PARK GROVE SCHOOL
Art and Design and Technology - Medium Term Plan
KS2 – 2014-15
Autumn 1 – Art - Walking with Dinosaurs (2 weeks)
Curriculum
How will this be taught?
To improve mastery of art and design techniques,
including drawing, painting and sculpture with a range
of materials (clay)
Designing clay dinosaurs (looking at skin patterns, textures)
Making and painting clay dinosaurs
Autumn 1 – Art - Walk like an Egyptian (4/5 weeks)
Curriculum
How will this be taught?
To create sketch books to record observations and
use them to review and revisit ideas.
To improve mastery of art and design techniques,
including drawing, painting and sculpture with a range
of materials (e.g. pencil, charcoal, paint, clay)
Studying Egyptian pattern and producing own designs
Printing hieroglyphics using Styrofoam – create Egyptian wrapping paper
Printing hieroglyphics using string
Autumn 2 – DT - Walk like an Egyptian (7 weeks)
Curriculum
How will this be taught?
Evaluate
Understand how key events and individuals in design
and technology have helped shape the world
Technical knowledge
Understand and use mechanical systems in their
products, such as gears, pulleys, cams, levers and
linkages
Evaluate
Investigate and analyse a range of existing products
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, crosssectional and exploded diagrams, prototypes, pattern
pieces and computer-aided design
Look at how the Ancient Egyptians used levers to make shadufs to carry
water from The Nile, and also how they probably used levers to move
heavy rocks to make the pyramids.
Bring in items/pictures that use a lever system from home and
investigate
Show ‘How do levers work’ video
http://www.bbc.co.uk/learningzone/clips/how-do-levers-work/6660.html
Develop a design criteria for their Egyptian shaduf, using a pulley
mechanism
Sketch and label diagram of their shaduf, considering which materials to
use (eg waterproof)
Make
Select from and use a wider range of tools and
equipment to perform practical tasks, such as cutting,
shaping, joining and finishing, accurately
Make their shaduf by choosing from a wide range of materials that they
can use from school, or bring in from home
(wood, sticks, straws, plastic containers, string, playdough etc)
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
Evaluate their ideas and products against their own
Consider the functional properties of the materials they are using (eg are
they waterproof, strong etc?
Evaluate and give constructive feedback to others. Take this on to try to
design criteria and consider the views of others to
improve their work
improve their shaduf.
Spring 1 – Art – Dig! (6 weeks)
Curriculum
To improve their mastery of art and design
techniques, including drawing, painting and sculpture
with a range of materials (e.g. pencil, charcoal, paint,
clay)
How will this be taught?
Look at manuscripts such as the Lindisfarne Gospels; design and create an
illumination of a letter.
Making Viking beads and jewellery.
Using oil pastels to create seascapes – Viking longboats at sea
(Visit to Dig, Yorkshire Museum?)
Spring 2 – DT – Dig! (5 weeks)
Curriculum
Evaluate
Investigate and analyse a range of existing products
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, crosssectional 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, such as cutting,
How will this be taught?
Look at examples of tapestries from period of study and modern day and
make comparisons.
Develop a design criteria to make their own tapestry
Use sketch books to develop different ideas
Sketch and label their tapestry design
Model use of tapestry frames, needles and different stiches.
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
Evaluate their ideas and products against their own
design criteria and consider the views of others to
improve their work
Decide which wools/materials to use for their tapestry according to their
aesthetic qualities
Make their tapestry by using different
Evaluate and give constructive feedback to others.
Summer 1 – DT (Cooking) – Cricket and Cheese
Curriculum
Technical knowledge
Understand and apply the principles of a healthy and
varied diet.
Understand seasonality and know where and how a
variety of ingredients are grown, reared, caught and
processed.
Evaluate
Investigate and analyse a range of different products.
Design
Use research and develop design criteria to inform
the design of innovative, functional, appealing
products that are fit for purpose, aimed at individuals
or groups.
Generate, develop, model and communicate their ideas
through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern
pieces and computer-aided design
How will this be taught?
Discuss nutrition and balanced diet; create menus; keep food diaries.
Look at the origin of ingredients used in dishes; explore process in which
food is grown or produced.
Research foods/produce from a chosen county.
Upper KS2: Costs of food and affordable eating (?)
In groups/classes, decide on a dish(es) to prepare which represent(s)
chosen county.
Aim: to prepare dishes for a county food festival (?)
Make
Prepare and cook a variety of predominantly savoury
dishes using a range of cooking techniques.
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
Evaluate their ideas and products against their own
design criteria and consider the views of others to
improve their work
Working as classes or in groups, prepare and cook chosen recipes.
Model use of different kitchen implements and appliances.
**Many of the practical elements of this unit could be carried out
through homework, with the skills and knowledge of nutrition being
covered at school.
Evaluate and give constructive feedback to others.
(Food festival event across KS2?)
Summer 2- Art – Local Fieldwork
Curriculum
Learn about great artists, architects and designers in
history.
How will this be taught?
Study the work of David Hockney/Kate Lycett (or other) and create a
sketchbook of artwork inspired by his/her style in response to his/her
art work. (using watercolours, oil pastels, collage, pencil crayon)
Learn to create sketch books to record their
observations and use them to review and revisit ideas
Choose a place in York and imitate it using selected artist’s style (eg. a
city scape, the Minster, museum gardens, River Foss etc.)