Bader

Primary School

Aiming High

Art and Design

Intent

At Bader Primary School we offer a structure and sequence of Art and Design lessons to help teachers ensure they have covered the skills required to meet the aims of the national curriculum. The intent is to ensure all children produce creative and imaginative work. Children have the opportunity to explore their ideas and record their experiences, as well as exploring the work of others and providing opportunities to apply a diverse range of techniques and creative processes to formulate concepts and ideas. This combination of practical and ‘theory’ encourages children to become confident and proficient in a variety of media techniques and applications and includes fundamental skills within the areas of drawing, painting, sculpture and making, as well as other craft based skills, such as collage, printing, weaving and the development and creation of patterns. Children will also develop their knowledge culturally and a diverse range of areas is covered and includes focusing on famous artists, designers and specialist craft makers. Children will also develop their curiosity about art and design through a series of lessons offering skills progression, knowledge progression and offering the opportunity to ask questions and demonstrate their skills in a variety of ways. The lessons will offer the chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development.

Key Focus

Creativity

Children produce creative work.

Imagination

Children produce imaginative work.

Exploration

Children have the opportunity to explore their ideas and record their experiences, as well as exploring the work of others.

Curiosity

Children will develop their curiosity about art and design.

Expression

Children will develop their emotional expression through art to further enhance their personal, social and emotional development.

Implementation

New Learning

Each key stage focuses on different themes to ensure continued interest in the subject as well as acquiring new knowledge.

Activity

The lessons focus on developing their use of techniques, including the application, control and use of materials applied with creativity, experimentation and an increased cultural awareness of different kinds of art, craft and design disciplines. Children are also introduced to how art and design reflects and shapes our history, and how it contributes to society culturally, creatively and as an important industry that contributes to our economy. A carefully selected series of curated lessons for each year group offers structure and narrative. They are by no means to be used exclusively, but can be used to support planning.

Resources

Each unit comes with an overview, an end of unit assessment and additional resources to give the teacher and adults delivering the subject the opportunity to encourage the children to develop confidence, skills and knowledge – and therefore encouraging and ensuring outcomes are met.

Impact

At Bader Primary School, Art and Design learning is enjoyed by teachers and children alike across the school. Teachers have higher expectations and more quality evidence can be presented in a variety of ways. All children use technical vocabulary accurately and there is the expectation that children know, apply and understand the ideas, skills and processes specified. Children improve and develop their skills by their inquisitiveness and sense of curiosity about the world around them, and their impact through art and design on the world. Children will become more confident in analysing their work and giving their opinion on their own and others works of art. Children show competences in improving their resilience and perseverance by continually evaluating and improving their work. All children in school can speak confidently about their art and design work and their skills.

Art is an important part of developing our children’s ability to develop their individual creativity, express their ideas and understanding and to work both individually and collaboratively with others. Across school, each year group plans and delivers art lessons, which aim to ensure that children are able to develop key skills using specific media. The importance of Art is evident through our yearly Art Week, in which we focus on a particular skill or aspect of Art, throughout the school. Our aim is to ensure that children are confident approaching artwork, feel a strong sense of achievement, value the impact of art within our own lives and are able to reach their full potential.

Subject Overview

Welcome to Art and Design at Bader Primary School! These units have been created to inspire, engage and develop an enthusiasm for art and design. Focusing on building key skills, the units secure children’s understanding of observational drawing, sculpture, texture and colour through a range of suggested media. With a key emphasis on the work of different artists, children are taught about artistic practices and styles through history until the present day.

Year 1

Autumn

Joan Miro

Spring

Colour

Summer

Portraits

Year 2

Autumn

Sculpture

Spring

Landscapes and Cityscapes

Summer

LS Lowry

Year 3

Autumn

British Art

Spring

European Art and Artists

Summer

Bodies

Year 4

Autumn

Autumn

Spring

Central and South American

Summer

North American

Year 5

Autumn

Ancient Egypt

Spring

Lowry Townscapes

Summer

Plants and Flowers

Year 6

Autumn

Insects

Spring

Wildlife Birds

Summer

World War Scenes

Level Expected at the End of EYFS

We have selected the Early Learning Goals that link most closely to the Art and Design National Curriculum.

Expressive Arts and Design (Exploring and Using Media and Materials)

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

Expressive Arts and Design (Being Imaginative)

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Key Stage 1 National Curriculum Expectations

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;
  • 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.

Key Stage 2 National Curriculum Expectations

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];
  • About great artists, architects and designers in history.

