ByME
Arts & Crafts 1
SYLLABUS
Area: Plástica (English)
Stage: Primary Education
UNIT 1: LINES AND SHAPES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming lines, shapes and art materials. Talking about artworks and school.
Competence in mathematics, science and technology: Recognising and drawing shapes.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using a variety of Art materials independently.
Competence in social awareness and citizenship: Recognising the importance of enjoying and making the most of school.
Competence in autonomous learning and personal initiative: Reflecting on the steps of the creative process.
Competence in artistic and cultural awareness: Creating a collage of a school independently.
CONTENTS
Lines and shapes in art and their immediate
environment (the school).
EVALUATION
CRITERIA
Analyse and interpret the
works of art so that they can
create new artworks based
on new knowledge.
LEARNING
STANDARDS
Distinguish and draw
lines: straight, curved,
wavy, zigzag.
KEY COMPETENCES
(LIN, MST, LTL, AUT, CUL)
Understand the
difference between open
and closed lines.
Art materials.
Identify a variety of art
materials.
Analysis of the use of lines and shapes in the
painting Swinging by Wassily Kandinsky.
Identify and describe reality
and fiction using adequate
artistic language.
Distinguish and draw
geometric shapes: circle,
square, triangle,
rectangle.
Demonstrate
understanding of the use
of different art materials.
Identify and name the
lines and shapes in the
painting Swinging by
(MST, LTL, SOC, AUT, CUL)
(LIN, MST, LTL, SOC, CUL)
Observation of and reflection on the work of art by
Wassily Kandinsky as part of cultural heritage.
Learn and respect the works
of art that make up cultural
heritage.
Autonomy and creativity in art.
Choose lines, shapes and
colours in their artworks
effectively, following the
basic steps of the creative
process.
Development of computer skills and practice of art
skills on the Internet.
Learn about other works by
Wassily Kandinsky.
Wassily Kandinsky.
Observe, recognise and
respect the artwork by
the artist Wassily
Kandinsky.
Complete a face with
lines and shapes.
(LIN, MST, SOC, CUL)
(LIN, MST, LTL, SOC, AUT,
CUL)
Arrange lines and shapes
creatively to make a
school.
Use a variety of colours
in a personal way.
Search and explore how
Wassily Kandinsky uses
lines and shapes in
different works.
(LIN, MST, DIG, LTL, CUL)
LINGUISTIC CONTENTS
Language focus
Lines: straight, curved, wavy, zigzag
Shapes: circle, square, triangle, rectangle
Colours: red, orange, yellow, green, blue, purple
Materials: coloured pencils, crayons, pencil, rubber, paintbrush,
paint
School, classroom
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also discuss or present their final
projects in small groups or in pairs.
Key structures
I can see a circle/a curved line, etc.
I feel happy.
It’s a (circle). It’s (green).
I can (draw) with a (pencil).
MIXED-ABILITY ACTIVITIES
Unit 1 flashcards – Activity bank
Class worksheet 1 – Trace lines and shapes in the picture, then
colour.
VALUES
Listens and responds respectfully to the ideas of classmates.
Demonstrates responsibility when looking after the materials and the
space used to create an artwork.
METHODOLOGY
In this unit, pupils will learn about lines and shapes by observing and
analysing them in an original artwork. It is important to develop this
concept through the use of a variety of resources including
flashcards, digital resources and real life objects. Encourage pupils
to find lines and shapes in their classroom and school structure.
Explicit language support, connections to real life (the school), guided
instruction, independent practice and art projects provide opportunities
to be creative and promote active learning experiences in the Art
classroom.
CROSS-CURRICULAR ITEMS
Maths: shapes
Natural science: school
Fast finishers
Draw and colour the different art materials they have in their pencil
case.
Colour their self-portrait.
Draw a picture of a new school with a variety of lines and shapes,
then colour it with crayons.
English extension activities
Name a line or shape and invite pupils to point to it in the painting.
Point to a line or shape and ask pupils to name it.
Point to a line or shape and ask pupils to respond in a complete
sentence.
UNIT 2: PATTERNS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Describing basic patterns of lines, shapes and colours. Talking about artworks and the five senses.
Competence in mathematics, science and technology: Recognising and creating basic patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring patterns using a variety of materials, objects and musical instruments.
Competence in social awareness and citizenship: Understanding and following classroom routines and procedures.
Competence in autonomous learning and personal initiative: Using patterns in a creative way to decorate a musical shaker.
Competence in artistic and cultural awareness: Identifying and creating basic patterns in art.
CONTENTS
Patterns (lines, shapes, colours) in art and the environment.
EVALUATION
CRITERIA
Analyse and interpret the
works of art so that they can
create new artworks based
on new knowledge.
Distinguish patterns in
music.
Analysis of the use of patterns in the painting Comedians in
the dressing room by Rafael Zabaleta.
Identify and describe reality
and fiction using the
adequate artistic language.
Observation of and reflection on the work of art by Rafael
Zabaleta as part of cultural heritage.
Learn and respect the works
of art that make up cultural
heritage.
Choose patterns in their
artworks effectively,
Autonomy and creativity in art.
LEARNING
STANDARDS
Observe, identify and
name patterns.
KEY
COMPETENCES
(LIN, MST, LTL,
AUT, CUL)
Follow patterns of lines,
shapes and colours.
Understand and identify
patterns in music.
Identify and name the
lines and shapes in the
painting Comedians in
the dressing room by
Rafael Zabaleta.
Observe, recognise and
respect the artwork by
the artist Rafael Zabaleta.
Follow colour patterns
using a number key.
