Art & Design, Design & Technology, Music


Art & Design Curriculum Overview

Art & Design Progression of Skills

Art & Design 

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.


  • 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.


  • 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


  • 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 & Technology Progressive Curriculum Overview

Design & Technology Progression of Skills EYFS to Year 6

Design & 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. 


Slingsby School’s Design & Technology curriculum is progressively planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. It aims to inspire pupils to be innovative and creative thinkers who are ambitious when planning and creating products and have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through using the Kapow Design & Technology scheme of work and adapting units to meet the needs of all our pupils, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements. Our progressive curriculum enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum. EYFS (Reception) units provide opportunities for pupils’ to work towards the Development matters statements and the Early Learning Goals. Staff make links in learning across the curriculum –ensuring breadth and balance – and encourage children to be creative in all they do.  

Our Slingsby Values of Respect, Resilience and Expectations are particularly pertinent during the teaching and learning of Design & Technology. 


  • Our use of the Kapow scheme of work follows the Design and Technology National curriculum which outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition* has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. 
  • The Design and technology attainment targets are organised under five strands: Design, Make, Evaluate, Technical knowledge, and Cooking and nutrition.  Our use of the Kapow Primary’s Design and Technology scheme has a clear progression of skills and knowledge within these five strands across each year group. The National curriculum mapping shows which units cover each of the National curriculum attainment targets, as well as each of the five strands. The progression of skills shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage. Through our use and adaptation of the Kapow Design and Technology scheme, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in six key areas: (© Kapow Primary™ 2021-23) Mechanisms, Structures, Textiles, Food, Electrical systems (KS2) and Digital world (KS2). 
  • Key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning. 
  • Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. 
  • Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. 
  • Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.  
  • Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust Design and Technology curriculum. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support ongoing CPD. Slingsby CP School has chosen to utilise the Kapow Primary Design & Technology scheme with the understanding that some teachers may not feel confident delivering the full Design and technology curriculum and makes every effort to ensure that they feel supported to deliver lessons of a high standard that ensure pupil progression.  This is further enhanced and supported by subject leader expertise which is readily available at all times to enable all staff to deliver Design & Technology lessons confidently and competently. 
  • Where appropriate, we adapt the Kapow scheme to reflect learning in other curriculum areas and make links to strengthen and embed knowledge and understanding through carefully planned cycles to promote creative teaching and link across the curriculum in learning. 
  • Design & technology lessons are used as a vehicle to apply numeracy measuring skills and resource management (preparing pupils for future life). 
  • Children are encouraged to work independently and solve their own problems in order to continue to build resilience (Slingsby Values). 
  • We teach skills but do not apply constraints of content:  our 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. 


  • The impact of our school’s use of the Kapow Design & Technology scheme is monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a unit quiz and knowledge catcher which can be used at the start and/ or end of the unit. After the implementation of our Slingsby Kapow Design & Technology, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society.  
  • 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 have high expectations for their designs and products but understand that ongoing refinements are needed to further improve.

The expected impact of following the Kapow Primary Design and technology scheme of work is that children will:  

  • Understand the functional and aesthetic properties of a range of materials and resources.  
  • Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.  
  • Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.  
  • Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.  
  • Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.  
  • Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.  
  • Self-evaluate and reflect on learning at different stages and identify areas to improve.  
  • Meet the end of key stage expectations outlined in the National curriculum for Design and technology.  
  • Meet the end of key stage expectations outlined in the National curriculum for Computing. 


EYFS Music Scheme of Work Overviews Sing Education

Music Skills Progression Year 1 to 6 Simplified Sing Education

At Slingsby CP we are supported by the Richard Shephard Music Trust to teach specialist led, high-quality music lessons each week to all classes.  We follow the Sing Up! progressive scheme for learning and enhance this further through choir rehearsal once a week.


