Art/DT/Music


Music

 

 

 

 

 

Key stage 1 Pupils should be taught to:

                                    1. use their voices expressively and creatively by singing songs and speaking chants and rhymes

                                    2. play tuned and untuned instruments musically 

                                    3. listen with concentration and understanding to a range of high-quality live and recorded music

                                    4. experiment with, create, select and combine sounds using the inter-related dimensions of music.

 

 

 

 

 

Key stage 2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils in Key Stage 2 should be taught to:  

                                    1. play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

                                    2. improvise and compose music for a range of purposes using the inter-related dimensions of music 

                                    3. listen with attention to detail and recall sounds with increasing aural memory

                                    4. use and understand staff and other musical notations

                                    5. appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

                                    6. develop an understanding of the history of music.  

Musically, there are a number of activities for children to enjoy and express themselves:

school choir, recorder, keyboard, guitar, woodwind, brass and school band

 

 

 

 

 

 

Art 

Key stage 1 Pupils should be taught:

                                       1.  to use a range of materials creatively to design and make products

                                       2. to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

                                       3. to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

                                       4. 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.

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.

Pupils should be taught:

                                        1. to create sketch books to record their observations and use them to review and revisit ideas

                                        2. to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

                                        3. about great artists, architects and designers in history.

Design and Technology

 

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, mock-ups 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