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Design And Tecnology Curriculum

 

Year 3

Year 4

Year 5

Year 6

Autumn

 

Textiles or Materials

 

  • Understand the need for patterns
  • Understand seam allowance
  • Identify decoration techniques

 

 

  • Use and explore simple pop ups
  • Cut accurately using scissors
  • Make accurate folds
  • Discuss ways of joining materials Work safely and hygienically
  • Create a simple pattern
  • Join fabrics using a simple stitch
  • Evaluate the effectiveness of decoration techniques
  • Cut slots

 

 

  • Create levers and linkages
  • Use and explore complex pop ups
  • Create nets
  • Make accurate joins
  • Research and evaluate pattern pieces
  • Decorate textiles appropriately
  • Join fabrics by sewing, back stitch or blanket stitch

 

 

  • Cut accurately and safely to a marked line
  • Use a glue gun, under close supervision
  • Justify decisions about materials and methods of construction
  •  
  • Understand pattern layout
  • Pin and tack fabric pieces together
  • Combine fabrics to create a more useful purpose
  • Make quality products

 

 

  • Use a craft knife, cutting mat and safety ruler, under close supervision
  • Build a framework using a range of materials
  • Identify what does and does not work in their design

 

Spring

 

Functional products

 

  • Investigate similar products to the one to be made to give a starting points for a design
  • Think ahead about the order of their work
  • Record a plan by drawing and/or labelled sketches
  • Discuss their design strengths
  • Research several products, evaluating their effectiveness
  • Plan a sequence of actions to make a product
  • Develop more than one design or adaptation of an initial design
  • Add notes to drawings to help explanations
  • Discuss their design strengths and weaknesses
  • Investigate products and images to collect ideas
  • Develop one idea in depth
  • Record ideas using annotated diagrams
  • Use found information to inform discussions
  • Evaluate using technical vocabulary where known
  • Consider and explain how the finished product could be improved
  • Sketch and model alternative ideas using products and images as a starting point
  • Record ideas using annotated drawings and keys notes
  • Draw plans which can be read/followed by someone else
  • Give a report using correct  technical vocabulary
  • Discuss how well the product meets the needs of the user

 

Summer

 

Food

  • Identify taste, smell and appearance of a range of foods
  • Follow instructions
  • Choose appropriate ingredients
  • Develop sensory vocabulary

 

  • Identify taste, texture, smell and appearance of a range of foods
  • Join and combine a range of ingredients
  • Measure and weigh ingredients appropriately
  • Develop and use sensory vocabulary

 

  • Evaluate taste, texture, smell and appearance of a range of foods
  • Taste a range of ingredients to develop a sensory food vocabulary for use when designing
  • Weigh and measure using scales
  • Show awareness of a healthy diet
  • Prepare food products taking into account the properties of ingredients and sensory characteristics
  • Select and prepare foods for a specific purpose
  • Cut and shape ingredients using  appropriate tools
  • Show awareness of a balanced diet

 

Art Curiculum

 

Year 3

Year 4

Year 5

Year 6

Autumn 1

Drawing

  • Experiment with a variety of drawing materials and discuss their effect i.e. charcoal, chalk, pencil, pastels etc
  • Encourage close observation of objects, both natural and manmade
  • Observe and draw simple shapes
  • Make initial sketches as preparation for further work i.e. painting
  • Look at drawing people, particularly faces. What are the main features and what detail do they have?

 

Painting

  • Make colour wheels to show primary and secondary colours
  • Explore mixing primary and secondary colours
  • Introduce different types of brushes for different purposes
  • Begin to apply colour using a variety of techniquesdotting, scratching, splashing etc.
  • Observe colours on hands and faces – flesh colours
  • Use colour to reflect mood

Drawing

  • Encourage accurate drawings of whole people, building on work of facial features, with a focus on proportion
  • Use tones of the same colour to add tone
  • Work on drawing on a variety of scales
  • Use a variety of techniques to interpret the texture of a surface
  • Introduce the concept of perspective
  • Independently select materials and techniques to use to create a specific outcome

 

