art & design · explore the work of an artist such as hundertwasser –what do children notice...

Art & Design

Fell Dyke Community Primary School Art Y1/2

A Autumn Drawing

Essentials Subject Skills to be covered Possible Activities & Strategies for Recording Learning

• To draw lines of different sizes and thickness.

• To colour neatly following the lines.

• Show pattern and texture by adding dots and lines.

• Show different tones by using coloured pencils.

• Choose a focal point for final piece e.g. houses, animals, landscapes etc.

• Explore the work of an artist such as Hundertwasser – what do children notice about his work? Using a range of materials (including chalk, charcoal, pencil etc.) to encourage replication of wavy lines, dots, dashes and any other features they pick out.

• Try to replicate some of Hundertwasser’s work, commenting on which media is the most effective and easy to use.

• Look at a range of portraits and self- portraits – identify line and tone, including the use of colour for specific effect (e.g. Great Fire of London).

• Work with images that focus on controlled lines and methods of colouring and shading (blending, smudging, hatching and cross-hatching).

• Several pieces identified in sketch books of children attempting specific aspects or details from a source image before attempting a whole image.

https://www.accessart.org.uk/national-curriculum-planning-art-drawing/

Learning Intentions (for self assessment) Learning Outcomes National Curriculum

• To be able to make marks using charcoal, chalk and pencil.

• To use lines, dots and simple hatching/cross-hatching to show texture and patterns.

• To identify and practise creating tones using coloured pencils i.e. shading.

• To use blending, smudging and pressure to make bold and soft marks or lines.

The children will use a variety of artistic mediums such as pencils of different grades, crayons and pastels and explore a variety of techniques. They will become more confident using simple techniques that explore colouring images in a more deliberate way. They will discuss their ideas and their work.

• To use a range of resources creatively to design and make products. To share ideas using drawing and sketching. To explore a variety of techniques. To learn 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.

RRSA A28 : The right to an education

Visits/Visitors Local art galleries

https://www.accessart.org.uk/national-curriculum-planning-art-drawing/


A Autumn Drawing

Assessment Guidance

Ongoing assessment – sketch book to show progression from practising line, tone etc. to then producing work using different lines and tones.

2.1 2.2 2.3

Develop Ideas Children can discuss their ideas and talk about sketches with support.

Children can orally discuss their ideas and talk about line and tone with greater independence.

Children can communicate and elaborate on the composition of their sketches.

Master Techniques

Children are beginning to colour within lines and may still show some overlapping. With direction, children begin to add dots and lines to work to show texture. Children identify that pencils can make different shades. Children experiment with different tools when drawing.

Children can colour their own work staying inside the lines. Children begin to independently add dots and lines to work to show texture. Children can show different colours, tones and shades using pencils. Children use a range of tools when drawing and begin to make deliberate choices.

Children can colour their own work with increasing co-ordination. Children can describe how to add texture and pattern in a variety of ways. Children can use pencils to show purposeful difference in tones or shades and colours Children explain why they have used a particular tool within their drawing.

Take Inspiration From The Greats

Children can talk about the work of notable artist with support.

Children can orally describe the work of notable artists independently.

Children can orally describe and elaborate on the work of notable artists.


A Spring Textiles


• Use weaving to create a pattern.

• Join materials using glue and/or a stitch.

• Use plaiting.

• Use dip dye techniques.

• Look at the artist Gunta Stolzl and identify techniques of weaving and a range of objects that have been created by weaving.

• Create a weaving pattern using paper strips and card to create a pattern or design.

• Join the materials by gluing edges to the card.

• Add texture and detail to the weave.

• Look at plaiting techniques and experiment with wool and string.

• Use the plaiting techniques to create a weave.


• To use paper and card to create a weaving pattern.

• To join weaving materials using glue.

• To identify and discuss the work of notable artist Gunta Stolzl.

• To identify different ways to plait.

• To experiment with two/three pieces of string/wool to plait.

• To understand how folds can create patterns when using dip dye techniques.

The children will use paper and card to create a specific weaving pattern and add texture to their weave. They will discover the work of artist Gunta Stolzl and take inspiration from her work. The children will also look at the technique of plaiting. They will experiment with different ways to plait using two and three threads.

• To use a range of materials creatively to design and make products.

• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

• To learn 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.


Visits/Visitors Shipley Art Gallery – weaving group – craft days.


A Spring Textiles

Assessment Guidance

Ongoing assessment from observations, photographs, working with and talking to children alongside final pieces of work or build up of skills.

2.1 2.2 2.3

Develop Ideas Children begin to discuss and plan an idea.

Children can orally discuss their ideas and talk about pattern in their work.

Children can communicate and elaborate on their ideas.

Master Techniques

Children are beginning to weave simple objects with support from an adult. Children experiment with plaiting. Children observe that we can produce different patterns when using dip dye techniques.

Children can weave simple objects independently. Children can plait using two pieces of wool/string. Children can discuss how patterns are formed when using dip dye techniques.

Children can weave simple objects independently to create a more complex pattern. Children are able to create and discuss ways to plait. Children make deliberate choices when using dip dye techniques, commenting on the outcome.


Children can talk about the work of notable artist with support.

Children can orally describe the work of notable artists independently.

Children can orally describe and elaborate on the work of notable artists.


A Summer 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.

• Look at the artist William Morris – power point on twinkl.

• Discuss his idea of printing to make wallpaper and look at a range of wallpapers.

• Children to design their own simple style of wallpaper.

• Make printing blocks from stamps, sponges, vegetables etc.

• Experiment with using different paints to print (poster, powder, tempera). Which is most or least effective? Carry out in context of repeating or overlapping designs.

