Art Curriculum ​

Statement of Curriculum Intent

What do we want for our pupils? At Beck our curriculum engages, inspires and challenges pupils, equipping them with the knowledge and skills to develop creatively. The curriculum is designed to be varied. It is designed to build skills incrementally with careful mapping across key stages and between year groups. This curriculum engenders creativity, independence, judgement and self –reflection. We want our pupils to love, appreciate and be able to evaluate art as well as create their own art, craft and design that they are proud of. Art underpins many areas of the curriculum as pupils “draw to learn”. They draw different concepts to secure their understanding. Pupils will have many opportunities to follow the art sequence where they will generate ideas, make or draw a piece of art, evaluate it. Alongside this, pupils will continually have the opportunity to experiment with different media building a secure knowledge and understanding. This begins in Y1 and is present up until Y6. Pupils are encouraged to take risks during art lessons and every child has a sketchbook they take through school. This is a place for drawing, experimentation , note taking, appraising the art of others and practising skills.

The art curriculum is balanced to ensure that both traditional and experimental art work is covered as well as large and small scale work. Children have many chances to produce artwork individually, in pairs, groups and as a class. From EYFS to Y6, pupils produce 2d and 3d work that is age appropriate to support the development of creativity and motor skills. During their time at Beck, children are introduced to a range of artists and styles of artwork with the opportunity to use this work to inspire their own pieces. Local and world artists are studied and celebrated to give pupils a broad understanding of what it is to be an artist. This learning is supported through visits to art galleries and chances to look at art in real life. What is our end goal? When our pupils leave Beck, we want them to leave us feeling confident in their artistic ability, able to draw to demonstrate understanding and having produced a range of quality artwork. Pupils will develop painting, drawing, sculpture and digital art skills that will prepare them for their secondary education and life outside of school. As the creative industry grows, we want our children to have the resilience, problem solving and creativity to succeed. Each year group studies specific , relevant artists and styles meaning that pupils leave Beck with an interesting and well rounded knowledge. Pupils will be able to give their opinion about a piece of artwork and communicate this using the correct artistic vocabulary.

Art Curriculum ​ Progression overview

Autumn Spring Summer Little Nursery Rhymes Clothes Food Transport Pets Farm Animals Beck

FS1 Ourselves People Who Help us Who’s afraid of the Who’s afraid of the Farm animals and Farm animals and Who helps us? big bad wolf? big bad wolf? produce produce

FS2 What’s your story? Who can help me get there? How does your garden grow? Drawing and painting Sculpture - Paper and wire Portraits Insects Y1 What does it mean to be alive? Where can the sea take us? What happened once upon a time? Drawing, printing, wax resist Painting, Colour mixing Textiles, collage Henri Rousseau The Impressionists Bayeux tapestry, Breugel, Lowry Y2 Why travel the world? What makes a perfect home? What will my great achievement be? Painting, Paint techniques, colour Sculpture - Modroc Drawing/ Digital art African Art - Tingatinga Bourgeoise Portraiture, Pete Mckee Y3 What is the power of water? Does what we eat really matter? How have humans survived and thrived? Painting, Watercolour Printing - Inverse lino Textiles/ Fashion Turner, Hokasai Morris, O’Keefe Dying, embellishing Y4 What makes a building iconic? Should everyone be heard? Why were the Romans powerful? Drawing - line, perspective Sculpture - Clay Sculpture - Large-scale cardboard Joe Scarborough Greek pots Boccioni, Benin statues, Gormley Y5 How is the world connected? How does the universe work? Does change always lead to progress? Printing - Collagraph, two-tone Drawing/ Painting - Abstraction Craft - Islamic Art Calder, Kandinsky, Miro Anglo-Saxon art Y6 Are humans good for the planet? How did it all start? Will the show go on? Digital Media/ Street Art Drawing, Sculpture Graphics Banksy, BobandRoberta Smith, Kobra Paleontological sketches

Art Curriculum ​

What do pupils learn and how does learning progress? EYFS Knowledge:

Exploring using Media and Materials

At the end of reception the Early Learning Goal is:

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

- Children talk about features in their drawings, paintings, sculptures, collages. -Children talk about the steps they took to paint their picture e.g. first I used the yellow paint to make the lines for the sun flower. -Children can talk about their observations of paintings by various artists e.g. Van Gogh and Kandinsky, likes and dislikes. -They know the colours of coloured pencils and paint that they use. -They know when they colour mix another colour is produced. -They have an understanding that when you manipulate playdough, plasticine or clay the media will change shape.

Skills: -Children can manipulate playdough, plasticine and clay using different media e.g. rolling pin, cutters and their own hands. -Children can explore and use different marks when drawing. -Children can colour mix independently. -An introduction to handling new tools and media e.g. chalk, rolling pins, pastels, different sized paint brushes, plasticine. -Children can record their ideas from observation, a source, materials and their imagination. -Children are beginning to use specific language e.g. mould, change, draw, paint. -Children can manipulate different materials to make their own desired outcome. -Children will begin to talk about the similarities and differences of their own masterpiece compared to famous artists.

Drawing: As part of a study of Van Gogh’s sunflowers the pupils will learn how to use a range of media to record their ideas from observation, ​ source material and imagination. They will explore line, marks and texture that dry media can produce.

Art Curriculum ​ Painting: Pupils will experiment with primary colour and discuss what happens when these are mixed. Pupils will build ​ upon this understanding at year 1 and throughout KS1 and KS2. Pupils will examine the work of Van Gogh and compare the physical use of brush strokes compared to finger marks. Pupils will evaluate the experience.

Sculpture: Pupils will learn how to manipulate malleable materials in different ways (kneading/rolling) to make simple 3D structures and models. ​ They will build upon these taught skills at year 1 and year 3 when making pots. (pinch and thumb)

Printing: Pupils at EYFS will be encouraged to explore the tactile and physical nature of printing- creating and developing their awareness of shape ​ and form. This process of printmaking will feed into their study of both Van Gogh and Kandinsky. These skills will be developed in year 1 where their knowledge of press-printing will be refined.

