Curriculum – Art & Design

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Policy

The National Curriculum and Statutory Requirements

‘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.’ – The National Curriculum, 2013

It is expected that, by the end of each key stage, pupils will know and be able to apply the skills specified in the programme of study.

Aims

As a maintained school, our art and design curriculum is based on the National Curriculum and reflects the statutory requirements therein. By the end of Key Stage 2, all children should:

  • Use a range of materials creatively to design and make products
  • Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • Know 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
  • Create sketch books to record their observations and use them to review and revisit ideas
  • Improve their mastery of art and design techniques, including drawing, painting and sculpture using a range of materials and mediums
  • Know about great artists, architects and designers in history

At Hawkhurst CEP School we strongly believe that all children should have access to a high-quality art and design education that provides them with ample opportunity to develop the breadth of skills to create their own art and design work and the knowledge and cultural understanding to engage with artists and art movements of note, both historical and contemporary. We also aim to foster in our pupils an appreciation of the artwork of others and an enjoyment in developing their own artistic style and techniques and being able to express themselves creatively.

Teaching and Learning

At Hawkhurst CEP School, art and design is taught through a creative, topic-based curriculum. Each year group will cover the skills as detailed in our skills progression document for art. In the EYFS, children will have the opportunity to explore different mediums, textures, shapes and colours. They will develop their own imagination and creativity and begin to investigate colour, shape and pattern to represent ideas, experiences and feelings. In Key Stage 1, children will develop their skills and understanding of artistic mediums to create their own work exploring their ideas, identities and experiences. They will also begin to learn about famous artists and movements. In Key Stage 2, children will build confidence in their skills and develop a broader range of mediums in which to work. They will expand their knowledge and understanding of artists and artistic movements and begin to develop their own artistic style.

Each term, classes will make links between wheat they are learning in art and the school value that the whole school is focussing on. Through this, children will develop a sense of the role that our school values play in both our curriculum and the whole school community, including our special place in the community of St Laurence Church.

We are committed to ensuring all children in our school have equal opportunities to access learning and lessons are planned and taught in line with our SEN and inclusion policies.

Recording and Assessment

At Hawkhurst CEP School, children in the EYFS and Key Stage 1 will generally record their artwork on loose paper and in the classroom environment. This may then be filed in learning journey folders or topic exercise books. In Key Stage 2 children’s work will be recorded in sketchbooks in the planning and research phases of learning and then their final piece of work will usually be created on loose paper, or in whichever form or medium that is the focus of the unit of work.

Teachers will assess children’s work regularly and this will usually be through observation and feedback given orally during lessons. Children’s progress will be checked against the skills progression documents for each year group.

Monitoring and Evaluating

The quality of education in art and design will be monitored by SLT and the art subject leader. The subject leader will carry our regular learning walks (each seasonal term) and will monitor progress throughout the school by checking the quality of learning opportunities and the standard of outcome through work scrutinies and pupil conferencing.

The subject leader will be responsible for managing the art budget and ensuring classes have sufficient resources to deliver high-quality art and design lessons across the year.

Health and Safety

As children will be working with a range of resources, usually practically, class teachers will need to ensure that children are supported in behaving appropriately in lessons and that, where necessary, children have close supervision (small group or 1:1) and adult modelling when working with more ambitious materials or tools e.g. sewing equipment, glue guns, sculpting tools.

Skills Progression

EYFS KS1 KS2
To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

To use what they have learnt about media and materials in original ways, thinking about uses and purposes.

To represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play 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
  • 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.

Pupils should be taught:

  • 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.

 

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To understand that they can use lines to enclose space and then begin to use these shapes to represent objects.

To create simple representations of events, people and objects.

 

 

 

Use a variety of tools including pencils, crayons, rubbers, pastels, felt tips, charcoal, ball points, chalk and other dry media.

Begin to explore the use of line, shape and colour.

Use line drawing to draw objects seen, remembered or imagined.

Layer different media e.g. crayons, felt tips, charcoal and ballpoint pen.

Draw for a sustained period of time from a figure and real objects, including single and grouped objects.

