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Art

Intent

Our core aims for Art and Design are to ensure that all children:

  • To have an appreciation for Art and Design
  • Evaluate, analyse and reflect about their own or other people’s work and have their own opinions and preferences based on this.
  • To plan and create a product or piece of art
  • Think critically about a product or piece of art
  • To have technical knowledge in using a range of tools and mediums
  • To learn to be proficient in a range of Art and Design skills
  • To understand the historical and cultural development of their art forms.

Implementation

We believe the following are key ingredients in developing competent artist at Sayes Court: effective lesson teaching that inspires children’s forms of artistic expression, deep dives into famous artists including their work and their cultural and historical influences. This is implemented through lessons and educational visits.  Sharing art works to encourage the children to critique and develop their own interests. The children will create their own versions of art works enabling them to practise different artistic techniques. The children will have their own sketch book to practise their skills, and these will be regularly checked by the teacher, and they will be given targets to achieve in order to progress in their skills. These skills are also assessed through stepping stones across the national curriculum based on not only their skill but effort and enthusiasm towards the learning objective and focus study.

What this looks like in practive:

  • Pupils will be inspired and challenged whilst equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design as well as critiquing and being inspired by famous artist’s art work.
  • They will aim to be proficient in art and design techniques which includes building and applying a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • To motivate their creative choices and prove where possible through evaluating, analysing and self-reflecting on their work.
  • Pupils will be able to critique, evaluate and test their ideas and products and the work of others as well as drawing, painting, sculpture and other art, craft and design techniques through practise. They will be influenced by great artists, craft makers and designers and their historical and cultural backgrounds and inspiration.
  • All pupils will be encouraged to develop on and interact with others to develop on their communication skills using Talk for learning during Art and Design lessons.

Early Years

Art and Design is taught in Nursery and Reception as an integral part of the topic work covered during the year. We relate the Art and Design aspects of the children’s work to the ethos of the Early Years Foundation Stage Framework which underpins the curriculum for children aged birth to five.

We aim to support the children in their artistic and cultural awareness, their imagination and creativity. We provide and learning environment where children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

As well as cross curricular links to the prime and specific subjects, Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Maths and Understanding of the World. 

Key Stage 1

During Key Stage 1,

Pupils will be taught through a range of projects:

  • 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.

 

Key Stage 2

During Key Stage 2,

Pupils will be taught through a range of projects

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 [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

Schemes, programme and resources used to support Art and Design:

  • Kapow

Impact:

The desired impact of our art and design curriculum:

  • Our children make good progress in art and design and attain in line with or above their peers
  • Our children develop art and design skills and techniques early on in school
  • Our children develop a love for art and design.
  • Our children will experience a wide range of artists and their work
  • Our children can use their art and design skills across the curriculum; as a result of this, learning in all areas is enhanced.

SMSC in art and design:

Spiritual development:

Art and Design at Sayes Court School is intended to develop on the children’s ability to enquire and communicate their ideas, meanings and feelings. Various projects are carefully planned to encourage a sense of excitement and fascination in learning about not only the children’s own cultures and beliefs but also other sin the world around them. Art and Design also encourages the use of imagination and creativity in learning.

Moral development: 

Art and Design at Sayes Court School is intended to develop on the children’s ability to enquire and communicate their ideas, meanings and feelings. Various projects are carefully planned to encourage a sense of excitement and fascination in learning about not only the children’s own cultures and beliefs but also other sin the world around them. Art and Design also encourages the use of imagination and creativity in learning.

Social development: 

Art and Design is promoted through displays, presentations and encouraging the children to not only congratulate others but also to be proud of their own achievements and efforts. They will work independently and collaboratively to create, develop and develop on their skills as artists.

Cultural development: 

Participation and exploration in Art and Design is a key factor in helping pupils learn who they are and helps them be curious and engage in the world around them. At Sayes court school, we want the children to successful in the future and to support this, pupils need to be given rich and sustained opportunities to develop their human capital. Our art and design curriculum aims to encourage pupils to be more aware of the place and communities they come from and to learn about the richness of other cultures and communities worldwide. Pupils are encouraged to develop mindful and meaningful Art and design skills to develop their sense of self and wellbeing.