Textiles: Pupils will be encouraged to explore the tactile and physical nature of printing- creating and developing their awareness of shape and ​ form. This process of printmaking will feed into their study of both Van Gogh and Kandinsky. These skills will be developed in year 1 where their knowledge of press-printing will be refined.

In Year 1, pupils learn to: Year 1 ​

-Record and explore ideas from first hand observations -Ask and answer questions about the starting points for their work -Develop their ideas – try things out, change their minds -Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities -Review what they and others have done and say what they think and feel about it. -Identify what they might change in their current work or develop in future work

Drawing: At year 1, pupils will be taught to experiment with dry media specifically oil pastel and chalk pastel - this will help them prepare for the ​ ​ ​ tonal properties of charcoal taught in year 2. Year 1 pupils will learn about the tonal qualities of these two media investigating how to create dark and light marks lines and patterns through experimentation and observation. Pupils at year 1 will further investigate texture through rubbings (introduced at EYFS) as part of their study of Andy Goldsworthy and their science study of seasonal changes Experiment with a variety of media; pencils, rubbers, crayons, pastels, felt, tips, charcoal, ballpoints, chalk ​ Control the types of marks made with the range of media

Lines & marks name, match and draw lines/marks from observations, invent new lines, draw on different surfaces with a range of media ​ Shape observe and draw shapes in between objects, invent new shapes ​ Tone investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes ​ Texture investigate textures by describing, naming, rubbing, copying ​ ​

Art Curriculum ​ Painting: Pupils will learn how to select the correct size brush when painting. They will be taught the names of the ​ primary colours and have recall of this. They will be taught how to create primary shades by adding black to a pure hue. They will learn how to mix primary tones by adding grey to a pure hue. This key knowledge is first taught here and will be extended and built upon across KS1 and KS2

-Use a variety of tools and techniques including different brush sizes and types -Mix and match colours to artefacts and objects -Work on different scales -Experiment with tools and techniques e.g. layering, mixing media, scrapping through -Name different types of paint and their properties Colour Identify primary colours by name Mix primary shades and tones Texture Create textured paint by adding sand, plaster

Textiles: Pupils will learn how to change and modify fabric when studying African textiles and making adire cloth (paste relief and homemade ​ dyes). -Match and sort fabrics and threads for colour, texture, length size and shape -Change and modify threads and fabrics, knotting, fraying, fringing, pulling threads, twisting, plaiting -Cut and shape fabric using scissors/snips -Apply shapes with glue or by stitching Apply decoration using beads, buttons, feathers etc. -Create cords and plaits for decoration Colour Apply colour with printing, dipping, fabric crayons Create and use dyes i.e. onion skins, tea, coffee Texture Create fabrics by weaving materials i.e. grass through twigs, carrier bags on a bike wheel

● The child understands that in Medieval times knights might has had an embroidered ‘sigil’ and liken this to the ‘Three Lions’. They recognise that these were created by many stitches in various colours. ● The child can use their sketchbook to collect ideas of emblems and ‘sigils’. ● The child can produce a simple running stitch with very little help. ● The child can use their ideas to develop a design for their own ‘sigil’ and embroider this in running stitch.

Art Curriculum ​ Printing: Pupils will extend and use the exploratory printing techniques first taught at EYFS. ​ Simple types of press-printing will be introduced teaching how to create repeated patterns inspired by African wax prints. This will be an important starting point for the more sophisticated forms of printing taught at year 3, 4 and 5. This will also extend the textiles work at year 1 through the study of adire cloth. -Print with a range of hard and soft materials e.g. corks, pen barrels, sponge -Make simple marks on rollers and printing palettes -Take simple prints i.e. mono - printing -Roll printing ink over found objects to create patterns e.g. plastic mesh, stencils -Build repeating patterns and recognise pattern in the environment -Create simple printing blocks with press print -Design more repetitive patterns Colour Experiment with overprinting motifs and colour Texture Make rubbings to collect textures and patterns

-Create images from a variety of media e.g. photocopies material, fabric, crepe paper, magazines etc. -Arrange and glue materials to different backgrounds -Sort and group materials for different purposes e.g. colour texture -Fold, crumple, tear and overlap papers -Work on different scales Colour Collect, sort, name match colours appropriate for an image ​ Shape Create and arrange shapes appropriately ​ Texture Create, select and use textured paper for an image ​

Year 2 In Year 2, pupils learn to:

-Record and explore ideas from first hand observations -Ask and answer questions about the starting points for their work -Develop their ideas – try things out, change their minds -Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities -Review what they and others have done and say what they think and feel about it. -Identify what they might change in their current work or develop in future work Art Curriculum ​

Drawing: Pupils will extend their knowledge of dry media taught at year 1 and be introduced to charcoal for the first time. ​ They will draw lines and marks identifying the effectiveness of charcoal in achieving a greater tonal range than pencil. They will combine this awareness of line with the use of colour when exploring Wu Guanzhang. They will observe and invent shape referring to the work of Matisse. Experiment with a variety of media; pencils, rubbers, crayons, pastels, felt, tips, charcoal, ballpoints, chalk ​ Control the types of marks made with the range of media

Lines & marks name, match and draw lines/marks from observations, invent new lines, draw on different surfaces with a range of media ​ Shape observe and draw shapes in between objects, invent new shapes ​ Tone investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes ​ Texture investigate textures by describing, naming, rubbing, copying ​ ​

Painting: Building on the work first taught at year 1-year 2 pupil will recognise when to select broad brushes and finer brushes for detailed work ​ (Cherry Blossom and Willow Pattern). They will be taught how to care for brushes properly. At year 2 pupils will learn about different paint types and their properties specifically: powder, poster and watercolour paints and brusho. They will build upon the colour mixing of shades and tones by adding back and grey using the ​ paints specified first taught at year 1. This will be extended at year 3 with their study of tints. This will form the basis of their study of Wu Guanzhang (Fauvism), and draw upon their knowledge of line taught in drawing lessons

