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Art

Subject Overview

EY

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)

Art and Design

• Explores colour and how colours can be changed.

• Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.

• Beginning to be interested in and describe the texture of things.

• Uses various construction materials.

• Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

• Joins construction pieces together to build and balance.

• Realises tools can be used for a purpose.
Please click here for knowledge organiser (Drawing & Painting)

Please click here for knowledge organiser (Sculpture)

 

Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2)

Art and Design

• Explores what happens when they mix colours.

• Experiments to create different textures.

• Understands that different media can be combined to create new effects.

• Manipulates materials to achieve a planned effect.

• Constructs with a purpose in mind, using a variety of resources.

• Uses simple tools and techniques competently and appropriately.

• Selects appropriate resources and adapts work where necessary.

• Selects tools and techniques needed to shape, assemble and join materials they are

Please click here for knowledge organiser (Drawing & Painting)

Please click here for knowledge organiser (Sculpture)

 

Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2)

 

 

Art and Design

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

Please click here for knowledge organiser (Drawing & Painting)

Please click here for knowledge organiser (Sculpture)

 

Autumn

Spring

Summer

Y1

Mostly integrated through the theme of Seaside 
 

Autumn 1 & 2:
This unit is based on experimentation and allowing fine motor skills to develop.
Drawing

• Draw lines of different sizes and thickness.

• Colour (own work) neatly following the lines.

• Show pattern and texture by adding dots and lines.

 

Click here for Knowledge Organiser


Painting:
• Use thick and thin brushes.

• Mix primary colours to make secondary.

• Add white to colours to make tints and black to colours to make tones.

• Create colour wheels.

 

Click here for Knowledge Organiser

 

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Mostly integrated through the theme of The Great Fire of London
Spring 1

Painting: 

• Use thick and thin brushes.

• Mix primary colours to make secondary.

• Add white to colours to make tints and black to colours to make tones.

(Painting houses from Tudor times)

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Spring 2

Discrete Teaching

Digital Media

• Use a wide range of tools to create different textures, lines, tones, colours and shapes.

(Linked with ICT and English through scratch and Goldilocks)

 

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Mostly integrated through the theme of Oceans and Continents

Summer 1 & 2:

Textiles: 

• Use weaving to create a pattern.

• Use dip dye techniques.

(Taught discretely)

 

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Collage: 

• Use a combination of materials that are cut, torn and glued.

• Sort and arrange materials.

• Mix materials to create texture.

Click here for Collage Knowledge Organiser

 


Click here for TInga Tinga Knowledge Organiser
(Tinga Tinga Art)

Y2

Mostly integrated through the theme of Florence Nightingale

Autumn 1 & 2:
Printing: 

• Use repeating or overlapping shapes.

• Mimic print from the environment (e.g. wallpapers).

• Use objects to create prints (e.g. fruit, vegetables or sponges).

• Press, roll, rub and stamp to make prints.

 

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(Printing Poppies using a variety of techniques and materials

Artist focus: William Morris)

 

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Mostly integrated through the theme of The Coronation

Spring 1
Painting: 

• Use thick and thin brushes.

• Mix primary colours to make secondary.

• Add white to colours to make tints and black to colours to make tones.
Drawing: 

• Draw lines of different sizes and thickness.

• Show pattern and texture by adding dots and lines.  
(Portraits of the Queen)

 

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Spring 2

Discrete Teaching

Digital Media: 

Use a wide range of tools to create different textures, lines, tones, colours and shapes.

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(Taught alongside DT – carriages)

Mostly integrated through the theme of Islands

Summer 1 & 2:
Textiles: 

• Join materials using glue and/or a stitch.

• Use plaiting.

(Taught alongside DT – puppets)

Sculpture: 

• Use a combination of shapes.

• Include lines and texture.

• Use rolled up paper, straws, paper, card and clay as materials.

• Use techniques such as rolling, cutting, moulding and carving.

(Minibeast sculpture)

 

 

Y3

Mostly integrated through the theme of Ancient Egyptians
Autumn 1:

Textiles: 

• Shape and stitch materials.

• Use basic cross stitch and back stitch.

• Colour fabric.

• Create weavings.

• Quilt, pad and gather fabric.
(Taught alongside DT Textiles Banners)

Please click here for Knowledge Organiser
Autumn 2:

Sculpture: 

• Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).

• Include texture that conveys feelings, expression or movement.
(Egyptian cartouches)

 

Please click here for Knowledge Organiser

Mostly integrated through the theme of  Binfield Local Study
 

Spring 1 & 2:

Painting: 

• Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.

• Mix colours effectively.

• Use watercolour paint to produce washes for backgrounds then add detail.

• Experiment with creating mood with colour.

