Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year R

Belonging + Identity

Community + Trust

Transformation + Responsibility

Art and design can be linked to all areas of the EYFS curriculum although it is most closely explored within expressive arts and design. Key skills still need to be taught within the curriculum however, but these will be guided by the children’s interests throughout the year. The domains below do not need to be taught in insolation, nor do they need to be taught within the term that they fall, but all skills should be taught by the end of the year.

Drawing and Painting

Printmaking

Collage

Sculpture

Textiles

Digital Art

Children should be taught to:

• hold and control a variety of media and use them to make and repeat various marks and lines
• name, choose and match primary and secondary colours
• describe people, objects and places using simple art specific language especially related to colour and shape
• use lines to create shapes, patterns and textures

Children should be taught to:

• load an object with paint and print it
• make rubbings from textured surfaces
• make a range of other prints, e.g. from bubbles
• recognise pattern in natural and man-made objects

Children should be taught to:

• hold scissors and cut a range of materials
• cut straight lines
• tear paper into strips and simple shapes
• apply adhesive sparingly and place glued surfaces together accurately
• classify materials into textures and colours

Children should be taught to:

• mould and create simple shapes with malleable materials, e.g. dough
• assemble and dis-assemble component parts of a range of construction kits
• combine boxes and other found materials to create junk models
• use simple tools to cut, shape and impress patterns and textures in a range of materials
• develop the language to describe structures achieved

Children should be taught to:

• collect and classify fabrics and threads into colours and different textures
• hold scissors and cut fabrics and threads
• thread beads onto a lace or string

Children should be taught to:

• use paint packages to make pictures
• use online art activities to create repeating patterns
• select and name colours for paint activities
• create papers using a paint programme to cut and add to collage work
• take and use own photographs to cut and add to collage work
• begin to use digital cameras to record own work
• stick photographs in sketchbooks or learning journals
• begin to use an art package as medium to convey their ideas (eg create a clown, invent a house, draw a favourite toy)
• with support, begin to combine text and images using appropriate packages
• use drag and drop activities for labelling stories and pictures

Year 1

Friendship + Belonging

Sustainability + Community

Identity + Beauty

Drawing and Painting

Apply self-selected tools and techniques to their work (pencils, rubbers, crayons, pastels, felt tips, chalk) comparing colours they have mixed.

Sculpture

Relate knowledge of materials to make structures by joining simple objects together.

Collage

Applies a range of more complex activities e.g cutting, gluing, trimming materials to create images from a variety of media e.g fabric, crepe paper, magazines.

Printmaking

Analyse the uses of tools, choosing those most appropriate for the task and using these to create repeating patterns.

Children should be taught to:

• develop use and control of an increasing variety of media, to name them and to begin to predict the results that they might achieve.
• 'colour in' accurately with paint as well as drawing materials.
• mix and match basic colours and make them lighter or darker
• name primary, secondary and some tertiary colours and qualify their tonal value

Children should be taught to:

• mould malleable materials, e.g. dough or clay, to create shapes that can be combined to make objects
• follow instructions to assemble and dis-assemble a range of construction kits to build specific objects
• build junk models and prepare them for painting and decorating by covering them with layers of paper
• use a wider range of simple tools to cut, shape and impress patterns and textures in a range of materials
• fold, pleat and cut paper and thin card of varying thicknesses

Children should be taught to:

• cut straight and curved lines from a range of materials with some accuracy
• tear paper into strips and shapes with some accuracy
• apply adhesive sparingly to a range of materials and stick them down accurately
• classify materials into colours and surface textures

Children should be taught to:

• load a range of different kinds of objects with paint and print them
• make a simple printing block from polystyrene printing tiles or similar
• ink up a block and print a regular pattern

The children will explore portraiture and create their own self-portrait. They will study and compare the work of Frida Kahlo and Pablo Picasso and respond to their work through their own self-portraits. They will explore the concept of belonging through their portraits, expressing ways they belong to their community in their art.

The children will respond to the artist Eddie Martinez and create their own sculptures in the style of his ‘untitled’ works. They will use recycled materials to further explore the concept of sustainability and make links to sustainable art.

The children will explore the work of Eric Carle and Henri Matisse. They will create their own collage of a creature and explore the concept of beauty in nature.

The children will explore printmaking through a range of different techniques to create their own flag. They will return to the work of Henry Matisse and be introduced to Paul Klee. They will explore the theme of identity and link their art learning to their history learning (Horatio Nelson).

Year 2

Equality + Segregation

Adversity + Consequences

Class + Oppression

Printmaking

Experiments with printed images (carbon printing, relief, press, fabric printing, rubbings) to create patterns.

Digital Art

Develops an awareness of scale, perspective, movement and colour in photography and can apply this knowledge when taking photos.

Drawing & Painting

Relate knowledge of line and tone to represent objects observed using pencils, chalk or charcoal.