(LIN, MST, LTL,
SOC, CUL)
(LIN, MST, SOC,
CUL)
(LIN, MST, LTL,
SOC, AUT, CUL)
following the basic steps of
the creative process.
Art materials.
Development of computer skills and practice of art skills on
the Internet.
Identify recyclable objects
to be used in their artworks.
Learn about other artists
who use patterns in their
artworks.
Make a shaker and
decorate it with patterns
of lines, shapes and
colours.
Use recyclable objects to
make a shaker.
Explore how Pablo
Picasso uses patterns in
his painting Three
Musicians.
(LTL, SOC, AUT,
CUL)
(LIN, MST, DIG,
LTL, CUL)
LINGUISTIC CONTENTS
Language focus
Pattern
Lines: straight, curved, wavy, zigzag
Shapes: circle, square, triangle, rectangle
Colours: red, orange, yellow, green, blue, purple
One, two, three, four, five
Music, shaker
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also work together to create new
patterns in art and music.
CROSS-CURRICULAR ITEMS
Maths: patterns
Natural science: the five senses
Music: patterns in music
Key structures
How many (people) can you see?
I can see patterns. I can hear patterns.
MIXED-ABILITY ACTIVITIES
Unit 2 flashcards – Activity bank
Class worksheet 2 – Colour, cut and glue a pattern.
VALUES
Actively participates and follows basic steps to complete an artwork.
Enjoys making connections between visual arts and music.
Fast finishers
Draw a shirt and add patterns.
Draw and colour patterns on strips of paper to make a bracelet.
Take turns to make a pattern with a partner.
METHODOLOGY
In this unit, pupils will learn about basic patterns by observing and
analysing them in an original artwork. It is important to develop this
concept through the use of a variety of resources including
flashcards, digital resources and real life objects. Encourage pupils
to find and make patterns with a variety of objects including art
materials, classroom supplies, natural objects and musical
instruments. Explicit language support, connections to real life (the
five senses), guided instruction, independent practice and art projects
provide opportunities to be creative and promote active learning
experiences in the art classroom.
English extension activities
Name colours and objects and invite pupils to point to them in the
painting.
Ask “How many” questions about objects in the painting.
Identify and name colours in the patterns.
UNIT 3: LINES AND COLOURS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming lines, shapes and colours. Talking about artworks and the parts of the body.
Competence in mathematics, science and technology: Drawing lines and shapes to draw a body in motion.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Reflecting on the steps of the creative process.
Competence in social awareness and citizenship: Recognising the importance of physical fitness to maintain personal health.
Competence in autonomous learning and personal initiative: Creating a colourful monoprint with a variety of lines and shapes.
Competence in artistic and cultural awareness: Understanding that secondary colours are made by mixing two primary colours.
CONTENTS
Colours in art and the environment.
EVALUATION
CRITERIA
Analyse and interpret the
works of art so that they
can create new artworks
based on new
knowledge.
Distinguish between
primary and secondary
colours.
Movement.
Technique: rub.
Identify figures in
motion.
Identify the technique of
rubbing to make a
LEARNING
STANDARDS
Identify and name
primary colours (blue,
red, yellow) and
secondary colours
(green, orange,
purple).
Mix primary colours
to make secondary
colours.
Represent figures in
motion effectively
based on photos.
Distinguish actions:
run, jump, dance.
Rub colours using oil
pastels to make a
KEY
COMPETENCES
(LIN, MST, LTL, AUT,
CUL)
(LIN, LTL, SOC)
(LIN, MST, LTL, AUT,
CUL)
Analysis of the use of lines, shapes and colours in the painting
Zitronen by Paul Klee.
Observation of and reflection on the work of art by Paul Klee as
part of cultural heritage.
Autonomy and creativity in art.
Development of computer skills and practice of art skills on the
Internet.
symmetrical figure.
Identify and describe
reality and fiction using
adequate artistic
language.
symmetrical body.
Identify and name the
lines, shapes and
colours (primary and
secondary) in the
painting Zitronen by
Paul Klee.
Learn and respect the
Observe, recognise
works of art that make up and respect the
cultural heritage.
artwork by the artist
Paul Klee.
Choose lines, shapes and Draw a body in
colours in their artworks motion and decorate it
effectively, following the with lines, shapes and
basic steps of the creative colours.
process.
Learn about another
Search the Internet for
artwork by Paul Klee.
the painting The
Future Man by Paul
Klee to see how he
uses colours and
represents human
bodies.
(LIN, MST, LTL, SOC,
CUL)
(LIN, MST, SOC,
CUL)
(LIN, MST, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Primary colours: blue, red, yellow
Secondary colours: green, orange, purple
Lines: straight, curved, wavy, zigzag
Shapes: circle, square, triangle, rectangle
Body parts: head, arms, legs, hands, feet
Joints: shoulder, elbow, wrist, hip, knee, ankle
Parts of the face: ears, eyes, nose, mouth
Key structures
(Yellow) and (red) make (orange).
I can run/jump/dance.
I have got two eyes/ears/arms/hands/legs/feet.
VALUES
Enjoys participating in physical activities.
Shows interest in learning new skills and working autonomously.
METHODOLOGY
In this unit, pupils will learn about lines and colours by observing
and analysing them in an original artwork. It is important to develop
this concept through the use of a variety of resources including
flashcards, digital resources and real life objects. Mix small amounts
of primary colour poster paints in water bottles to promote
experimentation and exploration of colour mixing. Sing songs and
play games that encourage pupils to move their bodies in a variety of
ways to explore how the body moves. Explicit language support,
connections to real life (the body), guided instruction, independent
practice and art projects provide opportunities to be creative and
promote active learning experiences in the art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also share their final artwork with a
partner and look for lines, shapes and colours in each other’s
artwork.
