Art and Design LTP

ART AND DESIGN AT SHELLEY FIRST SCHOOL Intent At Shelley First School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. The recent pandemic has proved the value for everyone, of arts and creativity enabling a sense of hope and positivity. Art and Design in our school provides the children with the opportunities to develop and extend skills and to express their individual interests, thoughts and ideas.

We aim to engage, inspire and challenge our pupils; to experiment, invent, create, understand and talk about their work and that of others.

Implementation At Shelley First School we follow the National Curriculum for Art and Design. Our long-term plan ensures that skills and knowledge are taught by developing techniques and designing and making artwork. Guidance for teachers illustrates skills development and gives advice and pointers to resources including CDP for staff. Long-term planning ensures knowledge and skills develop sequentially, providing appropriate challenge for each year group. Specific vocabulary has been identified and included in planning to enable children to discuss, compare and explain Art and Design appropriately.

Impact Children demonstrate progression in Art and Design as they build their knowledge and skills through our long-term plan, creating and designing.

The children are taught to be part of the valuation, of their assessment and along with the teachers, reflect on the standards achieved against the planned outcomes. Their developing vocabulary and understanding of Art and Design support this. Displays and performances celebrate achievement and our children enjoy Art and Design and are proud of their work.

EYFS EYFS Expressive Arts and Design –

KS1 National Curriculum - Key Stage 1

KS2 National Curriculum - Key Stage 2

ELG: Creating with Materials Children at the expected level of development will: - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; - Share their creations, explaining the process they have used; - Make use of props and materials when role playing characters in narratives and stories.

Pupils should be taught: • To use a range of materials creatively to design and make products.

• To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

• Children will be taught about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Pupils should be taught: • To develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

• To create sketch books to record their observations and use them to review and revisit ideas.

• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay).

Taught about great artists, architects and designers in history.

ELG: Being Imaginative and Expressive Children at the expected level of development will: - Invent, adapt and recount narratives and stories with peers and their teacher; - Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.

Creating with Materials

Progression of knowledge, skills and vocabulary by year group Year 2

Year 3

Year 4

Developing ideas

Skills

• Look and talk about what they have produced, describing simple techniques and media used.

EYFS

• Start to record simple media explorations in a sketch book.

Year 1

•Use a sketchbook to plan and develop simple ideas.

• Use a sketchbook to plan and develop simple ideas • Build information on colour mixing, the colour wheel and colour spectrums.

• Collect textures and patterns to inform other work.

• Use a sketchbook to record media explorations and experimentations as well as try out ideas, plan colours and collect source material for future works.

• Use a sketchbook to record media explorations and experimentations as well as planning and collecting source material for future works.

• Identify interesting aspects of objects as a starting point for work.

• Use a sketch book to express feelings about a subject • Make notes in a sketch book about techniques used by artists • Annotate ideas for improving their work through keeping notes in a sketch book

• Use sketchbooks to collect and record visual information from different sources as well as planning, trying out ideas, plan colours and collect source material for future works.

• Express likes and dislikes through annotations • Use a sketch book to adapt and improve original ideas • Keep notes to indicate their intentions/purpose of a piece of work

• Use sketchbooks Plan a sculpture through drawing and other preparatory work.

• Use the sketch book to plan how to join parts of the sculpture.

• Keep notes which consider how a piece of work may be developed further • Use sketchbooks to collect and record visual information from different sources as well as planning, trying out ideas, plan colours and collect source material for future works.

• Adapt work as and when necessary and explain why.

Year 5

Drawing

• Enjoy using graphic tools, fingers, hands, chalk, pens and pencils.

• Use and begin to control a range of media.

• Draw on different surfaces and coloured paper.

• Experiment with a variety of media; pencils, rubbers, crayons, pastels, felt tips, charcoal, pen, chalk.

• Begin to control the types of marks made with the range of media. • Draw on different

• Continue to investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes using a pencil.

• Draw lines/marks from observations.

• Demonstrate control over the types of marks made with a

• Develop intricate patterns/ marks with a variety of media.

• Demonstrate experience in different grades of pencil and other implements to draw different forms and shapes.

• Develop intricate patterns using different grades of pencil and other implements to create lines and marks.

• Draw for a sustained period of time at an appropriate level.

• Experiment with different grades of pencil and other implements to achieve variations in tone and make marks on a range of media.

• Work in a sustained and independent way to create a detailed drawing.

• Develop a key element of their work: line, tone, pattern, texture.

• Use different techniques for different purposes i.e. shading, hatching within their own work.

• Start to develop their own style using tonal contrast and mixed media.

Painting

• Produce lines of different thickness and tone using a pencil.

• Start to produce different patterns and textures from observations, imagination and illustrations

surfaces with a range of media.

• Develop a range of tone using a pencil and use a variety of drawing techniques such as: hatching, scribbling, stippling, and blending to create light/ dark lines.

range of media such as crayons, pastels, felt tips, charcoal, pen, chalk.

• Understand tone through the use of different grades of pencils (HB, 2B, 4B)

• Begin to indicate facial expressions in drawings • Begin to show consideration in the choice of pencil grade they use

• Enjoy using a variety of tools including different size/ size brushes and tools i.e. sponge brushes, fingers, twigs.