Sculpture: At year 2 pupils will change the structure of malleable materials when creating a textured tile as part of their study of Chinese Culture. ​ They will learn to use leatherhard clay and use tools which will be built upon at year 5 when they construct the heads of Rapa Nu -Manipulate malleable materials in a variety of ways including rolling and kneading -Explore sculpture with a range of malleable media -Manipulate malleable materials for a purpose, e.g. pot, tile -Understand the safety and basic care of materials and tools

Form Experiment with constructing and joining recycled, natural and manmade materials Use simple 2-D shapes to create a 3-D form Texture Change the surface of a malleable material e.g. build a textured tile

Digital media Explore ideas using digital sources i.e. internet, CD-ROMS

Art Curriculum ​ Record visual information using digital cameras, video recorders

Use a simple graphics package to create images and effects with • lines by changing the size of brushes in response to ideas • shapes with eraser, shape and fill tools • use basic selection and cropping tools

Year 3 In Year 3, pupils learn to:

-Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. -Question and make thoughtful observations about starting points and select ideas to use in their work. -Explore the roles and purposes of artists, crafts people and designers working in different times and cultures. -Compare ideas, methods and approaches in their own and others’ work and say what they think and how they feel about them. -Adapt their work according to their views and describe how they might develop it further. -Annotate work in sketchbook

Drawing: At year 3, the pupils will be taught about the grades of pencil and experiment with these to achieve variations in tone. Through their ​ study of Ruskin’s architectural sketches they will select soft dry media and compare this with the use of hard lines to create a fine graphic style typical of McKee and Wilkinson.

Painting: At year 3 the pupils will learn greater control when painting. They will build upon the work of year 2 in selecting brushes for smaller and ​ bigger scale studies. They will be taught how to ‘block in’ when painting-keeping within lines and where to use colour washes for a softer effect. These techniques will be part of their study of Sheffield artists Ruskin (colour wash) and McKee (blocking in). The children will continue to practice painting with the media introduced at year 2. They will build upon the colour mixing of shades and tones by adding back and grey first taught at year 1 and 2 and extend into the mixing of tints by adding white to pure hues. They will learn how use a limited palette through colour mixing. They will have a solid understanding of which primary colours make secondary colours.

Sculpture: Pupil will use papier Mache to produce simple 3D models as part of their study of Sheffield artist Pete McKee’s penguins. This 3D ​ rendering of a 2D design will build upon the knowledge acquired during the Year 1 study of Andy Goldsworthy (3D forms constructed from 2D shapes). In Term 1 year 3 pupils will learn how to join and ‘finish’ clay adequately when creating burnished pots with handles as part of their study of pre-history. This will build upon the techniques taught at EYFS and year 1.

Printing: Pupils will build upon their knowledge of printing taught at year 1. They will learn how to create printing blocks using an impressed ​ method. They will build up their skill set and learn how to use two colour overlays as part of their study of Sheffield Artists Pete McKee and Jonathon Wilkinson. Art Curriculum ​

Year 4 In Year 4, pupils learn to: -Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. -Question and make thoughtful observations about starting points and select ideas to use in their work. -Explore the roles and purposes of artists, crafts people and designers working in different times and cultures. -Compare ideas, methods and approaches in their own and others’ work and say what they think and how they feel about them. -Adapt their work according to their views and describe how they might develop it further. -Annotate work in sketchbook

Drawing: Pupils will be taught how to use sketchbooks to record visual information from different sources. They will select from their existing ​ knowledge of dry media experimenting with lines and marks to create texture and surface detail. At year 3 the pupils will have a knowledge of grades of pencil. They will use their ever expanding knowledge to understand objects have a third dimension and use tone effectively in creating 3D shape. They will study Cezanne in particular his ‘still-life’ and begin to use their knowledge of cylinder sphere and cone to construct all still life ​ ​ studies. This understanding of a third dimension will be extended by year 5 and 6 when drawing perspective. Experiment with ways in which surface detail can be added to drawings. Use sketchbooks to collect and record visual information from different ​ sources. Draw for a sustained period of time at an appropriate level

Lines & marks make marks and lines with a wide range of drawing implements e.g. pencils, rubbers, crayons, pastels, felt, tips, charcoal, ​ ballpoints, and chalk. Experiment with different grades of pencil and other implements to create lines and marks. Form and shape experiment with different grades of ​ ​ pencil and other implements to draw different forms and shapes. Begin to show an awareness of objects having a third dimension Tone experiment with different grades of pencil and other implements to achieve variations in tone. Apply tone in a drawing in a simple way. ​ ​

Texture: create textures with a wide range of drawing implements. Apply a simple use of pattern and texture in a drawing. ​

Painting: At year 4 the pupils will be introduced to some new paint types including acrylic, gouache and gesso. Pupils will experiment with a range ​ of paint types to create textural effects. At year 4 pupils will be able to evaluate the painterly impact of each type of paint. Pupils will explore impasto-methods of thickening paint. (e.g. Beeswax) they will use this thickened paint to create textural effects mimicking the work of Picasso and Cezanne. Pupils at year 4 will be now be confident in the language of colour including primary, secondary, hue, shade, tone and tint having being taught consistently since EYFS. -Experiment with different effects and textures including blocking in colour, washes, thickened paint creating textural effects -Work on a range of scales e.g. thin brush on small picture etc. -Create different effects and textures with paint according to what they need for the task.

Colour Mix colours and know which primary colours make secondary colours Use more specific colour language Mix and use tints and shades Art Curriculum ​

Sculpture: Building upon techniques taught at year 3-pupils will create abstract heads extending their understanding of modelling, form and ​ technique and materials. The knowledge acquired about creating a base will feed into the armatures created at year 6 and sculptures at year 5.

