Primary Art

The O’Brien International School

Scheme of work for Art 

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The scheme of work for Art aims to ensure that all pupils:  

• Have a love of Art.  

• Enjoyment in producing a range of art work using a wide range of high quality resources.  

• To have confidence to be creative using a wide range of materials.  

• Have an opportunity to experience “real life art” at a local art gallery.  

• To be inspired by other artists and each other.  

• Can undertake art as part of a wider curriculum.  

• Children are allowed to express themselves through art.  

Art  Year 1  

 Focus Artists and designers:Van Gogh, Lowry  

Pupils should be taught:  

§begin 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  

§ 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.  

Year 1  

  D a Statutory requirements (National   Curriculum)  Our Essentials (Skills)  Suggested Activities  Resources 

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Pupils should be taught:   • 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 –see Appendix 10 for   definitions and teaching ideas   • 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.  Introduce a range of tools which can  produce marks on a variety of backgrounds  Experiment with a range of mark makers and backgrounds. Discussion  of results  Pencils (HB, 2B, 4B, 6B), biros,  chalks, pastels, pencil crayons,  wax crayons, felt pens 
Use parts of a pencil to create different  mark making effects. See Appendix 1,2,6 for  mark making ideas  Children to make different marks ( straight, wavy, jagged, smudgy,  dots, circles etc) Children to use Sketch Books whilst mark making. See  Appendices 1,2,6 for mark making ideas.  As above   Different papers including   coloured 
To begin to produce simple observational  drawings of objects.   Lowry work link to Stick man story for  Literacy  Encourage the children to look carefully at the object before drawing.  Simple shapes such as flowers /  petals /leaves 
P C a o i n l o t i u n g Statutory requirements (National  Curriculum)  Stanley Grove Essentials (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § 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   § 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.  To be able to mix primary colour in order  to make secondary colours. To use a  colour wheel to identify the colours to mix.  Appendix 10 for teaching ideas  Experiment with mixing paint and water to produce paint.  Produce thick and thin (water wash) paints.   Recognise the colours that they are using and name them.  Experiment with mixing two colours to make a different colour.  Powder paint (reds, blues,  yellows, black, white)   Various brushes   Water pots   pallets 
To be able to apply the paint using  different applicators.   To hold the applicators correctly.  Experiment with different applicators of paint including different  brush sizes, sponges, stamps.   Control the amount of paint applied to the paper. 
To learn whole school painting skills.  Van Gogh Sunflowers  Children to learn to maintain equipment, by cleaning brushes, pots,  pallets properly after every use.   Children to change pots of water regularly throughout activities to  prolong the life of the brushes. 

Throughout Year 1 

Start to evaluate their own work and others.  Provide opportunities to discuss art works brought into the classroom.  Provide opportunities for children to comment on their own work and that of others. Encourage positive comments and also suggestions for further  improvements. 

Art  

Year 2  

Focus Artists and designers : Mondrian, Kandinsky ,Lowry ,Rothko ,Klee  

Pupils should be taught:  

• 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 and tone  • 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.  Year 2 

