At our academy, we have chosen a curriculum for art with the intent that our children will, from the very beginning of school, develop a sense of creativity, along with high level of skill and ability to apply that skill. We aim for our children to become confident artists, comfortable in expressing their thoughts and feelings through the medium of art and celebrate those children with natural artistic flare.

We will deliver a curriculum that:

  • Enables children to master techniques and develop observation and evaluation skills.
  • Allows our children to gain knowledge and skills to examine, experiment and create their own pieces of work, expressing their own personalities and experiences.
  • Builds progressively on the skills taught throughout each year group and key stage.
  • Develops children language skills so that they are able to talk with clarity and passion about art and artists’ techniques.
  • Gives children the chance to experience and participate in a range of creative activities and events.
  • Allows children to engage with a range of high-quality artists and develop the language of appraisal.
  • Improves self-efficacy by developing a safe environment to experiment and learn from mistakes.
  • Where possible give’s children entitlement to a wide range of experiences in the arts as part of and in addition to the taught curriculum.
  • Introduces them to an appreciation of the arts that will last a lifetime.
  • Develops their appreciation of how art plays a key role in the diverse cultural heritage within the locality and beyond.
  • Helps them make personal interpretations of what they have experienced.
  • Encourages children to express themselves creatively using a wide range of media including drawing, painting, collage, sculpture and printmaking


The curriculum is led and overseen by the art lead. As art lead, a regular program of monitoring, evaluation and review and the celebration of good practice will contribute to the ongoing commitment to evolve and improve further. The curriculum incorporates the statutory requirements of the National Curriculum 2014. Other experiences and opportunities are designed by teachers to best meet the learning and developmental needs of the children in our school.

  • All children follow a program of progressive skills in art and design. These take place in discrete art and design lessons and also as a means of communication in other wider curriculum subjects.
  • Wherever possible first-hand experiences and real things are used to stimulate art and design activities. Teaching is done in whole class groups followed by group and individual work. New techniques and skills are modelled and worked examples are shown to the children.
  • In group and individual work, pupils have the opportunity to investigate, explore and develop ideas and techniques. They are also involved in evaluating their work, celebrating success and identifying areas for improvement.
  • Where appropriate art activities are differentiated to ensure that all pupils can access the tasks and have an appropriate level of challenge. Pupils with particular talents are given opportunities to extend them. Opportunities for using and extending art skills are built into lessons in other subjects.
  • At our academy we ensure that children also have access to contemporary (20th and 21st century) artists as well as more traditional ones, that are relevant to children today.
  • In the EYFs there is continuous provision of art and design opportunities: these activities make important contributions to children’s development in the areas of Expressive Arts and Design and Communication and Language. They are also important in children’s Personal, Social and Emotional development. Art is covered in art lessons, continuous provision and as a means of communication and learning in other curriculum areas.


Each pupil will:

  • Develop a life-long love of art and the freedom and expression it provides.
  • Experience a broad, balanced arts curriculum, with an emphasis on the development of understanding and skills in art and design.
  • Experience the enriching impact of art through other areas of the curriculum.
  • Be given a wide range of opportunities to express themselves creatively.
  • Be given the opportunity to develop skills and interests in out of hour learning.
  • Begin to develop awareness of the emotional impact the arts have on themselves and on an audience.
  • Create own artwork that they are proud of and reflects excellence for them


From the very beginning children are encouraged to represent their own ideas, thoughts and feelings through their exploration of Expressive arts and design. Children will do this by safely using and exploring a range of materials, tools and techniques, experimenting with colour, design, texture, form and function. Encouraging attitudes of curiosity and questioning as well as skills and techniques is important when supporting the progression of the children’s creativity and confidence in their ideas and skills. The process and development of skills is valued equally to the final product and a balance of opportunities for children to explore process and not focus solely on final products are given to ensure a clear development of skills across the year.

The Curriculum Leader for art is: Mrs Mammatt

Progression of knowledge and skills in art

Vocabulary Progression in art



At our academy, we have planned our Design and Technology (D&T) curriculum with the intent that our children will gain an enjoyable experience of DT and one which systematically improves their knowledge, skill and understanding in the subject. We aim for children to gain a practical understanding of the world around them, aware of how design and manufacture influences their lives and become resilient, independent, creative thinkers, technically proficient at the taught content, and have a good understanding of the need for high level finish. Children are enabled to become increasingly mature in their consideration of:

User – children should have a clear idea of who they are designing and making products for, considering their needs, wants, interests or preferences. The user could be themselves, an imaginary character, another person, client, consumer or a specific target audience.

