Art
Northwick Park Academy Trust
Subject Overview with National Curriculum Objectives
ART
EYFS areas |
EYFS Early Learning Goals |
Skills (see attached progression ladders) |
Vocabulary |
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The world
Expressive art and design
Literacy
Communication and language
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Exploring and using Media & Materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Moving & Handling: children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. |
Use lines, marks and curves to show representation.
Use a range of tools to spread paint, in addition to brushes. E.g. straws, match sticks etc.
Pulls apart and reconstructs basic shapes.
Select and sort materials into given criteria [warm, cold, shiny, smooth].
Describe a picture created by an artist.
Is aware of colour and texture of a range of textiles.
To identify things they like in their surroundings.
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Draw Pattern Repeating Thick Thin Line Shape Colour Model Collage Textiles Rolling Kneading Shaping Texture Construct Join Natural Man-made Artist Make Colour-mixing |
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Y1 |
Title |
Content from National Curriculum |
Skills (see attached progression ladders) |
New Vocabulary |
Familiar Vocabulary |
A1 |
Celebrating Me |
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Use lines to represent objects seen, remembered or imagined. Experiments with and enjoy mixing colour. Explore the effect of adding other materials to paint. E.g. sand, glitter and PVA glue. Becoming more aware of the form, feel, texture and pattern. Experiment with techniques an artist uses. |
Differences Similarities Background Van Gogh Impressionist Picasso Cubist |
Artist Colour Model Thick Thin Texture |
A2 |
I need a hero.
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Engages in more complex activities e.g. cutting. |
Manipulate
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Shaping Construct Pattern |
Sp1 |
Polar Explorers |
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Use lines to represent objects seen, remembered or imagined. Experiments with and enjoy mixing colour. Explore the effect of adding other materials to paint. E.g. sand, glitter and PVA glue. Engages in more complex activities e.g. cutting. |
Form Sculpture
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Pattern Shape Construct |
Sp2 |
Islands |
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Experiments with and enjoy mixing colour. Explore the effect of adding other materials to paint. E.g. sand, glitter and PVA glue. Engages in more complex activities e.g. cutting. |
Design
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S1 |
Mad about Mini-beasts |
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Use lines to represent objects seen, remembered or imagined. Experiments with and enjoy mixing colour. Explore the effect of adding other materials to paint. E.g. sand, glitter and PVA glue. Becoming more aware of the form, feel, texture and pattern. Engages in more complex activities e.g. cutting. Experiment with techniques an artist uses. |
Natural Man-made Shade Change Imagination Malleable |
Texture Colour Pattern Shape Form Line Manipulate |
S2 |
Castles |
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Becoming more aware of the form, feel, texture and pattern. Simple weaving. Say what they like about their own work. |
Weaving Threading
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Pattern Texture Form Repeating |
Y2 |
Title |
Content from National Curriculum |
Skills (see attached progression ladders) |
New Vocabulary |
Familiar Vocabulary |
A1 |
Lost in London. |
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Compares and recreates form and shape.
Develop skills of overlapping and overlaying. Adapt work according to their evaluations.
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Develop Layer 3D/2D Object Reinforce Structure Banksy Graffiti Street art
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Form Texture Natural Man-made
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A2 |
The Bakery. |
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Use line and tone to represent observations. Colour neatly following the lines |
Mechanism Lever Primary/Secondary colours
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Pattern Colour Shape |
Sp1 |
Australia |
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Use colour to express moods and feelings. Compares and recreates form and shape. Create a piece of art in the style of an artist.
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Aboriginal art Pointillism Tone (warm and cold tones)
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Differences Similarities Natural Man-made
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Sp2 |
Shooting for the stars |
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Develop skills of overlapping and overlaying. Adapt work according to their evaluations. |
Object Figure Peter Thorpe Fantasy art |
3D/2D Object Reinforce Structure
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S1 |
Let’s get muddy?