Various projects of work will develop on the children’s knowledge and understanding of artists through historical, geographical and cultural influences and how their meanings are expressed.

 

 

 

 

 

 

 

 

 

Progression of Skills and Knowledge

 

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Artists

Drawing

- Begin to use a variety of mark making tools safely

 - Use drawings to tell a story

- Investigate different lines

 - Explore different textures through marks

- Encourage accurate drawings of people

- Extend the variety of drawings tools

- Explore different textures

 - Observe and draw landscapes

 - Observe patterns

 - observe anatomy (face and body)

 

-Experiment with tools and surfaces

- draw as way to record experiences and feelings

- discuss use of shadows, use of light and dark

 - Sketch to make quick records

 

-Experiment with the potential of various pencils (HB, lead etc.)

 - close observation

- initial sketches as a preparation for painting - accurate drawings of people, particularly faces

 

-Identify and draw the effect of light (shadows)

 - scale and proportion

 - accurate drawings of whole people including proportion and placement

- Work on a variety of scales

-effect of light on objects and people from different directions

 - interpret the texture of a surface

- produce increasingly accurate drawings of people

- concept of perspective

-effect of light on objects and people from different directions

 - interpret the texture of a surface

 - produce increasingly accurate drawings of people

 - concept of perspective

Leonardo Da Vinci, Vincent Van Gogh, Poonac

Colour

-Experimenting with and using primary colours

- Naming colours and exploring how they change when mixed

 - Learn the names of different tools that bring colour

 - Use a range of tools to make coloured marks on paper

-name all the colours

 - mixing of colours

 - Find collections of colour

- applying colour with a range of tools

-Begin to describe colours by objects

 - Make as many tones of one colour as possible (using white)

 - Darken colours without using black

- using colour on a large scale

-colour mixing

- Make colour wheels

 - Introduce different types of brushes

 - techniques

- apply colour using dotting, scratching, splashing

-colour mixing and matching; tint, tone, shade

 -  observe colours

-Use suitable equipment for the task

 -  Use colour to reflect mood

-hue, tint, tone, shades and mood

 - explore the use of texture in colour

- colour for purposes

-hue, tint, tone, shades and mood

- explore the use of texture in colour

- colour for purposes - colour to express feelings

Pollock, Monet, Chagall, Ben Moseley, Van Gogh,

Texture

-Handling, manipulating and enjoying using materials to achieve planned effect.

 - Sensory experience

 - Simple collages

 - simple weaving

 

- weaving

 - collage

- Sort materials according to specific qualities

- how textiles create things

-overlapping and overlaying to create effects

- collage

- weaving

 - Tie dying, batik

- observation and design of textural art

 - experimenting with creating mood, feeling, movement-

 - compare different fabrics

- use stories, music, poems as stimuli

 - Select and use materials

- artists using textiles

-Develops experience in embellishing

 - Applies knowledge of different techniques to express feelings

- Work collaboratively on a larger scale

Linda Caverley, Molly Williams, William Morris, Gustav Klimt

Form

- Handling, feeling, enjoying and manipulating materials - Constructing

 - Building and destroying

- Shape and mode

-Using tools (scissors) safely and correctly.

 

-Construct

 - Use materials to make known objects for a purpose

 - Carve

- Pinch and roll coils and slabs using a modelling media.

 - Make simple joins

-Using tools (scissors) safely and correctly.

 

-Awareness of natural and man-made forms

- Expression of personal experiences and ideas

- to shape and form from direct observation

- decorative techniques

 - Replicate patterns and textures in a 3-D form

- work and that of other sculptors

-Using tools (scissors) safely and correctly.

 

-Shape, form, model and construct (malleable and rigid materials)

 - Plan and develop

- understanding of different adhesives and methods of construction - aesthetics

-Using tools (scissors) safely and correctly.