CROSS-CURRICULAR ITEMS
Physical Education: body movement
Natural science: the body
MIXED-ABILITY ACTIVITIES
Unit 3 flashcards – Activity bank
Class worksheet 3 – Trace the body and draw the face to show
feelings.
Fast finishers
Explore the process of mixing colours with a variety of different
materials.
Draw a person moving in a different way.
Make a monoprint of colourful lines and shapes.
English extension activities
Point to a line or shape and ask pupils to name it.
Ask “How many...” questions about the lines in the painting.
Invite pupils to name colours and sort them into primary and
secondary categories.
REVIEW UNIT 1: ART IN MY HOME
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming lines, shapes, colours and patterns. Talking about artworks and the home.
Competence in mathematics, science and technology: Drawing and colouring patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using a variety of art materials independently.
Competence in social awareness and citizenship: Cooperating in group activities.
Competence in autonomous learning and personal initiative: Using language activities to support presentation skills.
Competence in artistic and cultural awareness: Using lines, shapes, colours and patterns to decorate a room.
CONTENTS
Review of lines, shapes, colours and patterns in art and the
environment.
EVALUATION
CRITERIA
Use basic elements of
art (lines, shapes,
colours, patterns)
effectively and in a
personal way.
Colours.
Observe light and dark
colours.
Technique: mould.
Use plasticine to make
3-D objects.
Observation and analysis of the use of lines, shapes, colours and
patterns in the painting Interior with Restful Paintings by Roy
Lichtenstein.
Identify and describe
reality and fiction
using adequate artistic
language.
Learn and respect the
works of art that make
Observation of and reflection on the work of art by Roy Lichtenstein
as part of cultural heritage.
LEARNING
STANDARDS
Make and decorate a
room applying the
concepts learnt.
Make patterns on a
wall of a house.
Distinguish light and
dark colours and the
effect they produce.
Mould plasticine to
make furniture for a
room.
Identify the patterns
in the painting
Restful Paintings by
Roy Lichtenstein.
Observe, recognise
and respect the
KEY
COMPETENCES
(LIN, MST, LTL,
SOC, AUT)
(LIN, LTL, CUL)
(LIN, LTL, SOC,
AUT, CUL)
(LIN, MST, LTL,
SOC, CUL)
(LIN, MST, SOC,
CUL)
up cultural heritage.
Group work: a 3-D house.
Recognise the most
significant furniture
for each room of a
house.
Autonomy and creativity in art.
Make and decorate
rooms for a house,
following the basic
steps of the creative
process.
Describe their artwork
orally.
Development of computer skills and practice of art skills on the
Internet.
Learn about some
artworks by Vincent
van Gogh and
Salvador Dalí.
artwork by the artist
Roy Lichtenstein.
Carry out a group
project respecting the
ideas of others and
collaborating in the
tasks they’ve been
assigned.
Design a house using
the most adequate
materials and
decorate it in a
creative way.
Explain the
characteristics of the
house using the
vocabulary learnt.
Explore how Van
Gogh and S. Dalí use
lines, shapes, colours,
patterns and other
objects in their
artworks.
(LIN, LTL, SOC,
AUT, CUL)
(LIN, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG,
LTL, CUL)
LINGUISTIC CONTENTS
Language focus
Lines (straight, curved, wavy, zigzag), shapes (circle, square,
triangle, rectangle), colours (red, orange, yellow, green, blue,
purple), light colours, dark colours, patterns
Home: wall, window, door
Furniture: chair, table, sofa, television, cooker, fridge, bed, lamp,
sink, shower, toilet
Rooms: living room, kitchen, bedroom, bathroom
In front of/next to/on/under
Key structures
My room has a (sofa).
In the (bedroom) there is a (bed).
I can see (straight lines) and (triangles).
VALUES
Listens and participates with others during group
activities.
Cooperates with classmates to complete an art project.
METHODOLOGY
In this unit, pupils will review lines, shapes, colours and patterns by
observing and analysing them in an original artwork. It is important
to review these concepts through the use of a variety of resources
including flashcards, digital resources and real life objects. Share
pictures of different rooms and furniture to help pupils develop
language and art concepts. Guide the pupils through the language
support activity, so that they will be able to present their room in
small groups. Explicit language support, connections to real life (the
home) and opportunities to be creative will promote active learning
experiences in the Art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils will work in groups to create a room of a
house. They can work in small groups to present and talk about the
different lines, shapes, colours, patterns and objects in their room.
Pupils will collaborate with the class to build a shoebox house.
CROSS-CURRICULAR ITEMS
Maths: shapes and patterns
Social science: the home
MIXED-ABILITY ACTIVITIES
Review Unit Class worksheet 1 – Listen and colour the objects in the
bedroom.
Fast finishers
Decorate the outside of the box.
Add windows and doors to the outside of the box.
Make a roof for your house.
English extension activities
Invite pupils to identify the lines, shapes, colours and patterns in the
painting.
Encourage pupils to use the colour, word or number in front of the
furniture they name.
Practise prepositions of place.
UNIT 4: TEXTURE
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming different textures. Talking about artworks and food.
Competence in mathematics, science and technology:
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Sorting fruit and vegetables based on texture.
Competence in social awareness and citizenship: Recognising the importance of a balanced diet.
Competence in autonomous learning and personal initiative: Creatively makes a portrait collage that shows personal expression.
Competence in artistic and cultural awareness: Identifying and show textures in art.
CONTENTS
Textures in art and the environment.
Observation and analysis of the use of lines, shapes, colours and
patterns in the painting Vertumnus by Giuseppe Arcimboldo.
Observation of and reflection on the work of art by Giuseppe
Arcimboldo as part of cultural heritage.