L i n e ,  S h a p e  a n d  F o r m Statutory requirements (National  Curriculum)   Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   • 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 ( see Appendix 10 for   definitions and ideas )   • 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.  To introduce techniques to create a range  lines, forms, shapes using graded drawing  pencils.  Experimentation using a range of pencils. Pressing on hard, soft,  different lines, marks etc. Children to use Sketch Books whilst mark  making. See Appendices 1,2 ,6 for mark making ideas.  Range of pencils (HB, 2B, 4B, 6B) 
To develop an awareness of textures ,  shapes and forms in made and natural  objects. What shapes can you see?   This observational drawing is linked to  science.  Investigate and describe a range of natural and made objects  representing a wide range of textures ( smooth, spiky, fluffy, bumpy etc)  e.g. feathers, tree bark, pine cones, teddy, spoons etc. What shapes can  you see? Can you draw them? How will you make then round ,fluffy  ,spikey etc  Range of objects representing  different textures and shapes 
To produce recognisable observational  drawings of simple objects, begin to  incorporate shape ,line and texture to  drawings.  Encourage children to handle the objects (where possible) to look  carefully and describe what they are seeing. All class to start  observational drawing using mark making techniques in sketch books.  See Appendix 1,2 ,6 for mark making ideas.  Suitable objects linked to   science . 
To make simple evaluations of their own  work and that of others using appropriate  vocabulary .    I liked …   I would change …because…  Provide opportunities for children to respond to art works brought into  the classroom which show the use of texture and tone.   At the end of each lesson children to be given  opportunity to walk around room and evaluate work . 
C o l o u r Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 
§ 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 ( see Appendix 10 for definitions  and ideas )   § 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.  Revise : To be able to make secondary  colours using the primary colours (as  taught in year 1 )   Children to make secondary colours and  then experiment making a third colour  using 2 secondary colours e.g. green and  orange make?  Know that primary colours are red, blue and yellow.   Experiment by making new colours from 2 secondary colours you have  made to produce a third colour and produce own colour charts. For  example green and purple make ?   Use colour chaos to teach the work of the artist Mondrian and link to  colour mixing  Equipment for painting   Paint charts   Colour wheels 
To improve ability to apply paint in a  controlled manner.  Teach basic brush skills e.g. correct amount of paint on the brush, long  and short strokes, different directions etc.   How to use more water to lighten colours.   Produce a wash using large brushes and sponges.   Use correct brush size for different parts of painting.  Brushes   Pallets   Sponges   Paints – blue, red, yellow 
r F m o  Statutory requirements (National  Curriculum)   Essential (Skills)  Suggested Activities  Resources 
§ 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   § 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.  To reinforce understanding that sculpture is  viewed from all angles.  Experiences of looking at and where possible handling sculptures. Visit  the Hepworth Art Gallery or ask them to visit school and bring in some  sculptures  Different sculptures 
To produce recognisable 3D representations  using a range of resources.  Class, group and individual model making opportunities using  plasticene, dough, reclaimed materials, plastic coated wire, paper, clay,  wood, paper mache etc.  Model making materials, Clay  tools 
To create simple sculpture using a variety of  materials.  link to literacy and use clay to make Elves and the shoe maker e.g.  design and make shoes and boots 

Year 2  

P a t t e r n Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 
§ 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   § 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.  To print using a variety of objects and tools  .  Use variety of tools and objects to print regular patterns in straight lines  and rows and irregular patterns.   Explore ways of rotating shapes.  Keys, plastic shapes, cotton  reels etc. 
To make own simple print block using a  variety of materials.  Experiment with , sticking string, other cardboard shapes etc to create  print block using Acetate and Styrofoam .Link to Fire of London 

Throughout Year 2 

To continue to evaluate their own work and others  Provide opportunities to discuss art works brought into the classroom.   Provide opportunities for children to comment on their own work and that of others. Encourage positive comments and also  suggestions for further improvements. Encourage correct use of vocabulary. 

Art  Year 3  

Focus Artists and designers: Georges Seurat, Andy Goldsworthy and William Morris  

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.  Pupils should be taught:  

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

§ to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)  

§ about great artists, architects and designers in history.  

