Art and DT

ART

Exploring complementary colours

Mixing and using secondary colours

Using natural materials

For Queen Elizabeth II Jubilee, we created an art exhibition and displayed it at Netherseal Church.

Class 2 produced scale drawings in the style of Georgia O’Keefe.

Class 1 chose pastels and/or crayons to create a piece of art representing Easter and salvation from original sin.

Click here for our Art Policy

Click here for our Art Skills Progression

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.

Art Intent

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

We have made a link with the National Trust.  All children in school, helped with the creation of diya lamps, to display at a Derbyshire stately home: Kedleston Hall, for their largest ever celebration of Diwali - the festival of light.

We worked with friends and family to design and create Easter gardens.

Click here for our DT Policy

Click here for our DT Planning Overview

DT skills and knowledge progression

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
• Textiles
• Mechansims
• 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. 

KS2 children made periscopes, resistant putty and submarines with Rolls Royce at Rosliston Forestry Centre. Rolls Royce staff were extremely impressed  with the children’s knowledge.

We were joined by Born Free and artist John Dyer, founder of environmental art project, Last Chance to Paint. We painted along to create our own savannah masterpieces, whilst learning amazing facts about the king of the jungle - the mighty lion - from the Born Free Education Team.

Art and DT

ART

Exploring complementary colours

Mixing and using secondary colours

Using natural materials

For Queen Elizabeth II Jubilee, we created an art exhibition and displayed it at Netherseal Church.

Class 2 produced scale drawings in the style of Georgia O’Keefe.

Class 1 chose pastels and/or crayons to create a piece of art representing Easter and salvation from original sin.

Click here for our Art Policy

Click here for our Art Skills Progression

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.

Art Intent

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

We have made a link with the National Trust.  All children in school, helped with the creation of diya lamps, to display at a Derbyshire stately home: Kedleston Hall, for their largest ever celebration of Diwali - the festival of light.

We worked with friends and family to design and create Easter gardens.

Click here for our DT Policy

Click here for our DT Planning Overview

DT skills and knowledge progression

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
• Textiles
• Mechansims
• 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. 

KS2 children made periscopes, resistant putty and submarines with Rolls Royce at Rosliston Forestry Centre. Rolls Royce staff were extremely impressed  with the children’s knowledge.

We were joined by Born Free and artist John Dyer, founder of environmental art project, Last Chance to Paint. We painted along to create our own savannah masterpieces, whilst learning amazing facts about the king of the jungle - the mighty lion - from the Born Free Education Team.