• Recognise and name the primary colours being used.

• Mix and match colours to different artefacts and objects.

• Explore working with paint on different surfaces and in different ways i.e. coloured, sized and shaped paper

• Experiment with paint media using a range of tools, e.g. different brush sizes, hands, feet, rollers and pads.

• Explore techniques such as lightening and darkening paint without the use of black or white.

• Begin to show control over the types of marks made.

• Paint on different surfaces with a range of media.

• Name the primary colours and start to mix a range of secondary colours, moving towards

• Begin to control the types of marks made in a range of painting techniques e.g. layering, mixing media, and adding texture.

• Understand how to make tints using white and tones by adding black to make darker and lighter shades.

• Build confidence in mixing colour shades and tones.

• Understand the colour wheel and colour spectrums.

• Be able to mix all the secondary colours using primary colours confidently.

• Continue to control the types of marks

• Use a range of brushes to demonstrate increasing control the types of marks made and experiment with different effects and textures including blocking in colour, washes, thickened paint creating textural effects.

• Use light and dark within painting and begin to explore complimentary colours.

Mix colour, shades and tones with increasing confidence.

• Become increasingly confident in creating different effects and textures with paint according to what they need for the task.

• Have opportunities to develop further drawings featuring the third dimension and perspective.

• Further develop drawing a range of tones, lines using a pencil.

• Include in their drawing a range of technique and begin to understand why they best suit.

• Begin to show awareness of representing texture through the choice of marks and lines made • Attempt to show reflections in a drawing • Begin to use media and techniques (line, tone, colour) to show representation of movement in figures and forms.

• Confidently control the types of marks made and experiment with different effects and textures including blocking in colour, washes, thickened paint creating textural effects.

• Start to develop a painting from a drawing.

• Begin to choose appropriate media to work with.

• Use light and dark within painting and show understanding of complimentary colours.

• Mix colour, shades and tones with increasing confidence.

• Work in the style of a selected artist (not copying).

• Have opportunities to develop further simple perspective in their work using a single focal point and horizon.

• Begin to develop an awareness of composition, scale and proportion in their paintings.

• Use drawing techniques to work from a variety of sources including observation, photographs and digital images.

• Develop close observation skills using a variety of view finders.

• Confidently control the types of marks made and experiment with different effects and textures inc. blocking in colour, washes, thickened paint creating textural effects.

• Mix and match colours to create atmosphere and light effects.

• Mix colour, shades and tones with confidence building on previous knowledge.

• Start to develop their own style using tonal contrast and mixed media.

predicting resulting colours.

Sculpture

• Enjoy using a variety of malleable media such as clay, papier mache, salt dough. Impress and apply simple decoration.

• Cut shapes using scissors and other modelling tools.

• Build a construction/ sculpture using a variety of objects e.g. recycled, natural and manmade materials.

• Experiment in a variety of malleable media such as clay, papier-mache, salt dough, modroc.

• Shape and model materials for a purpose (e.g. a pot, tile) from observation and imagination.

• Continue to manipulate malleable materials in a variety of ways including rolling, pinching and kneading.

• Impress and apply simple decoration techniques, including painting.

• Use tools and equipment safely and in the correct way.

Printing

• Enjoy taking rubbings: leaf, brick, coin. Simple pictures by printing from objects.

• Explore printing simple pictures with a range of hard and soft materials e.g.

made with the range of media.

• Use a suitable brush to produce marks appropriate to work.

• Use equipment and media with increasing confidence.

• Use clay, modroc or other malleable material to create an imaginary or realistic form – e.g. clay pot, figure, structure etc…

• Explore carving as a form of 3D art.

• Continue to explore printing simple pictures with a range of hard and soft materials e.g.

• Understand how to create a background using a wash

• Use equipment and media with confidence.

• Begin to show an awareness of objects having a third dimension and perspective.

• Learn to secure work to continue at a later date.

• Join two parts successfully.

• Construct a simple base for extending and modelling other shapes.

• Use a sketchbook to plan, collect and develop ideas. To record media explorations and experimentations as well as try out ideas.

• Produce more intricate surface patterns/ textures and use them when appropriate.

• Produce larger ware using pinch/ slab/ coil techniques.

• Continue to explore carving as a form of 3D art.

• Use language appropriate to skill and technique.

• Print simple pictures using different printing techniques.

• Work in a safe, organised way, caring for equipment.

• Secure work to continue at a later date.

• Make a slip to join to pieces of clay.

• Decorate, coil, and produce marquettes confidently when necessarily.

• Model over an armature: newspaper frame for modroc.

• Use recycled, natural and man‐ made materials to create sculptures.

• Adapt work as and when necessary and explain why.

• Gain more confidence in carving as a form of 3D art.

• Use language appropriate to skill and technique.

• Demonstrate awareness in environmental sculpture and found object art.

• Show awareness of the effect of time upon sculptures.

• Work in a safe, organised way, caring for equipment. Secure work to continue at a later date.

