Welcome to the Art and D.T Page!

Here you can find out what we've been up to during out Art and Design and Design and Technology lessons.

At St Peter's we believe all children are artists and inventors and we try to instill this belief in all of our children.

We hope you enjoy looking at this page and can see the children's creativity and individuality through their fantastic work. 

At St Peter’s we are proud to source many of our Art and Dt resources from The Scrapstore. The Scrapstore is a part of Birmingham PlayCare Network who are a third sector organisation passionate about promoting both the importance of play and high quality play opportunities for children and young people.

They support the reuse of unwanted materials that have been donated by businesses and individuals across Birmingham. The Scrapstore collects and sorts waste/surplus materials which would often be diverted to landfill and redistributes it to out of school providers, schools, community groups and individuals. The Scrapstore offers out of school providers, schools, community groups and individuals the opportunity to access a wide range of high quality materials, save money and promote the reuse of waste materials.

We visit The Scrapstore each term to collect a variety of resources needed to support the teaching of our wonderful Art and Design and Design and Technology curriculum. We really value the relationship we have with all of team and hope to have a long lasting association with such a fantastic organisation.

At St Peter's our children are able to attend Create Club. It is an after-school club that provides children with a hands-on experience of process art. The activities aim to encourage children's creativity, imagination and critical thinking skills through a variety of open-ended art activities. Using various art activities, children are encouraged to develop their imagination and create artwork that reflects their own ideas and interests. Children are encouraged to make decisions, problem solve and experiment with different materials, equipment and techniques. We celebrate a child’s natural curiosity, individuality which in turn helps with their self- esteem. Our Create Clubbers enjoy working together with others who they may not know that well which builds a sense of community within the club.

The 3 year rolling programme looks at different aspects of art, but also builds on the curriculum with strong links to English, Science, Technology, Art and Design, Geography, History and Maths.

We believe Create Club benefits children by enhancing creativity and expression, developing fine motor skills, helps to develop their own learning journey, encourages social interaction and collaboration and provides a safe space where children can confidently explore new materials and ways of thinking about art.

Our Create Clubbers have lots of fun during sessions, are proud of their achievements and are happy to talk to their friends, teachers and family about all their awesome creations!

Summer Term

Nursery

In Nursery the children have been thinking about two big questions. Why is water wet? and How many coulors in a rainbow?

The children have had lots of fun exploring colour in different ways. They have matched objects according to colour, recognised and named the primary colours, mixed primary colours with their friends and enjoyed using a variety of painting tools.

The Nursery children loved creating the background for their display in the classroom. They used primary colour food colouring in spray bottles to explore what colours they could make when they sprayed them on a white piece of paper.  I'm sure you will agree it looks super effective! 

Reception

In Reception our big question this term is 'Why do ladybirds have spots?' In literacy the children have been researching facts using non-fiction books. They have looked closely at lots of photographs of different insects and talked about their similarities and differences. Then we looked at a selection of junk and talked about their shapes and which ones would be best to make particular insects. After the children designed their insect and had a go at making it using our junk collection. The children used bogers and plasticine to make holes in the materials to help attach the different parts of the insect using split pins and treasury tags. 

We have also been exploring clay. The children used different techniques to mould the clay to create their desired creature. They then used tools to impress and apply decorations and texture to the clay insects they had made. We talked about appropriate colours for each insect and the children were able to choose from a range before choosing the ones they wanted. 

This term Reception class have been learning all about Eric Carle. Firstly, they learnt about who Eric Carle was and what it means to be an artist. The children were given opportunities to look at and read variety of his story books to discuss their likes and dislikes and how they think his illustrations were made.  

Then they watched lots of videos showing Eric Carle at work and talked about the processes he went through to make his famous illustrations. They talked in depth about collage and looked at various artist who have used this technique. The children were then given the opportunity to make their own paper which they could later use in their collage. The children had a look for things around the classroom which they thought would make interesting marks on their painted paper. 

After the children helped separate the colours and added them to their creative rainbow boxes. Next, they used 3d shapes and stencils to draw shapes on to their paper. They then cut these shapes out ready for the class to choose from when they came to create their collage. 

Once all the shapes were cut the children decided which minibeast they would like to create. They looked at non-fiction books to help them decide which shapes they would need to create their insect. The children then used the scissors to create the exact shapes they needed and glued each shape in place to make their collage. 