Year 3 

L a i n n e d  ,  F S o h r a m p e  Statutory requirements (National Curriculum)  Stanley Grove Essentials (Skills)  Suggested Activities  Resources
Pupils should be taught:  To look closely during observational drawing. To appreciate that light and dark tones can  provide depth in drawings.  To draw a self -portrait using a range of pencils and experiment with chalks and  pens   Children to use sketch book for mark making .See Appendices 4,5,6,7,8,9 for  examples on mark making to show form and depth .  Examples of different types of  drawings   Sketchbooks   Pencils HB, 2B, 4B, 6B 
§ to create sketch books to record their  observations and use them to review and  revisit ideas   § to improve their mastery of art and design  techniques, including drawing   § about great artists, architects and designers  in history.  Teach that light and dark tones in pencil ,  charcoal and pastel drawings help to show form  and shape incorporating landscape work from the  class.  Use viewing frames to focus on detail. To look closely during observational  drawing. To draw in detail what might be seen through the viewing frame  Charcoal, chalk, range of papers Everyday objects   Drawing pencils Sketchbooks   Drawing pencils, Charcoal, chalks,  pastels, biros   Assorted papers 
C o l o u r Statutory requirements (National Curriculum)  Stanley Grove Essentials (Skills)  Suggested Activities  Resources
Pupils should be taught:   § to create sketch books to record their  observations and use them to review and  revisit ideas   § to improve their mastery of art and design  techniques, including drawing and painting  (e.g. pencil, paint)   § about great artists, architects and designers  in history.  Look at and study a colour wheel for the colours  you want to use in your work . This follows on  from the colour wheel taught in kS1 – now they  make their own to match artist ,genre they are  using e.g. Seurat /pointillism /hot/cold colours  link to Geography / Science topic about climates  around the world.  Learn that green orange and purple are secondary colours, produced by mixing  the 3 primary colours. Explore families of colour. How many different hues of  purple can be made? Reinforce knowledge of lighter and darker.  Painting equipment
Learn to apply paints with control and using  correct equipment.   Think about the composition of their work and  perspective e.g. objects nearer will be more  vibrant than far away objects   See Appendix 10 for definitions on colour etc  To encourage children to select own colour for background wash. Use correct  brush or sponge. Learn to build up paintings using lighter tones first, and using  the correct brushes and sponges for the job   Encourage to plan composition on page using thin yellow paint.  Painting equipment

Year 3 

aP Statutory requirements (National Curriculum)  Stanley Grove Essentials (Skills)  Suggested Activities  Resources
Pupils should be taught:   § to create sketch books to record their  observations and use them to review and  revisit ideas   § to improve their mastery of art and design  techniques, including drawing, painting and  sculpture with a range of materials (e.g.  pencil, charcoal, paint, clay)   § about great artists, architects and designers  in history.  To produce a simple print block using card, string  and other materials.  Make card print block, stick pieces of card, polystyrene, neoprene to create  different effects link to William Morris looking at repeated patterns in his work .  Card  Examples of printing and stencilling  paints 

Throughout  

To positively evaluate their own work and others whist identifying areas  for improvement using correct artistic terms  Provide opportunities to discuss art works brought into the classroom. Express likes and dislikes and give reasons why. Provide opportunities for children to comment on their own work and that of others. Encourage positive comments and also suggestions for further  improvements. Encourage correct use of vocabulary. 

Art   Year 4 

Focus Artists and designers: Leonardo Da Vinci and Henry Moore  

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.  Pupils should be taught:  

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

§ to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)  

§ about great artists, architects and designers in history.  

Year 4  

L e i n  , Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 

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Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To create a wide range of tones using  graded drawing pencils   To know that things are further away  are lighter and greyer.  Reinforce knowledge of what constitutes a drawing. Remind  children that skills to produce a drawing can be practised and  improved. Link to Leonardo Da Vinci Italy topic  Drawing equipment   Examples of drawings using  tones 
To Explore light and dark through use  of pencil   See Appendix 10 for definitions and  ideas on form etc  Look at and discuss examples of drawings, look at tones in them  and discuss why they have dark and light areas. Use knowledge  gained to improve own observational drawings.   Use dots, squiggles, cross hatching.   Use sketchbooks to plan out drawing ( linked to ongoing class  work.
C o l o  u r Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To be able to mix graduations of one  colour e.g. dark green to light green by  adding white and yellower greens by  adding yellow.  Look at colour wheel. Discuss what complementary colours are.  Look at examples of art work showing contrasting colours.  Discuss the effects of these colours on the feel of the art work.  Make own colour wheel.  Colour wheel   Examples of art work 
To learn how to apply paint with  increasing control. Choose and use the  correct size brush. Use different types  of paint for different effects. 