Autonomy and creativity in art.
EVALUATION
CRITERIA
Understand that
texture is how
something feels.
Identify and describe
reality and fiction
using adequate artistic
language.
Learn and respect the
works of art that make
up cultural heritage.
Identify different
textures.
LEARNING
STANDARDS
Distinguish different
textures in fruit and
vegetables: rough,
soft, smooth.
Define natural
textures.
Identify the patterns in
the painting
Vertumnus by
Giuseppe Arcimboldo.
Observe, recognise
and respect the
artwork by the artist
Giuseppe Arcimboldo.
Sort fruit and
vegetables based on
texture: rough or
KEY
COMPETENCES
(LIN, LTL, CUL)
(LIN, MST, LTL,
SOC, CUL)
(LIN, MST, LTL,
SOC, CUL)
(LIN, MST, LTL,
SOC, AUT, CUL)
Recognise the parts of
the face.
Development of computer skills and practice of art skills on the
Internet.
Learn about other
artworks by Giuseppe
Arcimboldo
smooth.
Make a portrait
collage using fruit and
vegetables for each of
the parts of the face.
Colour the parts of the
face in a creative way.
Explore textures on
(LIN, MST, DIG,
other artworks by
LTL, CUL)
Giuseppe Arcimboldo.
LINGUISTIC CONTENTS
Language focus
Portrait
Texture: hard, soft, rough, smooth
Fruit: apple, banana, cherry, grape, kiwi, pear, pineapple, orange,
watermelon, strawberry
Vegetables: pea, lettuce, carrot, pepper
Face: cheeks, chin, ears, eyes, eyebrows, eyelashes, nose, mouth
Key structures
A (pear) is (smooth).
I can see a (cherry).
My (nose) is a (pear).
VALUES
Understands that fruit and vegetables are part of a healthy diet.
Actively explores elements of art in the environment.
METHODOLOGY
In this unit, pupils will learn about textures by observing and
analysing them in an original artwork. It is important to develop this
concept through the use of a variety of resources including
flashcards, digital resources and real life objects. Bring in a bag
filled with fruits and vegetables or various objects with different
textures. Encourage pupils to use their sense of touch to develop
their understanding of textures. Pupils can explore all the different
textures in their classroom and immediate environment. Explicit
language support, connections to real life (food), guided instruction,
independent practice and art projects provide opportunities to be
creative and promote active learning experiences in the art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also compare and contrast their final
project with a partner.
CROSS-CURRICULAR ITEMS
Natural science: food
MIXED-ABILITY ACTIVITIES
Unit 4 flashcards – Activity bank
Class worksheet 4 – Draw and colour a healthy meal.
Fast finishers
Draw your favourite fruit with texture.
Make texture rubbings of classroom objects.
Draw and colour a neck and shoulders on your portrait.
English extension activities
Point to the different colours and textures in the portrait.
Distinguish between rough and smooth, hard and soft.
Introduce new fruit and vegetable vocabulary.
UNIT 5: FORMS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming forms and everyday objects. Talking about artworks and animals.
Competence in mathematics, science and technology: Identifying the relationship between shapes and forms.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Analysing the characteristics of an animal to create a three dimensional sculpture.
Competence in social awareness and citizenship: Expressing and respecting different personal preferences.
Competence in autonomous learning and personal initiative: Choosing an animal to represent in a mask.
Competence in artistic and cultural awareness: Identifying and using forms in sculptures. To understand that artists make costumes for theatre.
CONTENTS
Forms in art and the environment.
Observation and analysis of the use of forms in the sculpture Cat by
Fernando Botero.
Observation of and reflection on the work of art by Fernando
Botero as part of our cultural heritage.
EVALUATION
CRITERIA
Use forms effectively
and in a personal way.
LEARNING
STANDARDS
Understand that forms
are three-dimensional.
Observe forms in
everyday objects.
Distinguish between
shapes and forms, and
identify their relation.
Identify and describe
reality and fiction
using adequate artistic
language.
Learn and respect the
works of art that make
up our cultural
Create figures based
on shapes and forms.
Identify forms in the
sculpture Cat by
Fernando Botero.
Show interest in the
sculptor’s work.
Observe, recognise
and respect the
artwork by the artist
KEY COMPETENCES
(LIN, MST, LTL, CUL)
(LIN, MST, LTL, SOC,
CUL)
(LIN, MST, SOC, CUL)
Autonomy and creativity in art.
Development of computer skills and practice of art skills on the
Internet.
heritage.
Make a 3-D elephant
out of plasticine.
Make a 3-D animal
mask.
Learn about other
artworks by Fernando
Botero.
Fernando Botero.
Mould plasticine to
create a sculpture.
Decorate a mask using
different art materials
for a festival.
Search the Internet for
more animal
sculptures by
Fernando Botero and
compare it to Cat.
(LIN, MST, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Sculpture, 3-D, three dimensions
Forms: sphere, cube, pyramid, cylinder
Shapes: circle, square, triangle, rectangle
Cat, animal, costume, mask
Face: ears, eyes, mouth, nose
Key structures
It’s a (cube). They are (spheres).
Yes, it is/No, it isn’t/Yes, they are/No, they aren’t.
My (monkey) has got a sphere.
I’m a (lion). I can (run).
VALUES
Transforms everyday objects into something new.
Explore a variety of art materials in a personal way.
METHODOLOGY
In this unit, pupils will learn about forms by observing and analysing
them in an original artwork. It is important to develop this concept
through a variety of resources including flashcards, digital resources
and real life objects. Encourage pupils to find shapes and forms in
their pencil case, classroom and playground. Share a variety of
photos of animals with the pupils to review the characteristics of
different animals. Encourage pupils to draw animals with geometric
shapes and to recreate them using forms made from plasticine.
