Art and Design Curriculum Overview As of September 2014, the New National Curriculum for Art and Design was introduced. Below are the new objectives that should be taught throughout key stage 1 and key stage 2. Year 1 KS1

Year 2 KS2

Year 3 LKS2

Year 4 LKS2

Year 5 UKS2

Year 6 UKS2

 To Use a range of materials  Use drawing, painting and sculpture  Develop techniques of colour, pattern, texture, line, shape, form and space  Learn about range of artists, craftsmen and designers.

 Use a range of materials  Use drawing, painting and sculpture  Develop techniques of colour, pattern, texture, line, shape, form and space Learn about range of artists, craftsmen and designers.

 Use sketchbooks to collect, record and evaluate ideas  Improve mastery of techniques such as drawing, painting and sculpture with varied materials  Learn about great artists, architects & designers

 Use sketchbooks to collect, record and evaluate ideas  Improve mastery of techniques such as drawing, painting and sculpture with varied materials  Learn about great artists, architects & designers

 Use sketchbooks to collect, record, review, revisit & evaluate ideas  Improve mastery of techniques such as drawing, painting and sculpture with varied materials  Learn about great artists, architects & designer

 Use sketchbooks to collect, record, review, revisit & evaluate ideas  Improve mastery of techniques such as drawing, painting and sculpture with varied materials  Learn about great artists, architects & designers

The curriculum overview for KS3 and has been separated into 4 categories exploring, investigating, analysing and evaluating. The overview have been matched to the pre-existing curriculum levels and linked to the new CAPPS assessment grid. This overview demonstrates progression through the phases.

LowerCAPPS Phase 15, 16, 17

Exploring

Investigating

Analysing

Evaluating

I can explore ideas in different ways, collecting information and practical resources in order to make informed choices about my work.

I can investigate and use the qualities of materials and processes to develop my own practical skills and communicate my ideas and meanings.

I can describe the works of others commenting on ideas and purposes that I encounter.

After looking at the work of others I can adapt and improve aspects of my own work when making images and artefacts for different purposes.

Upper CAPPS Phase 15,16,17

Lower CAPPS Phase 18,19,20

Upper CAPPS Phase 18,19,20

Lower CAPPS Phase 21,22,23

Upper CAPPS Phase 21,22,23

I can use a variety of approaches to explore and experiment with ideas, information and resources in order to develop my intentions.

I can investigate and develop a range of practical skills and use the qualities of materials and processes purposefully to suit my intentions when designing and making.

I can compare and comment on differing ideas, methods and approaches used by artist, craftspeople and designers, relating these to the contexts in which the work was made.

I can discuss my own work and that of others and consider how I might adapt and refine my ideas, skills and processes.

I can take some creative risks when exploring, experimenting and responding to ideas and selecting information and resources in order to develop my ideas.

When designing and making I can use my technical knowledge and skills to manipulate the qualities of materials, processes and the formal elements appropriately.

I can consider and discuss the ideas, methods and approaches that are used by craftspeople, artist and designers, relating them both to contexts and purpose.

I can evaluate my own work and that of others, reflecting on my own view of its purpose and meaning. I am able to adapt and refine my ideas, processes and intentions.

I can accept creative risks, exploring and experimenting with ideas independently and inventively and using a range of appropriate resources imaginatively to develop, design and make my work.

I can apply my technical knowledge and skills to realise my intentions, using the qualities of materials, processes and formal elements effectively.

I can interpret and explain how ideas and meanings are conveyed by artists, craftspeople, and designers, recognising the varied characteristics of different historical, social and cultural contexts.

I can provide a reasoned evaluation of the purpose and meaning of my own work and that of others. I can use my critical understanding to develop my own views and practice.

I can learn from taking creative risks that help me to form and develop my ideas and to create purposeful, imaginative work and some originality.

I can demonstrate confident understanding and use of materials, processes and formal elements, combing these thoughtfully to realise my intentions.

I can analyse and comment on my own and others work, appreciating how codes and conventions are used to express ideas in different genres, styles and traditions.

I can explain how and why my understanding of the work of others affects my own ideas, values and practices.

I can develop, express and realise ideas in original ways, confidently exploiting what I have learnt from taking creative risks and from my understanding of creative processes.