The national curriculum for art and design aims to ensure that all pupils by the end of year 6:

Progression of Skills in Art & Design

Exploring and developing ideas (ONGOING)

Year 1

  • Record and explore ideas from first hand observation, experience and imagination. 
  • Ask and answer questions about the starting points for their work, and develop their ideas. 
  • Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

Year 2

  • Record and explore ideas from first hand observation, experience and imagination. 
  • Ask and answer questions about the starting points for their work and the processes they have used.
  • Develop their ideas.  Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

Year 3

  • 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, craftspeople and designers working in different times and cultures.

Year 4

  • 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, craftspeople and designers working in different times and cultures

Year 5

  • 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 and processes to use in their work. 
  • Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

Year 6

  • 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 and processes to use in their work.
  • Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

Evaluating and developing work (ONGOING)

Year 1

  • Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook. 
  • Identify what they might change in their current work or develop in their future work.

Year 2

  • Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook. 
  • Identify what they might change in their current work or develop in their future work. 
  • Annotate work in sketchbook.

Year 3

  • 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.

Year 4

  • 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

Year 5

  • 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.

Year 6

  • 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.

Drawing

Year 1

  • Use a variety of tools, inc. pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media.
  •  Use a sketchbook to gather and collect artwork.
  • Begin to explore the use of line, shape and colour.

Year 2

  • Layer different media, e.g. crayons, pastels, felt tips, charcoal and ballpoint. 
  • Understand the basic use of a sketchbook and work out ideas for drawings. 
  • Draw for a sustained period of time from the figure and real objects, including single and grouped objects. 
  • Experiment with the visual elements; line, shape, pattern and colour.

Year 3

  • Experiment with different grades of pencil and other implements.
  •   Plan, refine and alter their drawings as necessary.
  • Use their sketchbook to collect and record visual information from different sources. 
  • Draw for a sustained period of time at their own level.
  • Use different media to achieve variations in line, texture, tone, colour, shape and pattern.

Year 4

  • Make informed choices in drawing inc. paper and media.
  •   Alter and refine drawings and describe changes using art vocabulary.
  •   Collect images and information independently in a sketchbook. 
  • Use research to inspire drawings from memory and imagination. 
  • Explore relationships between line and tone, pattern and shape, line and texture.

Year 5

  • Use a variety of source material for their work.
  •  Work in a sustained and independent way from observation, experience and imagination.
  •  Use a sketchbook to develop ideas. 
  • Explore the potential properties of the visual elements, line, tone, pattern, texture, colour and shape.

Year 6

  • Demonstrate a wide variety of ways to make different marks with dry and wet media. 
  • Identify artists who have worked in a similar way to their own work. 
  • Develop ideas using different or mixed media, using a sketchbook. 
  • Manipulate and experiment with the elements of art: line, tone, pattern , texture, form, space, colour and shape.

Painting

Year 1

  • Use a variety of tools and techniques including the use of different brush sizes and types. 
  • Mix and match colours to artefacts and objects. 
  • Work on different scales. 
  • Mix secondary colours and shades. 
  • Use different types of paint. 
  • Create different textures e.g. use of sawdust.

Year 2

  • Mix a range of secondary colours, shades and tones. 
  • Experiment with tools and techniques, inc. layering, mixing media, scraping through etc. 
  • Name different types of paint and their properties. 
  • Work on a range of scales e.g. large brush on large paper etc.
  • Mix and match colours using artefacts and objects.

Year 3

  • Mix a variety of colours and know which primary colours make secondary colours. 
  • Use a developed colour vocabulary. 
  • Experiment with different effects and textures inc. blocking in colour, washes, thickened paint etc. 
  • Work confidently on a range of scales e.g. thin brush on small picture etc.

Year 4

  • Make and match colours with increasing accuracy. 
  • Use more specific colour language e.g. tint, tone, shade, hue. 
  • Choose paints and implements appropriately.
  •   Plan and create different effects and textures with paint according to what they need for the task.
  • Show increasing independence and creativity with the painting process.

Year 5

  • Demonstrate a secure knowledge about primary and secondary, warm and cold, complementary and contrasting colours. 
  • Work on preliminary studies to test media and materials.
  • Create imaginative work from a variety of sources.

Year 6

  • Create shades and tints using black and white.
  • Choose appropriate paint, paper and implements to adapt and extend their work. 
  • Carry out preliminary studies, test media and materials and mix appropriate colours. 
  • Work from a variety of sources, inc. those researched independently. 
  • Show an awareness of how paintings are created (composition).