Textiles

Develop techniques to join fabrics and apply decorations such as a running or over stitch.

Children should be taught to:

• make a simple printing block from polystyrene printing tiles or similar
• ink up a block and print a regular and irregular pattern
• investigate a range of other techniques e.g. using cut stencils
• make a monoprint using wax crayons

Children should be taught to:

• save and print own art works
• print and source images for inspiration
• save digital pictures and video on a computer
• add captions or sound to digital pictures or video
• use a digital camera or digital video camera to take appropriate pictures or video for a specific purpose (eg looking for natural sculptures to photograph on a nature walk)
• recognise and use ICT techniques used by other artists

Children should be taught to:

• use lines and marks to create an increasing range of shapes, patterns and textures
• work to the size of the paper or surface
• make drawings and paintings to show increasing detail, context, and use of the visual elements

Children should be taught to:

• cut fabric into basic shapes
• cut threads into a variety of similar lengths
• classify fabrics and threads by colour and texture
• thread a large eyed needle
• sew individual straight stitches as decoration on suitable open-weave fabrics
• dye a range of fabrics and threads for collage purposes
• weave with paper and card on a warp made from smooth threads

The children will explore printmaking through the Pop Art movement. They will link the Pop Art movement to Rosa Parks and how Pop Art could have been used to influence her protest. They will complete their own prints of a symbol representing Rosa Parks.

The children will explore forced perspective photography and develop their skills of scale, perspective and movement.

This unit will develop drawing skills and textiles skills through the study of hats. They will study hat designer Philip Treacy and do an observational drawing of hats. They will study the work of Orla Kiely and use her as inspiration for their hat designs, which they will sew a motif on.

Year 3

Diversity + Influence

Fear + Transformation

Peace + Truth

Sculpture

Is able to create a 2D image in a 3D piece

Collage

Interprets stories, music, poems and other stimuli using collage including skills of overlapping and layering.

Drawing and Painting

Applies knowledge of primary and secondary colours with the addition of black and white, to show understanding of complementary colours, colours as tone, warm and cold colours

Drawing and Painting

Uses line, tone and shade to represent things seen in images or imagined.

 Children should be taught to:

• use a wider range of simple tools to cut, shape and impress patterns and textures in a range of materials
• create simple shapes from paper and card
• make armatures to support the work
• make plaster casts

Children should be taught to:

• cut complex shapes from a range of materials with some accuracy
• tear paper to pre-determined strips and shapes
• change the surface of materials by, for example, crumpling, creasing, folding, pleating, scoring, tearing, fraying
• apply adhesive sparingly and stick shapes down accurately

Children should be taught to:

• make drawings and paintings that include detail and context
• describe what they have achieved and how it was produced using art language
• begin to adapt and apply colours to achieve tonal effects, patterns and textures.
• make drawings and paintings that include detail and context
• use and control more specialist media to explore ways in which they can be applied to achieve particular effects.

The children will explore sculpture through the creation of statues of people who influence them, inspired by Roman statues and artist Henry Moore. They will explore abstract art and use materials such as clay and plaster to create their sculptures. 

The children will explore colour and texture through the work of illustrator Sheila Moxley in the book Stone Girl, Bone Girl. They will compare these illustrations to Jeannie Baker’s stories and use these, combined with music and poetry as stimuli to create their own window scene collage.

Jackson Pollock vs. Pre Raphaelites

Year 4

Community + Democracy

Diversity + Transformation

Creativity + Individuality

Sculpture

Applies knowledge of form to create sculpture out of clay or other materials.

Drawing and Painting

Draws familiar objects from a range of viewpoints relating features chosen to taught skills to adapt/improve work.

Printmaking

Apply printing techniques to represent the natural environment through a using a range of techniques e.g marbling, tie-dye, batik, silkscreen and cold water paste.

Textiles

Applying sewing skills to use long needles to make straight stitches to create an item for use.

Children should be taught to:

• mould malleable materials, e.g. clay, to create objects and people from a range of component shapes.
• use simple techniques for building and joining clay
• create papier-mâché and use it to model 3D shapes

Children should be taught to:

• identify key visual elements, e.g. colour, line, shape, space in their work and the work of others.
• begin to match the approach to the scale of the work.
• recognise and apply the proportions of the human body

Children should be taught to:

• make a more complex printing block from polystyrene printing tiles or similar
• build a printing block by applying card, string, wool etc.
• ink up a block and print a regular and off-set pattern e.g. half drop
• investigate a range of other techniques e.g. printing on fabric, with a range of objects and as represented in the work of other artists
• use the computer to create patterns

Children should be taught to:

• cut and apply fabrics and threads with some accuracy
• create and apply new fabric textures by, for example, crumpling, creasing and pleating
• thread and sew with fine metal needles
• sew with straight stitches to create patterns and surface decoration
• use sewing to apply one fabric to another
• weave using a wide range of fabric strips and threads
• create patterns in fabric as a result of dyeing

The children will create their own art installation within school to create a community space. They will take inspiration from Fields by Antony Gormley. They will develop skills to build and join clay and apply them to their sculpture, following a design brief.

