ByME
Arts & Crafts 5
SYLLABUS
Area: Plástica (English)
Stage: Primary Education
UNIT 1: FRIENDLY FIGURES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Drawing figures with the correct proportion.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using a grid to learn to draw figures with the correct proportion.
Competence in social awareness and citizenship: Collaborating effectively with a partner to make a figure drawing.
Competence in autonomous learning and personal initiative: Applying a new art technique to draw a figure in proportion.
Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their cultural heritage.
CONTENTS
Figure drawing.
Analysis of proportion in the painting
Little Giants by Francisco de Goya.
Observation of and reflection on the
work of art by Francisco de Goya as
part of our cultural heritage.
Autonomy and creativity in art.
Development of computer skills and
practice of art skills on the Internet.
EVALUATION CRITERIA
Analyse and interpret the works of
art so that they can create new
artworks based on new knowledge.
LEARNING STANDARDS
Understand that artists use proportion
to show the appropriate size and
balance of figures.
Explore the principle of proportion in
figure drawing.
Complete smaller and larger figures
using guidelines to show proportion.
Describe figures using suitable
artistic language.
Learn and respect the works of art
that make up our cultural heritage.
Consolidate proportion in figure
drawings.
Observe and draw more figures.
Use the size of the head to show
proportion.
Reflect on the concept of proportion
by observing human figures.
Observe, recognise and respect the
artwork by the artist Francisco de
Goya.
Draw and cut out a figure of a
classmate with correct proportion.
Search and explore more artworks by
Francisco de Goya to compare
proportion in their figures.
Draw figures online creatively.
KEY COMPETENCES
(LIN, MST, LTL, SOC, CUL)
(LIN, LTL, SOC, CUL)
(LIN, MST, SOC, CUL)
(LIN, MST, LTL, SOC, AUT, CUL)
(LIN, MST, DIG, LTL, AUT, CUL)
LINGUISTIC CONTENTS
Language focus
Figure, proportion, size
Parts of the body: head, torso, limbs, joint
Children, countryside, game, short, shoulders, tall
Key structures
Present continuous and adjectives to describe appearance:
The boys are playing a game.; The children are sitting on each
other’s shoulders.; He’s got short, dark hair.
VALUES
Understands and respects the different physical appearance and
personality traits of each individual.
Actively responds to works of art and makes connections to objects
in nature, events and the environment.
METHODOLOGY
In this unit, pupils will explore figure proportion by observing and
analysing figures in a painting by Francisco de Goya. It is important
that the pupils measure themselves and reflect on how the size of
their head is associated with the proportions of their body. Pupils
will use a grid to practise drawing figures with different proportions.
Encourage pupils to observe their classmates carefully to draw
proportion accurately. Through the activities presented in this unit,
pupils will apply new techniques and reinforce new learning in
different contexts while developing language skills. They will
continue to develop as artists as they explore the four content area of
art: Perception and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
will work with a partner to draw their classmate in proportion.
CROSS-CURRICULAR ITEMS
Natural science: the body
Maths: proportion
MIXED-ABILITY ACTIVITIES
Unit 1 class worksheet – Choose a figure in motion and draw it.
Fast finishers
Draw a portrait to review facial proportion.
Draw a portrait of your family.
Draw, cut and glue objects that are important to you in your artwork.
English extension activities
Use present continuous to describe actions.
Practise adjectives for describing appearances.
Describe the figures in the painting.
UNIT 2: EXPLORING SIZE
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Using a grid to draw a small picture on a larger scale. Understanding reading
coordinates.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Developing map skills by listening and drawing objects to complete a treasure map in a grid.
Competence in social awareness and citizenship: Identifying strengths and areas for improvement in their own and others’ artworks.
Competence in autonomous learning and personal initiative: Following a sequence of steps to complete an art project.
Competence in artistic and cultural awareness: Exploring a variety of techniques to use scale in art and to represent texture.
CONTENTS
EVALUATION CRITERIA
LEARNING STANDARDS
KEY COMPETENCES
Scale and proportion in art and the
environment.