Printing

Year 1

  • Make marks in print with a variety of objects, including natural and made objects.
  •  Carry out different printing techniques e.g. monoprint, block, relief and resist printing. 
  • Make rubbings. Build a repeating pattern and recognise pattern in the environment.

Year 2

  • Use a variety of techniques, inc. carbon printing, relief, press and fabric printing and rubbings. 
  • Design patterns of increasing complexity and repetition.
  • Print using a variety of materials, objects and techniques.

Year 3

  • Print using a variety of materials, objects and techniques including layering. 
  • Talk about the processes used to produce a simple print. 
  • to explore pattern and shape, creating designs for printing.

Year 4

  • Research, create and refine a print using a variety of techniques.
  • Select broadly the kinds of material to print with in order to get the effect they want 
  • Resist printing including marbling, silkscreen and coldwater paste

Year 5

  • Explain a few techniques, inc’ the use of poly-blocks, relief, mono and resist printing. 
  • Choose the printing method appropriate to task. 
  • Build up layers and colours/textures. 
  • Organise their work in terms of pattern, repetition, symmetry or random printing styles.
  • Choose inks and overlay colours.

Year 6

  • Describe varied techniques. 
  • Be familiar with layering prints. 
  • Be confident with printing on paper and fabric.
  •  Alter and modify work. 
  • Work relatively independently.

Textiles/collage

Year 1

  • Use a variety of techniques, e.g. weaving, finger knitting, fabric crayons, sewing and binca.
  •  How to thread a needle, cut, glue and trim material. 
  • Create images from imagination, experience or observation. 
  • Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc.

Year 2

  • Use a variety of techniques, inc. weaving, French knitting, tidyeing, fabric crayons and wax or oil resist, appliqué and embroidery. 
  • Create textured collages from a variety of media. 
  • Make a simple mosaic.
  • Stitch, knot and use other manipulative skills

Year 3

  • Use a variety of techniques, inc. printing, dying, quilting, weaving, embroidery, paper and plastic trappings and appliqué. 
  • Name the tools and materials they have used. 
  • Develop skills in stitching.
  • Cutting and joining. 
  • Experiment with a range of media e.g. overlapping layering etc.

Year 4

  • Match the tool to the material. 
  • Combine skills more readily. 
  • Choose collage or textiles as a means of extending work already achieved. 
  • Refine and alter ideas and explain choices using an art vocabulary. 
  • Collect visual information from a variety of sources, describing with vocabulary based on the visual and tactile elements. 
  • Experiments with paste resist.

Year 5

  • Join fabrics in different ways, including stitching. 
  • Use different grades and uses of threads and needles.
  •  Extend their work within a specified technique. 
  • Use a range of media to create collage. 
  • Experiment with using batik safely.

Year 6

  • Awareness of the potential of the uses of material. 
  • Use different techniques, colours and textures etc when designing and making pieces of work. 
  • To be expressive and analytical to adapt, extend and justify their work.

3 D form

Year 1

  • Manipulate clay in a variety of ways, e.g. rolling, kneading and shaping.
  •  Explore sculpture with a range of malleable media, especially clay. 
  • Experiment with, construct and join recycled, natural and man-made materials.
  • Explore shape and form.

Year 2

  • Manipulate clay for a variety of purposes, inc. thumb pots, simple coil pots and models. 
  • Build a textured relief tile. 
  • Understand the safety and basic care of materials and tools.
  • Experiment with, construct and join recycled, natural and man-made materials more confidently.

Year 3

  • Join clay adequately and work reasonably independently. 
  • Construct a simple clay base for extending and modelling other shapes.
  •  Cut and join wood safely and effectively. 
  • Make a simple papier mache object. 
  • Plan, design and make models.

Year 4

  • Make informed choices about the 3D technique chosen. 
  • Show an understanding of shape, space and form.
  •  Plan, design, make and adapt models. 
  • Talk about their work understanding that it has been sculpted, modelled or constructed. 
  • Use a variety of materials.

Year 5

  • Describe the different qualities involved in modelling, sculpture and construction. 
  • Use recycled, natural and manmade materials to create sculpture.
  • Plan a sculpture through drawing and other preparatory work.

Year 6

  • Develop skills in using clay inc. slabs, coils, slips, etc. 
  • Make a mould and use plaster safely. 
  • Create sculpture and constructions with increasing independence.

Breadth of study

Year 1

  • Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. 
  • Use ICT 

Year 2

  • Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. 
  • Use ICT. 

Year 3

  • Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. 
  • Use ICT. 

Year 4

  • Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. 
  • Use ICT. 

Year 5

  • Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. 
  • Use ICT. 

Year 6

  • Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. 
  • Use ICT.