Art Overview and Policy 2014
Y3
Specific
skills to
be
taught:
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
History Link: Ancient
Greece – Greek
pottery
Andy Warhol
History Link: Ancient
Egypt – tomb
paintings
Monet –
impressionism
History Link:
Ancient Egypt –
3D sculptures
(e.g. pyramids,
sphinx, scarab
beetles etc)
Georgia O Keefe –
American Modernism
Colour / Shape / 3D
form
Colour / Pattern
Line and Shape
Drawing
Line and Shape /
3Dform
Tone / Colour
Printing
Line / Texture /
Colour / Tone
Digital Media
Drawing
Painting
3D form
Creating different
textures using a
small brush
Begin to show
an awareness
that objects
have a third
dimension.
Collage
3D Modelling
Experiment with
different textures of
paper e.g how will
you make it look
smooth like a Greek
pot?
Pop Art
Digital Media
Create a printing
block to create a
repeated pattern
using colour.
Import a photo
and change the
colours etc and
repeat.
Make marks and
lines with a variety
different drawing
implements – pencil,
charcoal, pens etc.
Begin basic colour
mixing to create
tones and shades.
Painting (and other
e.g. pastels or chalks)
Water colour / colour
washes.
Cold and warm tones.
Mod Roc
Mummy.
Create paper Mache
Greek Pots.
A.Poole
Art Overview and Policy 2014
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Y4
Geography Link:
Baroque – Linked to
Geography topic of
Rome – Bernini
sculptures
Picasso – Cubism
History Link: Romans
– Roman mosaics
Seurat – Pointillism
History Link: Anglo
Saxons – Illuminated
letters
Calder – Kinetic Art
Specific
skills to
be
taught:
Line and shape / 3D
form / tone
Colour / Line and
Shape
Pattern / Texture /
Line and Shape
Colour / Tone
Line and shape
3D form
Painting
Drawing
3D modelling
Digital
Experiment with
combining the use of
different media – e.g a
painted background
and fine liner or pencil
crayon with biro etc
and comment on the
different effects
achieved.
Making accurate nets
Drawing
3D Modelling
Apply tone to a
drawing in a simple
way. Experiment
with different grades
of pencil.
Work on joining clay
and creating an
adequate base for a
clay model.
Painting
Digital Media
Experiment with
applying paint with
different implements
e.g. cotton bud,
lollypop sticks,
scrunched paper etc.
Continue to develop
/ build on colour
mixing from yr3
Experiment with
different paint
effects, such as
blocking colours.
Collage
Experiment with
tessellation and
leaving spaces
between pieces of a
mosaic.
Create different
effects with paint,
experiment with
different ‘dot’ sizes
Use 2Paint a
picture to
experiment with
digital brush sizes
and brush effects.
Adding materials to
create texture and
movement e.g. pieces of
fabric / paper / tissue
paper / wire coat
hangers.
Use different size
paint brushes.
Import photographs
and manipulate the
images to create a
Picasso style image.
A.Poole
Art Overview and Policy 2014
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Y5
History Link: Vikings
– Norse Art
Kandinsky Expressionism
History Link: Mayan –
Mayan Stelae
sculptures
Goldsworthy Photography
History Link:
Mayan –Mayan
murals
Lichtenstein – Pop Art
Specific
skills to
be
taught:
Line and Shape /
Tone
Colour
3D form / Line and
Shape
3D form
Texture
Digital
Various media.
Tone / Colour /
Pattern
Awareness of
composition –
foreground,
background etc
Experiment
using different
media on
different
surfaces such
sand paper,
stones etc.
Drawing
Painting or
collage
3D Modelling
Printing
Experiment with
cross hatching in
pencil / pen / pencil
crayon etc
Become more
confident using
shading with
appropriate grades
of pencil.
Identify and work
with contrasting
colours /
complimentary
colours etc and
comment on how
effective they
are.
Plan a sculpture
through drawing.
Develop use of a
wider range of clay
tools
Create layered
images using digital
cameras and ICT.
Use oil pastels
Identify and use
primary and
secondary colours.
Print with 2 and 3
overlaying
colours
A.Poole
Art Overview and Policy 2014
Y6
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
History Link:
Renaissance art
(1400’s)
Dali - Surrealism
Geography Link: –
South America –
Omar Rayo
Faberge
Geography Link
– South
American
carnivals
Klimt – Art Nouveau
Tone
Tone
3D form / Texture
Texture / Colour
Pattern / Colour
Drawing
Drawing
Line and Shape /
Texture / Colour /
Pattern / 3D form
Paper Mache
Collage
Painting
Using shading to
show shadows /
reflections.
Think about how to
add to a paper
Mache base using a
variety of different
materials e.g.
string, legs beads
etc. for texture.
Painting (fabric)
Focus on geometric
patterns
Leonardo Da Vinci
Specific
skills to
be
taught:
Increased accuracy
of scale – drawing
faces.
More controlled use
of shades of different
colours including
light effects (e.g.
light on faces / faces
in shadow)
Collage
Paper weaving to
create different looks
– experiment with
different textures of
paper, different
thicknesses, different
colours etc.
Explore origami
techniques.
Use a variety of
visual and
tactile media
including
natural and
man-made
materials.
Tie - Dye
A.Poole
Art Overview and Policy 2014
Overview
Each half term is one ‘unit’ of work where an Artist or Art movement will be studied as a focus. 3 of these will link with either your History or
Geography work. The half term that they are studied in is flexible.
During each unit of work:

Observational work must take place

Art vocabulary must be developed

Artists work (or the specific movement) must be evaluated critically.
This plan shows the minimum that must be covered, you can add to this plan as you feel necessary.
The Art curriculum is split into 2 sections:


The processes: Drawing, collage, painting, printing, digital media, 3D modelling / construction
The visual elements: Line and shape, tone, texture, colour, pattern, 3D form.
Encourage the children to use this vocabulary and terminology to describe their own work and the work of others.
Each Art lesson should have a WALT related to the specific Art skill being taught.
A.Poole
Art Overview and Policy 2014
Sketchbooks
Sketch books should be used to collate ideas and experiment with different media and paper. These pieces should be annotated to explain
their ideas, saying what has influenced their work, what worked well and what didn’t etc. Children should also be encouraged to create ‘final
pieces’ that bring together all of their ideas and experimentation. These pieces of work should be given a title as if they were in a real Art
Gallery. Sketchbooks will be made up of card covers that can be decorated (as a homework task) with images / influences from an Artist of
their choice to make them personalised. Work can then be clipped inside the sketchbook.
Assessment
Work should be marked on the back of a piece of work or on a post it note, against the WALT.
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