Textiles: Building upon their knowledge of decorative techniques taught in year 2, year 4 pupils will develop their skills in stitching cutting and ​ joining whilst studying The Romans (coin purse).

Digital media Record and collect visual information using digital cameras and video equipment Present recorded visual images using software e.g. Photo story, PowerPoint Use a graphics package to create images and effects with • lines by controlling the brush tool with increased precision • changing the type of brush to an appropriate style e.g. charcoal • create shape by making selections to cut, duplicate and repeat

Experiment with colours and textures by making appropriate choice of special effects and simple filters to manipulate and create images for a ​ ​ particular purpose

Printing Year 3, Term 2 Create printing blocks using a relief or impressed method Create repeating patterns Print with two colour overlays Year 5 In Year 5, pupils learn to:

-Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. -Question and make thoughtful observations about starting points and select ideas to use in their work. -Explore the roles and purposes of artists, crafts people and designers working in different times and cultures. -Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them. -Adapt their work according to their views and describe how they might develop it further. -Annotate work in sketchbook.

Art Curriculum ​ Drawing: At year 5, the pupils will be introduced to viewfinders to begin to work closely from observation. At year 5 ​ they will create a detailed drawing. They will be taught how to use a sketchbook to collect and develop ideas understanding the process artists go through before drawing or painting. At year 5 the pupils will be able to use the techniques taught at EYFS-Y4 and begin to explore colour mixing and blending techniques with coloured pencils. This will be built upon at year 6. Year 5 teachers will teach composition, scale and proportion in their paintings e.g. foreground, middle ground and background. At year 6 pupils will extend this work on perspective

Painting: At year 5 pupils will develop a painting from a drawing. At year 3 pupils are taught about secondary colours-this understanding of colour ​ will now be extended into a new language of complementary and contrasting colours. With this knowledge the year 5 pupils will be taught how to mix and match colours to create atmosphere and light effects. Exploring the work of Monet and Munch (and glass artist Richard Rowan) will give the pupils the visual vocabulary they need to create a palette of warm and cold colours to create atmosphere. This knowledge will then be applied in their own work.

Printing: Year 5 pupils will build on the knowledge acquired at year 3. They will create printing blocks by simplifying an initial sketch book idea. ​ They will then develop this into a lino cut ‘impressed’ method, creating prints with three overlays. This could be part of their study of Brazilian artist, Eduardo Kobra. They will then work into prints with a range of media e.g. pens, colour pens and paints and evaluate the effectiveness.

Sculpture: As part of their study of South America- year 5 pupils will further develop their control and use of tools when carving replica heads ​ from Rapa Nui (Easter Island). This builds upon the good and safe use of tools first introduced at year 2.

Year 6 In Year 6, pupils learn to:

-Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. -Question and make thoughtful observations about starting points and select ideas to use in their work. -Explore the roles and purposes of artists, crafts people and designers working in different times and cultures. -Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them. -Adapt their work according to their views and describe how they might develop it further. -Annotate work in sketchbook.

Drawing: The knowledge taught at year 6 repeats, consolidates and extends skills taught at year 5. Pupils will develop their drawing skills working ​ from a variety of sources including observation, photographs and digital images. They will work in a sustained and independent way to create a detailed drawing using viewfinders as introduced at year 5. At year 6 the pupils will extend their range of blending techniques to include more sophisticated techniques such as stippling and scumbling and using wet and dry media such as aquarelle. As part of their study of mining art and then Frida Kahlo’s compositional paintings such as ‘Still life with Flag and Parrot’. This will build upon and extend the year 4 study of Cezanne and still life. At year 6 the pupils will now begin to develop their own style using tonal contrast and mixed media. At year 6 the pupils can use the skills of perspective and composition taught at year 4 and year 5 to use simple perspective in their work using a single focal point and horizon. They will also be able to evaluate famous paintings using the language of composition, perspective etc. as part of their study of Sheffield artists and female artists Their study of Jonathon Wilkinson Sheffield Landscapes will extend the year 3s study of the Tinsley Cooling Towers Art Curriculum ​

Painting: The knowledge taught at year 6 repeats, consolidates and extends skills taught at year 5. ​ Pupils will develop a painting from a drawing creating imaginative work from a variety of sources including a study of Frida Kahlo.

Sculpture: Pupils at year 6 will build upon modelling skills taught from EYFS to year 5. Pupils will use armatures to provide structures for more ​ sophisticated methods of sculpting using Elizabeth Frink as inspiration when creating Frida Kahlo busts.

Textiles: In textiles the pupils will learn how to experiment with a range of media to overlap and layer creating interesting colours and textures ​ and effects. They will use screen printing as a vehicle to apply this learning and produce fashion items. Their study of Kahlo will influence this work. The pupils will evaluate how widely Kahlo’s portraits have been absorbed into mainstream iconography.

Curriculum Enhancements Whole School Arts week BLP week Art/craft clubs Visits e.g. Yorkshire Sculpture Park