Purpose – children should know what the products they design and make are for. Each product should perform a clearly defined task that can be evaluated in use.

Functionality – children should design and make products that function in some way to be successful. Products often combine aesthetic qualities with functional characteristics. In D&T, it is insufficient for children to design and make products which are purely aesthetic. Design Decisions – when designing and making, children need opportunities to make informed decisions such as selecting materials, components and techniques and deciding what form the products will take, how they will work, what task they will perform and who they are for.

Innovation – when designing and making, children need some scope to be original with their thinking. Projects that encourage innovation lead to a range of design ideas and products being developed, characterised by engaging, open ended starting points for children’s learning.

Authenticity – children should design and make products that are believable, real and meaningful to themselves i.e. not replicas or reproductions or models which do not provide opportunities for children to make design decisions with clear users and purposes in mind.

We will deliver a curriculum that:

  • Allows children to develop functional, appealing products that are aimed at particular individuals or groups and are fit for purpose.
  • Promotes analytical thinking, in identifying the features, problems and solutions in products. • Will challenge children to research information and think for themselves, give reasoned solutions, work independently and cooperatively and be enterprising.
  • Builds on prior learning and promotes the progression of the language of technology, the knowledge of appropriate tools and techniques and the skills to use them.
  • Creates a fun, enjoyable and engaging environment and memorable learning experiences.
  • Allows children to consider the views of others, evaluate their ideas and products against their own design criteria to improve their work.
  • Improves children’s understanding of the basic concepts of design, make and evaluate alongside specific skill, knowledge and understanding in food technology, textiles, structures and electrical and mechanical systems.
  • Can be adapted to link with other subject areas being taught.


The D & T Subject Leader oversees the subject, to promote continuous improvement by leading a regular program of monitoring, evaluation review and sharing of good practice, as well as undertaking regular self-improvement and development activities. The curriculum incorporates the statutory requirements of the Design and Technology programs of study and other experiences and opportunities which best meet the learning and developmental needs of the children in our academy in the following ways:

Investigative and Evaluative Activities (IEAs) where children learn from a range of existing products and find out about D&T in the wider world;

Focused Tasks (FTs) where they are taught specific technical knowledge, designing skills and making skills;

Design, Make and Evaluate Assignment (DMEA) where children create functional products with users and purposes in mind. Through IEAs and FTs children are equipped with the knowledge, understanding and skills to engage successfully and with increasing independence in a DMEA. • The blocking of the subject allows children to focus their attention on developing the skills they need for producing high quality products which fully meet the design brief.

Where appropriate links with local food and nutrition, marketing, design and engineering experts, to bring the outside world into the children’s classrooms and create memorable learning experiences.


The Design and Technology curriculum will:

  • Provide opportunities for all children to collaborate, learn from, understand and react to each other’s perspectives and strengths.
  • Create an enjoyable, engaging academic outlet for children who may find traditional subjects challenging.
  • Develop children’s subject vocabulary and skill in choosing and using appropriate tools and techniques.
  • Give children an insight into how physical products can be created and an understanding of basic concepts used in everyday items.
  • Set a firm foundation of subject skills to create a smooth transition to KS3.
  • Children will move through, and leave the school, with the confidence that they can design, make and change products and items and a belief that qualifications and careers incorporating D&T are within their capability.
  • Have a positive impact of children’s self-efficacy.


Design and Technology sits within the areas of Understanding the world and Expressive arts and design. From an early age, the children at our academy learn to develop and make sense of their physical world through opportunities to explore, observe and find out about technology. They will do this through designing and making projects and experimenting with different materials. The process and development of skills is valued equally to the final product and a balance of opportunities for children to explore process and not focus solely on final products are given to ensure a clear development of skills across the year. All our learning opportunities are designed to develop children’s interests and to build upon these with exciting and enjoyable learning experiences.

Our Design and Technology lead is: Tamsin Mammatt

Long term overview plan for DT at Lamerton

Progression of knowledge and skills and vocabulary in DT

Vocabulary Progression in DT