(Sketch and paint landscapes)

 

Please click here for Knowledge Organiser

Mostly integrated through the theme of Stone Age to Iron Age
 

Summer 1 & 2:

Drawing: 

• Use different hardnesses of pencils to show line, tone and texture.

• Annotate sketches to explain and elaborate ideas.

• Sketch lightly (no need to use a rubber to correct mistakes).

• Use shading to show light and shadow.

Please click here for Knowledge Organiser

• Use hatching and cross hatching to show tone and texture.

(Use charcoal and pastels to create cave paintings of the stone age)

Y4

Mostly integrated through the theme of The Romans

Autumn 1:

Printing: 

• Use layers of two or more colours.

• Replicate patterns observed in natural or built environments. 

• Make printing blocks (e.g. from coiled string glued to a block).

• Make precise repeating patterns.
(Print a Roman Mosaic)

Please click here for Knowledge Organiser
Taught discretely:

Autumn 2:
 Digital Media: 

• Create images, video and sound recordings and explain why they were created.

(Interview Robin Hood, taught within English lessons)

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Mostly integrated through the theme of Rainforests

Spring 1:

Painting: 

• Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.

• Mix colours effectively.

• Use watercolour paint to produce washes for backgrounds then add detail.

• Experiment with creating mood with colour.

Click here for Knowledge Organiser


Spring 2:

Collage: 

• Select and arrange materials for a striking effect.

• Ensure work is precise.

• Use coiling, overlapping, tessellation, mosaic and montage.

 

Click here for Knowledge Organiser
(Artist investigation, use the painting to inspire the collage of the Rainforest)

Mostly integrated through the theme of Extreme Earth and Mayans
 

Summer 1 & 2:

Sculpture: 

• Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).

• Include texture that conveys feelings, expression or movement.

• Use clay and other mouldable materials.

• Add materials to provide interesting detail. 

(Create Mayan God Sculpture using clay)

 

Y5

Mostly integrated through the theme of Ancient Greece

Autumn 1 & 2:

Sculpture: 

• Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.

• Use tools to carve and add shapes, texture and pattern.

• Combine visual and tactile qualities.

• Use frameworks (such as wire or moulds) to provide stability and form.

(Create Ancient Greek Sculptures)

Mostly integrated through the theme of Sustainability

Spring 1 & 2:
Drawing: 
• Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).
• Use a choice of techniques to depict movement, perspective, shadows and reflection.
• Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).
• Use lines to represent movement.
(Artist focus: Gaudi to create realistic art,
Environmental artists: Rachiard Long, Diane Burko, Alexis Rockmen, Bejamin Von Wong

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Mostly integrated through the theme of The Vikings

Summer 1 & 2:

Textiles: 

• Show precision in techniques.

• Choose from a range of stitching techniques.

• Combine previously learned techniques to create pieces.

 

Click here for Knowledge Organiser

(Taught alongside DT Bayeux Tapestry. Children choose their favourite part to sketch, design and recreate).

 

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Y6

Mostly integrated through the theme of Changing World
Autumn 1& 2:
Collage: 
• Mix textures (rough and smooth, plain and patterned).
• Combine visual and tactile qualities.
• Use ceramic mosaic materials and techniques
 (Artist Focus – Environmental artists:
Marina DeBris, Agnes Denes, Edith Meusnier, Andy Goldsworthy, Red Earth Environmental Art Group)

Click here for Knowledge Organiser

Mostly integrated through the theme of Crime and Punishment

Spring 1 & 2:

Digital Media: 

Enhance digital media by editing (including sound, video, animation, still images and installations).

(Create Macbeth front cover. Interview Macbeth using green screen. Taught alongside English lessons)

 

Click here for Knowledge Organiser

Mostly integrated through the theme of Rivers

Summer 1 & 2:
Painting: 
• Sketch (lightly) before painting to combine line and colour.
• Create a colour palette based upon colours observed in the natural or built world.
• Use the qualities of watercolour and acrylic paints to create visually interesting pieces.
• Combine colours, tones and tints to enhance the mood of a piece.
• Use brush techniques and the qualities of paint to create texture.
• Develop a personal style of painting, drawing upon ideas from other artists.
(Use of watercolours to sketch and paint river scenes)

Click here for Knowledge Organiser

Print: 
• Build up layers of colours.
• Create an accurate pattern, showing fine detail.
• Use a range of visual elements to reflect the purpose of the work.
(Inspired by environmental issues, children choose colours and materials to create an art piece)

EY

Mostly integrated through free flow learning based on the themes of All About Me (A1) and People Who Help Us (A2)

Art and Design

• Explores colour and how colours can be changed.

• Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.

• Beginning to be interested in and describe the texture of things.

• Uses various construction materials.

• Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

• Joins construction pieces together to build and balance.