Identify the concept of scale.
Understand that scale refers to the
relative size of an object in relation
to others in the artwork.
Observe a scene and draw it on a
larger scale keeping the proportion
correctly.
Identify the difference between a real
object and a model of it.
(LIN, MST, CUL)
Use a grid to draw objects on a larger
scale.
Analysis of scale and proportion in a
ship in a bottle.
Identify and describe reality and
fiction using suitable artistic
language.
Coordinates.
Identify coordinates on a map.
Autonomy and creativity in art.
Make a 3-D structure.
Textures.
Identify the elements of art to create
texture.
Learn more about scale models.
Development of computer skills and
Recognise a model is an exact copy
of an object but smaller.
Listen and draw images from a key
in the correct space on a map.
Construct a scale model of a treasure
chest.
Create texture using felt tips to
represent wood.
Observe and talk about objects and
(LIN, MST, LTL, SOC, CUL)
(LIN, MST, CUL)
(LIN, LTL, SOC, AUT, CUL)
(LIN, LTL, AUT, CUL)
(LIN, MST, DIG, LTL, CUL)
practice of art skills on the Internet.
LINGUISTIC CONTENTS
Language focus
Scale, model, size, measure, grid
Bottle, cork, flag, sails, ship, string
Map, key, treasure, chest, compass (North, West, South, East)
Landscape features: cave, lake, rocks, sand, trees, volcano
Key structures
Antonyms: large/small, heavy/light, near/far, long/short, empty/full
Connectors of sequence: first, then, next, finally
VALUES
Follows instructions carefully and demonstrates care and
craftsmanship.
Shows interest in learning new vocabulary and skills.
METHODOLOGY
In this unit, pupils will explore scale by observing and analysing a
scale model of a ship in a bottle. It is important that the pupils
observe a variety of images and practise using grids to draw objects
larger or smaller. Pupils will also explore the use of scale and
coordinates in maps and use a grid to show a large distance.
Encourage pupils explore and reflect on other ways artists can use
scale in art. Through the activities presented in this unit, pupils will
apply new techniques and reinforce new learning in different
contexts while developing language skills. They will continue to
develop as artists as they explore the four content area of art:
their model scales.
Perception and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
will work with a partner to read the instructions and find the buried
treasure using a map.
CROSS-CURRICULAR ITEMS
Natural science: materials and their properties
Maths: scale
MIXED-ABILITY ACTIVITIES
Unit 2 class worksheet – Use the grid to draw the picture on a
smaller scale.
Fast finishers
Draw a different type of transport inside a glass bottle.
Add more natural features in the grid of your map.
Cut and glue details on your treasure chest.
English extension activities
Review antonyms.
Use adjectives describe the artwork.
Describe the creative process using connectors of sequence: first,
then, next, finally.
UNIT 3: LOTS OF LINES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Exploring volume in a variety of objects in their immediate environment.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Developing observations skills by doing a blind contour sketch.
Competence in social awareness and citizenship: Developing social skills to share opinions and evaluate the work of others.
Competence in autonomous learning and personal initiative: Applying new skills and art techniques in a creative way.
Competence in artistic and cultural awareness: Using contour lines to show volume in two-dimensional artworks.
CONTENTS
Contour lines in art and the
environment.
EVALUATION CRITERIA
Analyse and interpret the works of
art so that they can create new
artwork based on new knowledge.
Volume.
Use different types of lines to show
volume.
Analysis of the use of contour lines
in the painting Drawing Hands by
M.C. Escher.
Observation of and reflection on the
work of art by M.C. Escher as part of
cultural heritage.
Autonomy and creativity in art.
Identify volume in a twodimensional drawing.
Learn and respect the works of art
that make up cultural heritage.
Create volume.
LEARNING STANDARDS
Understand that contour lines are
used to show the outline and surface
of an object to suggest volume and
mass.
Complete objects with contour lines
to show volume.
Use half a photo of an object and
make it symmetrical by drawing only
contour lines.
Observe and identify volume in the
painting Drawing Hands by M.C.
