Art, Design & Technology, Music

Art

At Slingsby C P the children take inspiration from the local environment, artists from the past and cultures studied in history and RE. They have the opportunity to work with a wide range of media including: clay, paint, pastels and mod roc.

We particularly enjoy making sculptures for the Slingsby School Scarecrow Trail.

Intent:

  • Make links in learning across the curriculum to ensure enjoyment, breadth and balance
  • Encourage children to be creative in all they do
  • We want children to have ambitious intentions when planning and creating art.
  • Provide opportunity for children to practise and develop skills taught in lessons through play and clubs.
  • Provide opportunities for all children to express themselves in a way in which they are comfortable.

Implementation:

  • Themes have been carefully planned across the three classes in two-year cycles to promote creative teaching and link across the curriculum in learning (Reception has a one-year cycle).
  • The work of artists from different periods and in different styles
  • Teach skills but do not apply constraints of content- a teacher will model (wherever possible linked to the style of an artist), but not restrict the content of a pupil’s own creation.
  • Use a variety of artists’ style or technique to influence own ideas
  • Raise the profile of art within the school by employing a specialist art teacher for art club.
  • Wide range of media available to use creatively
  • Class one will provide ‘chilli challenges’ of taught art skills. This enables children to become more independent and more creative in their play.
  • Use of mindfulness colouring

Impact:

  • Children are motivated by investigating a wide range of art and styles with many going home to continue their studies further.
  • The children become increasingly confident in using and applying a range of artistic techniques.
  • Children celebrate their own individual achievements and review in class and in celebration assembly.
  • Children practise the skills taught and improve through play in EYFS and KS1.
  • Increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.
  • Children can then follow their own fascinations and challenge their own capabilities.
  • Increase in self-esteem and confidence through expression

Design and Technology.

At Slingsby C P our pupils have the opportunity to work with a wide range of materials on exciting projects each year. These include: textiles, wooden structures, ceramics and mechanisms.

Intent:

Slingsby School’s design & technology curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

Staff make links in learning across the curriculum –ensuring breadth and balance.

Encourage children to be creative in all they do.  Slingsby School’s intention is for the children to be ambitious when planning and creating products

Provide opportunity for children to practise and develop skills taught in lessons through play and clubs.

Implementation:

  • Themes carefully designed across the four classes in carefully planned cycles to promote creative teaching and link across the curriculum in learning.
  • Children taught a skills based design technology curriculum through projects including: Mayan masks, sewing, air-raid shelters (history), fairground rides, moving mechanisms (science). 
  • Design & technology lessons used as a vehicle to apply numeracy measuring skills and resource management (preparing pupils for future life).
  • Children encouraged to work independently and solve their own problems in order to continue to build resilience (Slingsby Values).
  • Subject leader expertise readily available at all times to enable all staff to deliver design & technology lessons confidently and competently.
  • Teach skills but do not apply constraints of content- a teacher will model, but not restrict the content of a pupil’s own creation.
  • The ethos of neat and orderly presentation for all work applies to design technology, and is encouraged throughout the school.

Impact:

  • All pupils are given opportunities to extend their learning in curriculum ‘topic areas’ in a creative yet purposeful way. They are enthusiastic about their learning and increasingly more skilled in measuring and planning accurately.
  • Children are motivated by teaching of key skills and design technology opportunities.
  • As children progress throughout the school, they increasingly draw on previous skills taught and begin to attempt more complex design decisions.
  • They are more resilient and understand the importance of modelling to learn from their errors and make design improvements.
  • Children practise the skills taught and improve through play in EYFS and KS1.
  • An increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.

Children can then follow their own fascinations and challenge their own capabilities

Music

We follow a scheme of work provided by NYCC but enhance this further by providing a weekly singing assembly, choir rehearsal and music teaching in class.

Intent:

  • To improve the access of all children to music and musical activity.
  • To further raise the profile of music within the school.
  • To ensure the teaching and learning of music in all classes is at least good.
  • To encourage children to be creative in all they do.
  • To use music as a form of mindfulness

Implementation:

  • Weekly singing assembly for whole school.
  • Weekly choir practise
  • Emphasis on musical presentations within celebration assemblies and termly special assembly
  • In 2019, the Head Teacher formed a school band utilising the skills of the peripatetic music teacher.
  • Units are plotted on the long term two-year plans.
  • Staff CPD is aimed at integrating new knowledge into larger musical concepts.
  • Peripatetic music lessons are available in school for children.
  • Each Summer term, a community invited entertainment evening is organised, run and led by Mrs. Metcalfe as a celebration. Parents and children are actively encouraged to perform.

Impact:

  • Improved teaching of musical concepts.
  • Increased interaction in music lessons with opportunities to incorporate mindfulness (breathing techniques).
  • All children sing in assembly and all have access to choir when appropriate too.
  • Increased opportunities to sing as a group and work as a team.
  • Music and musical themes are planned and implemented across the curriculum.
  • Staff continue to familiarise themselves with the curriculum and receive ‘upskilling’ via staff meeting CPD.
  • The six units; Pulse, pitch, rhythm, structure, mood and musical elements are repeated each year across the schemes year 1-6. Class 1 (Reception) are taught the preliminary songs and concepts – pulse, pitch and rhythm to give a foundation for future learning.
  • Children (and staff) leave singing assembly smiling! The children have opportunities to perform in Friday celebration assembly.
  • Children perform their instruments at special termly celebrations.
  • The school band made its debut at this year’s Summer Entertainment Evening.
  • Children of all abilities are encouraged to be ambitious and take part in termly and end of year celebrations.