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!

Autumn 2024

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 figures explore. The children designed the vehicle they would make by sticking together different 2D shapes. 

The children then discussed what was special about a vehicle and what key parts it needed. Their teacher 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 to building their vehicles, in groups, 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

One of Reception’s spine books is Rosie’s Walk by Pat Hutchins. The children explore this book as part of their Me and my community topic by talking about different places they may visit in their community.

Firstly, the children are able to explore different books by Pat Hutchins to see if they can notice any repeated colours or patterns. The children are then asked if they can name any types of lines they can see.

Then, the children go on to learning about different types of lines including wavy, dotted, vertical, horizontal, dashed, zig-zag and spiral. They especially like creating zig-zag and spiral lines. Once the children have had explored these types of lines they are shown how to produce lines of different thickness and tone using a pencil. The children are given the chance to explore different types of lines and tone using different drawing tools including oil pastels, chalk, wax crayons and graphite sticks.

After, they are given the chance to re-create a character from the Rosie’s walk story by using a character template, choosing 3 colours and a range of drawing tools.

The children move on to learning about relief printing. As a class they talk about their different experiences of printing which may include potato printing, natural art printing and hand printing. The children learn what a relief print is and how it is created. They go on to learn the names of the tools and materials they need to make their own print. Using the different lines, the children have learnt about, they created their own printing block using Styrofoam. As a class the children chose 3 colours they would like to use and they create a whole class print using their own individual blocks.

The children absolutely love this learning about different types of lines and it’s wonderful to see them using them in the continuous provision. It is also fantastic to hear the children using words like tone and language related to line thickness independently.

During DT Week in Reception the children made a Christmas 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, Valentine’s 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 a Christmas 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 a Christmas card. 

As a class the children came up with a design criterion. They understood that all of the cards would need to have Christmas 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 help 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 Christmas 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 its movement. 

Year 1

In Year 1 the children continue their art journey by learning about Leonardo Da Vinci and Henry Moore. With specific focus on their drawings of various body parts. The children are shown a selection of images and talk about the similarities and differences between the different artists.

The children then closely observe their own anatomy and have a go at drawing what they can see in their sketchbooks. They are able to use a variety of drawing tools for exploration including pencils, rubber crayons, pastels charcoal and chalk.

They go on to building on the skills they have learnt in Reception by developing a range of tone using a pencil. The children learn about drawing techniques such as hatching, scribbling, stippling, and blending to create light/ dark lines and have the opportunity explore these techniques independently.

Year 1 have been learning about wheels and axles in DT.  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. 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. The children then added finishing techniques to their products with their design criteria in mind. 

Year 2

Year 2 start by learning about colour by exploring the work of Jackson Pollock and Mark Rothko. They begin by describing the differences and similarities between their practices and disciplines.

They go on to exploring colour by exploring mixing in their sketchbooks. They go on to creating a colour wheel to explore primary colour to make secondary colours. After, the children are taught to experiment in lightening and darkening without the use of black or white by creating shades of secondary colours.

Then the children to use their sketchbook to mix colour shades and tones by making as many tones of one colour as possible (using white). Children are taught to control the types of marks made with the range of media, using a brush to produce marks appropriate to work. E.g. small brush for small marks.

By this point the children have had lots of experience of mixing colours and creating new ones. They go on to creating their own ‘drip painting’ on canvas inspired by Jackson Pollock. As you can imagine the children come alive when creating this work and everything gets rather messy!

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.

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. 

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

In Year 3 the children revisit Leonardo Da Vinci by comparing his work with Michelangelo. The children begin by viewing large scale pictures of the artist’s work, like an art gallery. They are encouraged to choose their favourite and least favourite, stick these images in their sketchbooks and write their thoughts and feelings about the both drawings.

The children were then taught about the history of both artists including their rivalry. After, they created a double page spread of interesting facts they have learnt about each artist.

