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Art

 

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.

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.

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)



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)

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)



Collage: 

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

• Sort and arrange materials.

• Mix materials to create texture.

(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.

(Printing Poppies using a variety of techniques and materials

Artist focus: William Morris)

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)



Spring 2

Discrete Teaching

Digital Media: 

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

(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)



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)

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)

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.

• 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)



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)

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.



Spring 2:

Collage: 

• Select and arrange materials for a striking effect.

• Ensure work is precise.

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

(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 Volcanoes 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

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.

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

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)

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)

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)

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)

 

 

This subject is co-ordinated by Simone Tissot.

 

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