• Show experience in combining pinch, slabbing and coiling to produce end pieces.

• Develop understanding of different ways of finishing work: glaze, paint, polish • Gain experience in model ling over an armature: newspaper frame for modroc.

• Use recycled, natural and manmade materials to create sculptures, confidently and successfully joining.

• Show increasing confidence to carve a simple form.

• Use language appropriate to skill and technique.

• Increase awareness of mono and relief printing.

• Demonstrate experience in fabric printing.

• Use tools in a safe way.

Continue to gain experience in overlaying colours.

• Start to overlay prints with other media.

• Develop simple patterns by using objects.

• Enjoy using stencils to create a picture

Texture, pattern, colour, line and tone

• Enjoy playing with and using a variety of textiles and fabric.

• Decorate a piece of fabric. Show experience in simple stitch work.

• Show experience in simple weaving: paper, twigs.

• Show experience in fabric collage: layering fabric.

• Use appropriate language to describe colours, media, equipment and textures.

cork, pen barrels, sponge.

• Experience impressed printing: e.g. printing from objects.

• Use equipment and media correctly and be able to produce a clean printed image.

• Explore printing in relief: e.g. String and card.

• Begin to identify forms of printing: Books, posters pictures, fabrics.

• Use printmaking to create a repeating pattern.

• Investigate textures by describing, naming, rubbing, copying.

• Produce an expanding range of patterns and textures.

• Begin to understand how colours can link to moods and feelings in art.

• Use printmaking to create a repeating pattern.

cork, pen barrels, sponge.

• Demonstrate experience at impressed printing: drawing into ink, printing from objects.

• Use equipment and media correctly and be able to produce a clean printed image.

• Make simple marks on rollers and printing palettes • Take simple prints i.e. mono ‐ printing.

• Experiment with overprinting motifs and colour.

• Continue to explore both monoprinting and relief printing.

• Demonstrate experience in 3 colour printing.

• Demonstrate experience in combining prints taken from different objects to produce an end piece.

• Expand experience in 3 colour printing.

• Continue to experience in combining prints taken from different objects to produce an end piece.

• Create repeating patterns.

• Use print as a starting point to embroidery. Show experience in a range of mono print techniques.

• Demonstrate experience in surface patterns/ textures and use them when appropriate.

• Investigate textures and produce an expanding range of patterns.

• Use line and tone in different media to consider shape, shade, pattern and texture.

• Use natural materials to consider pattern and texture (e.g. stones, leaves, feathers, sticks, grasses, shells) • Express links between colour and emotion

• Create textures and patterns with a wide range of drawing implements.

• Create textures and patterns with a wide range of drawing implements.

• Create art works from natural materials to show an awareness of different viewpoints of the same object.

• Experiment with different grades of pencil and other implements to achieve variations in tone.

• Use complimentary and contrasting colours for effect

Included tones and tints, light and shade becoming increasingly subtle as understanding and skill in using the techniques develops.

Art through technology

• Take a self-portrait or a photograph.

• Use a simple computer paint program to create a picture

• Understand how to use ‘zoom’ to show an object in detail – e.g. using a viewfinder to focus on a specific part of an artefact before drawing it

• Use printed images taken with a digital camera and combine them with other media to produce art work • Use IT programs to create a piece of work that includes their own work and that of others (e.g. using the internet) • Take photographs and explain their creative vision

• Create a piece of art which includes integrating a digital image they have taken.

• Take a photo from an unusual or thought-provoking viewpoint

• Scan an image or take digital photographs and use software to alter them, adapt them and create work with meaning.

• Compose a photo with thought for textural qualities, light and shade.

Responding to Art

• Look and talk about what they have produced, describing simple techniques and media used.

• Look at and talk about own work and that of other artists and the techniques they had used expressing their likes and dislikes.

• Explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

• Continue to explore the work of a range of artists, craft makers and designers, making comparisons and describing the differences and similarities and making links to their own work.

• Express thoughts and feelings about a piece of art.

• Reflect and explain the successes and challenges in a piece of art created.

• Explain how a piece of art makes them feel – link to emotions.

Identify changes they might make or how their work could be developed further.

• Continue to explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work • Discuss own and others work, expressing thoughts and feelings, and using knowledge and understanding of artists and techniques.

• Respond to art from other cultures and other periods of time.

• Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further.

• Begin to explore a range of great artists, architects and designers in history.

• Recognise the art of key artists and begin to place them in key movements or historical events.

• Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further. Identify artists who have worked in a similar way to their own work.

• Explore a range of great artists, architects and designers in history.

• Compare the style of different styles and approaches.

Vocabulary

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

colour paint mix materials art pencil

thick thin line join roll pencil

textiles create effect stitch weave record

material natural technique shade stamp digital

emulate product capture process technique mould

enhance atmosphere evaluate montage communicate unique

portrait chalk oil paint artist tissue paper scrunch roll collage splat

cut draw shape primary mix secondary painting collage tear draw material print repeat press colour sculpture

stitch needle combine layers pattern material illustration tone tint shade dots lines sketch portrait landscape

media atmosphere illustration texture organic geometric contrast variety layers combine inspire abstract artistic expression sculptor

repeating imagery representation mosaic mortar decorate tesserae inspiration fresco media audience convey architect architecture influence portrait orientation

audience mastery individuality variation evaluation significant media manipulate

Prior Knowledge – Dependent on setting

Autumn Term Topic: It’s All About Me Art and Design focus area: Artistic Effects Children learn to look and represent what they see (Self Portrait) in pencil then into paint.