The children will create observational drawings of objects and people, exploring the styles of Leonardo Da Vinci and Michael Craig Martin. They will learn techniques to draw the human form in proportion and build on drawing techniques taught previously.

The children will use various printing techniques to create their own printed papers. They will then use these papers to create their own collage in the style of Jacqueline Mair.

The children will design and make their own cushion using fabrics they have chosen and created. They will explore the work of Cath Kidston and Jan Constantine to support this.

Year 5

Change + Wealth

Community + Creativity

Power + Identity

Collage

Develops the mood of a collage by applying a variety of techniques, including drawing, painting and printing.

Drawing and Painting

Investigates symbols, shapes, form and composition.

Drawing and Painting

Confidently and systematically investigates the potential of new and unfamiliar materials to produce line, tone and shade.

Sculpture

Explores how stimuli can be used as a starting point for 3D work.

Children should be taught to:

• ­accurately cut complex shapes from a range of materials.
• use more specialist cutting equipment and adhesives.
• alter and amend a range of surfaces to create new textures appropriate to the work.

Children should be taught to:

• develop techniques to enable them to create use the key elements, of line, tone etc., including proportion and simple perspective in their work.
• work with a wide range of more specialist media and to mix media to achieve desired effects.
• use the primary colours, and black and white, to mix a full range of hues and tones
• describe what they have produced using a wide range of art specific vocabulary that names media, tools and equipment, and defines the processes of working in the context of the key elements

Children should be taught to:

• design and create planned sculptures from single and combined media using some of the following techniques and processes:
• using a range of techniques for building, joining and decorating clay
• using a wide range of simple tools to cut, shape and impress patterns and textures in a range of materials including paper
• creating papier-mâché and using it to model 3D shapes in a range of scales

The children will explore images of the working class through the artwork of Diego Rivera. As a class, they will recreate one of his murals on a large scale using collage techniques learned from other artists who specialise in that medium.

The children will explore various styles on landscape, comparing Monet to Ken Dones. They will investigate drawing techniques with a focus on line, tone and shade. They will look closely at their own community and draw and paint their own landscape.

The children will explore Shaun Tan’s The Singing Bones as stimulus for their own sculpture. They will create a ‘box of singing bones’, which will include sculptural pieces that represent their own identity. They will compare Tan’s work to the sculptures of the human form by Alberto Giacometti.

Year 6

Conflict + Stewardship

Adversity + Class

Community + Power

Digital Art

Applies knowledge to use colour, tone and effect to create a specific mood in photographs

Printmaking

Applies knowledge to recreate images/scenes through relief printing using card/polystyrene and analyse their effect

Drawing and Painting

Selects appropriate media and techniques to achieve a specific outcome

Sculpture & Textiles

Experiments with soft sculpture, cuts, joints, patterns and embellishments

Children should be taught to:

• develop a system for organising images of own art work and collected images.
• critically evaluate work and its effectiveness and fitness for purpose
• uses hues, shades and tints effectively to create art work using an art software package
• evaluate when it is appropriate to use an art package and when another medium would be more suitable
• consider choices such as angle, light, focus, closeness and composition when using a digital camera or video camera
• use ICT to respond to an artists' work
• combine an image created in ICT with other art materials (eg transferring an image onto fabric and working into it with embroidery or beads)
• use a photo editing software to manipulate images

Children should be taught to:

• make a more complex printing block from polystyrene printing tiles or similar and cutting it to apply more than one colour
• build a complex printing block by applying card, string, wool etc.
• ink up a block and print regular and irregular prints
• develop offset prints that investigate a range of tessellated approaches
• develop the art language to enable them to identify and talk about pattern and texture in natural and made objects
• relate their work to the work of other artists and describe how these prints could have been made
• develop their own repeat patterns using the computer

Children should be taught to:

• compose the work and plan the effective use of available space.

Children should be taught to:

• design and create planned sculptures from single and combined media using some of the following techniques and processes:
• carving using soft woods, plaster and other appropriate materials
• weaving patterns using threads and other appropriate materials of varying thicknesses
• cut a simple paper pattern and use it to create a basic 3D shape from fabric
• sew pieces of fabric together accurately using the sewing machine and/or by hand
• create new threads by, for example, knotting and plaiting, to use as decoration

Jasper Johns – Letters. Make a message for the local community. Weaving – Anni Albers

Year R

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Drawing and Painting

✓

✓

✓

✓

✓

✓

✓

Printmaking

✓

✓

✓

✓

Collage

✓

✓

✓

Sculpture

✓

✓

✓

✓

✓

Textiles

✓

✓

✓