Year 4  

t P t a  e Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 

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Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  Practise weaving techniques. Use a  simple colour palette to create different  effects.  Paper weaving sea scape linked to Viking topic   Range of different fibres and fabrics. 
F o r m Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To explore how to layer materials and  to create different effect. How to  create tone by layering and cut with  more accuracy.  Introduce further sculptures and the artists who have produced  them. If possible use sculptures from other cultures.  Teacher to demonstrate techniques.  Mod roc 
To create sculptures .To embellish with  paint.  Visit Yorkshire sculpture park –Henry Moore focus – and make  and paint mod roc sculptures based on his work 
t P t a  e Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 

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Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art and  design techniques, including drawing   § about great artists, architects and  designers in history.  Practise weaving techniques and use a simple colour palette to create different effects.  Gift wrap, fabrics, art work  with repeated patterns   Materials to make and print  with a block print   Polystyrene tiles, tracing  paper, printing ink. 

Throughout Year 4 

To make sensitive evaluations of their own work and that  of others using appropriate artistic language.  Provide frequent opportunities to discuss art works brought into the classroom. Express likes and dislikes and give  reasons why.   Provide opportunities for children to comment on their own work and that of others. Encourage positive comments and  also suggestions for further improvements. Encourage correct use of vocabulary. 

Art  Year 5  

Focus Artists and designers: Monet , Richard Hamilton , WW1 Portrait Artists  

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.  Pupils should be taught:  

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

§ to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)  § about great artists, architects and designers in history. 

L i n e  s h a  p  e  f o r m Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To be able to demonstrate the illusion  of depth using different tones, white  and black with charcoal , pastel.  Reinforce knowledge of the range of use of drawings in general,  and that observational drawings require a range of skills which  can be improved with practise. Use of black /white oil pastels  Link with WW1 portraits ‘We want you ‘.  Examples of drawings used  for a range of purposes. 
The ability to see that an illusion of  depth can be created in a drawing by  the use of tone and line. To introduce  the idea of hatching.  Look at examples of drawings which show the use of tone and  line to produce depth. Children apply the skills to their own art  work. Cross hatching work linked to WW1 portraits  As above 
To use viewing frames to focus on detail  and to have a basic understanding of  perspective e. g the relative size of  objects in pictures.  Viewing frames to be used for landscape work to help focus the  eye to see detail  Art work   Squared paper   Small objects 
Children to use sketchbooks to plan out drawing ( linked to  ongoing class work).See Appendices 4,5,6,7,8 ,9 for mark making  ideas  Pencils, biros, felt pens, wax  crayons, pencil crayons,  chalks, charcoal, pastels and  inks 
c o l o  u r Statutory requirements (National  Curriculum)  Stanley Grove Essentials (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To learn how to apply paint with  increasing control. To choose and use  the correct size brush. To use different  types of paint for different effects.  Use knowledge of secondary, complementary, to mix tones used  to create foregrounds, backgrounds and mid grounds in  landscapes and seascapes.   Look at works of art and identify the fore, mid and background  colours.  Painting equipment 
To use black and white to make  different tones of one colour .   See Appendix 10 for ideas and   definitions  Reproduce tones and shades to reproduce the objects in 2D.  Look at use of colour in perspective e.g. landscapes and sunsets  To make an Anglo Saxon dragon and or eye linked to history  topic.   To paint a Secret Garden using Monet as an inspiration –  impressionism  Objects with different tones  and shades 
F o r m Statutory requirements (National  Curriculum)  Stanley Grove Essentials (Skills)  Suggested Activities  Resources 
Pupils should be taught:  To create wire sculptures and embellish  to create different effects.  Look at a range of sculptures from different countries and  cultures. Link to history topic Anglo Saxon wire sculptures  Internet   Range of sculptures 
§ to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history. 

