, we created an art exhibition and displayed it at Netherseal Church.
Class 2 have been producing scale drawings in the style of Georgia O’Keefe.
By studying Art, pupils will gain confidence in using a variety of media, learning how to use them successfully in order to create a finished piece of artwork. Additionally, pupils will learn that Art is a way of looking at the world around us, of asking questions and developing ideas.
Art is about investigating and is a tool with which to explore other subjects. Our art curriculum is inspired by a range of subject areas including historical incidents, geography, science, literature, music and RE. It offers children the opportunity to engage with and explore a wide range of issues that link to every other aspect of the school curriculum, including social issues such as environmental sustainability and respecting diversity. Artwork has often been a means for an artist to express their feelings, overcome challenges and fight for a cause.
At Netherseal St. Peter’s, we value Art as an important part of our children’s entitlement to a broad and balanced curriculum.
Our Art curriculum engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create. As children progress, they will think more critically and develop a deeper understanding of art, knowing that it reflects and shapes our history, and contributes to the culture, creativity and wealth of our nation and globally.
Our curriculum provides opportunities to work in a cross curricular, thematic way which enthuses, engages and motivates children to learn. Although creative art is taught throughout the year and often linked to other subjects, Art is the lead subject during the summer term, providing a framework and focus for the topic. Long and medium-term plans map the learning objectives and progression, ensuring that even though we draw on other content areas, art remains the main focus in art lessons.
The artwork and artist studies have been selected to build a contextual narrative of the key threads which are most relevant to the topic being studied.
Art at Forest School
For Access all arts week, we explored:
sound - music and instruments
marks - 2D and 3D mark making
words - storytelling and poetry
images - photography and film
moves - movement and dance
As teachers we consider design and technology opportunities arising within the curriculum and how they can link with other subject areas and bodies of knowledge. For example, textiles, materials and structures is taught alongside the industrial revolution in Derby.
Design Technology Intent
It is our belief that by offering children an inspiring, stimulating and challenging design technology curriculum, we can equip them with the skills and knowledge they will need, to thrive in a rapidly advancing technological world.
Our curriculum provides opportunities to work in a cross curricular, thematic way which enthuses, engages and motivates children to learn. DT is taught throughout the year and often linked to other subjects, in particular science, art and history. Long and medium-term plans map the learning objectives and progression, ensuring consistency. Five major knowledge ‘nuggets’ form the basis of DT teaching. The Scheme of Work for DT is planned to reflect each of these:
- Electrical Systems
- Food and Nutrition
- Materials and Structures
Primary Engineer Apprentice Rail Project
In partnership with an engineer from Wabtec, we took part in the primary engineer apprentice rail project.
EYFS and Key Stage 1
Children designed and made a shoebox train, used jigs to help them mark out dimensions accurately. They used the chamfer technique to make the wheels go on easier.
They then investigated modifications such as the length/thickness of string and size of the wheels.
Lower Key Stage 2
Using the Jinks method of construction children designed and made a carriage for a locomotive.
Upper Key Stage 2
Using the Jinks method of construction children designed and made a wheeled locomotive powered by an electric motor. They explored electrics and pulleys to help move their vehicle and control the speed and direction of their wheeled device. The vehicle was made with a removable top to expose the mechanisms, but all tests were carried out with the body in place.
If you were an engineer, what would you do?
Children looked at the world around them and found engineered solutions to common problems. In order to do this, children interviewed an engineering professional, identified a problem and designed a solution to it enabling them to be inspired by engineering professionals and ‘find the engineer they could be’ by designing the future of engineering. They then wrote letters to the engineer explaining their idea and why they should build it!
Huge congratulations to Joshua who collected his trophy from Lincoln University on Tuesday for being the Year 3 winner in the national ‘Primary Engineer’ competition. The judges were particularly impressed with Joshua’s design of an automated machine which collects rubbish from the ocean, sorts it on board and takes it back to shore for further processing.
Well done to all of our children who took part. Out of over 28,000 entries we had seven pupils shortlisted as finalists, which is quite an achievement: Pippa, Oscar, Benjamin, Elliott, Freia, Gemma and Blake.
We attended the Primary Engineer Celebration Event where pupils tested their models to see if they went in a straight line, how heavy a load they could carry, if the braking system would stop at the correct distance, how well it was at reversing and the pupils were even interviewed about their models by engineers from Wabtec. The pupils were amazing and we were awarded with 'Winner Apprentice Level 1', 'Runner-Up Apprentice Level 1' and 'Best Themed Apprentice'.
Staff organised Rolls Royce apprentices to come into school to work with the children. Pupils learned about aeroplane design and how flight. They found out about the different kinds of work carried out and listened to them talk about their careers within the aerospace industry.
50% of our pupils say they would consider a career in engineering! 50% of our pupils say they would consider a career in engineering!