 

- Experience surface patterns / textures

- Discuss own work and work of other sculptors

 - analyse and interpret natural and manmade forms of construction

-plan and develop ideas

 - Shape, form, model and join

- observation or imagination

- properties of media

- Discuss and evaluate own work and that of other sculptors

-plan and develop ideas

- Shape, form, model and join

- observation or imagination

 - properties of media - Discuss and evaluate own work and that of other sculptors

Henry Moore, Barbara Hepworth, Andy Goldsworthy,

Printing

-Rubbings

 - Print with variety of objects

 - Print with block colours

-Create patterns

- Develop impressed images

 

-Print with a growing range of objects

 - Identify the different forms printing takes

-relief and impressed printing

- recording textures/patterns

 - monoprinting

 - colour mixing through overlapping colour print

-Use sketchbook for recording textures/patterns

- Interpret environmental and manmade patterns

 - modify and adapt print

-combining prints

- design prints

- make connections

 - discuss and evaluate own work and that of other

-Builds up drawings and images of whole or parts of items using various techniques

 - Screen printing

- Explore printing techniques used by various artist

Picasso, Dan Mather, Andy Warhol

Pattern

- repeating patterns

 - Simple symmetry

- recognising pattern

-Awareness and discussion of patterns - repeating patterns

- symmetry

-Experiment by arranging, folding, repeating, overlapping, regular and irregular patterning

 - natural and manmade patterns

- Discuss regular and irregular

-pattern in the environment

- design

- using ICT

- make patterns on a range of surfaces

 - symmetry

-Explore environmental and manmade patterns

- tessellation

- Create own abstract pattern to reflect personal experiences and expression

- create pattern for purposes

-Create own abstract pattern to reflect personal experiences and expression

- create pattern for purposes

Joan Miro, Bridget Riley, Escher, Paul Klee,

Additional skills to check understanding

 

 

Communicate their knowledge through:

  • Discussing…
  • Comparing
  • Evaluating…
  • Explaining…
  • Analysing…
  • Describe…

Fine motor skills to develop throughout

Holding a:

  • Pencil
  • Paintbrush
  • Crayons
  • Printing tools
  • Scissors
  • Paper (whilst drawing)

 

End of Year Skills

EYFS Skills:

To explore and use media and materials. Children develop their own ideas through selecting and using materials and working on processes that interest them. Through their explorations they find out and make decisions about how media and materials can be combined and changed. Being imaginative. Children talk about the ideas and processes which have led them to make music, designs, images or products. They can talk about features of their own and others’ work, recognising the differences between them and the strengths of others.

Year 1 Skills: To draw using their own imagination and to observe and draw a picture from observation (literal).

To begin to understand that different techniques can be used to create different shades, patterns and marks.

Year 2 Skills: To be aware of different artists and identify their techniques.

To be aware of abstract and literal art

To make links in their own work to artist’s practices and disciplines.

Year 3 Skills:

To use the work of various artists to improve their art and design techniques. To sculpt using various techniques.

Year 4 Skills: To create sketch books to record their observations and use them to review and revisit ideas

 

 

Year 5 skills: To begin to create and to critique their own sketch books to record their observations and use them to review and revisit ideas developing and practising different artistic methods.

Year 6 skills: To critique their own sketch books to record their observations and use them to review and revisit ideas developing and practising different artistic methods.

 

 

                             

Art Topics by Year Group

Year group 

Year N 

Year R 

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Whole School Art Exhibition at Christmas to showcase the children's work over the Autumn and Spring Term in Spring 2 

Autumn 1 

Exploring autumn 

Value: Respect: Showing respect for the natural environment around us.  

Learning Habit: Teamwork: Working collaboratively in the natural environment and collecting resources.  

EDI: including all in the activities and making sure they are accessible to all.  

 

Me and my community 

Value: Kindness and Respect: showing respect and kindness to ourselves, each other and our community.  

Learning Habit: Teamwork: Working collaboratively in the environment.  

EDI: including all in the activities and making sure they are accessible to all. 

 

 

Unit 1: Drawing  

Make your mark 

Value: Curiosity: Showing curiosity through using various mark making tools to create drawings.  

Learning Habit: Confidence: To confidently trial using different mark making tools.  

EDI: The use of different mark making tools to ensure it is accessible to all.  

 

Unit 1: Drawing 

Tell a story 

Value: Curiosity: Showing curiosity through illustrations in books.  

Learning Habit: Reflection: To look at and reflect on sketches.  

 EDI: The use of different mark making tools to ensure it is accessible to all. Looking at books from other cultures.  

 

Unit 1: Drawing 

Growing artists 

Value: Curiosity: Showing curiosity through using various mark making tools to create drawings.  