Reception

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Use paints to mix different colours for different facial features; create a face collage using different materials; make mirrors using different materials and ways to attach them.

Create a photo frame; create a family portrait for inside the frame focusing on different features for different family members.

Create a ‘feelings’ picture along to music and mixing colours; look at expressive art pictures and talk about how they make us feel; create an art project together as a class which represents ‘It’s OK to feel sad’ and how to get help.

Create a fire painting using different textures of paint; use forks to mix paint and experiment with textures; use chalks to create fires and mix colours; mix different colours together using paint bags.

Vocabulary: face, shape, position, colour, size, proportion, hairline, fringe, resting mouth, smiling, portrait, LOOK/observe, mirror, paint, sketch

Topic: Celebrate with Me Art and Design focus area: Artistic Effects Children explore, use and refine a variety of artistic effects to express their ideas and feelings.

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Colour mixing using different resources to create leaves; explore colour mixing with paint/chalk/oil paint.

Firework pictures using PVA and glitter; firework splat pictures (comparing these to Pollock).

Spring Term Topic: Farmyard Fun Art and Design focus area: Colour/texture/design Children explore, use and refine a variety of artistic effects to express their ideas and feelings.

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Farm animal masks to support role play; look at pictures of animals and details; explore different materials and how they feel in comparison to the animals; create different textures by layering different resources.

Summer Term Topic: How to be a Superhero Art and Design focus area: Design and Review Children explore, use and refine a variety of artistic effects to express their ideas and feelings.

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Comic style drawings/paintings Opportunities for children to explore media, materials and taught skills independently.

Children review each other’s work – discuss how could it be made even better?

Vocabulary: comic, drawing, painting, materials

Vocabulary: materials, textures, layering, scissors, lines, curves, join

Topic: How Does Your Garden Grow?

Art and Design focus area: Observational Drawings Children create collaboratively, sharing ideas, resources and skills.

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Observational drawings of runner bean plants; project over the term which is updated as the plants grow.

Van Gogh’s Sunflowers; observational drawings; painting/chalk oil painting; create display of work together.

Giuseppe Arcimboldo (creating faces using fruit); fruit/vegetable printing; use real fruit/veg to make faces; create pictures of faces using fruit/veg.

Vocabulary: observations, drawings, painting, chalk, printing

Topic: Oh, I do Like to be Beside the Seaside Art and Design focus area: Design and Review Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children share their creations, explaining the process they have used.

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Opportunities for children to explore media, materials and taught skills independently.

Make a Rainbow Fish Use different seaside materials to make a seaside picture Observational drawings of shells Opportunities for children to share their work and to explain the process they have used Children review each other’s work – discuss how could it be made even better?

Vocabulary: materials, drawing, observations, painting, colour, texture

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Create poppies using lolly-sticks and tissue paper; create collage pictures as a class (encouraging children to work together).

Vocabulary: colour, mixing, paint, chalk, glue, materials, collage

Prior Knowledge for Y1 pupils Observational and imaginative drawing ‘wash’ preparation Sketch Primary colours How to mix colours to create other colours Adding white or black to create shade/tone The role of a Textile designer Printing using vegetables Repeating pattern Sculpture/sculptor Artists Able to evaluate/discuss work given criteria Topic: Arctic Adventures Art and Design focus area: Collage

Topic: Happy Holidays!

Art and Design focus area: Textiles

Topic: Hero Hunters Art and Design focus area: Sculpture

Children use their cutting, tearing and gluing skills to create a collage of an Arctic scene.

Children use glue to join materials when creating a holiday / beach scene or designing a T-Shirt for holiday.

Children will design and make their own super-hero sculptures using a range of materials; including recycled materials.

Children understand the role of textile designers.

Children are able to discuss the work of different sculptors.

Children understand collage and are able to discuss the work of collage artists.

Y1

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Discuss some of the meanings around collage vocabulary (see below).

Discuss and evaluate some collage artists’ work – e.g. Pablo Picasso, Kurt Schwitters, Hannah Hoch.

What do children like/dislike about the work?

Which pieces do they prefer and why?

Look at some Arctic scenes and discuss the colours that would be used to represent the cold.

In pencil, draw lines of different lengths and thickness to outline Arctic scenes.

Discuss use of collage materials – what will children use to create their Arctic scenes? Will they use bright colours? Why/why not?

Practise cutting and tearing skills – especially with

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Look at work of textile artists, craft makers and designers – e.g. Debbie Smyth.

Compare and contrast their work.

Discuss colour, patterns, texture, line, shape, form, space and materials used.

Look at holiday/ beach scenes.

Children to choose whether to design a holiday T-shirt or whether to design a beach scene.

Practise drawing in sketchbooks.