• Experiment with rolling and rubbing to make different prints.

• Use shapes to create print.

• Using paint and print create wallpaper designed at beginning of unit.


• To use repeating or overlapping shapes to create patterns and effects.

• To understand how prints are used in everyday life (wallpaper, fabrics and clothes).

• To use different objects to create [prints.

• To use a range of techniques (such as rubbing, rolling and stamping) to make prints.

The children will take inspiration from William Morris. They will design their own style of wallpaper using simple repeated shapes and pattern. The children will experiment with different ways to make print including rolling, rubbing and stamping.

• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.



Visits/Visitors Local art galleries


A Summer Printing

Assessment Guidance

On-going assessment – sketchbook to design own wallpaper, experimentation of prints can be documented to see the process of the learning and the skills build up. Photographs of larger pieces of work.

2.1 2.2 2.3

Develop Ideas Children are aware of printmaking by a specific artist, such as William Morris.

Children respond to the ideas of printmaking, after looking at artists such as William Morris.

Children can make connections between their own printmaking and that of an established artist.

Master Techniques

Children have explored different techniques e.g. rubbing and stamping. Children are beginning to print using simple objects. Children begin to use shapes to create simple patterns. Children begin to understand the different ways to create a print.

Children can explore with different techniques and use these to create a pattern. Children print using objects and a small range of paints. Children use shapes to create a consistent pattern. Children can identify and choose a specific way to create a print.

Children can use a range of different printing techniques to create pattern using a range of shapes. Children print using a range of objects and a small range of paints, following a design. Children can use a design to create a highly consistent pattern. Children can identify which printing technique they would like to use and discuss why.


Children can talk about the work of William Morris with support.

Children can orally describe aspects of the work of William Morris.

Children can orally describe and elaborate on aspects of the work of William Morris.


B Autumn 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.

• Look at primary and secondary colours and identify and name.

• Model mixing two primary colours to make a secondary and showing on a colour wheel.

• Colour wheel – showing varied tints shades – lighter and darker adding white or black.

• In sketchbooks, experiment with different ways of applying the paint - dab, smooth, wash, sponge, stipple and stroke. Link this to

artist’s techniques (e.g. a stipple effect may look like techniques

found in Klee’s Senecio, thickened paint may give a similar effect to

Mondrian’s) Can children replicate similar effects?

• Experiment with different types of paint in a variety of different ways: dry powder on a wet surface; diluted paint; paint thickened

with PVA. Make lines, blobs, dots and encourage children to

consider how to use different brush sizes to paint different areas.

• Children to complete a final piece on chosen subject e.g. using secondary and tertiary colours to create a Mondrian style piece

using different brush effects.


• To identify and name primary and secondary colours.

• To understand that mixing two primary colours will make a secondary.

• To understand that adding black and white makes different tints and shades.

• To create a colour wheel using primary and secondary colours

• To create a colour wheel showing tints and shades.

• To discuss why we might use different sized brushes.

By the end of this unit, children will have a good knowledge and understanding of primary and secondary colours and be able to name them. They will be able to mix colours and create different tints and shades by adding white and black. Children will be able to choose different brushes and explain the choice they have made after exploring different ways of controlled mark making with paint.

• 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

RRSA

Visits/Visitors


B Autumn Painting

Assessment Guidance

On-going assessment from guided and rainbow challenge activities, observations, work evidence and final pieces. Are the children able to create a picture using knowledge of brush size and range of colour?

1.1 1.2 1.3

Develop Ideas Children can communicate simple ideas with support.

Children can communicate relevant ideas orally.

Children can communicate and elaborate on their ideas

Master Techniques

Children can choose thick and thin brushes with support. Children can mix primary colours to make secondary colours with support. Children can add to colours: white to make tints and black to make shades with support. Children create simple colour wheels.

Children can choose thick and thin brushes. Children can mix primary colours to make secondary colours. Children can add to colours: white to make tints and black to make shades. Children create colour wheels and can talk about cool and warm colours with support.

Children choose thick or thin brushes for a purpose. Children can accurately recall how to make secondary colours. Children add varying amounts of white and black to make a variety of tints and shades. Children create colour wheels and identify/discuss cool and warm colours.


Children begin to look at artists and use some of their ideas.

Children orally describe the work of artists they have studied.

Children take inspiration from artists they’ve studied to create similar work.


B Spring Collage


• Respond to ideas and starting points.

• Explore ideas and collect visual information.

• Explore different methods and materials as ideas develop.

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

• Sort and arrange materials.

• Mix materials to create texture.

• Explore and feel a range of materials and discuss and write down the texture of the materials in book.

• Look at the painting A Topical Storm by Henri Rousseau. Recreate painting using a range of torn materials – look specifically at color and how the painting overlaps to create a buildup of texture.

• Begin with the background and build up the collage over a sequence of lessons.

• Create painting using different materials and compare and contrast.

• Look at Kandinsky’s Circles – using materials begin to recreate.

• Use different materials and textures to experiment with making circles/leaves/flower patterns in book. Children to consider which is most effective.

• Explore some of Picasso’s work. Experiment with a range of materials (newspaper/magazines, crepe paper, felt etc.) and consider which are most effective.


• To cut, tear and fold materials. • To glue materials to create texture. • To understand that a build up of materials

will create texture. • To discuss what texture feels like.

By the end of this unit, children will develop their ideas from a starting point. They will discuss their ideas through talk and writing. They will explore different techniques in a sketchbook and master techniques and resources. They will research artists and use the work of artists to inspire their own work.