Learning Habit: Confidence: To confidently trial using different mark making tools.  

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

Unit 1: Drawing* 

Art and Design Skills 

Value: Curiosity: Showing curiosity through using various mark making tools to create drawings.  

Learning Habit: Confidence: To confidently trial using different mark making tools.  

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

Unit 1: Drawing 

I need space 

Value: Curiosity: Showing curiosity through using various mark making tools to create drawings.  

Learning Habit: Confidence: To confidently trial using different mark making tools.  

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

Unit 1: Drawing* 

Still Life 

Value: Curiosity: Showing curiosity through using various mark making tools to create drawings.  

Learning Habit: Confidence: To confidently trial using different mark making tools.  

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

 

Autumn 2 

Sparkle and shine 

Value: Curiosity and respect for different celebrations and cultures.  

Learning Habit: Resilience: To keep trying when creating topic related art.  

EDI: Showing curiosity and respect for other cultures and celebrations.  

 

Starry Night 

Value: Curiosity and respect for different celebrations, cultures and the differences between day and night.  

Learning Habit 

Resilience: To keep trying when creating topic related art.  

EDI: Showing curiosity and respect for other cultures and celebrations. 

 

 

Unit 2: Painting and mixed media 

Colour splash 

Value: Curiosity: Showing curiosity through using various paint materials.  

Learning Habit: Confidence: To confidently trail using different paint activities. 

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

Unit 2: Painting and mixed media* 

Art and Design Skills  

Value: Curiosity: Showing curiosity through using various paint materials. 

Learning Habit: Confidence: To confidently trail using different paint activities. 

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

 

Unit 2: Painting and mixed media 

Prehistoric painting 

Value: Curiosity: Showing curiosity through using various paint materials. 

Learning Habit: Confidence: To confidently trail using different paint activities. 

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

 

Unit 2: Painting and mixed media 

Light and dark 

Value: Curiosity: Showing curiosity through using various paint materials. 

Learning Habit: Confidence: To confidently trail using different paint activities. 

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

 

Unit 2: Painting and mixed media 

Portraits 

Value: Curiosity: Showing curiosity through using various paint materials. 

Learning Habit: Confidence: To confidently trail using different paint activities. 

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

 

Unit 2: Painting and mixed media 

Artist study 

Value: Curiosity: Showing curiosity through using various paint materials. 

Learning Habit: Confidence: To confidently trail using different paint activities. 

EDI: The use of different mark making tools to ensure it is accessible to all. 

 

 

 

 

Spring 1 

Winter Wonderland 

Value: Curiosity and respect for different celebrations and cultures.  

Learning Habit: Resilience: To keep trying when creating topic related art.  

EDI: Showing curiosity and respect for other cultures and celebrations. 

  

Puppets and pop ups 

Value: Curiosity and respect for different puppets and pop ups 

Learning Habit: Resilience: To keep trying when creating topic related art.  

EDI: Showing curiosity and respect for other cultures through the puppets.  

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 3: Sculpture and 3D 

Paper play 

Value: Curiosity: Showing curiosity through using paper to create 3D sculptures.  

Learning Habit: Confidence: To confidently trail using sculpture techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 3: Sculpture and 3D 

Clay houses 

Value: Curiosity: Showing curiosity through using clay to create 3D sculptures. 

Learning Habit: Confidence: To confidently trail using sculpture techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 3: Sculpture and 3D 

Abstract shape and space 

Value: Curiosity: Showing curiosity to create 3D sculptures. 

Learning Habit: Confidence: To confidently trail using sculpture techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 3: Sculpture and 3D 

Mega materials 

Value: Curiosity: Showing curiosity to create sculptures using materials.  

Learning Habit: Confidence: To confidently trail using sculpture techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 3: Sculpture and 3D 

Interactive installation 

Value: Curiosity: Showing curiosity through using paper to create 3D sculptures.  

Learning Habit: Confidence: To confidently trail using sculpture techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Unit 3: Sculpture and 3D 

Making memories 

Value: Curiosity: Showing curiosity through using paper to create 3D sculptures.  

