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Art and Design

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims

The national curriculum for art and design aims to ensure that all pupils: § produce creative work, exploring their ideas and recording their experiences § become proficient in drawing, painting, sculpture and other art, craft and design techniques § evaluate and analyse creative works using the language of art, craft and design § know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Prior learning
Nursery

Prior learning
Reception

Year 1

Year 2

Year 3

Year 4

Make lines and marks with pencils. (PRIME)

Handle equipment and tools

effectively, including pencils

(PRIME)


 

KPI: To use artwork to record ideas observations and experiences.

KPI: To try out different activities and make sensible choices about what to do next.

KPI: To use a sketchbook for recording observations, for experimenting with techniques and planning out ideas.

KPI: To use a sketchbook for collecting ideas and developing a plan for a completed piece of artwork.

Mix paints together to make

new colours.


 


Join up lines on paper to make different shapes

and I use these shapes to make

things I know, like a face or a door.

Mix own paint using powder or ready mixed paints.


Use different things like scissors,

paintbrushes, pens, hammers or bricks to make the things I want.

(PRIME)

To communicate something about themselves in drawing and paintings.

To use a viewfinder to focus on a specific part of an artefact before drawing it.

To use own sketch books to express feelings about a subject and to describe likes and dislikes.

KPI: To use taught technical skills to improve his/her work.

Use tools like

scissors, spoons and hammers to

do different things.

Use lots of different things

like paint, paper, wool and material

to make a picture.

To create moods in drawings and paintings.

To use different grades of pencil in drawings.

KPI: To experiment with different materials to create a range of effects and use these techniques in the completed piece of work.

To use sketch books to express feelings about various techniques, subjects and outline likes and dislikes.

Use all sorts of building toys

and empty cardboard boxes to

make things.

Use different things like

scissors, masking tape, sticky tape,

hole punches and string to join and

fix things together.

KPI: To name the primary and secondary colours.

To use charcoal, pencil and pastels.

To use different grades of pencil shade, to show different tones and textures.

To begin to show facial expressions and body language in own sketchers and paintings.

 

Choose the things  needed to make something. Be able to change ideas if things don’t work.

KPI: To experiment with different techniques and materials to design and make products.

To explain which pencil they would use for different features of a drawing.

To create a background using a wash.

To identify and draw simple objects and use marks and lines to produce texture.

 

Choose the things like paper,

material or ribbon that I want to

use to make a picture.

To draw lines of different shapes and thickness, using 2 different grades of pencil.

KPI: To select particular techniques to create a chosen product.

To use a range of brushes to create different effects.

To organise line, tone, shape and colour to represent figure and forms in movement.

 

Choose the colour of paint, paper or material needed to make something in my picture, like a piece of green paper for the

grass.

To create a repeating pattern by printing using a given technique.

To mix paint to create all the secondary colours.

To use the printed images taken with a digital camera and combine them with other media to produce art work.

To show reflections in own paintings and drawings.

 

Safely use and explore a variety of materials, tools and techniques,

experimenting with colour, design,

texture, form and function (ELG)

To cut, roll and coil materials such as clay, dough or plasticine.

To mix a brown shade of paint.

To use IT programs to create a piece of work that includes own work and that of others (using web).

To print onto different materials using at least four colours.

 

Use skills learnt

about media and materials in

original ways, thinking about uses

and purposes. Represent

their own ideas, thoughts and

feelings through design and

technology, art, music, dance, role

play and stories. (ELG)

To explain which colours are needed to be mixed to make secondary colours. 

To make tints by adding white and tones by adding black.

KPI: To know about some of the great artists, architects and designers in history and describe their work. 

KPI: To articulate how he/she might improve own work using technical terms and reasons.

 

Develop own ideas through selecting and using materials and working on processes of interest. (Exceeding)

To use a painting program to create a picture.

To create a print using pressing, rolling, rubbing and stamping.

To compare the work of different artists.

KPI: To describe some key ideas, techniques and working practices of artists, architects and designers who he/she has studied.

 

Through explorations, find out and make decisions about how media and materials can be combined and changed.

(Exceeding)

KPI: To explain what he or she likes about the work of others.

To use simple IT mark-making tools, e.g. Brush and pen tools.

To explore work from other cultures.

To experiment with different styles which artists have used.

 

Talk about ideas and processes which have led  to designs, images or products.

(Exceeding)

To describe what they can see and like in the work of another artist.

KPI: To give reasons for his/her preferences when looking at art/craft or design work.

To explore work from other periods of time.

To explain art from other periods of history.

 

Talk about features of their own and others’ work, recognising the differences between them and the strengths of others.

(Exceeding)

 

To say how other artists have used colour, pattern and shape.

To suggest improvements to work by keeping notes in sketch books.

 

 

 

 

To create a piece of work in response to another artists work.

 

 

Spiritual

Art supports spiritual development by introducing children to the work of great Artists and experiencing wonder and awe at the achievements of these great works of art. They also experience great admiration and respect for their peers’ work when they see the level of achievement and progress.


Moral

Art supports moral development by encouraging mutual respect and the consideration for others’ work. Pupils are encouraged to show compassion when assessing the work of others through, understanding how their comments can build up or destroy another’s self- belief.


Social

Art and Design supports social development because children frequently required to work in pairs, groups or teams collaboratively.  Children often work collaboratively requiring cooperation and communication linking to the values of trust and compassion.

 

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