Term 1 -Marvellous Me

Self- Portraits

Drawing

• To use different lines to draw shapes.
• Use simple shapes in drawings.
• To draw a person with some features.
• Talk about what they are doing.

Drawing

• To begin to learn about combining lines and shapes in drawings e.g. straight, curved, continuous, vertical, horizontal, zig zag, curly, wavy etc.
• To draw a person with a head, body, arms, legs and facial features. 
• Know and understand the different shapes a face has e.g. eyes, mouth, nose etc. 
• To describe and explain the processes I have used in my creations.

Term 2 - Winter Wonderland

Create an abstract painting inspired by an artist (polar landscape picture)

Artist- Yves Klein

Painting

• To explore colour.
• Explore and look at famous artists and their pieces of artwork. 
• Share their creations, explaining the process they have used.
• Show different emotions in their paintings.

Painting 

• Begin to learn about mixing colours to create tones and shades.
• Know who Yves Klein is and how he created his artwork. Children will use his style to create their own. 
• The different tools they have used, explain what they have created, what colours they used etc.
• Express feelings e.g. happiness, sadness, fear etc.

Term 3 - Animal Kingdom

Create an animal collage inspired by an artist

Artist- Eric Carle

Collage 

• Explore different textures.
• I am learning to represent my ideas using 3D materials. 
• To explore and look at great artists and their work.

Collage 

• To combine different media and materials to create different effects.
• Create 3D representations in different ways using different media e.g. tissue paper, coloured paper etc.
• Look at Eric Carle and his work-exploring colours and shape.

Term 1 - Towers, Tunnels & Turrets 

Geography link: Flags from the UK 

Using a range of tissue paper, card and material create a collage using layering techniques. 

Artist- Rachel Marwick

Collage 

• Cut a variety of shapes to complete a composition using scissors.
• Can use glue and paste carefully.
• To use a range of techniques to create patterns to create a collage. 
• Use a range of decorative techniques

Collage 

• Can hold and use scissors correctly.
• Materials can be joined in a variety of ways e.g. apply glue to one side of a shape and stick it to another piece of paper-hand-eye coordination/fine motor skills.
• Investigate texture with paper e.g. scrunching and screwing paper up to create composition.
• A pattern can be repeated, rotated or reversed.

Term 2 - To Infinity & Beyond

Clay Aliens

Using the story Bog Baby as a reference, children create a clay sculpture of their own alien.

Key text link: The Bog Baby by Jeanne Willis

3D Sculpture

• Shape and model from observation and imagination.
• Develop tactile skills and modelling through the use of clay/
• Can join using a modelling media.
• Can carve into media using tools. 
• Can use appropriate language to describe tools, media etc.

3D Sculpture

• Use an image of Bog Baby to observe the shape and features. 
• Use techniques such as pinching and rolling when working with mouldable materials 
• Slip-adding a small amount of water to the clay to join. Score-scratch cross hatched lines into the clay and then add the slip to join clay together. 
• Using carving tools can create patterns e.g. scoring, scraping; as well as give the sculpture shape.
• Know the definitions and context of the key vocabulary.

Term 3 - Paws, Claws & Whiskers

Observational drawing. Create an animal portrait inspired by an artist.

Artist- Coral Gillan

Drawing

• Create symbols and scribble patterns
• Consolidate fine motor control
• Move towards solid infilling with colour pencils
• Begin to produce lines in a range of different tones.
• Work from observation
• Begin to draw to scale

Painting

• Mix Primary colours (red, blue, yellow)
• Begin to use black and white to create tints and tones
• Create a range of marks using a paintbrush and a variety of tools (fingers, card, twig)
• Create texture using colour and different thickness.
• Begin to work using different coloured, sized, shaped papers.
• Work from direct observation
• Research artist, describing similarities and differences between practices and disciplines and making links to their own work.

Drawing

• Begin to use drawing to share their ideas, experience and their imagination.
• Begin to develop a wide range of art and design techniques using form, colour, pattern, line, shape and space.

Painting

• Begin to use painting to share their ideas, experience and their imagination.
• Begin to develop a wide range of art and design techniques using form, colour, texture, line, shape and space.
• Know who James Brunt is and  study his work.

Term 1 - Land Ahoy!

Drawing a self-portrait of themselves as a pirate.

Artist- Howard Pyle

Drawing

• To use drawing to develop and share their ideas, experiences and imagination.
• To draw with a range of materials and techniques:

1. Begin to use different pencils (e.g. HB, 6B) to create light and dark.
2. Charcoal 
3. Create tints and tones by adding black and white.