Then the children were taught about Da Vinci’s note books by watching a video which explores them. They were encouraged to use their own sketchbooks much like Da Vinci did to record media explorations and experimentations as well as planning and collecting source material for later work. We feel it is important that the children are instilled with the confidence and freedom to use their sketchbook however they like during art lessons.

After, they were taught about the artists use of red and black chalk and were given the opportunity to experiment and explore this medium in the style of the artists. They were also given different drawing mediums to help them experiment and understanding that they can be used in different ways to create different effects and textures.

The children then moved on to consolidating their previous knowledge of graded pencils by drawing different forms and shapes in the third dimension and learning about proportion. Finally, the children were taught about how many artist including Da Vinci searched for rules to apply to proportions of all bodies. Their teacher modelled using these rules to draw their own head. Then the children had a go at drawing the human body using a range of graded pencils.

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.

Year 4

In Year 4 the children start by taking their pencil for a walk. Their pencil was not allowed to come off the page for 30 seconds. When asked to stop, the children were shown examples of zentangles, and encouraged to fill in three shapes with the patterns that were modelled. This builds on their line work from Reception and Year 1.

Next, the children learnt about tone and how to show depth and shadow. They then created a value scale in their books. The children then shaded different shapes to create shadow. The children were encouraged to think carefully about how light travels and to envisage a source of light shining from one side of each shape.

Then, they were taught about how different textures are created in drawings and paintings. Firstly, the children took pieces of paper outside with wax crayons to take rubbings of natural textures they could find. They also tried to recreate the texture free hand.After, the children were taught about landscape drawings and how tone and texture is used to create landscape drawings. They looked at the work of Ansel Adams a famous American landscape photographer and discussed different features of landscapes using key vocabulary in a spider diagram. Then they were shown how perspective works in landscape drawings and they learnt about the horizon line and vanishing point. The children then went to explore landscapes in our local area and took photographs which they had a go a re-creating in their sketchbooks.

The children in Year 4 have been working to solve a real-world problem. Mrs Leonard 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

In Year 5 the children build on their drawing skills by learning about Giorgio Morandi. The children focus on line, tone, pattern and texture (shading and hatching) as well as discussing composition and perspective.

The children go on to draw a still life object using their knowledge of how to show depth and shadow from Year 3. The children are encouraged to draw for a sustained amount of time which is a skill in itself!

After they were taught that Morandi not only drew still life but he also drew landscapes. The children were shown a range of his work and were encouraged to look back in their sketchbooks to the work they did in Year 3 on landscapes.

The children were then given a choice to 3 photographs of the local area to draw to show their development of simple perspective, a single focal point and horizon line. The children were also encouraged to use their knowledge and experience of drawing scale and proportion from previous years.  

Finally, they were given the opportunity to evaluate and discuss own and others work by expressing thoughts and feelings. They were able to identify any changes that could be made to improve their own and others work and also to compare work to the artist we have studied.

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 start their final year Art and design journey by learning about collage. This is an area of art the children have learnt since Reception class. This topic is focused on the key issues in the world at the present time. The children were shown 4 topical world issues and they were asked to discuss their thoughts and feelings about these issues.

The children then moved on to learn about the work of Raoul Hausmann.

The children were given these questions to answer Is this art? What do you think the artist is trying to convey? Does art have a place in politics? They were then given more information and asked to research Hausmann to create a double page spread about his influences, movements and his use of satire.

After, they learnt about Barbra Kruger and what influenced her as a collage artist. The children compared her collage art to Hausmann’s and talked about the use of black and white images against the blocked red text.

The children explore collage by making a photomontage about themselves or a family member. Using the skills, they have learnt the children went on to create a photomontage about one of the key world issues. They listed the types of images they wanted to use and were encouraged to think about Hausmann’s and Kruger’s use of satire.

Year 6 began DT Week by investigating and evaluating existing playground structures based on their suitability and design features. Next, we generated a design criterion 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

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.

Art and Design Staff Training

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!

2022

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!