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.

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 & Technology Curriculum Overview

Design & Technology Progression of Skills and Knowledge

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.

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 practice 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

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.

Intent:

  • 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.

Implementation:

  • 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.

Impact:

  • 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.

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.