Year 1

Year 1 have been learning about James Rizzi. They started describing various street view images, including what they liked or disliked about the compositions. The children were encouraged to explain how the places and buildings shown in the images were similar to or different from each other and began to articulate their observations by using simple artistic vocabulary.

After, the children were given examples of Rizzi’s work and asked to study the images. They were then invited to offer their initial responses, describing aspects of the work, such as colour and composition. Then the children to choose an image to study more closely, recreating a part or whole of it, on a small-scale. 

The children were the taught how James Rizzi created form by using layers of foam to create a 3-D effect. Children practised his technique using tools and equipment. At the end of the session, the children were asked to explain the challenges of creating a 3-D effect through layering and the success of their final piece.

Year 2

Year 2's topic is Magnificent Monarchs and the children have been learning about famous monarchs through history. The children were given a selection of portraits and were invited to say what the pictures are and suggest reasons why they were made. The children were encouraged to look for similarities between the portraits, suggesting what the poses and accessories tell the viewer about each monarch. They were then challenged to consider ‘What can historical portraits tell us about English and British monarchs? Do all royal portraits show the power of the monarch?’ After the children were asked to bring in a item of personal significance. They posed with this object for a photograph and then had a go at drawing themselves. 

Year 3

Year 3 continue to build on their colour knowledge by studying the work of Georges Seurat and his pointillism work. The children start by selecting their 3 favourite pieces of Seurat’s work and answering some simple questions about them.

The children where then given a small view finder and choose a part of Seurat’s work they would like to emulate. They were given a range of mediums chalk, oil pastel, pencil crayons, paint and water colour to experiment with.

They went on to learn about the science of optics that Seurat used to create solid colours created by tiny dots.

Then, the children were given a pointillism colour wheel where the children explored making secondary and tertiary colours using only primary colours. They explored lightening and darkening colours by creating wide and small gaps between the dots.

Next, the children used different combinations of water colours to make new colours using pointillism. The children experimented with different sized paint brushes, these explorations were recorded in their sketchbooks.

The children were reminded that many artists do not use pointillism to create new colours they make tints, tones and shades using one colour. The children were able to make their own tint, tone and shade using one colour and mixing it with white, grey or black.

Year 4

In Year 4 the children learnt about British artist Robert Bradford. First, the children were exposed to lots of ‘found object art’. The children answered questions about the images including is this art? How long do you think the sculptures will last? And how will the sculptures be effected by time?

The children then used a view finder to look closely at a part of one of Bradford’s sculptures. They then sketched what they could see and thought about their likes and dislikes od his art.

After the children were taught about how saving the planet is not only for environmental activists anymore and that many artists have opted to reuse and recycle waste as part of their work. The children were then encouraged to think about the waste product they produce. They decided the main waste they produce is from food and toy packaging.

Then, the children were told that they would be making their own sculpture using waste packaging they produce. They planned their animal through sketches in their sketchbooks and planned colours and materials. Next, they were taught different joining techniques to help them make informed decisions about how they would make their own sculpture.

When making, the children were given the freedom to adapt their work when necessary and learnt to secure their work in preparation for the next lesson. Once the basic structure was completed the children thought about adding detail to their animal sculptures. This included eyes, eyelashes, tails, claws and fur.

Finally, the children discussed and reviewed their work and others by expressing their thoughts and feelings. They also talked about modifications they would make to develop their structure further.

Year 5

Year 5 started the summer term thinking about what they had learnt in autumn. They revisited what still life art was and recalled facts about the artist they studied. The children were then introduced to Vincent Van Gough’s work and produced a double page spread about him and his work, including the key art movements he was involved in.

The children were told that Van Gough began painting still life with the goal of experimenting with contrasting colours. They each chose one of Van Gough’s flower paintings and where taught how to talk about the painting commenting on colour, tone, line, shape, space and texture.

They then went on to focus on the textural effect Van Gough created and used a view finder to choose a part of a painting which showed texture and then they had a go at sketching it.

Next, the children were taught about how Van Gough used the impasto technique to create texture. The children then had a go at creating texture using acrylic paint whist painting fruit. After, the children used their experience of acrylic paint to explore colour by looking at contrasting colour, mixing shades and tones.

Using all that they have learnt over the past term the children had a go at mixing and matching colours to create atmosphere and life effects using Van Gough’s still life paintings as inspiration.

Year 6

The children revisited environmental issues, previously touched upon in Year 4, in Year 6. They were asked about the possible impacts of climate change on people, specifically the Inuit people of the Artic. They were shown example of Inuit art and asked What might they be trying to communicate? What themes can you see in their artwork? What forms?