Explicit language support, connections to real life (animals), guided
instruction, independent practice and art projects provide opportunities
to be creative and promote active learning experiences in the art
classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can use their animal masks to present a short
play or dialogue with classmates. Pupils can also wear their masks
and participate in an animal parade around the school.
CROSS-CURRICULAR ITEMS
Natural science: animals
MIXED-ABILITY ACTIVITIES
Unit 5 flashcards – Activity bank
Class worksheet 5 – Find and colour the forms.
Fast finishers
Practise drawing a cube.
Draw where the animal lives.
Draw a different kind of mask.
English extension activities
Point to a form in the sculpture and name it.
Practise short answer questions (singular).
Practice short answer questions (plural).
UNIT 6: MORE SHAPES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming geometric and natural shapes. Talking about artworks and plants.
Competence in mathematics, science and technology: Distinguishing between and drawing a variety of geometric and natural shapes.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Observing an artwork and creating a new artwork inspired by a particular artistic style.
Competence in social awareness and citizenship: Awareness that taking care of plants in public gardens is a shared responsibility.
Competence in autonomous learning and personal initiative: Developing confidence when using a new art technique.
Competence in artistic and cultural awareness: Identifying and using natural shapes in drawing and constructing paper gardens.
CONTENTS
Shapes in art and the environment.
Observation and analysis of the use of shapes in the painting
Dome Garden by Juan Romero.
Observation and reflection on the work of art by Juan Romero as
part of our cultural heritage.
Autonomy and creativity in art.
EVALUATION
CRITERIA
Understand that
shapes are divided
into geometric and
natural (organic).
LEARNING
STANDARDS
Identify and
distinguish between
geometric and natural
shapes.
Identify and describe
reality and fiction
using adequate artistic
language.
Learn and respect the
works of art that make
up our cultural
heritage.
Make a 3-D sculpture
garden.
Draw and colour a
garden with different
shapes.
Identify the patterns in
the painting Dome
Garden by Juan
Romero.
Observe, recognise
and respect the
artwork by the artist
Juan Romero
Fold, roll and twist
paper.
KEY COMPETENCES
(LIN, MST, LTL, AUT,
CUL)
(LIN, MST, LTL, SOC,
CUL)
(LIN, MST, SOC, CUL)
(LIN, MST, LTL, SOC,
AUT, CUL)
Development of computer skills and practice of art skills on the
Internet.
Learn about other
artworks by Juan
Romero and Vincent
van Gogh.
Make a paper
sculpture garden
ensuring the
composition is
balanced.
Search the Internet for (LIN, MST, DIG, LTL,
other artworks by Juan CUL)
Romero and Vincent
van Gogh to compare
their use of shapes and
colours.
LINGUISTIC CONTENTS
Language focus
Shapes: circle, square, triangle, rectangle
Natural shapes
Garden: flower, grass, tree, bush, leaf, plant, path
Paper sculpture: fold, roll, twist
Key structures
A (circle) is a geometric shape. A (leaf) is a natural shape.
What is this? What are these?
It’s a (flower). They are (trees).
I can see a (circle) in my garden.
VALUES
Shows responsibility when looking after the materials and space
used to create an artwork.
Appreciates the environment as a source of inspiration.
METHODOLOGY
In this unit, pupils will learn about natural shapes by observing and
analysing them in an original artwork. It is important to develop this
concept through the use of a variety of resources including
flashcards, digital resources and real life objects. Bring in a variety
of objects from nature including leaves, flowers, twigs, rocks, etc.
Encourage pupils to observe and draw the natural shapes of these
objects. Explicit language support, connections to real life (plants),
guided instruction, independent practice and art projects provide
opportunities to be creative and promote active learning experiences in
the art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also compare and contrast their artwork
in pairs.
CROSS-CURRICULAR ITEMS
Maths: geometric and natural shapes
Natural science: plants
MIXED-ABILITY ACTIVITIES
Unit 6 flashcards – Activity bank
Class worksheet 6 – Listen and colour the objects in the garden.
Fast finishers
Draw a flower, bush and tree with natural shapes and geometric
shapes.
Draw an insect in the garden with natural and geometric shapes.
Cut and glue insects and flowers in the paper garden sculpture.
English extension activities
Distinguish between a geometric and a natural shape.
Point to a geometric or natural shape and name it.
Talk about the size and colour of the shape.
REVIEW UNIT 2: ART IN MY WORLD
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming lines, shapes, colours, patterns, textures and forms. Talking about artworks and the
environment.
Competence in mathematics, science and technology: Recognising and using shapes and patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Reflecting on the steps that make up to creative process.
Competence in social awareness and citizenship: Cooperating in group activities.
Competence in autonomous learning and personal initiative: Using language activities to support presentation skills.
Competence in artistic and cultural awareness: Using a variety of elements of art to create a mixed media artwork.
CONTENTS
Review of lines, shapes, colours, patterns, textures and forms in
art and the environment.
Technique: mould.
Observation and analysis of the use of elements of art in the
painting Composition 14 by Sonia Delaunay.
Observation of and reflection on the work of art by Sonia
Delaunay as part of cultural heritage.
EVALUATION
CRITERIA
Use basic elements of
art (lines, shapes,
colours, patterns,
textures, forms)
effectively and in a
personal way.
LEARNING
STANDARDS
Make and decorate a
boat scene applying
the concepts learnt.
Draw lines to
represent air and
water, and textures.
Use plasticine to make Mould plasticine to
3-D objects.
make some boats
adding some texture.