• To use a range of materials creatively to design and make products



Visits/Visitors Possible visits to local galleries.


B Spring Collage

Assessment Guidance

Ongoing assessment from observations and photographs of children working, discussions with children, work in their sketchbooks and finished piece of art.

1.1 1.2 1.3

Develop Ideas Children need prompting to develop their ideas.

Children’s ideas develop in a simple way.

Children can develop, communicate and further elaborate on their ideas

Master Techniques

Children cut, tear and combine materials with support. Children can talk about the different between materials and sort them. Children can mix or combine different materials

Children cut, tear and combine materials Children sort and arrange materials. Children mix and combine materials to create texture.

Children combine materials using a range of cutting, tearing and joining techniques. Children can sort and arrange materials for a specific purpose. Children can choose different materials and confidently combine them to create desired textures.


Children make simple observations about the work of notable artists, artisans and designers with support.

Children describe the work of notable artists, artisans and designers orally.

Children describe and elaborate on the work of notable artists, artisans and designers orally.


B Summer 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.

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

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

• Look at the work of different sculpture artists – similarities and differences in their work. Discuss how materials affect the overall effect of their work.

• Explore sculptures from the local area (Angel of the North, The Blacksmith’s Needle, The Weebles, etc.).Consider their purpose and location, as well as the materials used.

• Look at the artist Andy Goldsworthy – look at materials he used and sculptures/artwork he makes/creates. Discuss texture of sculpture, lines, shape and identify materials he has used.

• Experiment replicating sculptures with different materials (lollysticks, paper, straws, plastercine with tools etc.)

• Plan own sculpture – what materials could we use?

• Collect a range of natural materials to create a sculpture either 2D or 3D and photograph for children’s sketch book.

• Identify techniques used when manipulating clay, moulding, rolling, and scoring.


• To use the work of a notable artists as inspiration.

• To use a combination of shapes.

• To use lines and texture.

• To use techniques such as rolling, moulding and carving.

By the end of this unit, children will have a good knowledge and understanding of the techniques it takes to create a sculpture. They will have had opportunities to use a range of materials and opportunities to practise skills before creating an end piece.

• 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



Visits/Visitors Baltic


B Summer Sculpture

Assessment Guidance

On-going assessment from guided and rainbow challenge activities, observations, work evidence and final pieces. Can the children create a sculpture drawing on ideas from Andy Goldsworthy – natural sculptures.

1.1 1.2 1.3

Develop Ideas Children can communicate simple ideas with support.

Children can communicate relevant ideas orally.

Children can communicate and elaborate on their ideas

Master Techniques

Children begin to explore how to join and manipulate materials. Children use simple materials with purpose, with support. Children begin to use techniques to roll, mould, carve and cut. With support, children use shapes, including lines, to sculpt.

Children explore different methods to manipulate and join materials when sculpting. Children use a variety of simple materials with purpose. Children use a range of techniques including, moulding, carving, rolling and cutting. Pupils use shapes, line and texture to create simple sculptures.

Children show understanding of effective ways of manipulating and joining materials when sculpting. Children use a variety of simple materials purposefully and can discuss their effect. Children confidently carve, roll, cut and mould when creating. Pupils discuss which techniques they have used when sculpting.


Children begin to look at artists and use some of their ideas.

Children use the ideas of artists to create a final piece.

Children describe the work of artists they have studied in comparison to their own work.


A Autumn Drawing


• Use different hardness 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.

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

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

• Look at the drawings of a range of artists e.g. Cezanne – what is similar and what is different? Do they use colour or is it black and white? What effect does colour/black and white have?

• Children to discuss the outline of the objects and how colour is used to shade and add depth. Discuss tone and texture and the effect it has.

• Choose a subject for children to observe e.g. portraits, flowers, shells, nature, etc. children to then recreate the outline of the object before adding texture, tone and shade in the style of Cezanne.

• Use different materials such as pencil, chalk pastels and wax crayons, exploring different techniques such as blending, smudging etc. Discuss which looks best.

• Consider as a supplement, developing cityscapes using the aforementioned mark making tools to develop careful motor control of drawing implements and encourage close observation.

• Children to complete their own observational drawings.


• To use different hardness of pencils to show line, tone and texture.

• To use a variety of techniques to add interesting effects e.g. reflections shadows.

• To be able to annotate sketches to elaborate ideas.

• To be able to sketch lightly.

• To use hatching and cross-hatching to show tone and texture.

• To understand how artists have used techniques to add detail to their work.

By the end of the unit, children will have developed skills in sketching and will be able to sketch using a range of pencils to show line and texture. They will build on and develop ideas from a range of artists.

• 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] To learn about great artists, architects and designers in history.


Visits/Visitors Local art galleries - Baltic, Shipley.


A Autumn Drawing

Assessment Guidance


3.1 3.2 3.3

Develop Ideas Children are able to communicate their ideas in simple terms using visual and tactile form

Children are able to explain their ideas in visual and tactile form

Children are able to communicate fluently in visual and tactile form.



Master Techniques

Children are beginning to show texture, tone and shade in their work. Children are beginning to apply taught techniques. With support, children can use the technique of hatching and cross-hatching.

Children can select a range of materials to create texture, tone and shade. Children can apply their techniques to a range of work. Children can use the technique of hatching and cross hatching to create a desired effect.

Children can identify which methods are best to create a desired texture, tone or shade. Children can apply and discuss their techniques. Children can explain the impact of their use of hatching and cross-hatching in their own image.


With support, children can draw on ideas taken from notable artists and use in their own work.

Children can replicate some of the techniques used by notable artists.

Children can carefully replicate techniques used by notable artists.