Then the children went on to study the work on modern Inuit artist Kenojuak Ashevak. She was less concerned with accurate portrayals of animals but rather with their personalities and characteristics.

Using all previous knowledge of colour and form the children were able to emulate her work by creating their own animals.

Spring Term 2023

On Tuesday 2nd January the staff at St Peter's had a teacher training day. We used this opportunity to develop our art and design skills. This year we focused on drawing. We spent the morning reviewing the teaching of art and design across the school and we had a 'sketchbook buffet' where all teachers could look at the progression of skills by looking at each year groups sketchbooks. 

In the afternoon we had a visit from Sue Guthrie who is a local artist who works with Birmingham Education Partnership. She also work in 4 local school teaching art across all year groups. Our aim of the training was to develop our drawing skills including using chalk and charcoal to draw 3D objects, observational drawing, drawing portraits and figures. 

We all enjoyed learning new skills and relished the chance to be immersed in art for a day.  There were so many tips and teaching points which we felt were really transferable to classroom teaching and we can't wait to try them out.

We also uncovered some hidden talents during the session!

Nursery

In Nursery the children have been learning about Andy Goldsworthy. They began by looking at a range of his work and discussing how his work was made where he likes to do most of his art. The children were then told that they would be creating their own work in the style of Goldsworthy and that they need to fond some natural art materials. The children went on a local walk and collected a variety of natural art resources and sorted them when they were back in the classroom.

Outside the children used the materials they collected and other recycled, natural and manmade materials to create their own versions of Andy Goldsworthy’s work.

Reception

This term in Reception we have been learning about form. The children were firstly introduced to the terms sculpture and sculptor. They watched lots of videos showing different artists using an assortment of medium to create different sculptures. The children particularly enjoyed watching a lump of clay turn into The Hulk and sand on a beach turn into a shark. They went on to watch clips from Chicken Run and Wallace & Gromit: The curse of the were-rabbit. The children were amazed to find that each characters was made of plasticine! 

The children then watched a clip showing one of the model makers creating rabbits for the film. She used metal armature and different pieces of coloured plasticine to create the different parts of the rabbit. The children were then told that they would be learning how to become sculptors by learning different molding techniques.

Emma from The Creation Station came in to hold a Play-Doh workshop where the children were able to create their own animals. They were taught the basic skills of rolling to make snake and sphere shapes, how to mix colours to make new ones and how to use different coloured Play-Doh for the animals features. 

The children absolutely loved this experience. As you can see all children were able to use the techniques used to help create their fabulously unique animals. 

Next they introduced the children to Lisa Stevens' clay work. They discussed what they were made out of and what marks they could see. Then the children talked about the tools they thought she may have used to make these marks. The children talked about using sticks and stones to press into the clay so they decided to go on a 'tool hunt’ to collect items they could use to create they clay work. 

After, the children looked at videos and photographs of sea creatures and coral. The children talked about the different shapes they could see and what tools they could use to create them. Then they were given the opportunity to have a go at using their new tools and exploring the clay.

Then the children were given a selection of photographs of Lisa Stevens' clay work to inspire them when creating their finished piece. The children then used our normal sculpting tools and the natural ones they had found to create a sculpture in the style of Lisa Stevens.

Year 1

In spring term Year 1 developed their understanding of colour through the work of Stephanie Peters and Lieve Verschuier. The children started by experimenting mixing a range of primary colours and predicting what colours they thought they would make. They then used a variety of painting tools to explore different marks.

After, the children were introduced to the work of Stephanie Peters and her wild fire paintings. They discussed the different effects made by the paint and then had a go at controlling types of marks made with a range of paints and drawing tools.

The children went on to explore lightening and darkening of paint and recorded these explorations in their sketchbooks.

Then the children looked at Lieve Verschuier’s painting of ‘The Great Fire of London’. They described the differences and similarities between Lieve and Stephanie’s work, including what they liked and disliked and their feelings and emotions. The children were then told they would be making their own version of ‘The Great fire of London’ painting. They used the skills they learnt in Reception and last term to draw buildings using different mediums before choosing their preferred drawing tool. Most children chose to use the fine liner; they were excited to use a ‘grown up pen’ in their artwork.

Using what they had learnt in pervious lessons the children created their backgrounds using a variety of materials. Some children used paper, some used cardboard and some used felt. They added texture to their work by mixing sand and mud into their paint. The children then drew out their buildings and added it to their background.