Children to cut shapes using materials such as felt and use glue to stick pieces of material together.

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Look at the work of the two sculptors – Barbara Hepworth and Brendan Jamieson. and discuss similarities and differences.

Discuss what it means to sculpt.

Discuss differences between figurative and abstract sculptures and think about shapes and materials.

Design and make sculptures with a range of materials, and using techniques such as rolling, moulding, cutting and carving.

Talk about the shapes that they are using.

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materials such as tissue paper.

Children create their Arctic scenes using different materials – tearing, cutting and gluing.

Children to evaluate their own and each other’s work. How could their pieces be made even better?

Vocabulary: collage, glue, cut, draw, tear, layers, stick, material, thick, colour, primary

Topic: Guess Who? Art and Design focus area: Pencil and Painting Children build on close observation to create self-portraits.

Children understand the difference between primary and secondary colours. Children are able to mix colours to create other colours.

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Using mirrors and/or working with partner, children pull different faces to show surprise, fear, happiness etc and take note of shape of eyes and position of mouth when pulling different expressions.

Create washes for backgrounds (small amount of paint mixed with water).

Sketch their own reflection in sketchbooks.

Discuss primary and secondary colours. Match colours to skin, eyes, hair, lips Paint features of face showing expression Display work. Children then compare work and talk about observation skills.

Vocabulary: wash, paint, sponge, water pot, palette, paintbrush, mix, shade, primary, secondary

Vocabulary: textile, tear, layers, stick, rip, glue, cut, tear, material, line, thick, thin, colour, primary, join

Vocabulary: sculptor, sculpture, construct, material, mould, shape, stack, balance

Topic: London’s Burning Art and Design focus area: Painting

Topic: Far, Far Away…

Art and Design focus area: Print

Children understand the difference between primary and secondary colours. Children are able to mix colours to create other colours. Children understand how to use different brushes to create thicker and thinner lines.

Children are able to evaluate the work of print artists.

Children understand how to use different objects to create repeated patterns.

Children use painting with different brushes to recreate a picture of the fire.

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Look at artistic impressions of the Great Fire of London – both sketches and paintings.

Remind children of prior learning around primary and secondary colours and discuss artistic vocabulary e.g. line, light, dark etc (see below).

Discuss colours to be used to represent the heat from the fire – which colours will we mix/use for warm colours?

Children practise colour mixing in sketchbooks to create warm colours.

Practise use of different sized brushes to create thicker and thinner lines.

Children use examples of artist impressions to create their own painting.

Vocabulary: brush, create, thin, line, shape, thick, paper, primary, mix, darker, lighter, secondary

Children will use print and pattern to recreate a magical setting.

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Look at Artists’ examples of print work and discuss use of repeated patterns.

Practise printing with paint and different objects (including recycled materials such as plastic bottles). Could also use natural materials found during Forest School.

Experiment with printing using repeated patterns – different colours etc.

Explore and discuss images of ‘magical’ settings – what do the children imagine a magical setting to look like?

Children design and create a magical setting using objects to create repeated patterns. https://www.bbc.co.uk/teach/class-clipsvideo/art-and-design-printmaking-differentmaterials/zhytscw

Vocabulary: print, create, make, background, shape, pattern, repeat, overlap, material, colour, rub, press, roll, sponge, picture

Prior Knowledge for Y2 pupils; Quick sketching Colour mixing and matching Some work of Jackson Pollock and Sonya Delaunay and Barbara Hepworth and Brendon Jamieson Use of sketchbook to develop ideas and skills Understand and use collage Able to evaluate/discuss work given criteria Topic: Ocean Adventures

Topic: Location, Location

Topic: Around the World with the Three Bears

Art and Design focus area: Collage

Children use collage to create an underwater scene.

Children know & understand the concept of collage.

Children know effects that can be created through collage.

Children know and use vocabulary such as layering.

Y2

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Look at and discuss underwater images Look at and discuss collage artists – evaluate their work Recap prior learning around collage and how to select and use appropriate materials Discuss colours used to create underwater images and recap primary and secondary colours Children draw an outline of their underwater scene – practise in sketchbooks Children use different materials to cut, tear and stick to create their underwater scenes.

Vocabulary: collage, cut, draw, material, thick, thin, tear, glue, colour, primary, paint, secondary, layers, stick, mix, texture, pattern, rip

Art and Design focus area: Pencil sketching

Children use pencil to sketch human and physical features.

Children are able to talk about how to create different lines by applying more or less pressure with pencils. Children are able to use correct artistic vocabulary, e.g. tone, shade, tint.

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Fieldwork: Identify human and physical features in our local area Children practise sketching human and physical features in sketchbooks Practise using graphite pencils to sketch and to create different types of lines Children create a landscape sketch to show both human and physical features Display work. Children then compare work and talk about observation skills.

Vocabulary: pencil, technique, sketch, picture, paper portrait, landscape, pressure, lighter, darker, shade, outline, dots, lines, thickest, thinnest, effect, draw

Topic: Time Travellers Art and Design focus area: Painting Children use paint to depict what the pioneers may have seen on their expeditions.