Escher.
Observe two drawn hands and
identify the one with volume.
Observe, recognise and respect the
artwork by the artist M.C. Escher.
Draw a variety of contour lines to
create a three-dimensional handprint.
KEY COMPETENCES
(LIN, MST, LTL, CUL)
(LIN, MST, LTL, AUT)
(LIN, LTL, SOC, CUL)
(LIN, MST, SOC, CUL)
(LIN, LTL, SOC, AUT, CUL)
Development of computer skills and
practice of art skills on the Internet.
Learn more about contour lines and
three-dimensional figures.
Search the Internet for several
lithographs by M.C. Escher to reflect
on contour lines.
(LIN, MST, DIG, LTL, CUL)
Play a game to practise drawing with
contour lines.
LINGUISTIC CONTENTS
Language focus
Contour lines, outline, edges, surface
Three-dimensional, height, length, width
Volume, space
Button, cuff, pen, sleeve, wrist
volume. Through the activities presented in this unit, pupils will
apply new techniques and reinforce new learning in different
contexts while developing language skills. They will continue to
develop as artists as they explore the four content area of art:
Perception and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
Key structures
Future tense with going to and will: I’m going to draw the outline of
the object.; I think the hands will draw more lines.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
can work in pairs to compare and contrast their artwork with others.
VALUES
Uses observation skills to represent everyday objects.
Demonstrates interest, curiosity and creativity when observing and
responding to a work of art.
CROSS-CURRICULAR ITEMS
Natural science: properties of matter
Maths: volume
METHODOLOGY
In this unit, pupils will explore contour lines by observing and
analysing an artwork by M.C. Escher. It is important that pupils
develop their observation skills by doing several blind contour
drawings. Encourage pupils to observe the outlines as well as the
surface lines of objects and to draw them effectively to show
MIXED-ABILITY ACTIVITIES
Unit 3 class worksheet – Add contour lines to the outlines.
Fast finishers
Observe and draw your hand with contour lines to show volume.
Sketch similar objects around your artwork.
Draw outlines of different shapes to practise this new technique.
English extension activities
Practise talking about the future using “will” for predictions and
“going to” for plans.
Use “going to” to talk about planning the creative process.
Use “will” to make a creative prediction about the artwork.
ART HISTORY 1: PREHISTORIC ART
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Using proportion and scale to paint figures and objects.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Understanding the communicative possibilities of art.
Competence in social awareness and citizenship: Collaborating with others to tell a story with their artworks.
Competence in autonomous learning and personal initiative: Experimenting with different art materials.
Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their historical and cultural heritage.
Practising making texture on paper.
CONTENTS
EVALUATION CRITERIA
LEARNING STANDARDS
Cave art.
Explore basic elements of art.
Make the texture of a cave wall
applying the concepts learnt.
Describe life in prehistoric times.
Identify what cave art was used
for.
Texture.
Observation of and reflection on a
cave painting from La cueva de
los caballos de Valltorta en Tírig
as part of our cultural heritage.
Group work: tell a story.
Understand that cave art was used
to communicate.
Learn a new technique to make
Use watercolours and salt to
texture on paper.
create the texture of a cave wall
on paper.
Learn and respect the works of art Observe, recognise and respect
that make up our cultural heritage. cave art.
Identify the event or story they
want to express in an image.
Appreciate the cultural value of
cave art in giving us information
about Prehistoric times.
Carry out a group project
respecting the ideas of others and
KEY COMPETENCES
(LIN, LTL, SOC, AUT, CUL)
(LIN, LTL, AUT, CUL)
(LIN, SOC, CUL)
(LIN, LTL, SOC, AUT, CUL)
Autonomy and creativity in art.
Paint an image.
Make a poster about Prehistoric
art in Spain.
Development of computer skills
and practice of art skills on the
Internet.
Learn about caves.
LINGUISTIC CONTENTS
Language focus
Cave art, events, stories
Arrow, bow, deer, herd, hunt, hunter
Key structures
Past tense verbs to tell a story in the past: The hunters picked up
their bows and began to shoot. The deer ran away.