I can exploit the potential of materials and processes independently, making both intuitive and analytical judgements to develop and realise my intentions.

I can analyse, engage with and question critically aspects of my own work and others work, identifying how beliefs, values and meanings are expressed and shared.

I can confidently express reasoned judgements about my own work and that of others, demonstrating analytical, critical and contextual understanding.

The New Curriculum- Yearly Topic Overviews The new national curriculum objectives allow for creative topics and there are no limitation on the themes and topics the class teacher can follow in order to develop the pupils knowledge of artists, analytical skills, practical skills and design skills. There are no specific topics that need to be taught, but it is vital that the topics you teach for Art and Design provide the opportunity for your pupils to achieve the new objectives. Below are examples of topic overviews that can support teachers to cover all objectives within the new national curriculum for Key stage 1, 2 and 3 as well as cross curricular links, related artist and lesson ideas where applicable. These topics can be mixed and matched as you wish and developed to meet the pupil’s needs. Art and Design Topic Overview KS1 & KS2- AN EXAMPLE

Year 1

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

My Family Tree

Toys in the past

My Address

Homes around the world

Green Fingers

Changes

Drawing and painting my family focusing on line and shape. Wooden spoon families.

Observational drawings of favourite toys using varied materials, such as pencils, crayons, pastels, etc. Photographing toys of interest. Famous illustrators.

Pattern and texture study: make an imprint on foil from outside e.g brick, grate, and concrete. My house/My street in 3D

Drawing and painting flowers. Mixed media art and carnival art.

Colour mixing, mini beast changes, clay mini beast at different stages of change.

Dr Seuss (Literacy)

Puppets through time

Puppets (Literacy/setting)

Plants and animal (Science)

Design and make own puppet. Sewing/string/ hand puppets

Designer and make own puppet stage. Backdrop

Study of texture, animal collage, 3D animals, observational animal drawings.

Paul Klee: Scenecio Year 2

The Romans (History) Making paper models using wax crayons and gesso. Roman drawings and Lego villas. Roman houses using different materials. Designing and making jewellery.

Colour and patternThe art of Dr Seuss books. Animations, 2D drawings, flip books.

Postcard designs, 3D modelling cities/villages, etc

Van Gogh: Sunflowers. Monet: Water Lillies

Keeping Healthy (Science) Fruit bowl from paper Mache, texture, colour, observation drawing of fruit.

KS2 Topic Overview Year 3

Egyptians- Who’s the mummy? (History) Hieroglyphics and Cave drawings in charcoal. Study line and form. Making jars/pots

The Stone Age to The Iron Age (History)

Rainforest- What’s under the Canopy? Pattern and texture, painting jungle animals, animal masks, 3D jungle animal models, leaf printing, patterns

The Equator

Super Sculptures

Picasso

Carnival Art

Junk modelling

Abstract Art

British architects: Spinnaker Tower Thomas Heatherwick

with nature, collage.

Year 4

The Terrible Tudors (History) Line and form observational drawings of faces. Make a Tudor house from junk modelling

Voyages and Explorers (Geography) Landscape paintings. Ship drawings focusing on line.

Rousseau: Tiger in a Tropical Storm. Gauguin tropical island people Aztecs (History) Design and make a chocolate bar wrapper. Make own chocolate bar. Aztec patterns.

Norman Foster The Gherkin

Volcano’s (Geography/Hist ory/science)

Movies- leading to a cinema showing.

Colour mixing

Design and make a cinema tray. Research necessities, materials durability.

Paper Mache volcanoes

Sandra Silberzweig

Holbein: Portraits Year 5

World War and the battle of Britain (History)

Year 6

Stanley Spencer WW2 art. The Groovy Greeks (History) Greek pots and shields. Ancient Greek art.

Design and make own superhero puppets, outfit, textile pens and paints. Melissa Smith (superhero splatter art) Mosaics

Mayans (History)

Beach

Andy Warhol

Lowry Art

Observational shell drawings, collage of the seaside, building up materials and textures. Make sea related objects for a class display incorporating different materials, such as clay shells, watercolour paintings, and chalk drawings. Africa

Bold colours and lines. Printing and pop art and faces

Cubism

Tin Foil Art

Sketchbook

Masks, Instruments, Handa’s Surprise, animals in Africa images, patterns.