• Develop a wide range of art and design techniques in using texture, line, shape, form and space.
• Show increasing pencil control (e.g. can draw selected detail)
• Produce a growing range of patterns and textures with pencils.

Drawing

• Self-portrait- children to draw themselves as a pirate.
• To understand that light and dark is created using different pencil grades.
• Begin to understand proportions of the face (e.g. the eyes are the same size) 
• How to hold a pencil correctly and understand the firmness from pencil to paper.
• Marks, lines, textures and patterns can bet added to drawings for effect.

Term 2 - Where my wings take me

Draw a dragon in the style of an artist.

Artist- Hokusai

Printing

• To use drawing to develop and share their ideas, experiences and imagination.
• Develop a wide range of art and design techniques in using texture, line, shape, form and space.
• Can create patterns and pictures by printing from objects using more than one colour.
• To begin to use relief printing (e.g. string, card etc.)
• To use media and equipment correctly and for the appropriate task.
• To experiment with a range of printing techniques (e.g. pressing, rolling, rubbing and stamping)
• To develop and use appropriate language to describe tools, media, process, design etc. 
• To produce a clean printed image.
• To look at a range of artists, craft makers, and designers, describing the differences and similarities between different practises and making links to their own work. 

Printing

• Draw a dragon in the style of artist, Hokusai.
• Use the 16 square grid method to sketch Hokusai’s dragon and transfer it onto a polystyrene tile and print using ink and rollers.
• Can identify the different forms of printing takes (e.g. books, pictures, wallpaper, fabrics etc.)
• Understand the primary colours.
• Different types of media can be used to produce a printing. 
• How different techniques are used to create a wide range of patterns and textures.
• Understand the traditional form of art in Japan is ‘Ukiyo-e.’ This refers to pictures printed in many colours using woodblocks. 
• Know who Hokusai is and look at different pieces of artwork that he has created.

Term 3 - Muck, Mess & Mixtures

Draw the tiger in the jungle inspired by an artist.

Artist- Henri Rousseau

Painting

• Form and share ideas relating to Henri Rousseau, using this as a stimulus for their own ideas and imagination.
• Experiment with colour mixing (e.g. secondary colours).
• Can mix colours to represent objects. 
• Look at a range of artists, describing differences and similarities between different practices and disciplines and making links to their own work.
• To use a range of art techniques in colour, pattern, texture, line, shape, form and space. 
• Can begin to explore the relationship between colour and moods/feelings. 
• Can colour match by replicating patterns and textures around them.

Painting 

• Draw the famous tiger in the jungle painting by Henri Rousseau.
• Children draw the tiger using a HB pencil and infill using colouring pencils. They then create a background using paint to imitate the jungle.
• Use understanding of the colour system/wheel, for effect in their own paintings. Primary colours can be mixed to make secondary and tertiary colours.
• To know Henri Rousseau was famous for his jungle paintings featuring bold colours.
• Varying tones can be created with the use of colour. 
• Red= angry, fire, danger and blue=calm, peaceful, stable etc. 
• Children to mix paints to find an appropriate colour to match the object e.g. green leaves, blue sky etc.

Term 1 - Stone Age – Iron Age

Create a silhouette of Stonehenge with a sunset background.

Key Landmark- Stonehenge

Collage

• Can use ripping as a technique for collage.
• Can use the technique of overlaying.
• Can use paint and equipment correctly. 
• To create tone using a single colour (e.g. water colours).

Collage

• Create a Stonehenge silhouette. Children will paint the background using colour mixing to build up the colour slowly using watercolour and collage of black paper using the ripping technique. 
• Building up layers on the surface to create an image. 
• Can hold and use the correct brushstrokes correctly.
• Children can create different tones using a single colour by adding water. The more water added to the paint, the lighter the colour.

Term 2 - What Makes the Earth Angry?

Splatter Volcano-use splatter painting technique for the lava in the style of an artist.

Artist- Jackson Pollack.

Painting 

• Can use paint and equipment correctly and develop their control.
• Can predict colour mixing results with increasing accuracy.Observe and begin to study great artists in history.
• Create sketchbooks to record their observations and use them to review and revisit ideas. 
• Improve mastery of art techniques, including painting, with a wide range of materials.