Art Knowledge and Skills Progression

Yeargroup Generating ideas Making Evaluating Knowledge and understanding Y1 Recognise that ideas can be Try out a range of materials & processes and Recognise they have Show interest in and Recognise and describe Art Curriculum ​ Paint, brush, generated through doing as different qualities describe what they some simple pencil, well as thinking Explore materials in a playful and open-ended manner think about the work characteristics of coloured Introduce “sketchbook” as ​ ​ Use materials purposefully to achieve particular characteristics or of others different kinds of art, craft pencil, chalk, being a place to record qualities and design crayons, individual responses. Across media: Take pleasure in the charcoal, Understand some of the Explore mark making to start to build mark-making vocabulary pastels, draw, ​ ​ work they have Know the names of tools, activities which might take marks, line, created and see that techniques, artists and Drawing circle, up, place in a sketchbook (e.g. it gives other people formal elements (in pink) Begin to explore a variety of drawing materials including pencil, ​ ​ down, round, drawing, cutting/sticking, ​ pleasure graphite, pen, chalk, soft pastel, wax and charcoal. wet, dry, finger collecting). ​ ​ Discover that art is ​ Undertake projects which explore observational drawing (drawing paint, print, Recognise that ideas can be ​ what you see), to record what is seen, and also experimental Enjoy listening to subjective (we all have mix, clay, expressed through art ​ ​ drawing, to share what is felt. other people's views our own legitimate plasticine, Enjoy looking at artwork made ​ ​ ​ ​ about artwork made understanding) mould, push, by artists and craftspeople, Painting: by others. roll, squeeze, and finding elements which ​ ​ Recognise primary colours and use an experiential approach to change, print, inspire. ​ ​ Understand ideas can ​ simple colour mixing to discover secondary colours Feel able to express wood, leaves, Henri Rousseau, ​ ​ ​ come through hands-on Enjoy discovering the interplay between materials for example wax and share an objects, Impressionists, exploration and watercolour opinion about the rubbings, L.S. Lowry, artwork. smooth, rough, Pietr Bruegel Printing Begin to build knowledge shiny, bumpy, Bayeux tapestry Explore simple printmaking, for example using plasticine, found Talk to a peer or of what different natural, Develop questions to ask materials or quick print foam teacher about the materials and techniques materials, when looking at artworks and Search out found objects to be used as tools to press into plasticine artwork made and can offer the creative collage. /or stimulus: to create texture and to understand notions of positive and negative. share what you have Colours: red, Experiment with an open mind individual Use rollers or the backs of the spoon to create pressure to make a blue, yellow, Generate ideas through enjoyed during the print. green, purple, playful, hands-on, exploration process, and what Work at different scales, brown, black, of materials without being you like about the alone and in groups Textiles orange, white, constricted towards a end result. Use basic tools to help deconstruct (scissors) and then construct pink. pre-defined outcome. (glue sticks).

Yeargroup Generating ideas Making Evaluating Knowledge and understanding Art Curriculum ​ Y2 Practice and develop Try out a range of materials & Enjoy listening to Recognise and describe 2D, 3D sketchbook use, incorporating processes and Recognise they have different qualities other peoples views some simple characteristics sculpture the following activities: drawing Explore materials in a playful and open-ended manner about artwork made of different kinds of art, craft chalk to discover, drawing to show Use materials purposefully to achieve particular characteristics by others. and design soft pastel, you have seen, drawing to or qualities wax, charcoal Deliberately choose to use particular techniques for a given primary, experiment, collecting, sticking, Understand how Know the names of tools, secondary writing notes… purpose evaluating creative techniques and formal Develop and exercise some care and control over the range of work during the elements (in pink) colours, ​ ​ ​ ​ viewpoint, Enjoy looking at artwork made materials they use process, as well as angle by artists, craftspeople, at the end, helps Know that different forms of Modroc architects and designers, and Drawing feed the process. creative works are made by plasticine Continue developing mark-making skills through finding elements which inspire. ​ ​ artists, craftspeople, and digital media experimentation with various drawing media: pencil, graphite, Louise Bourgeois ​ ​ Share work to designers from all cultures chalk, soft pastel, wax and charcoal. Guide to drawing African Art - Edward TIngatinga ​ ​ ​ ​ others in small and times, for different Portraiture materials groups, and listen to purposes Explore a variety of drawing starting points (stimuli), including ​ ​ what they think Discuss artist’s intention and close looking via observation from primary & secondary source ​ ​ ​ ​ about what you Discover that art is subjective reflect upon your response. material, drawing from memory and imagination. ​ have made. (we all have our own Develop the use of proportion to draw a portrait. ​ ​ ​ ​ legitimate understanding) Look at a variety of types of Explore drawing from different viewpoints and angles. ​ ​ ​ source material and understand Use new colour mixing knowledge and transfer it to other media, e.g.soft pastel, chalk. Take photos of work the differences: including ​ Painting: made so that a Understand ideas can come images on screen, images in Revisit colour mixing and understand relationships of primary record can be kept, through hands-on exploration books and websites, art work in ​ ​ ​ ​ ​ and secondary colours to be added to a galleries and objects in Explore painting on different surfaces, such as 3D models digital Begin to build knowledge of museums. Sculpture folder/presentation what different materials and Experiment with an open mind Explore modelling materials such as Modroc and plasticine in ​ ​ ​ ​ ​ ​ to capture techniques can offer the Generate ideas through playful, an open-ended manner, to discover what they might do. ​ ​ ​ hands-on, exploration of Learn to make a 3D modroc sculpture using an armature. progression. creative individual ​ materials without being making modroc sculpture constricted towards a Digital art Work at different scales, pre-defined outcome. Use digital media (still photos) to record and enhance images. alone and in groups ​ ​ ​ ​ ​ ​ ​ ​

Art Curriculum ​

Year Exploring and developing Drawing Painting Printing Textiles Sculpture Collage Group ideas Digital Evaluating and developing Media work