Picasso portrait. Line, bold colours and abstract

Design and make a 3D sculpture using tin foil and Paper Mache. Mono printing on tin foil. Painting on tin foil.

Sketchbook creation of the year and changes

Paintings/Drawing s linked to the Blitz. Poppy paintings. Make a ration book. Design and make own fighter plane, silhouette art.

The Vile Victorians (History) Book cover in the style of William Morris. Flower printing and painting.

Andy Warhol

Earth and Space (Science)

Superhero

3D planets, Paper Mache, chalk drawings, design and make own rocket. Design a space t-shirt and make using textile pens.

Draw an outline of an area of interest and build up colour, shape and line using mosaic pieces. Emma Biggs Trevor Caley Martin Cheek

Picasso

Alberto Giacometti

KS3 Yearly Topic Overview: An Example Autumn Year 7

Art Elements 

 Year 8

Students explore line, tone, colour, shape and pattern through a variety of activities. Drawing, print making

Stitching the Landscape  

Screen printing Textiles and embroidery

Spring Me, Myself and I  



Figures in Motion 

Self-portrait work Painting/pastels/chalk

Still Life 

Summer

Animation using hard drawn frames, cameras and animation software.

Inside Outside 

Direct observations of still life. Painting

Video work exploring the school environment.

Quirky Café 

Year 9

Rough and smooth 

Exploring texture through ceramics.

Flora and Fauna 

Graphic project exploring logos and co-operate identity.

Team Wear

Batik paintings exploring wax resist



Exploring fashion designs and significant symbols and colours.

KS4 - Pupils follow accredited courses at Entry Level or GCSE , as defined by their individual ‘Pupil Pathway’ Year 10 Year 11



WJEC Art & Design Entry Level (Creative, Media & Performing Arts Certificate/Diploma) Units selected from Ceramics, Painting & Drawing, Printmaking, Photography,3D Studies



AQA GCSE Art & Design – Portfolio of Work, Externally-set Task

The Introduction of Great Artist/sculptures The introduction of great artist and sculptures is something that should be planned into as many art topics as possible. Using artists and sculptures as a starting point for topics and as inspiration can help develop the children’s art skills, techniques and knowledge. It can also broaden their understanding of how art can make you feel. Through the introduction of famous artist and sculptures the children begin to understand that art has a meaning and that different techniques create different effects.

Below is a list of famous artists and sculptures, the type of art that they specialise in has been highlighted and further down the page are examples of these artists work from a child’s perspective.

Artist/Sculptures

Area of Specialism

Andy Warhol Roy Litchtenstein Keith Herring David Hockney Richard Hamilton Pablo Picasso Salvador Dali Paul Cezanne Paul Klee Juan Gris Jean Metzinger Van Gogh Claude Monet Paul Cezanne Michael Angelo Alezandros of Antioch Auguste Rodin Michelangelo Buonarroti Polynesian Colonizers Banksy (be selective in the work you use).

Pop Art /Modern Art

Jackson Pollock

Modern Art/Abstract Art

Henri Matisse Paul Klee Frank Kupka Wassily Kandinsky Georgia O’Keffee

Abstract Expressionism/Abstract Art

Frida Kahlo

Magic realism/surrealism/modern art

L.S Lowry

Naïve Art

Cubism

Post Impressionism Impressionism/Modern Art Structures

Graffiti/Street Art

American Modernism

Pop Art/Modern Art Andy Warhol, Roy Litchtenstein, Keith Haring, David Hockney, Richard Hamilton

Cubism Pablo Picasso, Salvador Dali, Paul Cezanne, Paul Klee, Juan Gris

Impressionism Van Gogh, Claude Monet, Paul Cezanne

Modern/Abstract Art-

Jackson Pollock

Abstract Expressionism Henri Matisse, Paul Klee, Frank Kupka , Wassily Kandinsky

The suggested topics within this booklet aim to give you ideas and relate to many famous artists and sculptures. The images within this booklet are all created by children and are linked to the artists listed. The images offer you ideas as to ways you can link various art and design skills to famous artists and sculptures. There is a vast amount of information on these artists on the internet as well as some brilliant lesson ideas, which you may find useful.