VALUES
Explores the communicative possibilities of art through story telling.
Actively communicates and collaborates with others during group
activities.
collaborating in the tasks they’ve
been assigned.
Think of and represent an event or (LIN, LTL, SOC, AUT, CUL)
story in an image they paint.
Listen and complete information
about the Altamira cave paintings
which help the pupils make a
poster.
(LIN, MST, DIG, LTL, CUL)
Search the Internet for images
from the Altamira Cave.
METHODOLOGY
In this unit, pupils will begin their study of Art History by analysing
a cave art image from La cueva de los caballos. Encourage pupils to
share information that they have learned about prehistory and talk
about what information cave art has taught us about prehistoric man.
Pupils will explore the communicative possibilities of art and paint
figures and objects to share an important event with personal
expression. Encourage pupils to work together with classmates to
tell a story with their artwork. Through the activities presented in
this unit, pupils will apply new techniques and reinforce new
learning in different contexts while developing language skills. They
will continue to develop as artists as they explore the four content
area of art: Perception and response; Historical, cultural and social
context; Creative expression and production; Aesthetics and
criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
will collaborate in a small group to create a story with their modern
day cave art. Pupils also have the opportunity to research and present
information about prehistoric art in Spain by making a poster in
small groups.
CROSS-CURRICULAR ITEMS
Social science: Prehistory
Drama: storytelling
MIXED-ABILITY ACTIVITIES
Art History 1 class worksheet – Listen and write information about a
famous Spanish artist.
Fast finishers
Sketch figures in motion.
Write a title for your story.
Share your poster with your classmates.
English extension activities
Review regular past tense verbs.
Review irregular past tense verbs.
Talk about the cave art using verbs in the past tense.
UNIT 4: COLOURS ON PARADE
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Measuring the correct amount of white or black paint needed to make tints and shades.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring the variety of possibilities when mixing white and black with colours to create tints and shades.
Competence in social awareness and citizenship: Cooperation with classmates to create a class cow parade.
Competence in autonomous learning and personal initiative: Valuing the ideas of other while working collaboratively.
Competence in artistic and cultural awareness: Understanding that art exhibitions can take place internationally and involve people from many
different countries.
CONTENTS
Tints and shades in art and the
environment.
EVALUATION CRITERIA
Differentiate between tints and
shades.
LEARNING STANDARDS
Explain and show that tints are made
by adding white to a colour.
KEY COMPETENCES
(LIN, MST, LTL, SOC, CUL)
Explain and show that shades are
made by adding black to a colour.
Monochrome paintings.
Observation and analysis of the use
of colour in a cow sculpture from the
Cow Parade, Barcelona.
Observe and identify what a
monochrome painting is.
Observe colour in a threedimensional sculpture.
Mix a tint and shade collage of a
cow.
Mix white and black with a colour to
create a monochrome abstract
painting.
Understand that some artworks are
made up of tints and shades of only
one colour.
Find tints and shades of blue and red
on a cow sculpture.
(LIN, LTL, SOC, CUL)
(LIN, MST, SOC, CUL)
Autonomy and creativity in art.
Make and colour a 3-D cow.
Identify tints and shades.
Development of computer skills and
practice of art skills on the Internet.
Learn about the Cow Parade.
Learn more about tints and shades.
LINGUISTIC CONTENTS
Language focus
Dark, light, tints, shades, monochrome
Hue
Patterns, shapes, lines
Sculpture, cow parade, horns
Key structures
Comparatives and superlatives: That blue is darker. I think it’s the
most colourful cow in the parade. It’s the best.
VALUES
Shows knowledge of the elements of art and uses them creatively in
their own artwork.
Demonstrates creativity, autonomy and responsibility during the
creative process.
METHODOLOGY
In this unit, pupils will explore tints and shades by observing and
analysing a cow sculpture from the International cow parade. It is
Construct a sculpture of a cow and
colour it with tints and shades.
Identify and cut out tints and shades
to make a pattern collage.
