Hollymount Primary School & NurseryOur approach to Art and Design
Intent behind curriculum delivery
Our Art approach is based on the teaching of skills from the National Curriculum set against topics which provide the context to our lessons. Across their time at Hollymount they will become proficient in drawing, painting, sculpture and other craft and design techniques. Based on Kapow’s Art and Design curriculum, pupil’s will experience the fundamentals of art through broad and balanced units, including exploration of the work of a wide range of artists and makers. Units of work guide pupils in the skills required to explore, analyse and discuss art and they are encouraged to combine their knowledge of what constitutes ‘art’, specific artists and techniques with their own experiences to evaluate artworks and to inform their own creative practices. Our curriculum is divided into four core areas, repeated in each year group: drawing, painting and mixed media, sculpture and 3D and craft and design. This provides teachers with greater clarity over knowledge and skills progression within the four areas. Teachers can feel confident that children are given opportunities to develop mastery by revisiting core subject knowledge and applying that knowledge practically in a range of contexts with growing complexity. Skills are taught both in isolation and in context as part of the unit of work and children will have the opportunity to produce drafts to build and develop confidence. Our lessons are planned in order to provide immersive and exciting opportunities for children to learn artistic skills, as well as gaining an understanding of important periods in art history. All children are given time and space to engage with the physical world to stimulate a creative response (visiting, seeing, holding, hearing) and are given plentiful opportunities to generate ideas through playful, hands-on, exploration of materials without being constricted towards a pre-defined outcome.
Curriculum Overview
Progression/Links from Early Years Curriculum into KS1
Early Years have a “Topic led” curriculum which is an approach that works well for the “Development Matters EYFS, Non-Statutory Curriculum Guidance for the Early Years Foundation Stage.” This includes the 7 Key Features of Effective Practice, The Characteristics of Effective Teaching and Learning and the 7 learning areas for the EYFS. Below is an example of the topics taught in Reception and also links to how Reception’s teaching and learning, through lessons and continuous provision, ensures that knowledge and skills taught, progress well into Year 1.
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Reception Links to Year 1 for Art Skills and knowledge taught in Reception |
Where this links to the Year 1 curriculum |
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EAD: Join materials and explore different textures |
Develop observational skills to look closely and reflect surface texture through mark-making. Use their hands to manipulate a range of modelling materials, including paper and card.. Explore how to join and fix materials in place. Able to select colours, shapes and materials to suit ideas and purposes. Know that texture means ‘what something feels like’. Know that different marks can be used to represent the textures of objects |
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EAD: Explore colour and colour mixing |
Begin to explore colour mixing. Able to select colours, shapes and materials to suit ideas and purposes.
Know that the primary colours are red, yellow and blue. Know that primary colours can be mixed to make secondary colours: ● Red + yellow = orange ● Yellow + blue = green ● Blue + red = purple Know that ‘tone’ in art means ‘light and dark’. Know that we can add tone to a drawing by shading and filling a shape. |
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EAD: Explore, use and refine a variety of artistic effects to express their ideas and feelings |
Develop observational skills to look closely and reflect surface texture through mark-making. Describe similarities and differences between practices in Art and design, eg between painting and sculpture, and link these to their own work. Play with combinations of materials to create simple collage effects. Select materials based on their properties, eg shiny, soft. Use their hands to manipulate a range of modelling materials, including paper and card.. Create 3D forms to make things from their imagination or recreate things they have seen. Able to select colours, shapes and materials to suit ideas and purposes. Design and make something that is imagined or invented. Know that different marks can be used to represent the textures of objects Know that ‘tone’ in art means ‘light and dark’. Know that we can add tone to a drawing by shading and filling a shape. |
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EAD: Safely use and explore a variety of materials, tools and techniques, experimenting with colour, texture, form and function |
Explore their own ideas using a range of media. Use a range of drawing materials such as pencils, chalk, charcoal, pastels, felt tips and pens. Experiment with paint, using a wide variety of tools (eg brushes, sponges, fingers) to apply paint to a range of different surfaces. Play with combinations of materials to create simple collage effects. Select materials based on their properties, eg shiny, soft. Use their hands to manipulate a range of modelling materials, including paper and card.. Explore how to join and fix materials in place. Create 3D forms to make things from their imagination or recreate things they have seen. Able to select colours, shapes and materials to suit ideas and purposes. Begin to develop skills such as measuring materials, cutting, and adding decoration. Know that we can change paper from 2D to 3D by folding, rolling and scrunching it. To know that three-dimensional art is called sculpture. Know that a pattern is a design in which shapes, colours or lines are repeated. Know that texture means ‘what something feels like’. Know that different marks can be used to represent the textures of objects Know that different drawing tools make different marks. Know that ‘tone’ in art means ‘light and dark’. Know that we can add tone to a drawing by shading and filling a shape. |
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EAD: Create closed shapes with continuous lines, and begin to use these to represent objects |
To explore mark making using a range of tools; being able to create a diverse and purposeful range of marks through experimentation building skills and vocabulary Create 3D forms to make things from their imagination or recreate things they have seen. Know a range of 2D shapes and confidently draw these. Know that paper can be shaped by cutting and folding it. Know that drawing tools can be used in a variety of ways to create different lines. Know that lines can represent movement in drawings. |
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EAD: Create collaboratively, sharing ideas, resources and skills |
Describe and compare features of their own and other’s art work.