Experiment with the visual elements; line, shape, pattern and colour.

 

Investigate tone.

 

Draw shapes between objects – space.

Experiment with different grades of pencil and other implements.

Use different media to achieve variations in line, texture, tone, colour, shape and pattern.

Plan, refine and alter their drawings as necessary.

Draw for a sustained period of time at their own level.

Explore shading and begin to infill shapes to create forms producing a range of tones.

Select different techniques for different purposes e.g. shading or hatching, ways in which a rubber may be used to develop tone.

Use research to inspire drawings; express feelings through drawings.

Alter and refine drawings and describe changes using art vocabulary.

Draw confidently from observation; develop knowledge of the proportions and layout of the human face and draw more complicated still life.

Start to use simple perspective.

 

Show experience in creating tonal contrast and select different techniques for different purposes e.g. shading and hatching.

Use a variety of source material.

Work in a sustained and independent way.

Show knowledge of the correct proportions and layout of the human face and figure.

Draw familiar things from different viewpoints.

Begin to use simple perspective.

Work to be influences by a range of artists’ styles.

 

Manipulate and experiment with the elements of art: line, tone, pattern, texture, form, space, colour and shape.

Show increasing attention to detail and skill in colour mixing, matching and blending techniques with colouring.

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

Begin to develop an awareness of composition, scale and proportion e.g. fore, middle and background.

Identify artists who have worked in a similar way to their own work.

 

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To explore colour and how colours can be changed.

To capture experiences and responses with a range of media.

To explore what happens when colours are mixed.

To select particular colours for a purpose.

Use a variety of tools and techniques, including the use of different brush sizes and types.

Mix and match colours to artefacts and objects.

Create different textures e.g. use of sawdust, sand and plaster in paint.

Identify primary and secondary colours and mix secondary colours using pre-mixed paint.

Experiment with tools and techniques including layering, mixing media, scraping etc.

Name different types of paint and their properties.

Work on a range of scales e.g. large brush on large paper.

Mix and match colours using artefacts and objects.

Create different shades of colour by changing the tone using pre-mixed paint.

Begin to use colour related vocabulary e.g. monochrome, primary, secondary, tone and shade.

Experiment with different effects and textures including block in colour, washes, thickened paint.

Work with increasing confidence on a range of scales.

Mix a variety of tones to create a monochrome painting.

Show increasing independence and creativity within the painting process; justify media choice.

Use more specific colour language e.g. tertiary, tint, hue.

Plan and create different effects and textures; use different thicknesses of paintbrushes and paint to achieve variations in line, form, tone, colour, shape and pattern.

Work confidence on a range of scales.

Experiment with water colour.

Make and match colours with increasing accuracy including tertiary colours.

Demonstrate a secure knowledge about primary and secondary, warm and cold, complementary and contrasting colours.

Mix and work with complementary colours.

Create imaginative work from a variety of sources.

Choose paints and tools appropriate to the task.

Choose appropriate paint, paper and implements to adapt and extend their work.

Work from a variety of sources including those researched independently.

Show an awareness of how paintings are created (composition).

Carry out preliminary studies, test media and materials and mix appropriate colours.

Identify, mix and work with harmonious colours.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To capture experiences and responses with a range of media. Make marks in print using a variety of objects including natural and man-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.

Use a variety of materials, objects and techniques including carbon, relief, press and fabric printing and rubbings e.g. tracing paper.

Design patterns of increasing complexity and repetition.

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.

Research, create and refine a print using a variety of techniques.

Select broadly the kind of material to print with, in order to get the desired effect.

Resist printing e.g. marbling, silkscreen and cold water paste.

Build up layers, colours and textures.

Organise their wok in terms of pattern, repetition, symmetry or random printing styles e.g. lino printing.

Choose inks and overlay colours.

Describe varied techniques.

Be familiar with layering prints.

Be confident with printing on paper and fabric.

Alter and modify work.

Work relatively independently.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To capture experiences and responses with a range of media.

To construct with a purpose in mind, using a variety of resources.

To use simple tools and techniques competently and appropriately.