Observe images from the Barcelona
Cow Parade and talk about the colour
and patterns they can see.
Paint with tints and shades online in
a creative way.
(LIN, MST, LTL, SOC, AUT, CUL)
(LIN, MST, DIG, LTL, AUT, CUL)
important that pupils explore the process of mixing black and white
paint with different colours and experiment with the different
outcomes. Encourage pupils to use a variety of materials (e.g.
crayons, coloured pencils and oil pastels) to create tints and shades.
Through the activities presented in this unit, pupils will apply new
techniques and reinforce new learning in different contexts while
developing language skills. They will continue to develop as artists
as they explore the four content area of art: Perception and response;
Historical, cultural and social context; Creative expression and
production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
will also work together to create a classroom cow parade.
CROSS-CURRICULAR ITEMS
Natural science: animals
MIXED-ABILITY ACTIVITIES
Unit 4 class worksheet – Complete the circles with tints and shades.
Fast finishers
Explore making tints and shades with a variety of materials.
Paint a monochrome landscape.
Design a new animal sculpture for a new animal parade.
English extension activities
Review comparative and superlative adjectives (short adjectives).
Review comparative and superlative adjectives (long adjectives).
Use irregular comparative adjectives to compare and contrast
different cows from the cow parade.
UNIT 5: SHOWING SHADOWS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Drawing shadows with different lengths depending on the position of a light source.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using a torch to explore and draw shadows.
Competence in social awareness and citizenship: Working collaboratively with a partner to explore the different shadows created by an object
when the light source is moved.
Competence in autonomous learning and personal initiative: Looking for details in an artwork.
Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their cultural heritage.
CONTENTS
Light and shadows.
EVALUATION CRITERIA
Recognise the role of light to create
shadows.
LEARNING STANDARDS
Understand that shadows change size
and shape depending on the position
of the light source.
KEY COMPETENCES
(LIN, LTL, AUT, CUL)
Draw shadows of figures based on
the position of the light source.
Observation and analysis of the
shadows in the painting The Lorelei
by Salvador Dalí.
Observation of and reflection on the
work of art by Salvador Dalí as part
of our cultural heritage.
Autonomy and creativity in art.
Observe how space is recreated with
light and shadows.
Trace shadows of different sizes and
shapes by changing the position of
the light source.
Identify shadows in the painting The
Lorelei by Salvador Dalí.
Learn and respect the works of art
that make up our cultural heritage.
Observe, recognise and respect the
artwork by the artist Salvador Dalí.
(LIN, SOC, CUL)
Create shadows.
(LIN, LTL, AUT, CUL)
Development of computer skills and
practice of art skills on the Internet.
Learn more about shadows.
Make a candle holder that creates
colourful shadows.
Play a game about shadows and
photography.
(LIN, LTL, SOC, CUL)
(LIN, MST, DIG, LTL, CUL)
Observe other artworks by Salvador
Dalí.
LINGUISTIC CONTENTS
Language focus
Shadows, light source
Position
Smaller, longer
Background, butterfly, cave, cliff, flower, foreground, rock
Key structures
Prepositions of place: beside, below, above, behind, in front of,
across, through, from: The two butterflies are beside the rock.
The light is shining through the clouds.
VALUES
Appreciates the environment as a source of inspiration.
Enjoys making connections between art and other content areas of
study.
METHODOLOGY
In this unit, pupils will explore shadows by observing and analysing
an artwork by Salvador Dalí. Encourage pupils to discuss
observations they have made of shadows in their immediate
environment. It is important that pupils have an opportunity to use a
torch to explore how shadows change depending on the position of
the light source. Have pupils estimate and measure the size of
shadows to strengthen their understanding. Pupils can also have fun
Discuss the position of light sources
in some landscapes with butterflies
by Salvador Dalí.
with shadows by teaching others how to make shadow puppets with
their hands. Through the activities presented in this unit, pupils will
apply new techniques and reinforce new learning in different
contexts while developing language skills. They will continue to
develop as artists as they explore the four content area of art:
Perception and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
will work with a partner to hold a torch in different positions and
draw shadows.