Identify and describe
Identify the patterns in
reality and fiction
the painting
using adequate artistic Composition 14 by
language.
Sonia Delaunay.
Learn and respect the Observe, recognise
works of art that make and respect the
up cultural heritage.
artwork by the artist
KEY COMPETENCES
(LIN, MST, LTL, AUT,
CUL)
(LIN, LTL, AUT, CUL)
(LIN, MST, LTL, SOC,
CUL)
(LIN, MST, SOC, CUL)
Group work: a boat race mural.
Recognise the most
suitable techniques for
the execution of their
work.
Autonomy and creativity in art.
Decorate boat scenes,
following the basic
steps of the creative
process.
Describe their artwork
orally.
Development of computer skills and practice of art skills on the
Internet.
Learn about space.
Sonia Delaunay.
Carry out a group
project respecting the
ideas of others and
collaborating in the
tasks they’ve been
assigned.
Make a boat.
Explain the
characteristics of the
boat using the
vocabulary learnt.
Search the Internet for
information about
how different artists
fill space in their
artworks.
(LIN, MST, LTL, SOC,
AUT, CUL)
(LIN, MST, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Lines: straight, curved, wavy, zigzag, swirl, spiral
Shapes: circle, square, triangle, rectangle
Colours: red, orange, yellow, green, blue, purple
Textures: hard, soft, rough, smooth
Forms: sphere, cube, pyramid, cylinder
Space, sky, sea, air, water, boat, sail, float, move
opportunities to be creative promote active learning experiences in the
classroom.
Key structures
I can see (curved lines). I think it’s a (cloud).
My sail has got (wavy lines) and (squares).
The (air) has got (swirls).
I can see patterns with (zigzag lines) and (circles).
I can see (rough) texture.
CROSS-CURRICULAR ITEMS
Maths: shapes and patterns
Natural science: water and air
VALUES
Listens and participates with others during group
activities.
Cooperates with classmates to complete an art project.
METHODOLOGY
In this unit, pupils will review lines, shapes, colours, patterns,
textures and forms by observing and analysing them in an original
artwork. It is important to review these concepts through the use of a
variety of resources including flashcards, digital resources and real
life objects. Guide the pupils through the language support activity,
so that they will be able to present their boat in small groups.
Explicit language support, connections to real life (water and air), and
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Through a language support activity, pupils will
present their artwork in small groups. They will collaborate with
their classmates to make a boat race mural.
MIXED-ABILITY ACTIVITIES
Review Unit Class worksheet 2 – Draw and colour clothes based on
the weather.
Fast finishers
Practise drawing spirals and swirls.
Draw a sailing boat with patterns and texture.
Write a title for the mural.
English extension activities
Encourage pupils to speak about the painting in complete sentences.
Practise the preposition of space: between.
Introduce the phrase “I think” to express opinion.
UNIT 7: BUILDINGS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Naming objects that are the same on both sides. Talking about artworks and buildings.
Competence in mathematics, science and technology: Recognising and drawing symmetric objects.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Comparing and contrasting two different structures.
Competence in social awareness and citizenship: Identifying different buildings in their neighbourhood and the service they provide.
Competence in autonomous learning and personal initiative: Understanding that each individual contribution is important in a group project.
Competence in artistic and cultural awareness: Identifying and using symmetry to design a building.
CONTENTS
Symmetry in architecture and the environment.
Architecture.
Technique: fold and cut paper.
Dots.
Autonomy and creativity in art.
EVALUATION
CRITERIA
Analyse and interpret
the works of art so
that they can create
new artwork based on
new knowledge.
LEARNING
STANDARDS
Identify the vertical
axis of symmetry.
Identify a symmetrical
house, windows and
doors.
Learn about designs
Show interest in the
and architecture.
architecture and the
architect’s designs.
Learn how to get a
Draw one side of a
symmetrical figure by building on a folded
drawing only one side. paper, and cut it out to
get a symmetrical
image.
Consider dots an
Connect dots
element to help get
effectively to create a
forms in art.
building.
Make a symmetrical
Draw, cut and colour a
KEY COMPETENCES
(LIN, MST, LTL, AUT,
CUL)
(LIN, MST, LTL, SOC,
CUL)
(LIN, MST, LTL, AUT,
CUL)
(LIN, AUT, CUL)
(LIN, MST, LTL, SOC,
Development of computer skills and practice of art skills on the
Internet.
building.
Symmetry around the
world.
symmetrical building. AUT, CUL)
Explore symmetry and (LIN, MST, DIG, LTL,
buildings made by
CUL)
different people.
LINGUISTIC CONTENTS
Language focus
Building, neighbourhood
Sides, same, different
Window, door
Bakery, bank, chemist, church, library, post office, school,
supermarket, swimming pool
Key structures
They are the same. They are different.
I like (building A). I don’t like (building B).
It’s a (post office).
There’s a (library) in my neighbourhood.
VALUES
Shows acceptance and respect for a variety of artworks.
Reflects on their artwork and the artwork of others.
METHODOLOGY
In this unit, pupils will learn about symmetry by observing and
analysing it in an original artwork. It is important to develop this
concept through the use of a variety of resources flashcards, digital
resources and real life objects. Take the pupils for a neighbourhood
walk to observe and explore symmetry in buildings, signs and other
objects around town. Explicit language support, connections to real
life (the neighbourhood), guided instruction, independent practice and
art projects provide opportunities to be creative and promote active
learning experiences in the art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils put their buildings together to create a
neighbourhood. Pupils can discuss different places and people in
their neighbourhood.
CROSS-CURRICULAR ITEMS
Maths: symmetry
Social science: the neighborhood
MIXED-ABILITY ACTIVITIES
Unit 7 flashcards – Activity bank
Class worksheet 7 – Complete the building.
