Art and DT
Art & DT
Art
Intent
We aim to provide an art curriculum that is purposeful and engages, inspires and challenges our pupils. The art curriculum has a focus on knowledge and progression of skills with topics being revisited throughout the key stages. Art for most children is a natural form of expression and a source of great pleasure. We aim to increase confidence and competence in the use of different media, such as pencil, charcoal, paint, collage, printing, inks, textiles and clay. Children are encouraged to take risks and experiment and then reflect. We promote the necessary skills for our children to develop their natural ability to be expressive and creative and we aim to instil pride by achieving finished work that is of a high standard. In addition, we expose children to the work of famous artists from across the ages and expose them to a variety of art work which allows them to develop their understanding of what ‘art’ is.
Implementation
Each unit comes with an overview, quizzes throughout and an end of unit evaluation. The short term plans provide teachers with the knowledge, skills, techniques and previous learning in order to give them confidence in teaching the units successfully. Drawing and painting (colour theory/mixing) are taught in every year group and sculpture, collage and printing are taught in alternate years. This ensures progression with skills being built upon and knowledge developed. The lessons planned develop the children’s techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Children are also taught about famous artists and how styles of art have changed through history. We explore artists and cultures that reflect the world in which we live.
At the start of every topic, children will use a knowledge organiser which allows them to build a picture of what’s to come and; throughout the unit, refer back to for definitions and visual prompts. Teachers will continuously check children’s understanding by activating previous knowledge at the start of each lesson.
Impact
Art and design is loved by teachers and pupils across the school. Teachers have high expectations and engagement is evident in lessons. Children use technical vocabulary accurately and pupils understand how their lessons build on previous learning. Children apply the techniques and processes they are taught to their own artwork and develop their own style of art. Children are confident in evaluating their work and giving their opinion on their own and other works of art. Children apply our school values of excellence and resilience by continually evaluating and improving their work. All children in school can speak confidently about their art and design work and their skills.
Art and design plans are created by the subject leaders of the five schools of Spring Trust and audited by the Trust Subject Leader. Every planned art unit includes continuous assessment where each lesson begins with questions about the previous week’s learning and ends with quizzes to reflect on new learning.
In order to measure the impact of teaching, the subject lead will conduct regular monitoring through pupil interviews, learning walks and book looks. Moderation meetings will in turn take place half termly with subject leads from other Spring Trust schools to scrutinise lesson plans and discuss monitoring and feedback outcomes in order to develop the subject further.
Art and DT Long Term Plan
Inclusion and Representation
Across our Trust, we believe that art should be a powerful means of expression, belonging, and connection for every pupil. Our art curriculum reflects diverse perspectives and voices so that all children can see themselves represented and valued. Pupils explore artists, art forms, and creative traditions from a wide range of cultures, communities, and historical contexts, developing appreciation for different identities, viewpoints, and lived experiences. We have ensured that we expose our pupils to both male and female famous artists from around the world and include neurodiverse artists such as: Stephen Wiltshire, Yayoi Kusama and Andy Warhol.
We recognise that every child begins their creative journey from a unique starting point. Teaching and learning in art are adapted to support the full range of abilities and learning needs across our schools. Through differentiated tasks, scaffolding, use of visual and tactile resources, and flexible approaches to outcome, we ensure that all pupils can participate, make progress, and experience success. Our commitment to inclusion ensures that every learner is supported to discover and develop their own creative voice.
Art - Overview of Famous Artists
Enrichment, trips and visitors
We provide enrichment opportunities through trips to museums (National Portrait Gallery, Tate Modern), visits from local artists and experiences to complete art outside in nature. We also celebrate our children’s artwork with our annual art immersion day and showcase exhibition.
DT
Intent
Through the teaching of Design and Technology, we develop creativity and imagination. In this practical subject, pupils are given the opportunity to design and make products with a purpose. Within the food technology units, children will learn about food safety, hygiene and healthy eating. Children learn to use and apply their knowledge and skills from mathematics, science, computing and art. The subject enables children to problem solve and take risks in a safe environment. Children develop confidence in selecting and using appropriate tools and materials. Our sequence of lessons follow a product design cycle through planning, creation and evaluation.
Implementation
Design and Technology skills and understanding are built upon throughout the key stages. This allows for the revision of ideas to become part of good practice and helps to build a depth to children's understanding. Through revisiting and consolidating skills, the lesson plans and resources help children build on prior knowledge alongside introducing new skills, knowledge and challenge. Each year group focuses on a different functioning product and cooks a different dish focusing on building new skills and understanding. The revision and introduction of key vocabulary is built into each lesson. The short term plans provide teachers with accurate design and technology subject knowledge and allows them to feel confident and supported with the skills and knowledge. The units are planned to inspire the children to develop a love of Design and Technology and see how it has helped shaped the ever-evolving technological world they live in.
At the start of every topic, children will use a knowledge organiser which allows them to build a picture of what’s to come and throughout the unit, refer back to for definitions and visual prompts. Teachers will continuously check children’s understanding by activating previous knowledge at the start of each lesson.
Impact
DT is enjoyed by teachers and pupils across the school. Teachers have high expectations and engagement is evident in lessons. The children have the opportunity to experience a wide range of resources and tools. Children use technical vocabulary accurately and pupils understand how their lessons build on previous learning. Children apply the methods they are taught and understand the design process from planning to creation and evaluation. Children show a clear understanding of food hygiene and healthy eating. Children in school can speak confidently about their DT skills. Impact can also be measured through key questioning skills and quizzes built into lessons.
DT plans are created by the subject leaders of the five schools of Spring Trust and audited by the Trust Subject Leader. Every planned DT unit includes continuous assessment where each lesson begins with questions about the previous week’s learning and ends with quizzes to reflect on new learning.
In order to measure the impact of teaching, the subject lead will conduct regular monitoring through pupil interviews, learning walks and book looks. Moderation meetings will in turn take place half termly with subject leads from other Spring Partnership Trust schools to scrutinise lesson plans and discuss monitoring and feedback outcomes in order to develop the subject further.
Art and DT Long Term Plan
Inclusion and Representation
Across our Trust, Design and Technology provides all pupils with the opportunity to develop practical skills, creativity, and confidence as problem-solvers. Our curriculum ensures that all children feel represented and valued by connecting learning to real-life contexts and diverse needs within society. Projects such as cooking healthy, varied meals, sewing and textiles, building stable structures, or designing systems that respond to the world around us encourage pupils to think about different cultures, communities, and environments. Through topics such as automata animals and kites, children explore global themes and sustainability, developing empathy and awareness of how design can improve life for people and the planet.
We recognise that pupils start their DT journey with different levels of experience and confidence. Teaching and learning are adapted to support all learners through clear modelling, scaffolded steps, visual resources, and a focus on hands-on exploration. Pupils are encouraged to develop independence at their own pace, applying and refining skills in a supportive and inclusive environment. Across our schools, we ensure every child can participate meaningfully, achieve success, and take pride in creating something purposeful and unique.
Enrichment, trips and visitors
We provide enrichment opportunities through trips to museums (Science Museum) and local area visits to supermarkets and restaurants (Sainsbury’s and Pizza Express) to purchase/learn about ingredients for our cooking units. We also visit farms to develop our understanding of where our food comes from. We celebrate our children’s DT projects by sharing the final outcomes with other year groups within the school.