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Art

Subject Overview

 

Autumn

Spring

Summer

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)

 

Y1

Mostly integrated through the theme of Seaside 
 

Autumn 1 & 2:
Drawing
• Draw lines of different sizes and thickness.
• Colour (own work) neatly following the lines.
• Show pattern and texture by adding dots and lines.

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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.

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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.

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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)

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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)

Please click here for knowledge organiser

 

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.

• Use hatching and cross hatching to show tone and texture.
(Use charcoal and pastels to create cave paintings of the stone age)

Please click here for Knowledge Organiser

 

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.

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Spring 2:
Collage: 
• Select and arrange materials for a striking effect.
• Ensure work is precise.
• Use coiling, overlapping, tessellation, mosaic and montage.

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(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)

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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)

Please click here for knowledge organiser

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.

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(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)

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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)

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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)

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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)

Please click here for knowledge organiser

 

 

 

This subject is co-ordinated by Simone Tissot.

 

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