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Weaves paper progressing from 2-3 colours. |
Integrate
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Weaving |
S2 |
How does your garden grow? |
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Use line and tone to represent observations. Use colour to express moods and feelings. Develop skills of overlapping and overlaying. Create a piece of art in the style of an artist. Adapt work according to their evaluations. |
Foreground Smudge Blend Group Single Composition Still-life Gustav Klimt Yvonne Coomer Andy Goldworthy Love on the rocks
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Background Tone Layer Pattern
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Y3 |
Title |
Content from National Curriculum
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Skills (see attached progression ladders) |
New Vocabulary |
Familiar Vocabulary |
A1
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Extreme Earth |
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Is able to recreate a 2D image in a 3D piece.
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Realism Swirling Uneven Visual Adapt Sources Scale Perspective Stability
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Construct 3D/2D Object Reinforce Structure
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A2 |
Poles Apart
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Plan Simple Colourful Creative Process Bright Dull Symmetry |
Adapt
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Sp1 |
The Land Before Time
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Introduction of primary and secondary colours with the addition of black and white; including mixing. |
Colour wheel Tertiary colour
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Primary Secondary colours Plan Construct
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Sp2 |
Savages and Settlements.
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Explores shading using a range of media including light and dark. Use lines, tones and shape to represent things seen, drawn or imagined with greater observational skills. Is able to recreate a 2D image in a 3D piece. (Progression of weaving to a simple running stitch) |
Variation Grades of pencil Gradient of shade
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Texture Smudge Tone Line |
S1 |
Sunrise on the Thames
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Explores shading using a range of media including light and dark. Use lines, tones and shape to represent things seen, drawn or imagined with greater observational skills. Interpret stories, music, poems and other stimuli using collage and printing. Replicate some techniques used by notable artists. Compare methods and approaches between their own and others’ work. |
Refine Watercolour Landscape Turbulent Marine painting Seascape Atmosphere
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Variation Impressionist
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S2 |
Sunny Southend
Local History and knowledge Local land use |
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Explores shading using a range of media including light and dark. Use lines, tones and shape to represent things seen, drawn or imagined with greater observational skills. Interpret stories, music, poems and other stimuli using collage and printing. Replicate some techniques used by notable artists. Compare methods and approaches between their own and others’ work. |
Robert Wyland Mural Unrealistic
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Colourful Bright Swirling Seascape Realistic Smudge Shade Tone
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Y4 |
Title |
Content from National Curriculum
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Skills (see attached progression ladders) |
New Vocabulary |
Familiar Vocabulary |
A1 |
Deep in the rainforest. |
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Draw accurately from observations. Sketch a collection of observational and imagined drawings and ideas using line, tone, texture shading. Create original pieces that are influenced by artists Reflect on work of artists identifying what they like and dislike |
Tropical colours Self-portrait Analytical Observation Patricia Brasil Mixed-media Colour-scheme
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Bright Colourful Primary colours Figure Differences Similarities |
A2 |
Carnival! |
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Draw accurately from observations. Sketch a collection of observational and imagined drawings and ideas using line, tone, texture shading. Begins to use different types of brushes for specific purpose and effect. Create original pieces that are influenced by artists Reflect on work of artists identifying what they like and dislike Paint on material to decorate and embellish. |
Crowded Focus Rousseau Vibrant Complement Contrast Hue
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Overlay Layering Bright Colouful Variation Texture Creative process
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Sp1 |
Ingenious Inventors |
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Shows an awareness of texture, shape and form by recreating an image in 3D form. |
Pinch and coil pots Mosaic Shields Tesselation Muted colours Tiles Smooth
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3D to 2D Model Malleable Design Structure Blend Scale Kneed Roll Sculpt
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Sp2 |
Ingenious Inventors/ Timeline travel week |
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Draw accurately from observations. Sketch a collection of observational and imagined drawings and ideas using line, tone, texture shading. Shows an awareness of texture, shape and form by recreating an image in 3D form. Create original pieces that are influenced by artists Reflect on work of artists identifying what they like and dislike |
Transparent/translucent/opaque Marc Chagall
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Bright Hue Tone Realistic Unrealistic |
S1 |
Living Things
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Draw accurately from observations. Sketch a collection of observational and imagined drawings and ideas using line, tone, texture shading. Begins to use different types of brushes for specific purpose and effect. Use natural environment or town scape as stimulus. Printing using the natural environment. Create original pieces that are influenced by artists Reflect on work of artists identifying what they like and dislike |
Lucy Arnold Julia Yates Monet Abstract Surreal Imaginary
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Sculpture Tile Impressionist Impressionism
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S2 |
From Farm to Fork |
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Introduced to knitting needles to produce stitches.
