Our art and design projects are sequenced to provide a coherent subject scheme that develops children’s skills and knowledge of visual elements, art forms, artists and art movements and ensures there is complete coverage of all national curriculum programmes of study.
Projects are placed alongside other subject projects where there are opportunities for making meaningful connections. For example, Beautiful Botanicals has been placed in the same teaching sequence as the science project Plant Nutrition and Reproduction.
Seasons were also considered when thinking about the placement of art and design projects. For example, if children are required to work outdoors, these projects have been placed in either the latter part of the spring or summer term.
Lower School
In Years 1 and 2, each autumn term begins with essential skills and knowledge projects (Mixing Colours in Year 1 and Exploring Colours in Year 2). Teaching these projects enables children to be introduced to and then revisit colour mixing and the colour wheel with plentiful opportunities for the children to explore primary and secondary colours and hues.
In Year 1, children explore themes directly related to the children themselves, such as their facial features, the surrounding natural world and their local community. In Year 2, the projects expand children’s artistic horizons to study a more comprehensive range of artists, artistic movements and creative techniques
In Years 3 and 4, each autumn term begins with essential skills and knowledge projects (Colour Theory in Year 3 and Warm and Cool Colours in Year 4). Teaching these projects enables children to build on their previous understanding of colour and further develop their expertise by studying tertiary, analogous and complementary colours with many opportunities for the children to explore warm and cool colours.
In Year 3, children expand their experiences to study a broader range of art forms, artists and genres. They also begin to study art from specific and diverse periods of history, including prehistoric pottery and Roman mosaics. Other genres studied in Year 3 build on previous techniques learned in Key Stage 1 and include more complex techniques in printmaking, drawing, painting and textiles.
Upper School
In Year 4, children develop more specialised techniques in drawing, painting, printmaking and sculpture. They explore ways in which ancient cultures have influenced art and crafts by studying, for example, medieval weaving techniques and the religious significance of Islamic art.
In Years 5 and 6, each autumn term begins with essential skills and knowledge projects (Colour in Landscapes in Year 5 and Colour and Style in Year 6). Teaching these projects enables children to build on their previous understanding of colour theory and develop further expertise with colour by studying tints, shades and tones and more complex colour palettes.
In Year 5, children develop and combine more complex artistic techniques in a range of genres, including drawing, painting, printmaking and sculpture. Children continue to build on their understanding of other historical periods and cultures by studying the ancient Chinese art form of taotie and the significance of the Expressionist movement.
In Year 6, children are encouraged to work more independently in projects like Environmental Artists and Distortion and Abstraction. Such projects require them to consider more conceptual representations of personal, environmental, social or political messaging. Children explore diversity in art by studying the projects Inuit and Trailblazers, Barrier Breakers.
By the end of KS2, our children will be both skilled and empowered to appreciate visual, tactile and sensory experiences and a special way of understanding and responding to the world. We focus on progression of knowledge, skills and discreet vocabulary. Our art curriculum enables children of all abilities to be able to develop their knowledge and understanding of the work of artists, craftspeople and designers from a range of times and cultures and apply this knowledge to their own work. The children will learn to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. When reflecting they will learn to discuss their thoughts, ideas, processes and evaluations of work.