|Year group||Autumn Term||Spring Term||Summer Term|
|Reception||Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.
Create simple representations of events, people and objects.
|Chooses particular colours to use for a purpose.
Beginning to be interested in and describe the texture of things.
Experiments to create different textures. Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
|Explores colour and how colours can be changed.
Explores what happens when they mix colours.
They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
|Year 1||Colour creations- Kandinsky
To be able to identify colours and the objects that are
associated with them.
To be able to identify primary colours.
To be able to mix primary colours to create secondary colours.
To be able to create light and dark shades of colour.
To be able to produce art based on the work of
To explore different types of paper used in art.
To be able to use paper to create a collage.
To be able to work with tissue paper to create a piece of artwork.
To be able to use paper to create beads.
To be able to use paper mache to create a sculpture.
To be able to create sculptures from paper.
To sort items by material and colour.
To use a variety of materials to create walls and paths.
To select materials and make spirals or circles.
To manipulate materials when creating sculptures.
To use reflections in art work.
To investigate a portraits by a variety of artists.
To explore the use of objects to convey meaning in a
To investigate a range of drawing media and the marks they can make.
To be able to record self-portraits from observation.
To explore how colour can be used to convey mood and emotion.
To be able to create a portrait sculpture.
To find out about the work of Arcimboldo.
To explore and recreate Arcimboldo four seasons paintings.
To explore Arcimboldo’s representations of the four
To select, arrange and use flowers to make portraits.
To use oil paints or pastels to create animal portraits
To make appropriate decisions when selecting objects and images.
To use simple shapes to make sculptures of the human form.
To make a sculpture with a simple human form.
To explore sculptures with ‘inside’ and ‘outside’ spaces.
To explore sculptures with inside and outside spaces.
To create kinetic sculptures that move in the wind.
To make a sculpture where light, shape and colour create an interesting effect.
To investigate the use of symbols in Aboriginal art.
To identify different ways of representing objects and
features relating to maps and journeys.
To be able to create a piece of artwork in the style of an aboriginal journey.
To investigate Paul Klee.
To be able to gather ideas to create a piece of journey artwork.
To explore and examine buildings in a range of architectural styles.
To explore the architecture of Sir Christopher Wren.
To explore colour and pattern in the design of St
To explore the design features of the Taj Mahal.
To examine the architecture of the Sydney Opera house.
To be able to design a building for a particular
|Seurat and Pointillism–
To find out who Georges Seurat was and explore his style of art. To explore how to creat art in the style of Pointillism.
To explore how Seurat used colours in his artwork.
To explore Seurat’s paintings and how he created
effects and shading.
To explore the work of other Pointillist artists.
To be able to create a piece of pointillism artwork.
|Year 4||At the Pantomime–
To explore design features of a pantomime. To be able to design a set for a particular scene in a pantomime.
To be able to create a model set for a pantomime based on a design.
To be able to design costumes for pantomime characters.
To be able to design a costume accessory for a
To be able to design a poster to advertise a particular
|Can we change places–
To investigate how the environment effects how we feel about a place and how art can be used to improve a place. To collect visual information and explore ideas for site specific sculpture. To be able to design a site specific sculpture.
To use ‘found’ materials to create a sculpture.
To be able to use finishing techniques to complete a
To be able to evaluate a finished piece of artwork
|Warhol and the Pop Art Movement–
To find out who Andy Warhol was and explore the Pop Art Movement. To be able to use Warhol’s blotted line technique to create artwork. To explore and recreate Warhol’s ‘Campbell’s Soup’
artwork. To explore Warhol’s portraits of celebrities.
To create a self-portrait in the style of Andy Warhol. To be able to use objects of popular culture to create
To be able to use Pop art techniques and layering to create a 3d cityscape.
To understand how to use a palette knife and paint to create textured cityscapes.
To be able to replicate cityscape photos using different mediums.
To explore how to create reflections of cityscapes on water.
To understand how to add detail into cityscape ink drawings.
To be able to create a cityscape using any media of any choice.
|People in Action–
To be able to record from first hand observation. To study facial expressions relating to movement.
To study the techniques of artists when portraying movement.
To be able to create a montage to portray movement.
To be able to use printing to create movement art.
To be able to use the ideas gathered from different artists, methods and techniques to create a piece of movement art.
|Leonardo da Vinci–
To understand who Leonardo da Vinci was and what he was famous for during the Renaissance period.
To explore Leonardo da Vinci’s portrait paintings and drawings. To explore Leonardo da Vinci’s use of perspective
and composition in his religious paintings.
To explore and understand how to use Leonardo da Vinci’s drawing techniques.
To explore inventions designed by Leonardo da Vinci.
To explain how Leonardo da Vinci’s ideas influenced
other artists and scholars during the Renaissance and modern day.
|Year 6||Art Illusions–
To explore how artists create perspective in their work.
To be able to use perspective to create realistic interiors.
To explore how artists use foreshortening to give Perspective.
To explore how artists use trompe l’oeil to create illusions.
To explore how artists create illusions by playing with perspective.
To explore and create optical art.
To explore how design is used in the home.
To explore shoes by different designers.
To explore hats by different designers.
To explore clothes design.
To design a costume.
|Monet and the Impressionists–
To explore what Impressionism is and where it began.
To explore some of Monet’s landscapes.
To explore Monet’s haystack series of paintings.
To explore Monet’s paintings of cities.
To explore the artwork Monet produced in his later years at his garden in Giverny.
To review the life and work of Claude Monet.