Year 5 

P a t t e r n Statutory requirements (National  Curriculum)   Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art and  design techniques, including drawing   § about great artists, architects and  designers in history.  To practise weaving techniques and use a simple colour palette to create different effects. To use a  variety of looms.   Research and make own dream catchers.   Use knowledge of embroidery to produce sewn items linked to topic work.  Various fabrics   Tie dye materials 
Knitting and sewing materials 
F o r m Statutory requirements (National  Curriculum)   Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To use different materials to create  different effects , including the use of  fabric. To have increasing control of  cutting techniques.  Give opportunities for close observation of subjects. Look at and  discuss works of art for inspiration.   Make collages including felt and computer images from the  artist Richard Hamilton  Range of materials,   adhesives, scissors. 
To make sensitive evaluations of their own work and that  of others using appropriate artistic language.  Provide frequent opportunities to discuss art works brought into the classroom. Express likes and dislikes and give  reasons why encourage written evaluations of their thoughts and feelings   Provide opportunities for children to comment on their own work and that of others. Encourage positive comments and  also suggestions for further improvements. Encourage correct use of vocabulary. See laminated sheet given out in staff  training . 

Art  Year 6  

Focus Artists and designers: David Hockney, Georgia O’Keefe, Leonardo Da Vinci  

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.  Pupils should be taught:  

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

§ to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)  

§ about great artists, architects and designers in history  

Year 6

L i n e  s h a  p  e  a n d  f o r m Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To be able to demonstrate the illusion  of depth using line, tone and hatching ,  Look at examples of drawings which show the use of tone and  line to produce depth. Children apply the skills to their own art  work  Examples of drawings used  for a range of purposes. 
To draw using a range of media To look  closely during observational drawing.  Observational drawing based on topic.  As above 
To create the illusion of depth using  different tones, white and black with  charcoal, chalk and pastel with   increasing skill.  Observational drawing based on topic.  Pencils, biros, felt pens, wax  crayons, pencil crayons,  chalks, charcoal, pastels and  inks 
To use viewing frames to focus on  detail. To compose pictures with  foreground and background, applying  skills of perspective. See Appendices  3,4,5,6,7,8,9.10 for examples  Observational drawing based on topic. 
c o l o  u r Statutory requirements (National  Curriculum)   Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To be able to mix any colour needed  independently using a colour wheel for  reference .Learn how to apply paint  with increasing control and choose the  correct brush size, use different types  of paint for effects.  Use knowledge of secondary, complementary, to mix tones used  to create foregrounds, backgrounds and mid grounds in  landscapes and seascapes.   Look at works of art and identify the fore, mid and background  colours. David Hockney  Painting equipment   Powder, poster ,water   colour paints 
f o r m Statutory requirements (National  Curriculum)   Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing  Look at proportion of human form  Vitruvian Man – drawing  Internet   Range of sculptures 

Year 6  

P a t t e r n Statutory requirements (National  Curriculum)   Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  Combine stitches and sewing   techniques to create a product.  Embellish using different stitches or  with design on binca .Weave a   background and embellish with collage  and or stitching .  Use some sewing to embellish collage  Various fabrics   Tie dye materials 
F o r m Statutory requirements (National  Curriculum)  Essential (Skills)  Suggested Activities  Resources 
Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art  and design techniques, including  drawing   § about great artists, architects and  designers in history.  To use precise skills of cutting, layering  etc to create collages using a range of  fabrics and materials .  Give opportunities for close observation of subjects. Look at  and discuss works of art for inspiration  Range of materials,   adhesives, scissors. 
To select and apply collage techniques  appropriately to satisfy artistic   expression.  Create collages using paper, fabrics. Consider ideas of  composition, colour, texture and shape. Georgia O’Keefe work  using mixed media . 

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Pupils should be taught:   § to create sketch books to record  their observations and use them to  review and revisit ideas   § to improve their mastery of art and  design techniques, including drawing   About great artists, architects and  designers in history.  to create sketch books to record their  observations and use them to review  and revisit ideas   § to improve their mastery of art and  design techniques, including drawing  About great artists, architects and  designers in history  Use patterns from Native American art / Celtic patterns 

Throughout Year 6 

To make sensitive evaluations of their own work and that  of others using appropriate artistic language.  Provide frequent opportunities to discuss art works brought into the classroom. Express likes and dislikes and give  reasons why encourage written evaluations of their thoughts and feelings   Provide opportunities for children to comment on their own work and that of others. Encourage positive comments and  also suggestions for further improvements. Encourage correct use of vocabulary. See laminated vocabulary sheets given  to each class following staff training e.g. tone/secondary colours