A Spring Collage


• Select and arrange materials for a striking effect.

• Ensure work is precise.

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

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

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

• Introduce the work of Gaudi (materials online including Twinkl) and look at his techniques and choices.

• Look at the history of mosaics and how the colour, texture and organisation of materials support the effect created. Compare to Gaudi’s work.

• Discuss what the children like about his work and begin to design and sketch own mosaic tile.

• Explore a range of everyday materials and textures such as wood chippings, broken CDs, buttons, stones, tiles and plastic wrappers.

• Annotate work with what worked well, what looked best etc.

• Complete final piece and discuss the inspiration behind it as well as the techniques and resources used.


• To use coiling, overlapping, tessellation, mosaic and montage.

• To use a range of techniques and ensure work is precise.

• To select a range of materials to create a striking effect.

• To understand the work of artists and use this to influence own work.

By the end of the unit children will be able to use a range of collage techniques and relate to notable artists they have studied. They will be able to discuss their work and improve where necessary.

• To improve the mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].

• To learn about and take inspiration from great artists, architects and designers in history.




A Spring Collage

Assessment Guidance

On-going assessment – sketch book to show progression from practising line, tone etc. to then producing work using different lines and tones.

3.1 3.2 3.3

Develop Ideas

Children are able to discuss in simple terms what has been successful about their idea and what they might improve.

After exploration of a specific technique, children are then able to discuss what worked well and how they could improve their own work.

After exploration of a specific technique, children are able to evaluate, annotate and improve their work.

Master Techniques

Children use specific materials to create an effect. Children are beginning to use coiling, overlapping, tessellation, mosaic and montage.

Children use specific materials to create a striking effect. Children use coiling, overlapping, tessellation, mosaic and montage with some precision.

Children select, use and arrange materials specifically to create a desired striking effect. Children use coiling, overlapping, tessellation, mosaic and montage confidently and precisely.


With support, children can replicate some of the techniques used by notable artists, artisans and designers. Children can use the work of others as a starting point to create their own artwork.

Children can replicate some of the techniques used by notable artists, artisans and designers. Children can create original pieces that are influenced by studies of others.

Children can replicate

techniques used bynotable

artists, artisans and designers and with precision and confidence. Children can create their own original pieces that are

influenced bythe work of others

and adapted to suit their own style.


A Summer 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.

• Adapt and refine ideas as they progress.

• Explore ideas in a variety of ways.

• Comment on artworks using visual language.

• Introduce sculpting and ask what the children think sculpting is.

• Show images of 3D sculptures made from a range of different materials i.e. The Angel of the North, Pieta, The Runner, Mount Rushmore.

• Look at the artist Antony Gormley (check to see if studied in KS1) – particularly at his work of large sculptures – look specifically at beaches around the world sculptures.

• Could use the work of Elizabeth Frink as a starting point, exploring how she makes sculptures of horses and humans, with clear texture and detail in her work.

• Choose a focal point for sculpture work i.e. body, face, animal etc.

• Experiment with making marks in plasticine e.g. wrinkles on a face for animals. Use a variety of tools and talk about what works best.

• Experiment with a range of materials to create simple sculptures i.e. artstraws, plasticine, wood, paper and card.

• Use a range of tools to create texture and lines in the sculpture.

• Look at ways to combine shapes – from nets to solid materials/scoring.

• Consider using clay to make a final piece based on the focal point for this unit.


• To combine shapes to create a 3D sculpture.

• To add texture to my model to express a movement.

• To experiment with joining, cutting and using specific clay tools.

• To use nets to create a 3D model.

By the end of the unit, children will be able to join a range of materials to create a 3D sculpture with texture and line. They will take inspiration from notable artists when planning and designing their 3D sculpture. The children will be given a range of opportunities to choose reasonable materials to experiment with sculpture.

• 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]

• To learn about great artists, architects and designers in history.


Visits/Visitors Local art galleries – Shipley, Baltic.


A Summer Sculpture

Assessment Guidance


3.1 3.2 3.3

Develop Ideas Children are able to communicate their ideas in simple terms using visual and tactile form





Master Techniques

Children begin to use malleable materials to cut, join and sculpt. Children can use materials to create simple effects.

Children use malleable materials to cut, join, sculpt and add texture to create a recognisable form. Children select and arrange materials for a desired effect.

Children can select and identify which materials they will use to create a recognisable 3D structure that gives a desired effect. Children can select and arrange materials purposefully to achieve a desired striking effect.


With support, children can take inspiration from notable artists, sculptors and designers. Children use the work of others as a starting point to create their own artwork.

Children take inspiration from the work of notable sculptors and relate to their own work. Children can create original pieces that are influenced by their study of others.

Children can carefully replicate ideas from notable sculptors. Children can explain how their original pieces have been influenced by the work of others.


B Autumn Painting


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

• Mix colors effectively.

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

• Experiment with creating mood with colour.

• Develop ideas from starting points throughout the curriculum.

• Adapt and refine learning as they progress.

• Experiment using different brushes to create a range of shapes, textures, patterns and lines shown in sketchbooks for a build-up of skills.

• Look at the artist L.S. Lowry. Identify and discuss the use of color in his paintings, noting that all colours are derived from 5 specific base colours that are then mixed. Discuss the visual/colour consistency his images have because of this.

• Use the colour wheel and sketchbooks to explore contrasting and complementary colours – did the artist(s) use contrasting or complementary colours. Discuss warm and cool colours and the effects of this e.g. what mood do the colours convey?

• Use the colors created in the color wheel to produce a background for the children’s final piece.

• Children to then use a range of brushes to depict buildings and famous ‘matchstick’ people in Lowry’s paintings.