Children are able to define primary and secondary colours and understand which colours to mix in order to create other colours. Children can use correct artistic vocabulary, e.g. tone, shade, tint. Children can discuss the work of artists.

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In painting, use a variety of thick and thin brushes to produce lines and shapes, textures and patterns In painting, mix colours to make secondary colours In painting add white to make tints and add black to make shades Look at the work of local landscape artists, e.g.

Ashley Jackson and discuss/evaluate his work Children to create a landscape painting.

Topic: Unsinkable?

Art and Design focus area: Sculpture Children create a decorative ornament, fit for the first-class cabin of the Titanic.

Children continue develop understanding of 3D artwork.

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Discuss some photos of ornaments that might have been on the Titanic Compare to some more recent/modern ornaments Children to select from a range of materials to design and create an ornament, thinking about colour, patterns, texture. They must also decide how to best join the pieces together, selecting from a range of adhesives.

Art and Design focus area: Textiles Children stitch holiday clothes.

Children know & understand how to join pieces of material using stitch. Children can use correct artistic vocabulary.

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Discuss our clothes and why we wear different clothes during different seasons etc.

Discuss what sorts of clothes we would wear on holiday in a hot country Children use sketchbooks to design a piece of holiday clothing, e.g. t-shirt, dress etc.

Children use designs and simple stitch to join pieces of fabric together to create final pieces.

Vocabulary: combine, textiles, shapes, join, material, fabric, needle, thread, stitch, sew.

Topic: No Place Like Home Art and Design focus area: Painting and Print Children use print and paint and repeated patterns to create wallpaper.

Children are able to define primary and secondary colours and understand which colours to mix in order to create other colours.

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Look at artist examples of print work, particularly with repeated patterns Look at some wallpaper design samples and discuss textures, colours, patterns etc Children design their own wallpaper Children use different objects to create layered and repeated printing patterns

Vocabulary: texture, colour, pattern, repeated pattern, print, paint, layers

Vocabulary: wash, paint, sponge, water pot, palette, paintbrush, mix, shade, primary, secondary.

Vocabulary: ornament, join, shape, colour, pattern.

Prior Knowledge for Y3 pupils; Composition Outline Collage An understanding of printing, layering and repeated patterns 2D and 3D artworks Sketchbooks to develop skills and ideas Able to evaluate/discuss work given criteria

Y3

Topic: Lost in the Jungle Art and Design focus area: Printing

Topic: Flying Food Airways Art and Design focus area: Digital Media

Topic: Biome in a Box Art and Design focus area: Collage

Children use a range of natural materials, e.g. leaves and bark, to create prints.

Children use computers to create an illustration to complement a recipe.

Children create a collage to represent a biome.

Children know and understand ‘printing’ as a concept, including repeated patterns and layering.

Children know and understand how to use digital media to create images. Children can use correct artistic vocabulary (see below) and can discuss and evaluate the work of others.

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Revisit printing techniques used previously – e.g. children may have used potatoes etc to create repeated patterns.

Collect a range of natural materials from around the school grounds, e.g. leaves, twigs, bark etc.

Use paint and natural materials to roll, press, rub and stamp to recreate print from environment Could also use cardboard and string to recreate an image of a leaf, then use to print Use range of artistic vocabulary to discuss and evaluate work

Vocabulary: natural, material, roll, press, stamp, print, recreate, sketch, capture, observe, pattern, shade, technique, process, product, primary, secondary

Topic: What a Saga!

Art and Design focus area: Drawing and Painting

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Using computer programmes such as Paint and other digital media, use a range of tools to create different lines, colours, shapes, tones and textures Use and apply art and design techniques and improve control and use of materials Use range of artistic vocabulary to discuss and evaluate work Evaluate work of some artists and analyse creative works

Vocabulary: digital, photograph, creative, combination, media, editing, control, process, camera, software, enhance

Topic: The Anglo-Saxon Chronicles Art and Design focus area: Drawing and Painting

Children use drawing and painting skills to add illustrations to a saga.

Children recreate Anglo-Saxon illuminated letters using paint.

Children develop observational drawing skills and learn the concept of light and dark. Children are able

Children know and understand how to use pencil to create lighter and darker shades. Children can use

Children know and understand vocabulary around collage and are able to use layering of independently chosen materials.

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Evaluate work of some artists and analyse creative works In collage, consider the effect of chosen materials and technique Use sketchbooks to record and revisit observations Use and apply art and design techniques and improve control and use of materials Use range of artistic vocabulary to discuss and evaluate work

Vocabulary: collage, tactile, layers, texture, organic, geometric, visual, variety, contrast, combination, materials, background, pattern, overlap, assemble

Topic: Child of our Time Art and Design focus area: Sculpture Children create a sculpture to commemorate their hero.

Children know and understand vocabulary around sculpture and are able to discuss the work of sculptors.

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Evaluate work of some sculptors and analyse creative works – could look at sculptures at YSP Look particularly at sculptors who create sculptures of the human form. What materials

to define and use primary and secondary colours to create additional colours when painting. Children can use correct artistic vocabulary, e.g. tone, shade, tint.