Fast finishers
Draw a house that is the same on both sides.
Draw and colour objects in the neighbourhood.
Add people, signs and forms of transport in the neighborhood.
English extension activities
Name the different forms in the artwork.
Compare and contrast the forms in the structures.
Share preferences and opinions about the two structures.
UNIT 8: LANDSCAPES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Talking about objects at the back, middle and front of an artwork. Talking about artworks and
landscapes.
Competence in mathematics, science and technology: Stamping shapes to create objects in a landscape.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Reflecting on their artwork and the artwork of others.
Competence in social awareness and citizenship: Understanding the importance of respecting landscapes.
Competence in autonomous learning and personal initiative: Actively follows the steps required to complete a torn paper landscape.
Competence in artistic and cultural awareness: Creating a landscape with a foreground, middle ground and background.
CONTENTS
Depth in art and the environment.
Analysis of the concept of depth in the woodlock print Mount
Fuji by U. Hiroshige.
Observation of and reflection on the work of art by U. Hiroshige
as part of cultural heritage.
Technique: printing.
Autonomy and creativity in art.
EVALUATION
CRITERIA
Analyse and interpret
the works of art so that
they can create new
artwork based on new
knowledge.
Recognise how depth
is recreated in a
landscape.
Learn and respect the
works of art that make
up cultural heritage.
Learn the technique of
printing with stamps.
Make a landscape with
depth.
LEARNING
STANDARDS
Identify the
background, middle
ground and
foreground to show
depth.
Understand the
characteristics of the
three planes of a
composition.
Appreciate the
artwork by U.
Hiroshige.
Create shapes, and
dip them in paint, to
print a landscape.
Tear paper to
represent mountains
KEY COMPETENCES
(LIN, MST, LTL, AUT,
CUL)
(LIN, MST, LTL, SOC,
CUL)
(LIN, MST, SOC, CUL)
(LIN, MST, LTL, AUT,
CUL)
(LIN, MST, LTL, SOC,
AUT, CUL)
in the different planes
of a landscape.
Development of computer skills and practice of art skills on the
Internet.
Find out more about
depth in landscapes.
Distinguish planes by
the colour of objects
in each of them.
Explore depth in
other artworks by U.
Hiroshige.
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Landscape
Back, middle, front
Mountain, people, river, trees, water, sea, sky, sun
Print, stamp
Tear
Key structures
I can see a (mountain) at the (back).
There is a (river) at the (front).
VALUES
Shows creativity, autonomy and responsibility during the art
process.
Shows interest in preparing the materials in advance, and actively
follows the steps required to do the task.
METHODOLOGY
In this unit, pupils will learn about space by observing and analysing
the use of foreground, middle ground and background in an original
artwork. It is important to develop this concept through the use of a
variety of resources flashcards, digital resources and real life objects.
Share a variety of photos of different landscapes and encourage
pupils to name objects at the front, middle and back. Explicit
language support, connections to real life (landscapes), guided
instruction, independent practice and art projects provide opportunities
to be creative and promote active learning experiences in the art
classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also compare and contrast their artwork
with a partner.
CROSS-CURRICULAR ITEMS
Natural science: landscapes
Social science: landforms
MIXED-ABILITY ACTIVITIES
Unit 8 flashcards – Activity bank
Class worksheet 8 – Make a landscape collage.
Fast finishers
Add more objects to the coastal landscape.
Make a model of your landscape.
Print shapes at the back, middle and front of your landscape.
English extension activities
Ask “how many” questions about the objects in the landscape.
Name more objects at the back, middle and front of the artwork.
Use “there is / there are” to describe objects and their position in the
artwork.
UNIT 9: MORE COLOURS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Recognise and name warm and cool colours. Talking about artworks and the Sun and moon.
Competence in mathematics, science and technology: Creating repeated patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Preparing art materials in advance, and following the steps required to do the task.
Competence in social awareness and citizenship: Observing and reflecting on a work of art that makes up their cultural heritage.
Competence in autonomous learning and personal initiative: Exploring new art materials while creating a mosaic Sun.
Competence in artistic and cultural awareness: Identifying and using warm and cool colours to make patterns and mosaics.
CONTENTS
Colours in art and the environment.
Analysis of the use of warm and cool colours in Mosaic Sun by
Antoni Gaudí.
EVALUATION
CRITERIA
Analyse and interpret
the works of art so
that they can create
new artwork based on
new knowledge.
Recognise different
colours in an artwork.
LEARNING
STANDARDS
Observe and identify
warm and cool
colours.
KEY COMPETENCES
(LIN, LTL, AUT, CUL)
Colour a daytime
landscape with warm
colours and a
nighttime landscape
with cool colours.
Create patters with
warm and cool
colours.
Understand the effect
warm colours (red,
orange, yellow)
convey.
(LIN, LTL, SOC, CUL)
Observation of and reflection on the work of art by Antoni
Gaudí as part of our cultural heritage.
Autonomy and creativity in art.
Development of computer skills and practice of art skills on the
Internet.
Learn and respect the
works of art that make
up our cultural
heritage.
Make a mosaic,
following the basic
steps of the creative
process.
Find out more about
Gaudí’s mosaics.
Practice warm and
cool colours.
Understand the effect
cool colours (green,
blue, purple) convey.
Appreciate the
artwork by Antoni
Gaudí.
Tear small pieces of
warm and cool
coloured paper
effectively to create a
mosaic Sun (circular
patterns).
Search the Internet for
more information on
Gaudí’s mosaic in
Park Güell.
Play a game to
consolidate warm and
cool colours.