• Use research of Lowry to create this final piece – photographs to be put in sketchbook if work is to be displayed.


• To experiment with creating color to convey mood and feelings.

• To use watercolor paint to create a wash for a background.

• To experiment with brush size to create a range of effects.

• To use a range of brush size to create shape, texture, pattern and line.

By the end of the unit the children will have explored brush size and how it can affect shape, size and line. They will explore a notable artist and draw directly on his work to create their own final piece.




Visits/Visitors Local galleries – Baltic, Shipley. The Laing.


B Autumn Painting

Assessment Guidance

On-going assessment from observations and photographs or children working, discussions with children, work in sketchbooks and finished piece of art.

4.1 4.2 4.3

Develop Ideas

Children begin to draw on ideas from notable artists and use the ideas to experiment with colour. Children can discuss what they like/dislike about their own work.

Children use ideas from a notable artist to recreate images, shapes and colour. Children can identify ways to improve their own work and identify what was successful.

Children build on ideas taken from notable artists. They then use these ideas to create a technically creative art piece. Children analyse, evaluate and critique their own work in comparison to others.

Master Techniques

With guidance, children use different colours to convey moods. The children experiment how to create line, pattern and shape using a range of brush size. With support, children are able to use simple watercolour techniques.

Children use different colours to convey moods. Children can choose a variety of brushes to create thick and thin effects, textures and patterns. Children are able to use techniques specific to watercolours e.g. creating a wash

Children understand how to use colour to convey mood and do so successfully. Children can choose a variety of brushes to effectively create thick and thin effects, textures and patterns. Children use a wider range of watercolour techniques in a simple way e.g. bleeding colours.


With support, children can draw on ideas taken from notable artists and use in their own work. Children can use the work of others as a starting point to create their own artwork.

Children can replicate some of the techniques used by notable artists. Children can create original pieces that are influenced by studies of others.

Children can carefully replicate techniques used by notable artists. Children create and discuss their own original pieces that are influenced by the work of others.


B Spring Textiles


• Show precision in techniques (basic cross-stitch and backstitch).

• Shape and stitch materials.

• Colour fabric.

• Create weavings.

• Combine previously learned techniques to create pieces.

• Explore tapestry throughout history e.g. Bayeux tapestry. Children could design their own tapestry piece to meaningfully convey a famous story/fable etc. Tapestry could consist of various parts to practice simple versions of the different skills. Some parts sewn, some printed, some woven. Go with the needs and interests of the children.

• Remind children of weaving technique – look at a range of techniques. Identify a range of materials that could be used for weaving – recycled materials.

• Could plan and design a recycled material weave.

• Look at the artist Kandinsky – take inspiration from the repeated pattern and colour he uses in his paintings to design a simple repeated pattern to create a cross and backstitch final piece

• Threading needles.

• Practice using the two stitches to create the stitch before the pattern

• Evaluate their design


• To understand the work of artists and use this to influence own work

• To be able to colour fabric using different techniques

• To use a range of techniques and ensure work is precise.

• To be able to combine and decorate fabrics for a specific effect.

By the end of the topic, children will be able to use a range of techniques including cross stitch and backstitch and use them to create quilted and padded pieces of work. They will develop their skills of weaving. They will talk about their work and the work that has inspired them and develop skills of precision.

• To develop and share ideas using the work of other artists as an influence for artwork. 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].


• To create a sketchbook to record an observation and use them to review and revisit ideas.


Visits/Visitors Shipley art gallery – weaving group – craft days.


B Spring Textiles

Assessment Guidance

Ongoing assessment from observations, photographs, working with and talking to children alongside final pieces of work or build up of skills.

4.1 4.2 4.3

Develop Ideas Children can discuss, in simple terms, what was successful and unsuccessful about their ideas.

Children can discuss what was successful and unsuccessful about their ideas.

Children can discuss and evaluate more precisely what was successful and unsuccessful about their plan and ideas.

Master Techniques

Children can use materials that create a desired effect. With support, they can colour and decorate fabrics using different techniques. With support, children use backstitch and cross-stitch.

Children can select and arrange materials for a desired effect. They can colour and decorate fabrics using different techniques. Children use backstitch and cross-stitch with a fair amount of precision. They may still need support.

Children can select and arrange materials purposefully to achieve a desired striking effect. They choose different materials to colour and decorate fabrics, applying techniques carefully. Children use backstitches and cross-stitches with greater independence.


With support, children replicate some of the techniques used by notable artists and designers. Children can use the work of others as a starting point to create their own artwork.

Children can replicate some of the ideas used by notable artists and designers. Children can create original pieces that are influenced by studies of others.

Children can carefully replicate colour and pattern used by notable artists, with precision and confidence. Children create and discuss their own original pieces that are influenced by the work of others.


B Summer Printing


• Collect information, sketches and resources.

• Adapt and refine ideas as they progress.

• Use layers of two or more colours.

• Replicate patterns observed in natural or built environments.

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

• Make precise repeating patterns.

• Collect information, sketches and resources

• Look at a range of images by different artists and discuss that printmaking comes in many different forms (engraving, lithography etc.).

• Explore a range of images with repeated patterns – what do children notice about them all? Discuss any similarities or differences. Discuss print or repeated patterns in the environment – wallpaper, brickwork etc.

• Looking at the work of M.C. Escher, children could make their own tessellation stencil shapes from cutting a piece of rectangular card and sticking the cut out on the opposite side.

• Draw into sketchbooks.

• Using their tessellation stencil to help, children could then explore making their own blocks for printing such as collagraph printing, etching into card or polystyrene blocks.