To select tools and techniques needed to shape, assemble and join materials they are using.

Manipulate clay in a variety of ways e.g. rolling, kneading and shaping.

Explore sculpture with a range of malleable media, especially clay.

Manipulate for a purpose e.g. thumb and/or coil pot.

Experiment with, construct and join recycled, natural and man-made materials.

Explore shape and form.

Build a textured relief tile.

Experiment with, construct and join recycled, natural and man-made materials more confidently.

Understand the basic care and safety of materials and tools.

Join clay adequately and work reasonably independently.

Construct a simple clay base for extending and modelling other shapes

Make a simple papier-mâché object.

Plan, design and make models.

Make informed choices about the 3D technique chosen.

Plan, design, make and adapt models.

Show and understanding of shape, space and form.

Talk about their work understanding that it has been sculpted, modelled or constructed.

Use a variety of materials e.g. mod-roc, clay and wood.

Describe the different qualities involved in modelling, sculpture and construction.

Use recycled, natural and man-made material to create sculpture

Develop skills in working with clay including slabs, slips, mod-roc etc.

Create a sculpture and construct with increasing independence.

Use a mould as part of the creative process.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To begin to be interested in the texture of things.

To capture experiences and responses with a range of media.

To experiment to create different textures.

To understand that different media can be combined to create new effects.

To manipulate materials to achieve a planned effect.

Experiment with a variety of techniques including simple and fabric crayons.

Use a threaded needle, cut, glue and trim material.

Create images from imagination, experience or observation.

Use a wide variety of media including photocopied material, fabric, plastic, tissue, magazines and crepe paper.

Create textured collages from a variety of media.

Use a variety of techniques, including finger knitting.

Sew using pre-punched felt, knot and use other manipulative skills.

Cut, glue and trim material with increasing accuracy.

Use a variety of techniques, including French knitting.

Thread a needle and develop skills in stitching, cutting and joining material.

Experiment with a range of media e.g. overlapping, layering, etc.

Make a simple mosaic.

Name the tools and materials used.

Use a variety of techniques including binka and embroidery.

Extend skills in stitching, knotting and decorating material.

Match the tool to the material.

Extend their work within a specified technique.

Refine and alter ideas explaining choices.

Join fabrics in different ways, using different grade needles and a variety of threads, including stitching.

Use a variety of techniques including applique.

Use a range of media to create collage.

Choose collage or textiles as a means of extending work already achieved.

Use a variety of techniques including batik printing and quilting.

Use different techniques, colours, textiles and other media when designing and making pieces of work.

To be expressive and analytical in order to adapt, extend and justify their own and peers work.

Show awareness of the potential uses of material.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To develop a preference for forms of expression.

To notice what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.

To select appropriate resources and adapt work where necessary.

Work independently and collaboratively on projects in two and three dimensions and on different scales.

Use ICT to create a computer-generated picture showing line, shape and colour.

Investigate different kinds of art, craft and design.

Work independently and collaboratively on projects in two and three dimensions and on different scales.

Use ICT to explore ideas using digital sources.

Investigate different kinds of art, craft and design.

Explore a range of starting points for practical work e.g. themselves, their experiences, natural and man-made objects and the local environment.

Work independently and collaboratively on projects in two and three dimensions and on different scales.

Use ICT.

Investigate different kinds of art, craft and design.

The roles and purposes of artists, craftspeople and designers working in different times and cultures.

Work independently and collaboratively on projects in two and three dimensions and on different scales.

Use ICT.

Investigate different kinds of art, craft and design.

The roles and purposes of artists, craftspeople and designers working in different times and cultures.

Work independently and collaboratively on projects in two and three dimensions and on different scales.

Use ICT.

Investigate different kinds of art, craft and design

The roles and purposes of artists, craftspeople and designers working in different times and cultures.

Work independently and collaboratively on projects in two and three dimensions and on different scales.

Use ICT.

Investigate different kinds of art, craft and design.

The roles and purposes of artists, craftspeople and designers working in different times and cultures.

Enrichment Activities
Coming Soon