CROSS-CURRICULAR ITEMS
Natural science: shadows
MIXED-ABILITY ACTIVITIES
Unit 5 class worksheet – Use the shadows to draw the objects and
the position of the Sun correctly.
Fast finishers
Draw the shadow of an object.
Colour the background.
Add a rim along the top and bottom of the candle holder with
cellophane.
English extension activities
Review prepositions of place: in, on, under, next to, in front of,
behind.
Review prepositions: beside, below, above, across, through, from.
Use prepositions of place to talk about the placement of objects in
the artwork.
UNIT 6: LIGHT AND DARK
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Shading different objects to show volume in art.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Evaluating their own work to identify strengths and areas of improvement.
Competence in social awareness and citizenship: Sharing opinions and respecting the opinions of others while arranging objects for a still life.
Competence in autonomous learning and personal initiative: Applying new techniques and showing confidence in their ability as an artist.
Competence in artistic and cultural awareness: Using a variety of techniques to show tints, shades and shadows in a still life.
CONTENTS
Shade and shadow in art and the
environment.
EVALUATION CRITERIA
Learn a technique to show volume.
LEARNING STANDARDS
Understand that artists show light,
shade and shadow to create a sense
of volume in objects.
KEY COMPETENCES
(LIN, LTL, AUT, CUL)
Draw shade and shadow using the
cross-hatching technique to show
volume.
Observation and analysis of the use
of shade and shadows in the painting
Apples and Oranges by Paul
Cézanne.
Observation of and reflection on the
work of art by Paul Cézanne as part
of cultural heritage.
Autonomy and creativity in art.
Observe shade and shadows in an
artwork.
Use lines to shade a jug to show
volume.
Identify shadows in the painting
Apples and Oranges by Paul
Cézanne.
(LIN, LTL, SOC, CUL)
Learn and respect the works of art
that make up cultural heritage.
Observe, recognise and respect the
artwork by the artist Paul Cézanne.
(LIN, SOC, CUL)
Create a still life.
Decide on and arrange objects for a
still life.
(LIN, LTL, SOC, AUT, CUL)
Development of computer skills and
practice of art skills on the Internet.
Consolidate their knowledge on still
lifes.
Learn more about other artworks by
Paul Cézanne.
LINGUISTIC CONTENTS
Language focus
Still life
Volume
Tint, shade, shadow
Light source, reflection, absence of light
Key structures
Infinitive of purpose: This artist painted tints to show the absence of
light.
VALUES
Enjoys learning new techniques and shows confidence in their
ability as an artist.
Identifies strengths and areas for improvement in their own and
others’ artworks.
Use tints and, shades and shadows
effectively to paint a still life.
Create a still life online.
(LIN, MST DIG, LTL, CUL)
Observe other artworks by Paul
Cézanne to identify his technique to
create volume.
important that pupils explore the concepts of light, shade and
shadow by observing their immediate environment and practising
with a variety of materials and techniques. Encourage pupils to work
together to arrange a still life and to choose a light source. Through
the activities presented in this unit, pupils will apply new techniques
and reinforce new learning in different contexts while developing
language skills. They will continue to develop as artists as they
explore the four content area of art: Perception and response;
Historical, cultural and social context; Creative expression and
production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Have
pupils work with a partner to identify strengths and areas for
improvement in their own and others’ artworks.
CROSS-CURRICULAR ITEMS
Natural science: light sources
METHODOLOGY
In this unit, pupils will explore tints, shades and shadows to create
volume by observing and analysing a still life by Paul Cézanne. It is
MIXED-ABILITY ACTIVITIES
Unit 6 class worksheet – Use different tones of grey to show light
and shadow in the still life.
Fast finishers
Draw a table for your jug and add other objects.
Explore the process of making tints, shades and shadows with a
variety of art materials.
Observe and draw your still life. Use lines to show shade and
shadow.
English extension activities
Talk about why we use different materials in art.
Complete the ends of sentences to talk about the artwork.