Learning Habit: Confidence: To confidently trail using sculpture techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

Spring 2 

Puddles and rainbows 

 Value: Curiosity: To show curiosity about the weather and seasonal changes.  

Learning Habit: Confidence: To show confidence when trying new activities and exploring the natural world.  

EDI: including all in the activities and making sure they are accessible to all. 

 

 

Ready Steady Grow 

 Value: Curiosity: To show curiosity about the natural world and how things grow.  

Learning Habit: Teamwork: To show teamwork in planting and looking after the outdoor environment.    

EDI: including all in the activities and making sure they are accessible to all. 

 

 

Unit 3: Sculpture and 3D 

Paper play 

Value 

Learning Habit 

EDI 

 

Unit 3: Sculpture and 3D 

Clay houses 

Value 

Learning Habit 

EDI 

 

Unit 3: Sculpture and 3D 

Abstract shape and space 

Value 

Learning Habit 

EDI 

 

Unit 3: Sculpture and 3D 

Mega materials 

Value 

Learning Habit 

EDI 

 

Unit 3: Sculpture and 3D 

Interactive installation 

Value 

Learning Habit 

EDI 

 

 Unit 3: Sculpture and 3D 

Making memories 

Value 

Learning Habit 

EDI 

 

Summer 1 

Build it up 

 Value: Curiosity: To show curiosity about how things are made and built.  

Learning Habit: Teamwork: To show teamwork in building and constructing.   

EDI: including all in the activities and making sure they are accessible to all. 

 

 

Minibeast 

Value: Curiosity: To show curiosity about the natural world and how things grow.  

Learning Habit: Teamwork: To show teamwork in planting and looking after the outdoor environment.    

EDI: including all in the activities and making sure they are accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 4: Craft and design 

Embellishments Value: Curiosity: Showing curiosity through creating embellishments. 

Learning Habit: Confidence: To confidently trail using embellishing techniques. 

EDI: The use of different tools to ensure it is accessible to all 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 4: Craft and design 

Map it out 

Value: Curiosity: To show curiosity in the topic. 

Learning Habit: Confidence: To confidently trail using new techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Unit 4: Craft and design 

Ancient Egyptian scrolls 

Value: Curiosity: To show curiosity in the topic. 

Learning Habit: Confidence: To confidently trail using new techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 4: Craft and design 

Fabric of nature 

Value: Curiosity: To show curiosity in the topic. 

Learning Habit: Confidence: To confidently trail using new techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 4: Craft and design 

Architecture 

Value: Curiosity: To show curiosity in the topic. 

Learning Habit: Confidence: To confidently trail using new techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Unit 4: Craft and design 

Photo opportunity 

Value: Curiosity: To show curiosity in the topic. 

Learning Habit: Confidence: To confidently trail using new techniques. 

EDI: The use of different tools to ensure it is accessible to all. 

 

 

 

Summer 2  

Animal Safari 

Value: Curiosity: To show curiosity about the natural world and animals within it.  

Learning Habit: Teamwork: To show teamwork in creating artwork.    

EDI: including all in the activities and making sure they are accessible to all. 

 

 

Moving On 

Value: Curiosity: To show curiosity about moving to year 1.  

Learning Habit: Reflection: To reflect on the reception year at school and the expressive art and design activities they have enjoyed.     

EDI: including all in the activities and making sure they are accessible to all. 

 

Unit 4: Craft and design 

Embellishments Value 

Learning Habit 

EDI 

 

Unit 4: Craft and design 

Map it out 

Value 

Learning Habit 

EDI 

 

 Unit 4: Craft and design 

Ancient Egyptian scrolls 

Value 

Learning Habit 

EDI 

 

Unit 4: Craft and design 

Fabric of nature 

Value 

Learning Habit 

EDI 

 

Unit 4: Craft and design 

Architecture 

Value 

Learning Habit 

EDI 

 

 Unit 4: Craft and design 

Photo opportunity 

Value 

Learning Habit 

EDI 

 

Workshops: 

The Crazy Comic Club whole school workshop.  

Immersive experiences: Our fun and art shows include Pink Floyd, relaxing psychedelic experiences, a whole suite of visual new media art and music entertainment. With the added bonus of creating your own digital work of art to showcase in our mobile planetariums. £250 for half day or £450 for full day.  

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