I’m sure you can agree that the variety a personality you can see in each piece of work is fantastic!

Year 2

In Year 2 the children learnt about the work of Antony Gormley and Alberto Giacometti. They were given a selection of the sculptors work and were encouraged to discuss similarities and differences, likes and dislikes and how the sculptures made them feel. The children particularly liked Antony Gormley’s ‘Waste Man’.

They were then told they would be making their own sculpture and went on to explore a range of materials they could use to make their statue including pipe cleaners, wire, tinfoil etc. The children discussed the materials they used expressing their thoughts and feelings about each one. After, they drew different sculpture designs and discussed the challenges of each one.

From this they then used their experience to make informed choices about their sculpture and used wire and mod-roc to shape, form and construct their sculpture using their sketchbook design.

The children loved this making part of this sequence of lessons!

After, the classroom was set us as gallery, displaying the sculptures and sketchbook designs. They identified changes they might make or how their work could be developed further. The children to also discussed own work and others work, expressing thoughts and feelings.

The children built on their sculpture work from Reception by creating Antony Gormley’s ‘A field’. Firstly, they discussed what the figures were made out of and thought about how they were made. Children were given the opportunity to explore clay, building on previous skills, using a variety of tools which enabled them to demonstrate experience in surface patterns and textures.

Year 3

Year 3 have been learning about the work of Edgar Degas. The children were first shown a variety of sculptures including those from Da Vinci, Michelangelo and artist from Birmingham. The children were asked to recall sculptors and sculptures they have made and learnt about previously to help them remember key information.

The children were then introduced to the work of Degas and researched his work using the TATE website. The children used their sketchbooks to make quick notes and sketches to help them remember key facts.

Then, they were shown images of ‘Dancer in Arabesque’ and as a class were asked to answer simple questions about the sculptures. Including Does this art work remind you of anything? Can you name three things you can see? What do you think it might be made from?

Next, the classroom was made into a drawing studio where a life model stood for the children to sketch. They used the skills they learnt in last terms drawing lessons to help them draw the model on proportion.

The children went on to explore the physiology of the body by building their own clay figures. Again building on their previous skills the children looked at photographs of ballet dancers sat down and were taught different techniques to make sculptures. This included using a roller to flatten out the clay, rolling clay in the hands to make a ball, rolling clay into sausages for the arms and legs,

‘gluing’ clay body parts together with water and using clay tools to add any details.

Then the children were shown 4 different Degas sculptures, all of which were standing. They were taught about building an armature, which they first learnt about in Reception and then used in Year 2. All children started with a thick cardboard base with a piece of wire taped at the centre. They ran the first wire upwards and then left, extending as the reaching right arm. Next, they taped two more pieces of wire for extended left leg, head and arm. They then built on the body by taping newspaper to the wire armature and covered it with Modroc.

Year 4

Year 4 started the spring term learning about Joseph Mallord William Turner in their colour topic. The children started by researching Turner using the TATE website which they used last year to research Degas. They created a double page spread of information about Turner and used it to write down their thoughts and feelings about how his landscape paintings made him feel.

The children were then taught that in his early years Turner predominantly used pencil and watercolour to produce his landscape paintings. They were then shown a photograph of Turner’s watercolour box and his ‘Watercolour test paper’ which was taken from his travelling water colour box. The children were encouraged to look back at their colour explorations in Year 3 about how to make different shades and tones. They then explored making different shades and tones of colours in their sketchbook and made their own version of Turners' test paper by coming up with their own names for the colours they have created. 

As you can see the children have come up with some fantastic names for the new colours they have made.

The children were then taught that Turner was known as the ‘painter of light’. They were shown a variety of paintings and were told that it was ‘extraordinary’ for artist to paint outside rather than in a studio at that time. They were then told that they were going to work in the style of Turner to produce their own seascape. Their teacher modelled making as many different tones of various colours and modelled using l paint to then create light and dark within a painting. The children then had a go at creating their own seascape.

Year 5

This term in Year 5 they have been learning about Andy Warhol. The children first started by researching about Warhol and writing down facts that interested them on a double page spread. They focused on Warhol’s print making and the famous prints he made.

The children talked about different printing techniques and thought back to techniques they have used in the past. They were taught about the different tools needed and shown how to use lino to create a print.

Next, the children chose a fruit or vegetable they would like to use to make a print. They drew their chosen food and talked about how to create detail using tools in the lino.