Describe the different ways the artist showed volume.
ART HISTORY 2: ROMAN ART
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Reflecting on how time is organised in a calendar. Reflecting on the relation between
geometry and art.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Observing and reflecting on the different symbols used to represent seasons throughout the year.
Competence in social awareness and citizenship: Collaborating effectively with others to create a mosaic calendar.
Competence in autonomous learning and personal initiative: Finding and sharing new information about Roman Art.
Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their historical and cultural heritage.
CONTENTS
Roman mosaics.
Geometry and tessellations.
Observation of and reflection on the
mosaic The Four Seasons as part of
our cultural heritage.
Group work: a classroom mosaic
calendar.
EVALUATION CRITERIA
Identify what is represented in a
mosaic.
Reflect on tessellations and how they
are made.
Learn and respect the works of art
that make up our cultural heritage.
Recognise the elements of art in a
mosaic.
LEARNING STANDARDS
Understand that mosaic represented
scenes from daily life, and other
different images.
Identify and count the number of
small pieces there are in a mosaic
fragment.
Explain that tessellations are mostly
repeated patterns.
Observe, recognise and respect
Roman Art.
Appreciate the cultural value of
mosaics to know more about customs
and event at the time.
Carry out a group project respecting
the ideas of others and collaborating
in the tasks they’ve been assigned.
KEY COMPETENCES
(LIN, LTL, CUL)
(LIN, MST, LTL)
(LIN, SOC, CUL)
(LIN, MST, LTL, SOC, AUT, CUL)
Autonomy and creativity in art.
Development of computer skills and
practice of art skills on the Internet.
Make a mosaic, following the basic
steps of the creative process.
Plan a mosaic with an image that
represents a month of the year.
Make a poster about Roman Art in
Spain.
Paint a variety of pulses to create
tesserae, and glue them together to
make a mosaic.
Listen and complete information
about a Roman mosaic in Spain
which helps the pupils make a poster.
Design Roman and Greek mosaics.
Learn more about mosaics.
LINGUISTIC CONTENTS
Language focus
Mosaic, decorate, mythology, border, tesserae
Bird, crop, fruit, patterns, people, calendar, months, seasons
Story, song, strong, weak, deer, horse, capture
Key structures
Adverbs of manner: carefully, slowly, quietly, quickly)
Adverbs of time: before, after
VALUES
Understands and values the contributions of art in society and
culture throughout history.
Actively communicates and collaborates with others during group
activities.
(LIN, LTL, SOC, AUT, CUL)
(LIN, MST, DIG, LTL, CUL)
METHODOLOGY
In this unit, pupils will continue their study of Art History by
observing and analysing a Roman mosaic representing the four
seasons. Encourage pupils to share information that they have
learned about Roman civilisation and talk about what information
mosaics can teach us about Roman life. Share a variety of symbols
to represent months throughout the year and encourage pupils to
brainstorm new ideas. Support pupils in the art making process by
allowing them to choose and experiment with different techniques
and materials to create their mosaic. Through the activities presented
in this unit, pupils will apply new techniques and reinforce new
learning in different contexts while developing language skills. They
will continue to develop as artists as they explore the four content
area of art: Perception and response; Historical, cultural and social
context; Creative expression and production; Aesthetics and
criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
will collaborate with classmates to create a mosaic calendar. Pupils
also have the opportunity to research and present information about
Roman Art in Spain by making a poster in small groups.
CROSS-CURRICULAR ITEMS
Social science: Roman civilisation
MIXED-ABILITY ACTIVITIES
Review 2 class worksheet – Listen and write information about a
famous Spanish artist.
Fast finishers
Paint the border of the plate with a pattern.
Write the name of the month with similar colours.
Ask classmates about their group posters.
English extension activities
Review adverbs ending in -ly.
Describe the creative process using connectors of sequence: first,
then, finally.
Practise using “after” and “before” to describe the creative process.
UNIT 7: CLOSE UP AND FAR AWAY
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Effectively showing the foreground, middle ground and background of a landscape to
show distance in space.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Making a sketch before drawing the picture on the printing tray as part of the creative process.