• Complete repeated pattern as a final piece.


• To use various print artists as a starting point for ideas.

• To use paint/blocks and resources to layer prints.

• To be able to print precisely.

• To be able to produce a precise repeating pattern.

• To be able to replicate techniques used by artists.

By the end of the unit children will have explored different printing techniques and used these to create their own 3D printing tessellation. They will have drawn on inspiration from famous artist using shapes and colour in their designs.

• 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.


• Study great artists, architects and designers in history.


Visits/Visitors Local galleries – Baltic, Shipley. The Laing.


B Summer Printing

Assessment Guidance

On going assessment – sketch book work, photographs, final piece in sketch books and in print.

4.1 4.2 4.3

Develop Ideas Children can discuss what was successful and unsuccessful about their ideas.

Children can discuss ways to improve their ideas and discuss how they were successful.

Children evaluate, adapt and refine their ideas and suggest ways to improve.

Master Techniques

Children print with some precision. Children are beginning to replicate and create patterns. With support, children can use materials that create a desired effect.

Children can print with increasing precision. Children can replicate and create precise repeating patterns. Children can select and arrange materials for a striking effect.

Children can print confidently and precisely. Children can select and arrange materials purposefully to achieve a desired striking effect.

Children can select and arrange materials purposefully to achieve a desired striking effect.


Children can use the work of others as a starting point to create their own artwork.

Children can create original pieces that are influenced by studies of others.

Children create and discuss their own original pieces that are influenced by the work of others.

Fell Dyke Community Primary School Art Y5 Autumn 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.

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

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

• Look at the work of the artist Claude Monet explore the use of colour and line.

• Discuss impressionistic painting in Monet’s body of work and link to drawing – how can we make different effects using line – shadows, sunlight etc.

• Look at the four paintings of Monet’s haystack – discuss how the use of colour has depicted the change in sunlight – how could we follow this by using pencil – hard soft lines.

• Choose a focal point for final piece of work – streets, houses, buildings Monet’s haystack paintings.

• In sketchbooks explore the ways to create shadows in drawings.

• Create a four piece drawing in the style of Monet to depict reflection, shadow and direction of sunlight.

• To supplement, could re-explore Hundertwasser (previously looked at as inspiration in Y2).


• To be able to control depth of colour by applying different pressures on the pencil tip.

• To be able to vary the thickness of lines.

• To use different hardness of pencils to show shadow, reflection and light.

• To create a final piece showing movement of light throughout the day.

• To take inspiration from famous artists and replicate in their own drawing.

By the end of this unit the children will have explored line, tone and texture to depict shadows and movement. The children will look at impressionistic drawing and recreate drawings in this style. They will take inspiration from a famous artist to create their own pieces of work.

• To create sketch books to record their observations and use them to review and revisit ideas





Fell Dyke Community Primary School Art Y5 Autumn Drawing

Assessment Guidance


5.1 5.2 5.3

Develop Ideas

Children can devise relevant ideas based on a starting point. With guidance, they can develop ideas as their work progresses.

Children can develop, refine and extend their ideas imaginatively based on a starting point. They are beginning to develop their ideas as their work progresses.

Children can develop, refine and extend their ideas imaginatively and purposefully based on a starting point. They reflect on their ideas and develop them as their work progresses.

Master Techniques Children begin to use controlled techniques to add interest to their drawings.

Children begin to use a range of different techniques to add interesting effects (showing movement, establishing perspective, shadows and reflections).

Children confidently use a range of different techniques to add interesting effects (showing movement, establishing perspective, shadows and reflections).


Children take inspiration from artists to depict their own drawings. Children can discuss in simple terms how the work of artists influenced others (impressionism).

Children take inspiration from a famous artist and recreate a drawing in this style using similar techniques. Children can discuss how the work of artists influenced other societies and artists (impressionism).

Children take inspiration from an artist in order to recreate a painting choosing specific techniques. Children show a deeper understanding of how the work of artists influenced other societies and artists (impressionism).

Fell Dyke Community Primary School Art Y5 Spring Collage


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

• Combine visual and tactile qualities

• Use the qualities of materials to enhance ideas.

• Spot the potential in unexpected results as work progresses

• Comment on artworks with a fluent grasp of visual language

• Look at the artist Derek Gores. Explain how he created his collages using recycled materials cut up into small pieces to then create a final piece – normally a portrait.

• Explore a range of Gores’ work and encourage children to take inspiration in order to recreate a final piece.

• Collect and cut up a range of recyclable materials.

• Children to choose a focal point for final piece – portrait, butterfly, outline of a familiar shape with a pattern.

• Draw outline of final piece in sketchbooks.

• Using specific colour and pattern use collage materials to recreate collage.


• To take inspiration from a famous artist.

• To combine materials to create a visual quality.

• To use a collage techniques to create a final piece.

• To use a range of materials to recreate and add texture to a piece of work.

• To identify specific colour and adapt work where needed.

By the end of this unit the children will have developed the skills needed to create a final collage made up of a range of materials. They will have drawn on ideas from a famous artist and used these ideas to create their own final piece of work.




Visits/Visitors Local Art Galleries - Baltic, Shipley.

Fell Dyke Community Primary School Art Y5 Spring Collage

Assessment Guidance


5.1 5.2 5.3

Develop Ideas

Children are able to discuss in simple terms what has been successful about their idea and what they might improve. When working, children are able to continue with their work when progress isn’t exactly as they’d intended.

After exploration of a specific technique, children are then able to discuss what worked well and how they adapted their work in order to improve. Children can identify if/where something works well, even if not part of the original plan.

