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Art, Design and Technology


Through the teaching of Art and Design Technology, children foster their sense of creativity and develop their imagination. Art and Design Technology provide visual, tactile and sensory experiences, enabling children to communicate what they see, feel and think, with different media, materials and processes. In addition, Design Technology encourages children to become creative problem solvers, both as individuals and as part of a team.  The children learn to take risks and make decisions to develop their own artistic style. They will explore ideas and styles through the study of a range of different artists and designers. By displaying and celebrating the children’s work, they become involved in shaping their school environment.


The National Curriculum for Art and Design Technology 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.

The National Curriculum for Art and Design Technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

As well as these, Woodcote Primary School aims to:

  • stimulate each child’s creativity and imagination.
  • give each child access to visual, tactile and sensory experiences.
  • develop each child’s ability to use colour, tone, shape, form, texture, pattern and different materials and processes.
  • give each child the confidence to select and use a variety of tools and techniques and to use them safely.
  • encourage each child to work with increasing independence as they progress through the school.
  • teach children to appreciate each other’s work through displays and discussions.
  • give children the knowledge and understanding of how art and design has shaped our history and culture.

Curriculum/Scheme of Work

Woodcote Primary School uses ‘Cornerstones’ Art and Design Technology objectives linked to half termly themes to support the planning of a varied curriculum.  Art and Design Technology are taught in a cross curricular manner where possible to provide meaningful learning experiences. 

In art lessons, pupils in Key Stage 1 will:

  • use a range of materials creatively to design and make products.
  • use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  • develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • learn 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.                                                                                                                                                                             

Pupils in Key Stage 2 will improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay).

In Design Technology lessons, pupils in Key Stage 1 will:

  • 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.
  • 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.
  • explore and evaluate a range of existing products.
  • evaluate their ideas and products against design criteria.
  • 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.
  • use the basic principles of a healthy and varied diet to prepare dishes.
  • understand where food comes from.

Pupils in Key Stage 2 will:

  • 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.
  • develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
  • 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.
  • 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.
  • 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.
  • understand and apply the principles of a healthy and varied diet.
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.                                                                                                                                                                   

The different aspects of the arts are encompassed within Creative Development in the EYFS Curriculum, however elements can also be found in other areas of learning (Physical development, Literacy and Mathematics). This curriculum lends itself to an integrated approach to learning. Nursery and Reception teachers plan quality learning opportunities for art using the Early Years Curriculum. There is an emphasis on independence and self-initiated learning, which enables foundation stage children to freely explore resources and pursue their own creative interests and talents in addition to the planned learning experiences.


Planning considers the needs of the children in the class and the prior experience that they have had in Art and Design Technology. There is a progression in the skills taught as the children move from one year group to the next in school to ensure that the children have as wide and varied experience as possible. To begin the planning process, teachers consider the effectiveness of the lessons provided on ‘Cornerstones’ and use these ideas as a starting point for their lessons.  As necessary, the teachers then adapt the lessons to ensure that the lessons provide suitable challenge for all children.  Teachers will plan for any necessary health and safety requirements for their lesson.


Children are taught in mixed attainment groupings, allowing them to share ideas and to problem solve.  In some lessons, children are directly taught how to use specific media and techniques to create a desired effect.  Teachers also provide lessons that allow the children the flexibility to create a piece of work under an ‘umbrella theme’, where children are given a wider choice of media and techniques to allow children to develop their individual style.  Children are given the opportunity to reflect on, extend and refine their ideas in subsequent lessons.  Children will be encouraged to make their own choices so at the end of a series of lessons, there will be a range of different outcomes, not identical ones. They will be encouraged to make decisions about the scale on which they work and the materials they use.  Children are given time to explore and experiment with ideas and techniques, without the pressure of having to create a specific, ‘finished’ piece.  During each lesson, the children are engaged and motivated.  Teachers work with groups of children to support the development and refinement of different techniques.  Time is allocated at the end of each art lesson for feedback. Examples will be shown to the class and children are invited to give their opinions on the work. They are invited to give praise and give constructive feedback to try to identify possible ways in which the work could be developed in a future lesson. During Design Technology lessons, children are taught how to use tools correctly and safely. 


Art is a subject, which provides enjoyment for all children. Woodcote is committed to inclusion and all children are given the opportunity to access the curriculum through appropriate challenge and support.  Children are taught in mixed attainment groups to allow children to learn from one another.  SEN children participate fully in art lessons with teachers providing learning opportunities that are matched to their individual needs whenever necessary. Creativity is something which transcends academic ability, allowing all children to achieve in art at their own personal level.


Teachers assess children’s work in Art and Design technology by observing them working during lessons. They assess the progress made by the children against the learning objective set and verbal feedback is offered throughout the lesson, whilst not compromising a child’s creativity.  Children will be given opportunities to evaluate their own work and the work of their peers.  Self-evaluation and reflection by pupils is key to the children’s understanding of their own learning and development of skills.  A record of each child’s achievement and effort is written on their annual report and may also be discussed at parents’ evenings.

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