(LIN, MST, SOC, CUL)
(LIN, LTL, SOC, AUT,
CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Warm colours: red, orange, yellow
Cool colours: green, blue, purple
Mosaic, small pieces
Patterns, lines, shapes
Day, night, sun, moon, sky
Inside/outside
Key structures
(Orange) is a warm colour.
I can see (warm) colours in the (Sun).
VALUES
Actively explores elements of art in the environment.
Appreciates the environment as a source of inspiration.
METHODOLOGY
In this unit, pupils will learn about warm and cool colour families by
observing and analysing them in an original artwork. It is important
to develop this concept through the use of a variety of resources
including flashcards, digital resources and real life objects. Explore a
variety of natural objects including the Sun, water, fire, grass (green
plants), and colours in different landscapes to develop the concept of
warm and cool colour families. Explicit language support,
connections to real life (the Sun), guided instruction, independent
practice and art projects provide opportunities to be creative and
promote active learning experiences in the art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also compare and contrast their artwork
in pairs.
CROSS-CURRICULAR ITEMS
Maths: repeated patterns
Natural science: the Sun
Social science: the weather
MIXED-ABILITY ACTIVITIES
Unit 9 flashcards – Activity bank
Class worksheet 9 – Draw and colour a Sun with warm colours.
Fast finishers
Draw warm and cool colour objects.
Draw circular patterns with warm and cool colours.
Make a mosaic moon and stars with warm and cool colours.
English extension activities
Name and distinguish between warm and cool colours.
Name objects of warm and cool colours.
Talk about weather preferences.
REVIEW UNIT 3: RECYCLED ART
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Talking about the different elements of art. Talking about an artwork and materials.
Competence in mathematics, science and technology: Effectively using shapes and forms.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring a variety of recyclable materials to create art.
Competence in social awareness and citizenship: Cooperating in group activities.
Competence in autonomous learning and personal initiative: Using a language activity to support presentation skills.
Competence in artistic and cultural awareness: Using a variety of elements of art to construct a puppet and stage.
CONTENTS
Review of lines, shapes, colours, patterns, textures, forms,
symmetry and space in art and the environment.
Volume: object transformation.
Observation and analysis of the use of elements of art in Teddy
Bear by Leo Sewell.
Observation of and reflection on the work of art by Leo Sewell
EVALUATION
CRITERIA
Use basic elements of
art (lines, shapes,
colours, patterns,
textures, forms,
symmetry, space)
effectively and in a
personal way.
Reuse different
objects and materials
to make new objects
different from the
originals.
Identify and describe
reality and fiction
using adequate artistic
language.
Learn and respect the
LEARNING
STANDARDS
Make a theatre scene
applying the concepts
learnt.
Reuse recycled
materials to make an
animal puppet.
KEY COMPETENCES
(LIN, MST, LTL, AUT,
CUL)
(LIN, LTL, SOC, AUT,
CUL)
Identify the patterns in (LIN, LTL, SOC, CUL)
Teddy Bear by Leo
Sewell.
Observe, recognise
(LIN, MST, SOC, CUL)
as part of cultural heritage.
works of art that make
up cultural heritage.
Group work: a stage.
Recognise the most
suitable materials for
the execution of their
work.
Autonomy and creativity in art.
Decorate the theatre
scene, following the
basic steps of the
creative process.
Describe their artwork
orally.
Development of computer skills and practice of art skills on the
Internet.
Learn more about Leo
Sewell and the use of
recycled materials in
his artworks.
and respect the
artwork by the artist
Leo Sewell.
Carry out a group
project respecting the
ideas of others and
collaborating in the
tasks they’ve been
assigned.
Make a stage and
some puppets.
Explain the
characteristics of the
scene using the
vocabulary learnt.
Search the Internet for
information about
other artworks made
with different
materials and objects.
(LIN, MST, LTL, SOC,
AUT, CUL)
(LIN, MST, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Recycled Art
Materials: fabric, glass, metal, paper, plastic, wood
Puppet, stage, theatre, story
Lines, shapes, colours, forms, patterns
Place, back, middle, front
Key structures
My recycled Art is made of (paper) and (plastic).
It’s got (wavy lines), a (triangle) and a (cylinder).
It’s got (cool) colours.
I can see a (lake) at the front.
VALUES
Shows respect for the environment through recycling.
Actively listens, participates and communicates with others during
group activities.
METHODOLOGY
In this unit, pupils will review lines, shapes, colours, patterns,
textures, forms, symmetry and space by observing and analysing
them in an original artwork. It is important to review these concepts
through the use of a variety of resources including flashcards, digital
resources and real life objects. Encourage pupils to explore a variety
of recyclable materials they can use to make art. Ask pupils to
review all the different artworks they have learned about in level 1.
Encourage pupils to choose a previous theme or topic to decorate
their stage (e.g. school, a bedroom, a garden). Have the pupils
complete the language support activity independently or in pairs.
Then invite pairs to present their artwork to the class and tell a story
with their puppets. Explicit language support, connections to real life
(materials) and opportunities to be creative promote active learning
experiences in the classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils will work with a partner to construct a stage
for their puppets. Pupils will create a short play or story and present
it to a small group using their puppets and stage.
CROSS-CURRICULAR ITEMS
Maths: shapes and forms
Natural science: materials
Drama: puppets and stage
MIXED-ABILITY ACTIVITIES
Review Unit Class worksheet 3 – Make a poster about recycling.
Fast finishers
Add more recycled objects to your puppet.
Create props for the stage.
Create new stories with your puppets.
English extension activities
Find and name different elements of art in the artwork.
Find and name different objects in the artwork.
Find and name different materials in the artwork using the phrase “It
is made of”.