After exploration of a specific technique, children are able to evaluate, annotate and state how they adapted their work in order to create a desired effect. Children build on the potential in unexpected results as work progresses.

Master Techniques

Children use specific materials to create a visual effect. Children are beginning to use patterned and tactile qualities in their work.

Children use specific materials to create a striking visual effect. Children develop patterned or tactile qualities in their work

Children select, use and arrange materials specifically to create a visual desired effect. Children use mosaic, patterned or tactile qualities in their work to create a specific outcome.


Children use the work of artists to create pieces that show some influence in the materials they’ve used.

Children use the work of artists to create pieces that show influence in choice of materials and visual form.

Children use the work of artists to create pieces that shows clear influence of materials and visual form.

Fell Dyke Community Primary School Art Y5 Summer 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.


• Look at and discuss different sculpture artists and their work particularly Giacometti: try to understand the different inspirations behind sculptures. Consider the emotions, expression and movement conveyed in the sculptures.

• Draw preliminary sketches of people – are Giacometti’s sculptures life-like?

• Give children the materials of wire and tin foil. Children to experiment with different ways to mould the wire in order to create a shape/mould.

• Experiment with different methods of building sculptures using the materials.

• Children to design their own sculpture in sketchbook and then complete using chosen resources – tin foil and wire.

• Look at St. Mary’s (Henley) Y6 sculptures as inspiration.


• To show life like qualities in a sculpture using wire and tin foil.

• To show movement/motion in a sculpture.

• To understand how to enhance visual qualities.

• To use a framework to provide a stable 3D form.

By the end of this unit, children will creatively and imaginatively develop, refine, adapt and extend their ideas using an artist/art movement as a starting point. They will understand how artists and art movements influenced societies and create pieces that are original yet influenced by different artists and styles. They will add detail, textures and patterns through moulding. They will reinforce their sculpture to ensure it is stable, if necessary, using different methods.




Visits/Visitors Local art galleries – Shipley, Baltic.

Fell Dyke Community Primary School Art Y5 Summer Sculpture

Assessment Guidance

On-going assessment from written work, art work, observations and photographs of children working. Ongoing assessments from discussions with children, understanding of their ideas, work in their sketchbooks and finished piece of art.

5.1 5.2 5.3

Develop Ideas Children can devise relevant ideas based on a starting point.

Children can develop, refine and extend their ideas imaginatively based on a starting point.


Master Techniques

Children are beginning to create moulds to create a 3D sculpture. Children begin to show movement in a sculpture.

Children create a mould to ensure steadiness of their 3D sculpture. Children create a sculpture that can be identified as being in motion.

Children confidently create a mould which is steady and shows specific design. Children can discuss which movement they have depicted in their sculpture and explain how and why they have created.


Children begin to use the work of artists to create their own pieces.

Children use the work of artists to create their own pieces.

Children use the work of artists to create pieces that show clear influence and detail.

Fell Dyke Community Primary School Art Y6 Autumn 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.

• Be creative with the artists you select to look at and which you explore in more detail.

• Could link in to Mayans topic taking place later in the year. Look at the artist ‘Frederick Catherwood’ to explore the paintings of Tulum. Create a colour palette based on the painting ‘Main Temple of Tulum’.

• Children could explore painting around a theme e.g. autumn or winter landscape, looking at notable works in terms of composition, techniques and paint types.

• Frida Kahlo could be a good option to explore composition, colour and imagery, combining numerous elements of previously taught skills.

• Encourage exploration of more abstract types of art too e.g. Picasso, noting the methods of composition used.

• Identify the colours and tones that are used in the painting to develop their own style of painting.

• Encourage children to make tones and tints by adding black and white paint to selected colours in their palletes.

• Revise control of brushstrokes to develop visual texture.


• To create a colour palette based on a painting.

• To sketch out a drawing

• To use a range of brush strokes and techniques to create texture and effect

• To identify colours and tones.

• To develop their own style of painting based on ideas from others

• To combine colours to create tones and tints

By the end of this unit, children will have a good understanding of using paint to create mood, texture and colour. They will have had exposure to a number of different artists, and have been encouraged to use elements they like in their own work. They will look at specific paintings to inspire the colours they will use that they will then use to further develop their own personal style and pallete

• 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].

• Learn about great artists, architects and designers in history.

RRSA A28 – Right to an education

Visits/Visitors

Fell Dyke Community Primary School Art Y6 Autumn Painting

Assessment Guidance

Ongoing assessment from taught sessions, observations, questioning and final pieces of work. Do the children show their own style through painting?

6.1 6.2 6.3

Develop Ideas Children comment on a range of artworks in simple terms.

Children comment on a range of artworks with an increasingly fluent grasp of visual language.

Children show greater understanding when commenting on a range of artworks with a fluent grasp of visual language.

Master Techniques

Children understand the need to sketch before exploring line and colour. Pupils can create colour palettes using a range of paints. Children combine colours in a deliberate way and, with support, experiment with tones and tints.

Children sketch lightly before painting to explore line and colour. Pupils can create colour palettes using a range of paints to explore tones, tints, texture based upon colours observed. Children combine colours, tones and tints to enhance the mood of a piece.

Children sketch and then edit before painting to explore line and colour. Pupils discuss the colours they have made using a range of paints to explore tones, tints, texture based upon colours observed. Children combine colours, tones and tints to great effect, showing clear control over the mood of a finished piece.


Children can identify a specific way an artist has produced a painting.

Children can discuss why they have sketched and painted in a specific way linking to their own style and an artist.

Children can clearly articulate in greater detail the style of specific artists and their own work.

