Art & Design

At Star Academy, we endeavour to develop pupils creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes.

At KS1, children are taught to look closely at the natural and man-made world recording their observations through the exploration of a variety of materials and tools during practical work.

They develop an understanding of the language of art and learn to control tools with safety and care.

At KS2, children are taught more complex activities which build on their skills and improve their control of materials, tools, techniques.

They learn to discuss different purposes for art and describe how artists have represented their ideas – making use of art vocabulary. They learn to apply what they have learned from the work of artists in an imaginative way.

Design & Technology

At Star, we aim to inspire young minds using creativity and imagination. Pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

Design and technology in Key stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles] in their product

Design and technology in Key stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • apply their understanding of computing to program, monitor and control their products

Geography

At Star Academy, we feel it is important to nurture and encourage children’s natural curiosity, to shape them into inquisitive, questioning learners, who look closely at the world around them and begin to be able to interpret what they see. The children are encouraged to develop a deeper knowledge and understanding of the world around them, alongside key skills which are transferable to other areas of the curriculum. The geography curriculum is designed in a progressive way which enables children to build on prior knowledge, skills and understanding whilst experiencing engaging learning experiences.