EYFS Lesson Ideas Pupils will learn Pupils will Pupils will Pupils will Pupils will learn Pupils will to use different make a variety learn how to learn how how to manipulate have access Van Gogh’s sunflowers types of dry of marks using make to select malleable materials to a variety First hand observation - drawing media e.g. the paint rubbings and in different ways of collage Van Gogh’s sunflowers chalk, felt tips, brush. using natural combine (kneading/rolling). materials Van Gogh-finger printing exploring pencils. Pupils will be materials textiles Pupils will be and be brush strokes Pupils will learn able to form e.g. leaves. according encouraged to encouraged how to make a shapes and Pupils will be to colour, make simple 3D to use a Kandinsky ‘concentric circle in variety of different line encouraged pattern structures and mixture ​ squares’ differentiated patterns using to explore and models to help together Painting marks from this medium. the tactile texture as with storytelling or within their Press prints lines, dots and Pupil will be and physical part of from their pictures. Textural pictures/collage – string shapes. encouraged to nature of their study imagination. They Pupils will pictures/textile pictures Pupils will be use a range of printing- of will build upon experiment able to talk different tools creating and Kandinsky’ these taught skills with collage Andy Goldsworthy ‘natural about their to bring developing s piece at year 1 and year materials ​ sculptures’ marks and give coloured their ‘concentric 3 when making when Natural material gathering clear meaning marks onto awareness of circles in pots. studying Building of natural sculptures within to them. paper. shape and squares’. Pupils will link their Kandinsky Forest learning Pupils will be Pupils will form. This unit skills into Forest using encouraged to experiment Pupils will be sits learning where materials Vocabulary use drawings to with primary encouraged alongside they will design creatively tell a story. colours and to use a and can be and build natural and Pupils will be discuss what range of combined sculptures for their exploring encouraged to happens when objects as with the skills to be more their use begin to form these are tools to skills refined in Year 1. through accurate mixed. Pupils explore introduced their drawings of will build upon printing. in collage properties this Printing will lessons. of texture Art Curriculum ​ people and understanding be linked to Pupils will and colour. animals. at year 1 and nursery learn a This will be As part of a throughout rhymes and simple built upon study of Van KS1 and KS2. stories of the weave through the Gogh’s Pupils will week e.g. technique. Year 1 sunflowers the examine the Humpty study of pupils will learn work of Van Dumpty’s African how use a Gogh and wall and sunsets. range of media compare the Jack’s Pupils will to record their physical use of beanstalk be able to ideas from brush strokes feeding and talk about observation, compared to progressing the source material finger marks. into their different and Pupils will study of textures of imagination. evaluate the both Van the They will experience Gogh and materials explore line, talking about Kandinsky. they are marks and steps they These skills using whilst texture that dry have taken will be collaging. media can and the developed in produce. similarities and year 1 where difference of their their own knowledge sunflowers of compared to press-printin Van Gogh’s. g will be refined.

Year Lesson Ideas/ Drawing Painting Printing Textiles Sculpture Collage Group Vocabulary Year 1 Lesson Ideas At year 1 pupils Pupils will Pupils will Pupils will Pupils will find out Pupils will will be taught learn how to extend and learn how about the artist make History topic: Castles/Medieval to experiment select the use the to change Andy Goldsworthy thoughtful with dry media correct size exploratory and as they create a 3D and specifically oil brush when printing modify hanging mobile considered Art - Africa: ​ Gakonga – ‘figures’ pastel and painting. They techniques fabric) from 2D objects. choices ​ Art Curriculum ​ African chalk will be taught first taught when This study will when sunset collage (Gakonga silhouette) pastel-this will the names of at EYFS. studying expand upon the selecting Goldsworthy - Decorated African coil ​ ​ help them the primary Simple press African year 1 exploration media to pots. prepare for the colours and printing will textiles of printing use in Look at Goldsworthy sculptures tonal properties have recall of be and collage Adire cloth - Repeated print-wax ​ of charcoal this. They will introduced making Pupils will learn based on cloth taught in year be taught how creating adire cloth simple techniques their

2. Year 1 pupils to create repeated (paste of manipulating growing Science - Plants: will learn about primary patterns relief and clay in order to understandi Leaf rubbings the tonal shades by inspired by home-mad create decorated ng of colour Bark rubbings qualities of adding black to African wax e dyes) African tribal pots and texture Hanging mobiles (wind-catchers) these two a pure hue. prints. This exploring and first incorporating leaf prints and natural media They will learn will be an extending skills introduced materials investigating how to mix important learned at EYFS. at EYFS and

how to create primary tones starting They will build extended at Vocabulary dark and light by adding grey point for the upon these skills at year 4. They

marks lines and to a pure hue. more year 3 when will create Paint, brush, pencil, draw, wet, dry, patterns This key sophisticate constructing pots class and mix, finger paint, colour, light, dark, through knowledge is d forms of as part of their individual Straight, wavy, curved, zig-zag, experimentatio first taught printing study of the Stone collages as copying, rubbing, match, print, n and here and will taught at Age part of their sponge, roller, ink, modelling, rolling, observation. be extended year 3, 4 and in depth clay, tile, pot, tools, fold, crumple, Pupils at year 1 and built upon 5. This will study of tear, will further across KS1 and also extend African art. Pastel, chalk, collage, texture, investigate KS2 the textiles smudging, primary colour, stencil, texture through work at year printing block, press print, kneading, rubbings 1 and the overlap (introduced at study of EYFS) as part of adire cloths. their study of Andy Goldsworthy and their science study of seasonal changes