Children can discuss the work of artists • • • • •

Create sketchbooks to record and revisit observations In painting, use white to make tints and black to make shades In painting, create a colour wheel Use and apply art and design techniques and improve control and use of materials Use range of artistic vocabulary to discuss and evaluate work

Vocabulary: observe, sketchbook, tint, tone, media, mood, atmosphere, combine, texture, illustration, painting, primary, secondary, effect

correct artistic vocabulary (see below) and can discuss and evaluate the work of others.

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Discuss Anglo-Saxon illuminated letters and practise drawing their own in sketchbooks based on what they have observed Revisit primary and secondary colours Use paint to create colour wheels in sketchbooks – based on colours that children would like to use for illuminated letters In painting, use white to make tints and black to make shades Children to use correct artistic vocabulary

Vocabulary: illuminate, observe, painting, tone, manuscript, decorated, atmosphere, primary, tint, historical, secondary, combine

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have they used?

Discuss the best materials to manipulate to create a human form. Aluminium foil could be a good starting point Children to think of a ‘hero’. This could be a sporting legend / someone from history or the present day who has made an impact Children to use sketchbooks to design their sculpture before creating Display final pieces and use a range of artistic vocabulary to discuss and evaluate work

Vocabulary: sculpture, inspire, combine, commemorate, figures, create, effect, evaluate, movement, sculptor, statue, record, artistic, impression

Prior Knowledge for Y4 pupils; Able to consider how to join pieces of fabric/material Able to use pencil and graphite to create lighter and darker tones Able to use correct artistic vocabulary Collage Developing skills and ideas through sketchbook Able to evaluate/discuss work given criteria

Y4

Topic: On Top of the World Art and Design focus area: Textiles

Topic: Who Pays the Price?

Art and Design focus area: Pencil drawing

Topic: Building Britain Art and Design focus area: Architecture

Children use textiles to develop sewing skills. Children design and create a hand puppet or teddy bear.

Children use sketch to design a product that reuses plastic and/or a water filter for a developing country (see D&T LTP)

Children explore the work of well-known architects and design a scale model of their area (see D&T LTP).

Children know and understand vocabulary around textiles and sewing. Children know and understand safety rules around use of sewing needles.

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Look at and discuss the work of textile artists – what do children like/dislike about the work?

Revisit ways to join material and simple stitch techniques. Use YouTube videos to demonstrate

Children know and understand how to use pencil to create lighter and darker shades. Children can use correct artistic vocabulary (see below) and can discuss and evaluate the work of others.

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Discuss purpose of what the children will design (tie into D&T lesson) Children to use a range of pencils and

Children begin to understand the role of an architect and how buildings are designed and created.

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Draw on work of well-known architects and how their art/design reflected and shaped our history and contributed to the culture of our nation Show images of a variety of interesting buildings, bridges and other structures and

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Children use sketchbooks to design either a hand puppet or teddy bear – possibly for a younger sibling Children to draw outline and cut pieces of fabric (possibly felt) Children to use basic cross and back stitch to sew pieces together Children to then add detail, such as buttons for eyes etc.

Vocabulary: textiles, traditional, designer, modern, running-stitch, cross-stitch, impact, expression, unique, style

Topic: Veni, Vidi, Vici Art and Design focus area: Mosaic collages

Children use mosaics in collage to recreate a Roman fresco.

Children are able to use correct artistic vocabulary for collage. Children know and understand what is meant by mosaic.

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Discuss and evaluate work of mosaic artists What do children like/dislike about the work?

Discuss the meaning of mosaic and share examples of Roman frescos Children to design their own mosaics based on a Roman fresco Children to independently select materials to create their mosaics using collage

Vocabulary: mosaic, seashell, marble, arrangement, tile, decorate, craftsmen, mortar, emulate, tesserae, fresco, inspiration, design, creature

techniques to show effect, movement, perspective and reflection Vocabulary: drawing, eye-catching, convey, media, techniques, colourful, imagery, recording, audience, purpose, image, expression

Topic: Untangling the Greeks Art and Design focus area: Sculpture Children use clay to recreate a Greek urn.

Children know previous learning about sculpture and how to make a 3D piece.

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Revisit prior knowledge of sculpture Share some images of Greek urns and discuss Explore the following techniques; Coiled Pottery - Long strands of clay which are laid on top of each other and joined through blending coil to coil. Coil pieces can be almost any shape or size.

Pinch Pots – Start with a ball of clay use thumbs to open a hole into ball, form a bowl shape by stroking and pinching the clay.

Slab Built - Clay slabs cut to shape and joined together using scoring and wet clay called slip. Slabs can be draped over or into forms, rolled around cylinders or built up into geometric forms.

Display final pieces and evaluate

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discuss with the children Children to design a scale model of their area, to be created in D&T lessons

Vocabulary: British, design, perspective, cultural, traditional, architect, building influence, nation, inspiration, architecture, skyline, reflection

Topic: Eureka!

Art and Design focus area: Portraits Children use a range of media to create portraits.

Children understand the concept of scale.

Children draw/paint an image of a full human figure showing an element of scale and proportion.