Painting

• Choose appropriate size paintbrush and to begin to keep to the same direction of brushstrokes. 
• Understand how the colour wheel works (when you mix primary colours, they create secondary colours and mixing secondary colours, create tertiary colours).
• Observe and begin to analyse the work/style of Jack Pollock.
• Begin to note down examples of Jack Pollock’s artwork and create a double page spread about the artist. Record practise paintings in their sketchbook and understand how we link it to volcanoes. 
• Explore Jack Pollock’s art style. He painted with forceful, rapid, impulsive brushstrokes or by splashing the paint directly onto the paper.

Term 3 - Pharaohs

Draw hieroglyphics onto parchment paper.

Key focus: Egyptians and how they communicated.

Drawing

• Can control a pencil with increasing confidence.
• To draw with a range of materials and techniques confidently:
  • Use different pencils (e.g. HB, 6B) to create light and dark.
  • Create tints and tones by adding black and white.
• Can experiment with different types of line to create a composition.
• Share ideas, experiences and imagination in drawing.
• Make observational drawings and sketches of hieroglyphics.

Drawing

• To understand how to hold a pencil correctly and use it with the correct force (lightly=lighter line, hard=darker lines)
• Use appropriate type of pencil (HB/6B etc.) to
• Look closely at the type of line to fit the form e.g. thin, thick, wavy, curved etc.
• To know what hieroglyphs are, where they come from, what they represent.
• Understand the different characters used in ancient Egypt and observe the symbol to then draw it on parchment paper.

Term 1 - Scrumdidilyumptious

Mayan tiles using polystyrene, cardboard and string for printing.   

Key Focus- Mayan Art

Printing

• Can identify great artists, architects and designers in history.
• Can relief and impressed printing process. 
• Can be accurate when creating a print design.
• To improve their mastery of art and design techniques, including drawing, painting, and sculpture with a range of materials. 
• 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.

Printing

• Know that Mayans were very artistic and were skilled at various types of art, especially making pottery and carving stone.
• Carve out a design/pattern into the polystyrene that they have used to press onto paper and make a print.
• Sketch Mayan designs onto paper using a range of lines and patterns.
•  Use the correct materials and tools to design and create a Mayan tile. Select the appropriate tools to create texture and pattern.
• Using tools such as a rolling pin, sculpting knives/tools/string.

Term 2 - Gods & Mortals

Research, shape, make and paint Greek clay pots with a patterned carved design on them.

Artist- Lucie Rie for ceramics and Greek designs for patterns.

3D Sculpture 

• Can shape, form, model and construct from imagination.
• Can use surface patterns/textures.
• Experiment with clay to emphasise aspects of the design and produced a stylised representation.
• Refine the features of the sculpture using improved mastery of modelling with clay and techniques to create from.
• Develop and show understanding of representing symmetry in a 3D form considering the purpose and style of design. 
• Review own and others designs in the context of a prototype considering the purpose and desired effect.

Observe Greek pottery, identifying the different shapes and patterns.

• Can create texture and patterns using sculpting tools.
• Calving from the clay, rather than sticking on to it, can achieve a stronger model, although slip can be used to join surfaces.
• Thinner pieces of clay are more likely to damage when the clay dries.
• Use a range of images and examples of Greek pottery to inform a new design, which can develop and be refined over time.
• Pottery is one of the most durable materials. Greek pottery is an important source of evidence for ancient Greece, it is influential. Greek pottery carries figure scenes which provide information about many aspects of Greek life.

Term 3 - Burps, Bottoms & Bile

Link to water cycle-marbling background and river scene sketch.

Drawing

• Can draw whole sketches with detail of surrounds.
• Can confidently work from imagination.
• To solidify infill shapes with coloured pencils and can produce a range of tones with each colour.
• Can express different feelings through drawing.

Drawing

• Understand the different layers in an image (foreground, middle ground, background).
• Can work create a landscape of a river scene sketch, linking with the water cycle.
• Understand the pressure of using a pencil, the harder the force on the pencil, the darker the tone. The less force on the pencil, the lighter the tone.
• Using cool colours (blue, purple, green) are calming colours. Warm colours (red, orange, yellow) are more intense feelings e.g. happiness, love, anger.

Term 1 - Revolting Romans

Paint in the style of street art/ Banksy.

Artist: Banksy

Painting

• To begin to use tints.
• Confidently apply paint to large flat areas of colour and use appropriate brushwork to the method of painting.
• Can understand and use colours and their relationships.
• Can mix primary colours to create both secondary and tertiary colours on a colour wheel.
• 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.