Art Curriculum ​ Year Lesson Drawing Painting Printing Textiles Sculpture Collage Group Ideas/ Vocabulary Year 2 Lesson Ideas Pupils will Building on the N/A At year 2 At year 2 pupils will Pupils at extend their work first pupils will change the year 2 will Shape History Topic: The Victorians knowledge of taught at year use structure of learn how dry media 1-year 2 pupil techniques malleable materials to create Art – China: taught at year 1 will recognise such as when creating a imagined Wu Guanzhang – Fauvism - and be when to select plaiting, textured tile as and ​ landscapes introduced to broad brushes fraying and part of their study observed charcoal for the and finer fringing to of Chinese Culture. images Cherry Blossom /Willow Pattern– first time. brushes for change They will learn to using Brusho+Paint Decorated lampshades (balloon They will draw detailed work and use leatherhard collage as lamps) lanterns and bunting lines and marks (Cherry modify clay and use tools part of their identifying the Blossom and threads which will be built study of Decorated tiles to create a frieze – effectiveness of Willow and fabrics upon at year 5 Matisse Clay + clay tools charcoal in Pattern) achieving when they (Jazz achieving a They will be decorative construct the collection) Science – Living things and their greater tonal taught how to effects as heads of Rapa Nui They will habitats: range than care for part of collect, pencil. They will brushes their study sort, name Maths links – shape combine this properly of Chinese and match Matisse inspired Jazz pictures – awareness of At year 2 culture colours arranging shape line with the pupils will and the appropriate use of colour learn about Chinese for an Vocabulary when exploring different paint New Year. image Wu Guanzhang. types and their This will be Expanding Straight, wavy, curved, zig-zag, They will properties developed upon their copying, rubbing, match, modelling, observe and specifically: at year 4 study of invent shape powder, when shape in Y2 rolling, clay, tile, pot, tools, fold, ​ crumple, tear, decorate, smooth, referring to the poster and stitching drawing rough, work of Matisse watercolour techniques lessons charcoal, chalk, control, surfaces, and begin to paints, ink and are first they will powder paint, threads and fabrics, understand the brusho introduced create and knotting, fraying, fringing, pulling term ‘negative They will build . arrange threads, twisting, plaiting, tools, space’ upon the shapes texture, colour mixing appropriate Art Curriculum ​ observations, invent, major brush, of shades and ly. This fine brush, layering, tone, primary tones by acquired shade, primary tone, cords adding back knowledge and grey using will be the paints developed specified first and built taught at year upon at 1. This will be year 4 in extended at their study year 3 with of Picasso their study of and tints. Cubism. This will form the basis of their study of Wu Guanzhang (Fauvism) and draw upon their knowledge of line taught in drawing lessons.

Year Lesson Ideas/ Drawing Painting Printing Textiles Sculpture Collage Group Vocabulary Year 3 Lesson Ideas At year 3 the At year 3 the Pupils will Pupil will use pupils will be pupils will build upon papier Mache to Painting History – Stone Age: taught about learn greater their produce simple 3D Techniqu Clay skills - Burnished pottery the grades of control when knowledge models as part of e pencil and painting. of printing their study of Art – Sheffield: Control when experiment They will build taught at Sheffield artist painting with these to upon the work year 1. They Pete McKee’s achieve of year 2 in will learn penguins. This 3D Pete McKee – blocking in variations in selecting how to rendering of a 2D Wilkinson – Oils, dry colour, drypoint brushes for create design will build

Art Curriculum ​ Architectural Arches-Ruskin – colour tone. Through smaller and printing upon the wash their study of bigger scale blocks using knowledge Ruskin’s studies. They an acquired during 2 colour prints – architectural will be taught impressed the Year 1 study of ​ Pete McKee (Penguin). J Wilkinson sketches they how to ‘block method. Andy Goldsworthy (Cooling Towers) will select soft in’ when They will (3D forms dry media and painting-keepi build up constructed from Paper Mache penguin compare this ng within lines their skill set 2D shapes). with the use of and where to and learn In Term 1 year 3 Science – Light/animals/plants: hard lines to use colour how to use pupils will learn create a fine washes for a two colour how to join clay graphic style softer effect. overlays as adequately when Ongoing: Sketchbook typical of These part of their creating burnished Grades of pencil McKee and techniques will study of pots with handles Wilkinson. be part of their Sheffield as part of their Vocabulary study of Artists Pete study of Sheffield McKee and pre-history. This Charcoal, chalk, control, surfaces, artists Ruskin Jonathon will build upon the poster paint, powder paint, threads (colour wash) Wilkinson. techniques taught and fabrics, knotting, fraying, fringing, and McKee at EYFS and year 1. pulling threads, twisting, plaiting, (blocking in) tools, texture, pattern, The children observation, imagination, detail, will continue Grades of pencil, tone, blocking in to practice colour, colour wash, secondary painting with colours, tints, shades the media Grades of pencil, introduced at Blocking in colour versus colour year 2. They blocking, will build upon 2B, 4B, 6B, HB, 2H, 4H, 6H pencils the colour mixing of shades and tones by adding back and grey first taught at year 1 and 2 and Art Curriculum ​ extend into the mixing of tints by adding white to pure hues. They will learn how use a limited palette through colour mixing. They will have a solid understanding of which primary colours make secondary colours Year Lesson Ideas/ Drawing Painting Printing Textiles Sculpture Collage Group Vocabulary Year 4 Lesson Ideas Pupils will be At year 4 the N/A Building Building upon Pupils will taught how to pupils will be upon their techniques taught extend the Texture History – Greeks + Romans: use introduced to knowledge at year 3-pupils will learning Stitching/cutting skills: Roman Coin sketchbooks to some new of create abstract they first purses record visual paint types decorative heads based on the acquired in information including techniques portrait of Dora years 1 and Art – Spain from different acrylic, taught in Marr extending year 2 by Initially look at Cezanne – shape sources. They gouache and year 2, their experimenti ​ ​ will select from gesso. Pupils year 4 understanding of ng with a

Experiment with paint types to create their existing will pupils will modelling, form range of texture knowledge of experiment develop and technique and collage dry media with a range of their skills materials. The techniques Picasso - experimenting paint types to in stitching knowledge such as The Death of the Toreador with lines and create textural cutting acquired about tearing, Still Life with Bull’s Head marks to create effects. At year and creating a base will overlapping Portrait of Marie Therese 4 pupils will be joining. feed into the and Art Curriculum ​ Portrait of texture and able to armatures created layering to Dora Maar surface detail. evaluate the at year 6 and create Sculpture – Picasso heads At year 3 the painterly sculptures at year 5 images and

pupils will have impact of each represent Collage techniques – link to Picasso a knowledge of type of paint. textures-thi

grades of Pupils will s will Science – Environmental change pencil. They will explore include use

use their ever impasto-meth of digital

expanding ods of media and Ongoing: Sketchbook knowledge to thickening extend their Line marks to create texture understand paint. (eg knowledge

objects have a Beeswax) they of Cubism Vocabulary third dimension will use this specifically