They were they given the opportunity to explore using the tools and techniques of lino cutting before creating their final printing block.

As you can see the final prints are wonderful! The children have managed to use the tools to create detail to make their prints more interesting.

Year 6

Year 6 have been focusing on the work of Pablo Picasso and Paul Nash as part of their topic Britain at war. The children started by learning that art is used as a way to express feelings and this is particularly true of art produced during war. They looked at WW1/2 propaganda posters and a selection of artwork by key artists. They talked about which one appealed to them most, and they discussed the technique, message and what it reminded them of.

They went on to learn about Paul Nash and why his paintings may have been a way of expressing his feelings. The children went on to explore the key themes of loneliness, destruction, hope and victory in different artwork.

The children then went on to learn about Picasso’s Guernica. The classes worked collaboratively to generate questions about the painting using a questions chart to encourage a higher-level of questioning.

Having learned about the symbolism used in Picasso's ‘Guernica’, the children planned their own composition based upon this famous piece, using symbols reflective of the First World War and plotting contrasting areas of black and white. Some children chose an event from their own lives that has impacted them.                                                   

Through the ‘art gallery’ format, each child’s final piece was displayed and each child choose one child’s artwork that they feel the strongest pull towards and write a post-it review to leave in their sketchbook.   

Autumn Term 2022

At the end of our first half term we had a DT week. Each year group choose one aspect of their DT curriculum to focus on for a whole week. As a school we have decided to block DT like this as it gives the children the chance to really get stuck into the design, make and evaluate process. 

Nursery

The Nursery children learnt lots of new skills in their DT week. Firstly, they started by learning how to use scissors correctly. This was supported by a whole class scissor lesson and then multiple cutting activities in the continuous provision  including activities from their spine book The Paper Dolls.

The children were told that the figures from the classroom wanted to explore the school but their legs were too small. The children were asked what they could make to help the figues explore. The children designed the vehicle they would make by drawing it in their sketchbook. 

The children then discussed what was special about a vehicle and what key parts it needed. Their teach wrote down the children's ideas to use in the making phase. Then they explored different types of vehicles in their continuous provision and made some using simple construction toys. 

After the children set tp building their vehicles using junk modelling materials. The children were able to use a range of joining materials including glue, masking tape and sellotape.

The children spent lots of time considering how they wanted their vehicle to look and what it needed. They were really proud of their  creations and enjoyed sharing their work with others. 

Reception

In Reception the children made an autumn card. First they talked about what cards are used for and when we might send cards. The children were able to come up with lots of reasons why they might send a card including birthdays, get well soon, weddings, moving house, Christmas, Valentines Day and Easter.

The children were given a selection of cards to explore. They talked about the similarities and differences and our likes and dislikes. Most children were able to spot similarities in size, colours and shape.

The children were told that they would be making an autumn card to celebrate the changing of seasons. The children were shown a card with a slider and asked if they could explain what was different about this card. Each child was able to have a go at using the card and talk about how it moves. The children used language like backwards and forwards, left and right, side to side and push and pull.

Next the children identified their user by creating a profile. Each child was able to draw who their card would be for and say what that person's favourite colour was. The children recorded this in their sketchbooks. They also talked  about what types of pictures they would use on an autumn card. 

As a class the children came up with a design criteria. They understood that all of the cards would need to have autumn pictures, a slider and the card should be their grown ups favourite colour. In the next lesson the children were given a demonstration of how the card was made. They talked about the different tools and materials that would be needed and how to create the slot for the slider. After this the children were given a random selection of tools and materials from around the classroom. In a group they selected the correct tools they needed for their card and talked about how it would be used.

To held the children remember how to make their card the children were able to come up with some instructions. The teachers drew these instructions in story map form for the children to follow. 

Using the design criteria and with their grown up in mind the children set out to make their slider card. Most children needed support when using the hole punch but were very determined to be independent. Some of the children needed support to cut out their autumn pictures but used a range of scissors to help them with this. 

When making the slider element of the card the children were encouraged to use push and pull and left and right when describing it's movement. 

Year 1

Year 1 have been learning about wheels and axles.  Firstly, the children explored a range of wheeled toys where they discussed their likes and dislikes, and talked about why wheeled toys are so popular. 

The children then used their sketchbooks to draw and label a wheeled product. The children learnt key vocabulary including body, chassis, wheels, axle and axle holder. 

After, the children were taught about fixed and free axles. They worked in groups to explore the different types of axles and decided which one they thought was best for their product. The children decided that free axels holes through the chassis would be best.