Painting

• Know what a tint is-add a colour to white to create a lighter version of the colour e.g. pink=red + white
• Use the correct size brush and keep to one direction with brushstrokes. 
• Using cool colours (blue, purple, green) are calming colours. Warm colours (red, orange, yellow) are more intense feelings e.g. happiness, love, anger.
• Understand what complementary colour ranges are and how they impact art when used by artists in their work.
• When considering perspective, smaller images in a painting can give the illusion of distance and larger objects can appear closer.
• Know who Banksy is, his famous paintings, understand the meanings behind them.

Term 2 - If the world was a village

Create a North American landscape inspired by Mexican artist Beatriz Milhazes and Joaquin Torres Garcia 

Artists: Beatriz Milhazes and Joaquin Torres Garcia

Printing 

• Demonstrate knowledge of great artists, architects and designers.
• Demonstrate improved mastery of art and design techniques.
• To record observations and use them to review and revisit ideas through the use of sketchbooks.

Printing 

• Know who Beatriz Milhazes and Joaquin Torres Garcia is and their artistic style.
• Use a range of tools and material (lino) to creatively design and make products.
•  Use tools in a safe way. Continue to gain experience in overlaying colours.
• Use print as a starting point to embroidery. Show experience in a range of mono print techniques.

Term 3 - Traders & Raiders

Design and create brooches related to the Anglo-Saxons.

Key focus: Anglo Saxons

3D Sculpture

• Demonstrate knowledge of great artists, architects, and designers and develop a more rigorous of how art shapes our history. 
• To experiment with and combine materials and processes to design and make 3D form.
• To sculpt clay and other mouldable materials.
• Shape, form, model and construct from observation and imagination.

3D Sculpture

• Know who the Anglo Saxons were and what their jewellery was like
• Choose appropriate materials to create their brooches. 
• Use tools and techniques to shape their jewellery and create impressions.
• Use images of jewellery from the Anglo Saxon period and use similar designs to create a unique piece. Design in sketch book before 3D model.

Term 1 - Fallen Fields

Create a silhouette to represent War

Artist: John Piper

Collage

• Explore different tools and surfaces and select appropriately with colours and scale.
• To be able to combine pattern, tone and shape.
• Improve their mastery of art and design techniques with a range of materials.
• Use collage as a means of extending work from initial ideas.

Collage

• Collages are artworks created by carefully selected smaller images.
• A montage is a singular image created through the combination of smaller images (can contain photographs)
• To know that varying the colour of the same piece of art can create a contrasting mood and alter the viewer’s perception.
• Colours representing war e.g. war=red for blood. 
• Experiment with a range of media to overlap and layer creating textures, effects and colours. 
• From observation and imagination, design a silhouette to represent war.

Term 2 - Darwin’s Delights

Sketch fossils related to Botanic gardens

Drawing

• Develop increased control of drawing tools and a greater understanding of their potential to achieve specific effects. 
• Investigate and develop practical skills and working on different scales (proportion)
• Explore and increase understanding of the different functions of drawing
• Draw from memory, imagination and first-hand experience, experimenting with different approaches in a sketchbook.
• Research great artists, architects and designers in history.

Drawing 

• Use different types of pencils (HB, 6B etc), as well as different types of media e.g. charcoal
• To explore different ways of sketching the fossil (details, proportion) to develop mastery of drawing techniques.
• Explore different techniques to sketch a range of fossils. 
• Explore the UK’s largest plant fossil at Botanical gardens and use sketchbooks to record different pictures/textures. 
• Know the background and different types of fossils to create detail and shade when drawing.

Term 3 - Secondary Phase Transition

Paint in the style of artist Andy Warhol- Pop Art

Artist: Andy Warhol

Painting

• ​Research and observe great artists, architects and designers in history.
• Be able to explain what their own style is.
• Use mastery skills of art and design techniques in their work and explain why they have chosen specific painting techniques. 
• Identify mix, and use primary and secondary colours to create tertiary colours to create atmosphere.
• Create sketch books to record their observations and use them to review and revisit ideas.

Painting

• Know who Andy Warhol is and observe his art (pop art).
• Experiment with different techniques and pop art styles to create an original piece of art and discuss the process and their choices. 
• Know Andy Warhol’s painting techniques (photographic silkscreen printing) and paint in his style.
• Mix secondary colours to create tertiary colours. When working with portraits Andy used mainly tertiary colours to make them stand out more.
• Before painting, they observe and design a portrait in the style of Andy Warhol and annotate their colour scheme, explaining their choices.