Painting

  • Control and experiment with particular qualities of tone, hue, shade and mood
  • Explore the use of texture in colour (sawdust, sand, wood shavings etc) on different surfaces
  • Explore the texture of paint and how this is achieved i.e. thick or thin, adding water or PVA glue
  • Consider artists use of colour and application of it

Autumn 2

Collage

  • Selects, sorts, tears and cuts from a selection of resources i.e. magazines, paper
  • Sorts materials according to qualities i.e. smooth, shiny, rough etc
  • Has experience of adhesives and decides on the most effective for a given task i.e. pritt stick, PVA, sellotape etc
  • Interprets stories, music, poems and other stimulus as a basis for work

3D work – sculpture

  • Explores how stimuli can be used as a starting point for 3D work with a particular focus on form, shape, pattern, texture, colour
  • Use layered paper mache to create texture
  • Use available resources i.e. junk modelling to recreate a scene from memory
  • Discuss best suited materials to create specific sculptures
  • Begin to make simple thoughts about own work and that of other sculptors. (Moore, African, Native American, Goldsworthy)

 

Collage

  • Experiments with creating mood, feeling, movement and areas of interest
  • Selects and uses materials to achieve a specific outcome
  • Combines with a variety of techniques i.e. painting, printing etc
  • Uses the natural environment or townscape as a stimulus to create own work

3D work – sculpture

  • Recreates images in 2D and 3D, looking at one area of experience, e.g. recreate a landscape painting, focus on textures
  • Use paper mache in a variety of ways i.e. over chicken wire, scrunched up, over a balloon etc to create texture and form
  • Evaluate the different forms of sculpture
  • Investigate, analyse and interpret natural and manmade forms of construction. 

Spring

1

Printing

  • Identify primary colours
  • Identify the different forms that printing takes i.e. wall paper, fabrics, clothing etc
  • Create symmetry, repeating patterns and irregularity
  • Use sketchbooks for recording patterns seen
  • Look in depth at pointillism (Georges Seurat)
  • Print using different materials i.e. sponge, leaves, polystyrene, objects etc
  • Use relief printing processes i.e. potato prints, string prints etc

 

Photography

  • Is aware that there are famous/specialist photographers
  • Collects photographs for a theme or purpose
  • Develops an awareness of scale, perspective and colour in photograph
  • Is able to give an opinion on a piece of photography

Printing

  • Interpret environmental and man-made patterns and form
  • Design prints for fabrics, book covers or wall paper
  • Use impressed printing processes i.e. lino or foam squares, foil etc
  • Discuss and evaluate own work in relation to others
  • Use printing to recreate the natural environment
  • Explores colour mixing through printing, using two colours and a variety of materials
  • Look

Photography

  • Develop an awareness of mood, emotions and feelings in photography
  • Make a flickbook to give the impression of movement
  • Superimpose using a combination of techniques and photographs
  • Evaluate a piece of photography and talk about the idea behind it

Spring

2

3D work – clay

  • Handles, feels and manipulates malleable materials
  • Becomes aware of form, feel, texture, pattern and weight
  • Experiments with basic tools to create pattern
  • Compares and recreates form and shape to natural and man-made objects/environments
  • Create basic objects/shapes through simple techniques i.e. shaping a pot with thumbs, rolling, coiling etc

Artist study

  • Research a variety of artists that are similar in style to the chosen artist
  • Discuss similarities and differences between similar artists and the techniques they have used
  • Discuss their feelings towards the piece – likes and dislikes
  • Create a piece of work using similar style and/techniques to the chosen artist

3D work – clay

  • Experiments with a variety of tools to create pattern and texture
  • Look at how to bond/attach pieces of clay
  • Recreates 2D images in a 3D piece
  • Looks at 3D work from a variety of cultures and genres and develops own response
  • Makes imaginative use of the material and the knowledge and tools they have used

 

Artist study

  • Complete some detailed research on the artist, the style they have, techniques used and their lives
  • Comment on the artist’s work, backing opinions up with thoughtful and sensible ideas
  • Create a piece of work in the style of the artist, making subtle differences which can be explained and have reason behind them

Summer 1

Extra

Extra

Extra

Extra

Summer 2

Your choice

Your choice

Your choice

Your choice

 

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