Art and Design
Purpose of study
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.
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
Key stage 1
Pupils will 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
- 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 will 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:
- to create sketch books to record their observations and use them to review and revisit ideas
- 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]
- about great artists, architects and designers in history
Class Fisher making purses.
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.
National Curriculum (2014)
At Saints Peter and Paul, we aim to provide the opportunity for all children to design, make and evaluate various products throughout the year, each covering various key skills allowing for progression. This will be taught through topic.
In Key Stages 1 and 2, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will learn this through a range of contexts.
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
National Curriculum (2014)
At Saints Peter and Paul, we aim to provide the children with high standard PE lessons weekly. In Key Stages 1 and 2 using the Real PE Scheme, children are taught to develop physical, social, personal and creative skills, as well as health and fitness.
Key Stage 1
In Key Stage 1 children are developing fundamental movement skills and are taught to master basic movements including running, jumping, throwing and catching as well as developing balance, agility and co-ordination and applying these when participating in team games.
Key Stage 2
Using the Real PE scheme, Key Stage 2 pupils are taught to use running, jumping, throwing and catching in isolation and combination as well as developing their flexibility, strength, technique, control and balance. They apply these skills to competitive team games. KS2 children also have the opportunity to take part in swimming lessons, where they are taught to use a range of strokes effectively over a distance of 25 metres.
Each year group from reception to year 6 also have the opportunity to take part in gymnastics lessons on a termly basis.
Click below to see an overview of PE in our school
The new curriculum’s aim is for children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.
Within Key Stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.
They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.
Within Key Stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Key stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational and place knowledge.
Key stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Spiritual, Moral, Social and Cultural Development (SMSC)
The personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. At St Peter and Paul’s we therefore aim to provide an education that provides pupils with opportunities to explore and develop their Catholic faith, their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive, caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of the cultures.
All our curriculum areas have a contribution to make to a child’s spiritual, moral, social and cultural development and opportunities for this will be planned in each area of the curriculum.
All adults at St Peter and Paul’s model and promote expected behaviour, treating all people as unique and valuable individuals and showing respect for pupils and their families.
The school community is a place where pupils can find acceptance for themselves as unique individuals and where forgiveness and the opportunity to start again is fundamental to the ethos of the school.
Pupils should learn to differentiate between right and wrong in as far as their actions affect other people. They will be encouraged to value themselves and others.
Pupils should understand the need for rules and the need to abide by rules for the good of everyone. School and classroom rules should reflect, reiterate, promote and reward acceptable behaviour and provide opportunities to celebrate pupils’ work and achievements.