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EAD: Share their creations, explaining the process they used. |
Describe and compare features of their own and other’s art work. Describe similarities and differences between practices in Art and design, eg between painting and sculpture, and link these to their own work.
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Writing: Holds a pencil correctly to form recognisable letters |
Use a range of drawing materials such as pencils, chalk, charcoal, pastels, felt tips and pens. To explore mark making using a range of tools; being able to create a diverse and purposeful range of marks through experimentation building skills and vocabulary Know that drawing tools can be used in a variety of ways to create different lines. Know that lines can represent movement in drawings.
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Writing: Gives meaning to marks they make |
Develop observational skills to look closely and reflect surface texture through mark-making. To explore mark making using a range of tools; being able to create a diverse and purposeful range of marks through experimentation building skills and vocabulary Know that drawing tools can be used in a variety of ways to create different lines. Know that lines can represent movement in drawings. Know that different marks can be used to represent the textures of objects Know that different drawing tools make different marks.
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PD: Develop their small motor skills so that they can use a range of small tools competently, safely and confidently e.g. Pencils for drawing and writing, paintbrushes, scissors, knives, forks, spoons |
Use a range of drawing materials such as pencils, chalk, charcoal, pastels, felt tips and pens. Experiment with paint, using a wide variety of tools (eg brushes, sponges, fingers) to apply paint to a range of different surfaces. Use their hands to manipulate a range of modelling materials, including paper and card.. Create 3D forms to make things from their imagination or recreate things they have seen. Begin to develop skills such as measuring materials, cutting, and adding decoration. Know that different drawing tools make different marks. |
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PD: (Fine Motor Skills): Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases |
Use a range of drawing materials such as pencils, chalk, charcoal, pastels, felt tips and pens. |
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PD: (Fine Motor Skills): Begin to show accuracy and care with drawing |
Develop observational skills to look closely and reflect surface texture through mark-making. |
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Speaking: Use vocabulary in different contexts |
To explore mark making using a range of tools; being able to create a diverse and purposeful range of marks through experimentation building skills and vocabulary Describe and compare features of their own and other’s art work. Play with combinations of materials to create simple collage effects. Select materials based on their properties, eg shiny, soft. Know that we can change paper from 2D to 3D by folding, rolling and scrunching it. To know that three-dimensional art is called sculpture. Know that a pattern is a design in which shapes, colours or lines are repeated. Know that texture means ‘what something feels like’. |
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PSED: Have the confidence to try new activities and show independence, resilience and perseverance in the face of challenge |
Explore their own ideas using a range of media. Experiment with paint, using a wide variety of tools (eg brushes, sponges, fingers) to apply paint to a range of different surfaces.
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UW: (The Natural World): Explore the natural world around them, making observations and drawing pictures of animals and plants |
Use a range of drawing materials such as pencils, chalk, charcoal, pastels, felt tips and pens. Develop observational skills to look closely and reflect surface texture through mark-making. Create 3D forms to make things from their imagination or recreate things they have seen. Know that different marks can be used to represent the textures of objects |
Curriculum Map - Units of work and intended learning
art curriculum map knowledge skills and topics.pdf