and use tone thickened Picasso and Observation, imagination, detail, effectively in paint to create Klee. Grades of pencil, tone, colour block, creating 3D textural effects colour wash, secondary colours, tints, shape. They will mimicking the The shade, collage, study Cezanne work of understandi 2B, 4B, 6B, HB, 2H, 4H, 6H pencils in particular his Picasso and ng of Charcoal, texture, ‘still-life’ and Cezanne abstract Form, shape begin to use forms will third dimension pattern their feed into hue knowledge of the Year 5 gouache/acrylic/oil/ tempera cylinder sphere Pupils at year 4 & 6

and cone to will be now be sculpture construct all confident in study ​ still life studies. the language This of colour understanding including of a third primary, dimension will secondary, be extended by hue, shade, year 5 and 6 tone and tint when drawing having being perspective taught consistently since EYFS. Art Curriculum ​ Year Lesson Drawing Painting Printing Textiles Sculpture Collage Group Ideas/ Vocabulary Year 5 Lesson Ideas At year 5 the At year 5 Building on N/A As part of their N/A pupils will be pupils will knowledge study of South Vikings/Anglo-Saxons: introduced to develop a acquired at America- year 5 Heads – detailed drawing viewfinders to painting from year 3 the pupils will further Look at ‘Edvard Munch The Scream’ – begin to work a drawing. year 5 pupils develop their create similar using colour mixing / closely from At year 3 will create control and use of blending techniques with coloured observation. At pupils are printing tools when carving pencils year 5 they will taught about blocks by replica heads from create a secondary simplifying Rapa Nui (Easter Viking longship – tranquil/aggressive detailed colours-this an initial Island). This builds Develop a painting from a drawing drawing. They understanding sketch book upon good and Look at and compare tone+contrast – will be taught of colour will idea. They safe use of tools and what impact this has on how to use a now be will then introduced at year atmosphere. Look at Monet - sketchbook to extended into develop this 2. atmosphere collect and a new into a lino develop ideas language of cut Brazil: understanding complementar ‘impressed’ Eduardo Kobra –Street art – the process y and method, contrasting/complementary colours artists go contrasting creating Printing with three overlays through before colours prints with drawing or three Rapa Nui – sculpture using tools painting. With this overlays. At year 5 the knowledge the This could be Space: pupils will be year 5 pupils part of their Foreground/middleground/backgrou able to use the will be taught study of nd techniques how to mix Brazilian ​ ​ Richard Rowan – Nebula collection taught at and match artist, Painting backwards on glass. EYFS-Y4 and colours to Eduardo (start detail in foreground) begin to create Kobra. Ongoing: Sketchbook to develop explore colour atmosphere ideas mixing and and light They will blending effects. then work Vocabulary techniques with Exploring the into prints coloured work of Monet with a range Art Curriculum ​ 2B, 4B, 6B, pencils. This will give the of media e.g. HB, 2H, 4H, 6H pencils will be built pupils the pens, colour Charcoal, texture, upon at year 6 visual pens and Form, shape Year 5 teachers vocabulary paints and third dimension, pattern will teach they need to evaluate the wet media/dry media, blending, composition, mix a palette effectiveness hatching (not cross hatching) scale and of warm and . atmosphere, shading, view finder proportion in cold colours to Year 6 will foreground, middle ground, their paintings create extend this background, composition, focal point, e.g. atmosphere. in their study perspective, proportion foreground, This of textiles middle ground knowledge will and screen and then be printing. background. At applied in their year 6 pupils own work. will extend this work on to perspective. Year Lesson Ideas/ Drawing Painting Printing Textiles Sculpture Collage Group Vocabulary Year 6 Lesson Ideas The knowledge The knowledge N/A At year 6 Pupils at year 6 will N/A taught at year 6 taught at year pupils will build upon History - local area: repeats, 6 repeats, learn how modelling skills Local artists - Frink and Hepworth consolidates consolidates to taught from EYFS Sculpture and extends and extends experimen to year 5. Pupils skills taught at skills taught at t with a will use armatures Photos/digital images of local area – year 5 year 5’ range of to provide Pupils will Pupils will media to structures for more detailed drawings develop their develop a overlap sophisticated

Art – Mexico: drawing skills painting from and layer methods of Frida Kahlo – working from a a drawing creating sculpting using ​ Still life/composition variety of creating interesting Elizabeth Frink and sources imaginative colours local sculptor Stippling + scumbling including work from a and Barbara Hepworth Painting observation, variety of textures as inspiration when photographs sources and effects Art Curriculum ​ Science – and digital including a using creating Frida Evolution: images. They study of Frida screen Kahlo busts Perspective drawing will work in a Kahlo. printing as sustained and a vehicle. Vocabulary independent This will way to create a feed into Form, shape detailed their study third dimension, pattern, drawing using of Kahlo, wet media/dry media, blending, viewfinders as Frink and hatching atmosphere, shading, view introduced at the finder,foreground, middle ground, year 5 Yorkshire background, contrast, complement, At year 6 the artist composition, focal point, perspective, pupils will Hepworth proportion, cross hatching, extend their and link to scumbling, stippling, tone, portrait, range of their study palette, maquette blending of techniques to portraiture include more and sophisticated armature techniques in such as sculpture stippling and scumbling. Using wet and dry media such as aquarelle. This will be introduced in a series of drawings using mining culture as an inspiration. At year 6 the pupils will now begin to develop their Art Curriculum ​ own style using tonal contrast and mixed media –this will build upon and extend the year 4 study of Cezanne and still life.

At year 6 the pupils can use the skills of perspective and composition taught at year 4 and year 5 to use simple perspective in their work using a single focal point and horizon. They will also be able to evaluate famous paintings using the language of composition, perspective etc Their study of Jonathon Wilkinson will build directly on year 3’s study of the Art Curriculum ​ Tinsley Cooling Towers