• Realises tools can be used for a purpose.
Please click here for knowledge organiser (Drawing & Painting)

Please click here for knowledge organiser (Sculpture)

 

Mostly integrated through free flow learning based on the themes of All Around The World (Sp1) and Growing and changing (SP2)

Art and Design

• Explores what happens when they mix colours.

• Experiments to create different textures.

• Understands that different media can be combined to create new effects.

• Manipulates materials to achieve a planned effect.

• Constructs with a purpose in mind, using a variety of resources.

• Uses simple tools and techniques competently and appropriately.

• Selects appropriate resources and adapts work where necessary.

• Selects tools and techniques needed to shape, assemble and join materials they are

Please click here for knowledge organiser (Drawing & Painting)

Please click here for knowledge organiser (Sculpture)

 

Mostly integrated through free flow learning based on the themes of Animals (Sp1) and Famous Authors (SP2)

 

 

Art and Design

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

Please click here for knowledge organiser (Drawing & Painting)

Please click here for knowledge organiser (Sculpture)

 

Autumn 

Spring 

Summer 

Year 1 

 

To master techniques  

Seaside – Van Gogh Sunflowers 

Drawing  

Drawing  

• Draw lines of different sizes and thickness. 

• Colour (own work) neatly following the lines. 

• Show pattern and texture by adding dots and lines. 

• Show different tones by using coloured pencils. 

 

Resources:  

Pencils  

Great Fire of London  

Painting 

  • Use thick and thin brushes.  

  • Mix colours to make secondary colours.  

  • Add white and black to colours to make tints.  

  • Add black to colours to make tones.  

 

Textiles:  

  • Use weaving to create a pattern. 

 

Resources 

Paint  

Learn pad – 2paint/scratch  

Paint brushes 

Oceans and Continents 

Collaging 

  • To use a combination of materials that are cut, torn and glued.  

  • Sort and arrange materials.  

  • Mix materials to create texture.  

Digital Media (Goldilocks / Scratch)  

  • Use a wide range of tools to create lines, textures, colours, tones and shapes. 

 

Resources 

Pencils  

A range of materials  

Dip dye paint  

White material 

Elastic bands  

Fabric glue  

To develop ideas 

• Respond to ideas and starting points. 

• Explore ideas and collect visual information. 

• Explore different methods and materials as ideas develop. 

To take inspiration 

• Describe the work of notable artists, artisans and designers. 

• Use some of the ideas of artists studied to create pieces. 

Year 2 

 

To master techniques 

Florence Nightingale - William Morris  

Printing  

  •  Use repeating or overlapping shapes. 

  •  Mimic print from the environment (e.g. wallpapers). 

  • Use objects to create prints (e.g. fruit, vegetables or sponges). 

  • Press, roll, rub and stamp to make prints. 

 

Resources 

Lino sheets 

Rollers  

Tracing paper  

Range of mark making materials  

Paint  

Coronation – Portraits  

Painting 

  • Use thick and thin brushes.  

  • Mix colours to make secondary colours.  

Drawing  

  • Draw lines of different sizes and thicknesses.  

  • Show pattern and texture using lines.  

Digital Media (Colour Blocking Queen)  

  • Use a wide range of tools to create lines, textures, colours, tones and shapes.  

 

Resources 

Paint paintbrushes  

Range of art pencils  

Learn pads and camera  

Explorers – Mini-beasts 

 

Sculpture  

  • Use a combination of shapes.  

  • Include lines and texture.  

 

Textiles  

  • Create patterns  

  • Join materials  

  • Use plaiting. 

 

Resources 

Clay  

Wire 

Materials  

Thread  

To develop ideas 

• Respond to ideas and starting points. 

• Explore ideas and collect visual information. 

• Explore different methods and materials as ideas develop. 

Take inspiration from the greats  

• Describe the work of notable artists, artisans and designers. 

• Use some of the ideas of artists studied to create pieces. 

Year 3 

 

To master techniques  

 

Egyptians - Flags and Cartouches  

Sculpture  

  • Create and combine shapes to create recognisable forms.  

  • Include texture that conveys feelings, expression or movement.  

Textiles  

  • Shape and stitch materials.  

  • Use basic cross stitch and back stitch.  

  • Colour fabric.   

  • Create weavings. 

  • Quilt, pad and gather fabric. 

Binfield - ST is searching for local artists 

Paintings  

  • Mix colours effectively.  

  • Use a number of brush techniques using thick and thin brushes. To produce shapes, textures, patterns and lines.  

  • Use watercolour paints to produce washes for backgrounds to add detail.  

  • Experiment with creating mood with colour.  

Stone Age - Cave Drawings 

Drawing 

  • Use different hardness of pencils to show lines.  

  • Sketch lightly.  

  • Annotate sketches to explain and elaborate ideas.  

  • Use shading to show light and shadow.  

  • Use hatching and cross – hatching to show tone and texture.  