'I used a free axel because everyone decided it was the best. The wheels moved more freely.' Tomos 

Next, the children designed their product in their sketchbooks and discussed the main components with their friends. Then the children set out to create their design using junk materials they had brought in from home. 

'I made a hole with a screwdriver.' Eddie

The children then added finishing techniques to their products with thier design criteria in mind. 

'We used a box and axel and wheels to make our car.' Esme 

Year 2

During DT the children in Year 2 made a vegetable casserole. The children started by recapping the different sources of food and named ones they eat on a weekly basis. The children were asked to categorise a range of food into plant and animal sources. This gave the teachers a chance to address any misconceptions. 

Then the children were given the chance to explore a range of tools used for preparing and cooking food.

'We used mashers and peelers.' Chardonnay 

After, the children were asked why do we cook our food? The children discussed the reasons for cooking foods and explored how pulses and root vegetables softened by cooking. The children looked at a variety of dried pulses and root vegetables and talked about why they need cooking.

Next, the children were given the recipe for the vegetable casserole and as a class read the instructions and ingredients list. Each child was given a vegetable to prepare by peeling and chopping. They were all reminded of the hygiene rules around food preparation and were supervised when using sharp knives. 

'We need to wash our hands because we don't want to get germs in our food.' Rene 

The children absolutely loved their DT week. All of the children tried the casserole and lots of them went home and told their parents that they would like to make it at home. 

Year 3

Year 3 have been learning about linkages and levers. Firstly, the children discussed where they might have seen lever and linkage mechanisms before. The children then investigated and analysed teacher made resources where they answered some simple questions. What do you think will move? How will you make it move? How do you think the mechanism works?

Then the children were shown how the mechanisms worked by explaining the different parts. The children learnt some new and previously taught vocabulary including lever, input, output, fixed pivots and loose pivots.

The children decided that they would make a moving picture based around the book they have been reading 'Stone Age Boy' by Satoshi Kitamura. The children chose which character they would like to move and what their background would be. The children worked really hard to create their mechanism and when asked they were able to explain each step.

'We are making something that moves. It has levers, 2 guides, fixed pivot and a loose pivot'. Yishi 

Year 4

The children in year 4 have been working to solve a real world problem. Mrs Murphy has decided that we need to save electricity so at some points in the day all of the lights need to be turned off. The children thought about what they could make so they could still continue to work but without the classroom lights on. The children decided that they would like to make torches. 

Firstly, the children explored different battery powered products. They discussed the following questions. How does the product work? What are the key features and components? How does the switch work? How is it suited to the intended user and purpose?

Next, the teachers demonstrated different switches including push-to-make and push-to-break. The children were able to use what they had been learning about electricity in their science lessons to investigate the switches in simple circuits. The children then drew different images in their sketchbooks. 

After, the children developed their design criteria and drew sketches of their products which helped them in their making stage. They annotated their sketches and made a list of materials needed. 

The children enjoyed making their torches but came across some unexpected barriers. This gave the children experience of in the moment problems solving skills and enabled the children to advise each other.

Year 5

Year 5's task in DT week was to design, make and evaluate a food product. They chose bread. The first task was a tasting session with the children where we explored aspects such as taste, texture and appearance. Following this, we looked at how bread can be an important part of our daily diet (carbohydrates). Then, we went through the instructions and the ingredients needed for our recipe before designing their own bread. Before the product was made, health and safety requirements were discussed with the children. To end the DT week, the pupils made and evaluated their product.

Year 6

Year 6 began DT Week by investigating and evaluating existing playground structures based on their suitability and design features. Next we generated a design criteria which was to create a playground structure model suitable for Infant children. Then, we worked in groups to share ideas before designing our structures. We found out about the equipment we would be using before we began constructing our 3D models from wood. Once completed, we evaluated our models against our design criteria. 

Summer Term 2023

Nursery

Reception

Year 1

Year 2

Staff Art and Design Training 

For our teacher training day in January 2022 all teaching staff took part in an Art and Design day. Andrew Fox who is the Birmingham Arts consultant at Birmingham Education Partnership came in and lead the training with Mrs Carby. They talked about the rationale behind our new art curriculum and the steps we need to take over the next year. In the afternoon we were joined by Sue Guthrie who is a local artist. All staff took part in a printing workshop where we learnt different printing techniques and skills to take back into the classroom. Take a look at the the fabulous prints we produced and mess we all made!