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Knitting Casting on/off Stitches Knit
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Pattern |
Y5 |
Title |
Content from National Curriculum
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Skills (see attached progression ladders) |
New Vocabulary |
Familiar Vocabulary |
A1 |
Space |
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Sketch a collection of different observational drawings including a variety of techniques such as reflection, shadow, and direction of sunlight, movement and perspective. Enhance and improve skills of overlapping and overlaying. |
Reflection Shadow Direction of sunlight Perspective
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Imaginary Shade Tone Layering Imaginary Dark Light Muted Colours
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A2 |
Inventors. |
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Investigate symbols, shapes, form and composition. |
Media Properties Distance Characteristics
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Complementary Contrasting Structure Foreground Background Realistic
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Sp1 |
Egyptians
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Explores how stimuli can be used as a starting point for 3D work. Investigate symbols, shapes, form and composition. Enhance and improve skills of overlapping and overlaying. Look at and talk critically about artists work. Discuss why they like/dislike specific features of an artist’s work/techniques. Compare their own work to artists work.
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Hieroglyphics Symbolic Symbollism Papyrus Ink Profile Stylistic Stylised Carving Artefact Faience Faded
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Sculpt Design Repeating Complementary Pattern Line Form
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Sp2 |
Vikings
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Explores how stimuli can be used as a starting point for 3D work. Investigate symbols, shapes, form and composition. Enhance and improve skills of overlapping and overlaying. Sewing using Binca [cross stitch and running stitch]
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Tribal Rune Ornamentation |
Symbollism Line Form Artefact
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S1 |
Africa
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Investigate symbols, shapes, form and composition. Explores how stimuli can be used as a starting point for 3D work. Look at and talk critically about artists work. Discuss why they like/dislike specific features of an artist’s work/techniques. Compare their own work to artists work.
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Tinga Tinga Art Edward Tinga Tinga Tourist-orientated painting African art
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Tribal Bright colour Visual Colourful Simple Simplistic Vibrant
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S2 |
Time Travelers |
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Investigate symbols, shapes, form and composition. |
Silhouette Outline
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Light Shadow Line Form Tribal |
Y6 |
Title |
Content from National Curriculum
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Skills (see attached progression ladders) |
New Vocabulary |
Familiar Vocabulary |
A1 A2 Sp1 |
The Battle of Britain |
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Drawing confidently in a variety of styles as appropriate to the task. Developing accuracy and expression in their drawings including the human figure. Explores the effect of light, colour, texture and tone on natural and manmade objects. Look at 3D work from a variety of genres and cultures to develop own response and opinions. Develop and apply knowledge of embellishing techniques e.g. stitching and printing as a form of expression. Get inspiration from the work of artists and apply this to their artwork. Create original pieces that show a range of influences and styles. Compare their own work to artists work. Explain why they have chosen a specific style or technique. |
Purpose Wet media Representation Art-deco Ceramic Innovative Colour-rich Glaze
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Manipulate |
Sp2 S1 |
Magical Beginnings |
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Look at 3D work from a variety of genres and cultures to develop own response and opinions. Compare their own work to artists work. Explain why they have chosen a specific style or technique.
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Consistent Inconsistent Salvadore Dali
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Imaginary Fantasy Surreal Real
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S2 |
Ancient Greece |
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Drawing confidently in a variety of styles as appropriate to the task. Developing accuracy and expression in their drawings including the human figure. Explores the effect of light, colour, texture and tone on natural and manmade objects. Look at 3D work from a variety of genres and cultures to develop own response and opinions. Develop and apply knowledge of embellishing techniques e.g. stitching and printing as a form of expression. Get inspiration from the work of artists and apply this to their artwork. Create original pieces that show a range of influences and styles. Compare their own work to artists work. Explain why they have chosen a specific style or technique. |
Delicate Naturalistic Depictions Classical Hellenistic
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Shade Tone Line Form Purpose Representation Ornamentation
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