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Vocabulary: pottery, potter, mould, repeating, pinch pot, coil pot, clay •

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Look back in sketchbook (if able) and review face portrait, talk about proportion and position of features.

Review /Observe anatomy (person sat down with arms and hands in different positions) still then moving – talk about parts that move, parts that remain still, does everything move at the same time etc.

Using a roll of wallpaper (wrong side) one person lies down and whole body is drawn around, all look at the OUTLINE shape Use each other as models for quick 2 minute sketches, (one person sitting with arms in a position whilst others draw) each time display work on floor and discuss, proportion, composition on page etc. and compare to outline drawing earlier. (use charcoal or graphite stick) to ensure quick marks and no ‘rubbing out’ Final piece – decide on model (real, photograph) and sketch outline, using all the paper. Decide on medium and create an whole body image Display on floor again and with everyone using a prompt card decide upon the piece showing good, composition, or outline or objective of your choice

Vocabulary: emulate, depiction, reflection, representation, portrait, proportion, technique

Prior Knowledge for Y5 pupils; Some experience of using digital media to create and edit images Quick sketching using charcoal /graphite sticks Clay, coiling technique Clay slabs and pinch pots Relief printing using different techniques Sketchbook to develop ideas and skills Able to evaluate/discuss work given criteria

Topic: Wild, Wild World Art and Design focus area: Digital Media

Y5

Children use digital media to enhance their news reports and journalistic writing.

Children are able to discuss types of digital media and know how they can be used to create images and illustrations. Children use a range of artistic vocabulary to communicate ideas and to discuss and evaluate work.

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Look at and discuss some forms of digital media. Children to comment on work using correct artistic language What do children like/dislike about the work?

Children to use sketchbooks to design their own images and illustrations – provide ideas to relate to their news reports Children to independently select digital media to create their illustrations Children to evaluate their work and the work of others

Vocabulary: express, convey, meaning, communicate, expression, emulate, enhance, mastery, convey, digital, unique, style, audience, evaluate, media

Topic: Globetrotters Art and Design focus area: Drawing and Collage Children develop their personal style in drawing and collage.

Children communicate their ideas and comment on artworks using artistic language. Children use a range of artistic vocabulary to discuss drawing and collage and evaluate their work and the work of others.

Topic: Crack the Code Art and Design focus area: Sculpture Children combine visual and tactile qualities in sculpture.

Children understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation. Children use a range of artistic vocabulary to discuss sculpture and evaluate their work and the work of others.

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Children to capture artistic process in sketchbooks In drawing, children to use a range of pencils to begin to develop a personal style, drawing on the work of other artists In collage, with increasing confidence, combine visual and tactile qualities Improve mastery of art and design techniques by using a wide range of materials

Vocabulary: technique, enhance, mood, individual, variety, tint, tone, atmosphere, evaluate, style, develop, geometric, montage, emulate, recreate, inspiration, communicate, organic, texture

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Discuss prior learning with regard to sculpture In drawing, use a range of pencils to begin to develop a personal style, drawing on the work of other artists for inspiration Children to capture artistic process in sketchbooks In sculpture, combine visual and tactile qualities Children to improve mastery of art and design techniques by using a wide range of materials

Vocabulary: express, meaning, sculptor, sculpture, enhance, unique, personal style, audience, communicate

Topic: Magical Mystery Tour Art and Design focus area: Drawing and Painting

Topic: Law and Disorder Art and Design focus area: Drawing

Children develop drawing skills to create illustrations for their history book.

Children are able to use a range of artistic vocabulary to communicate ideas, discuss and evaluate their work and the work of others. Children understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation.

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Children to capture artistic process in sketchbooks Children to use a range of pencils to begin to develop a personal style, drawing on the work of other artists Children improve mastery of art and design techniques with a wide range of materials

Vocabulary: express, convey, communicate, emulate, enhance, mastery, illustration, unique, style, audience, evaluate, expression

Topic: Beyond Britain Art and Design focus area: Printing

Children develop printing skills to create a representation of Benin society.

Children communicate their ideas and comment on artworks using artistic language. Children use a range of artistic vocabulary to discuss print and evaluate their work and the work of others.

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Children to capture artistic process in sketchbooks Children to make printing blocks, e.g. coiled spring on card, to create a repeated pattern Children improve mastery of art and design techniques with a wide range of materials

Vocabulary: techniques, unique, personal style, audience, evaluation, repeated, emulate, enhance, mastery, pattern, meaning

Children develop their personal style in drawing and painting, using watercolours to suggest mood.

Children understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation. Children use a range of artistic vocabulary to discuss drawing and painting and evaluate their work and the work of others.

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Discuss prior learning with regard to drawing and painting and use of different types of paint and media to apply to paper – e.g. brushes, sponges etc In drawing, use a range of pencils to begin to develop a personal style, drawing on the work of other artists for inspiration Children to capture artistic process in sketchbooks In painting, use watercolours to suggest mood Children to improve mastery of art and design techniques by using a wide range of materials

Vocabulary: watercolour, mood, evaluate, suggestion, technique, recreate, inspiration, variety, atmosphere, emulate, communicate, individual