Fell Dyke Community Primary School Art Y6 Spring Textiles


• Show precision in techniques (basic cross-stitch and backstitch).

• Choose from a range of stitching techniques.

• Combine previously learned techniques to create pieces.

• Quilt, pad and gather fabric.

• Look at the technique of tie dying and its uses culturally.

• Identify and create own tie dye patterns in sketch books. Discussion around color/shape.

• Use the technique of tie dying to create own fabric pattern.

• Look at other examples of where colour and patterns have been used in simple furnishings such as cushions e.g. Ruth Issett, Rachel Parker and Rachel Reynolds.

• Children could develop their stitching skills to make a padded/quilted cushion in the style of one of the artists above, or taking influence from a number of them.


• To understand the work of artists and use this to influence own work

• To be able to use cross stitch and back stitch

• To be able to color fabric using different techniques

• To use a range of techniques and ensure work is precise

• To use quilting, padding and gathering to add effects to fabrics.

By the end of the topic, children will be able to use a range of techniques including tie-dye to colour fabric. They will develop their skills of quilting, padding and gathering to add effects to fabric, after looking at artists who work practically with textiles.

• To develop and share ideas using the work of other artists as an influence for artwork.



RRSA Article 28

Visits/Visitors Possible artist to work with the children to work around quilting.

Fell Dyke Community Primary School Art Y6 Spring Textiles

Assessment Guidance

Ongoing assessment from observations and photographs of children working, discussions with children, work in their sketchbooks and finished piece of art.

6.1 6.2 6.3

Develop Ideas Children can discuss, in simple terms, what was successful and unsuccessful about their ideas

Through exploring a range of techniques, children can discuss how successful their ideas are and suggest ways to improve.

Through exploring a range of techniques, children can evaluate, adapt and refine their ideas and suggest ways to improve.

Master Techniques

Children can use materials that create a desired effect. With support, they can colour and decorate fabrics using different techniques. Children can use backstitching, cross-stitching, quilting, padding and gathering with increasing precision, though this may still be with support.

Children can select and arrange materials for a striking effect. They can colour and decorate fabrics using different techniques. Children use backstitching, cross-stitching, quilting, padding and gathering with a good level of precision.

Children can select and arrange materials purposefully to achieve a desired striking effect. They choose different techniques to colour and decorate fabrics and apply their techniques carefully. Children can use backstitching, cross-stitching, quilting, padding and gathering confidently and precisely


With support, children can replicate some of the techniques used by notable artists, artisans and designers.

Children can replicate some of the techniques used by notable artists, artisans and designers.

Children can replicate techniques used by notable artists, artisans and designers and with precision and confidence.

Fell Dyke Community Primary School Art Y6 Summer Printing


• Build up layers of colors.

• Create an accurate pattern, showing fine detail.

• Spot the potential in unexpected results as work progresses.


• Comment on artworks with a fluent grasp of visual language.

• Explore the work of print artists and compare, comment on and annotate their work in sketchbooks.

• Experiment with different print blocks – make own block in the style of one artist by sticking string onto a block, carving lino, engraving polystyrene blocks etc. See previous work or teachers from Y3/4 to see what was covered last time and ensure new methods are explored.

• Children to discuss which printing block was most effective. Draw final piece onto chosen material and use to make a final piece e.g. for Fell Dyke School Games day.

• Explore the work of Andy Warhol, Ernst Ludwig Kirchnen, Emil Nolde and either work using the same style/materials or apply some of their ideas to types of printing not yet explored e.g. screen-printing.


• To understand the influential work of artists and art movements

• To understand the impact that artists had on societies in history

• To use the work of artists to inspire their own work

• To be able to make detailed prints and patterns

• To be able to use colors to build layered prints

By the end of this unit, children will creatively and imaginatively develop, refine, adapt and extend their ideas using an artist/art movement as a starting point. They will study and carry out at least one specifically chosen form of printing and develop some awareness of others, including those they’ve studied before. They will continuously reflect on their work as it progresses, and assess and develop their ideas. They will learn how to make detailed prints and patterns. They will understand how artists and art movements influenced societies and create pieces that are original yet influenced by different artists and styles.

• To create sketch books to record their observations and use them to review and revisit ideas.



RRSA A28 – Right to an education

Visits/Visitors Visits to local art galleries; Baltic, Shipley

Fell Dyke Community Primary School Art Y6 Summer Printing

Assessment Guidance

On-going assessment from written work, art work, observations and photographs of children working. Ongoing assessments from discussions with children, understanding of their ideas, work in their sketchbooks and finished piece of art.

6.1 6.2 6.3

Develop Ideas Children can devise relevant ideas based on a starting point.

Children can develop, refine and extend their ideas imaginatively based on a starting point.


Master Techniques

Children can create a pattern that shows some attention to detail. Children show some awareness of the techniques required in a specifically chosen form of printing.

Children can create a pattern and demonstrate their attention to fine details. Children have a good awareness of the techniques required in a specifically chosen form of printing as one of many possible forms.

Children can create an imaginative and purposeful pattern, which demonstrates their deep understanding and fine attention to details. Children are able to effectively discuss the advantages of a specifically chosen form of printing and understand there are other forms of printing too.


Children can discuss in simple terms how the work of artists influenced societies. Children use the work of artists to create pieces that show some influence from other artists

Children can discuss how the work of artists influenced societies and other artists. Children use the work of artists to create pieces that show influence from other artists

Children use deep understanding to explain how the work of artists influenced and impacted societies and other artists. Children use the work of artists to create pieces that shows clear influence and detail inspired from other artists

art & design · explore the work of an artist such as hundertwasser –what do children notice...

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