 

To develop ideas  

• Develop ideas from starting points throughout the curriculum. 

• Collect information, sketches and resources. 

• Adapt and refine ideas as they progress. 

• Explore ideas in a variety of ways. 

• Comment on artworks using visual language. 

Take inspiration from the greats  

• Replicate some of the techniques used by notable artists, artisans and designers. 

• Create original pieces that are influenced by studies of others. 

Year 4 

 

To master techniques  

 

Robin Hood / Romans – Interview with Robin Hood  

Printing Roman Mosiac 

 

Digital Media (interview with Robin Hood)  

  • Create images, video and sound recordings and explain why they were created.  

 

Printing (Roman Mosiac)  

  • Use layers of two or more colours.  

  • Make printing blocks  

  • Make precise repeating patterns. 

  •  

Rainforests - Henri Rousseau  

Painting 

  • Mix colours effectively.  

  • Use a number of brush techniques using thick and thin brushes. To produce shapes, textures, patterns and lines.  

  • Use watercolour paints to produce washes for backgrounds to add detail.  

  • Experiment with creating mood with colour.  

Collage  

  • Select and arrange materials for a striking effect.  

  • Ensure work is precise.  

  • Use coiling, overlapping, tessellation, mosaic and montage. 

Extreme Earth/ Mayans – Mayan Sculpture 

Sculpture 

  • Create and combine shapes to create recognisable forms.  

  • Include texture that conveys expression, feelings or movements. 

  • Use clay and other mouldable materials. 

  • Add materials to provide interesting detail. 

To develop ideas  

• Develop ideas from starting points throughout the curriculum. 

• Collect information, sketches and resources. 

• Adapt and refine ideas as they progress. 

• Explore ideas in a variety of ways. 

• Comment on artworks using visual language. 

Take inspiration from the greats  

• Replicate some of the techniques used by notable artists, artisans and designers. 

• Create original pieces that are influenced by studies of others. 

Year 5 

 

To master techniques 

 

Ancient Greece - Sculpture 

Sculpture  

  • Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations. 

  • Use tools to carve and add shapes, texture and pattern. 

  • Combine visual and tactile qualities. 

  • Use frameworks (such as wire or moulds) to provide stability and form. 

Sustainability - Realism Drawing 

Drawing  

  • Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). 

  • Use a choice of techniques to depict movement, perspective, shadows and reflection. 

  • Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). 

  • Use lines to represent movement.  

Vikings - Bayeux Tapestry  

Textiles  

• Show precision in techniques. 

• Choose from a range of stitching techniques. 

• Combine previously learned techniques to create pieces. 

To develop ideas.  

Develop imaginatively extend ideas from starting points throughout the curriculum.  

Collect information, sketches and resources and present ideas imaginatively in a sketch book.  

Use the qualities of materials to enhance ideas.  

Spot the potentials in unexpected results as work progresses.  

Comment on artworks with a fluent grasp of visual language.  

Take inspiration from the greats  

Give details (including own sketches) about the style of some notable artists, artisans and designers. 

Show how the work of those studied was influential in both society and to other artists. 

Create original pieces that show a range of influences and styles. 

Year 6 

 

To master techniques 

 

Changing World - Change the World Collages  

 

Collage  

  • Mix textures (rough and smooth, plain and patterned). 

  • Combine visual and tactile qualities. 

  • Use ceramic mosaic materials and techniques.  

Women in History- Conduct interviews with Macbeth  

 

Digital Media  

  • Enhance digital media by editing (including sound, video, animation, still images and installations). 

Rivers - Watercolours and Print  

 

Printing 

  • Build up layers of colours. 

  • Create an accurate pattern, showing fine detail. 

  • Use a range of visual elements to reflect the purpose of the work. 

Painting 

  • Sketch lightly before painting to combine line and colour.  

  • Create a colour pallet to based upon colours observed in the natural or built world.  

  • Use the qualities of watercolour and acrylic paints to create visually interesting pieces.  

  • Combine colours, tones and tints to enhance the mood of a piece.  

  • Use brush techniques and the qualities of paint to create texture.  

  • Develop a personal style of painting drawing upon ideas from other artists.  

To develop ideas.  

Develop imaginatively extend ideas from starting points throughout the curriculum.  

Collect information, sketches and resources and present ideas imaginatively in a sketch book.  

Use the qualities of materials to enhance ideas.  

Spot the potentials in unexpected results as work progresses.  

Comment on artworks with a fluent grasp of visual language.  

Take inspiration from the greats  

Give details (including own sketches) about the style of some notable artists, artisans and designers. 

Show how the work of those studied was influential in both society and to other artists. 

Create original pieces that show a range of influences and styles. 

 

 

This subject is co-ordinated by Becky Bailey.

Last updated August 2022

 

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