  • At Slingsby School, we aim to provide an enjoyable and challenging music curriculum which gives all pupils the opportunity to sing, play, create and perform, both individually and collaboratively; and improve the access of all children to music and musical activity.
  • Lessons are inclusive and developmentally appropriate for different age groups and specific needs of the children, while still allowing opportunities for students to stretch and challenge themselves.
  • The music curriculum is designed to build a musical foundation and build on skills and knowledge throughout the years. Pupils will become confident in in their ability to create, compose, perform and listen.
  • Children will leave KS1 with good understanding of a variety of rhythms and pitches and basic knowledge of stick notation, using crotchets, quavers and rests.
  • They have learnt and practised key glockenspiel skills through taught exercises and composition activities.
  • Pupils have also been exposed to music from around the world through the folk music based curriculum.
  • As students progress through KS2 they become more confident in their singing and musical skills on a variety of tuned and untuned percussion instruments.
  • Students have a more in depth understanding of the inter-related dimensions of music and can describe music using key terms (pitch, pulse, rhythm, tempo, dynamics).
  • They have an increased awareness of different genres of music and music from other countries and can improvise and create music in different styles and metres, including compound time.
  • Pupils can read and transcribe stave notation using simple and compound time, complex rhythms, including dotted rhythms, and a full diatonic scale.
  • Children will move onto KS3 with a passion to learn and share their love of music.


  • To ensure our music provision at Slingsby CP School is high standard, our music curriculum lessons are delivered by music specialists from Sing Education.
  • The music curriculum is made up of half-termly units, with step-by-step progression, always building on prior knowledge and skills, giving children the opportunity to consolidate, deepen and progress their rich musical skill set.
  • Sing Education teachers use the Kodaly method of teaching to ensure subject matter is presented logically and building on the children’s previous experience with music. This helps students to consolidate earlier learning and link new concepts to previous knowledge.
  • Children regularly have the opportunity to perform and record a piece of repertoire they have studied at the end of each half term, with the chance to describe and discuss what they have been learning and exploring in music lessons. This allows teachers to assess progression and embed the learning of the half term.
  • Other performance opportunities, such as singing at York Minister and community events, give students the exciting experience of performing before an audience.
  • Teachers create a positive learning environment through positive classroom management, and singing led, child focussed lessons. Children receive access to high quality music resources and instruments to reinforce the ambitions of the curriculum.  Music is made an integral part of school life through after school choir club and regular singing assemblies.
  • In 2021/2022, the school invested significantly in a wider range and quantity of musical instruments (50% part-funded by the Richard Shephard Music Trust) in order for all children to be active learners in music lessons.
  • Many students also attend small group and one-to-one private tuition.
  • Each Summer term, a community invited entertainment evening is organised as a celebration. Parents and children are actively encouraged to perform.


  • In Reception, children begin to experience making music together in their weekly curricular music lessons. Through singing games, songs, rhymes and listening activities, children learn to recognise and recall songs, pitch match and begin solo and small group singing. EYFS children begin learning ensemble skills with glockenspiel and other percussion instruments.


  • In KS1, weekly curricular music lessons allow students to learn about pitch, pulse and rhythm. The singing led curriculum helps children to discover and develop their singing voice and ensemble skills on a range of instruments, through opportunities to create and perform their own compositions to the class. The Year 1 and 2 curriculum exposes children to a diverse variety of music from around the world.


  • KS2 music lessons build a strong musical foundation for all students. Children develop their appreciation for music and the key role it plays in shaping cultures all over the world. A good understanding of musical theory and notation are developed through exploring new genres of music (classical, pop, musical theatre, jazz and blues). School choir and public performances give children opportunities to share their singing skills with the wider school community and beyond.


  • Music lessons are monitored by subject leader and curriculum leads from Sing Education, using a variety of strategies such as lesson observations, staff discussion and regular ‘Pupil Voice’ surveys.
  • Feedback is used to inform improvements in the implementation of music. Recordings of the children are kept to monitor the progression of skills across the children’s academic career, giving pupils the chance to display their musicianship skills and understanding of the key musical elements through demonstration and discussion. 
  • Children are able to talk about what music means to them, culturally and individually. They understand with increasing confidence, the cultural impact of music on the world around them and the role that their own culture has contributed to this.
  • Children will go on to the next stage of education with detailed and foundational knowledge that will help them to pursue music in the future should they choose to.
  • 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.
  • Increased opportunities to sing as a group and work as a team.
  • Staff continue to familiarise themselves with the curriculum and receive ‘upskilling’ via staff meeting CPD.
  • Children of all abilities are encouraged to be ambitious and take part in termly and end of year celebrations.


Music III (Pre-2022)

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.


  • 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


  • 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.


  • 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.