Competence in social awareness and citizenship: Respecting cultural diversity while learning about artists from other cultures.
Competence in autonomous learning and personal initiative: Creatively choosing and drawing natural features to make a landscape print.
Competence in artistic and cultural awareness: Developing techniques to show objects in different places on a picture place to show depth in
space.
CONTENTS
Depth in art and the environment.
EVALUATION CRITERIA
Analyse and interpret the works of
art so that they can create new
artwork based on new knowledge.
LEARNING STANDARDS
Observe and identify placement of
objects to create depth in a twodimensional artwork.
Identify the three planes in a
landscape to show depth.
Draw objects at the bottom, middle
and top of a landscape.
Observation and analysis of the sense
of depth in Plum Garden Kamata by
Ando Hiroshige.
Observe depth in a Japanese
landscape.
Observation of and reflection on the
work of art by Ando Hiroshige as
part of cultural heritage.
Technique: etching.
Learn and respect the works of art
that make up cultural heritage.
Identify a technique to make a print.
Show depth with three similar
objects of different sizes in different
positions.
Identify objects of different objects
in the three planes: foreground
(bottom), middle ground (middle),
background (top).
Observe, recognise and respect the
artwork by the artist Ando Hiroshige.
Draw a landscape and print it with a
punch.
KEY COMPETENCES
(LIN, LTL, AUT, CUL)
(LIN, LTL, SOC, CUL)
(LIN, SOC, CUL)
(LIN, LTL, AUT, CUL)
Printmakers.
Autonomy and creativity in art.
Development of computer skills and
practice of art skills on the Internet.
Observe and reflect on a different
way to make art.
Make a landscape with depth.
Learn more about landscapes.
LINGUISTIC CONTENTS
Language focus
Landscape, printmaking
Position, depth, bottom, top, close, far away, lower, higher
Blossom, grass, hut, lake, people, swing, tree
Key structures
There is / there are and quantifiers: There are some (trees) in the
middle of the landscape. There aren’t any (people) in the
foreground.
VALUES
Values diversity and respects art from different cultures.
Explores and experiments with the artistic effects that can be
achieved with different art materials and techniques.
METHODOLOGY
In this unit, pupils will explore how artists use placement on a
picture plane to show depth and distance by observing and analysing
a landscape print by Ando Hiroshige. Share photos of a variety of
different landscapes from different countries and ask pupils to point
Appreciate and value printmakers’
work.
Etch, paint and print a landscape
showing the three planes.
Build their own landscape online.
(LIN, LTL, SOC, CUL)
(LIN, LTL, SOC, AUT, CUL)
(LIN, MST, DIG, LTL, CUL)
to the placement of objects in the foreground, middle ground and
background of the photos. Support pupils’ understanding of the
printmaking process by sharing a variety of methods artists can use.
Through the activities presented in this unit, pupils will apply new
techniques and reinforce new learning in different contexts while
developing language skills. They will continue to develop as artists
as they explore the four content area of art: Perception and response;
Historical, cultural and social context; Creative expression and
production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
can also work with a partner to describe the printmaking process and
analyse each other’s work.
CROSS-CURRICULAR ITEMS
Natural science: features in a landscape
MIXED-ABILITY ACTIVITIES
Unit 7 class worksheet – Follow the steps to draw a coastal
landscape with depth.
Fast finishers
Draw a coastal landscape with a foreground, middle ground and
background.
Cut and glue more silhouettes to your collage.
Add water to your tray and make more prints.
English extension activities
Review “There is/There are” to describe the artwork.
Review short answers “Yes, there is/ No, there isn’t”.
Review countable and uncountable nouns and use “some”, “many”
and “any” to talk about the artwork.
UNIT 8: GOING, GOING, GONE
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Exploring one-point perspective to show depth and volume. Practising using basic
drawing tools.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using a set square and ruler to draw lines in a one-point perspective drawing.
Competence in social awareness and citizenship: Sharing opinions and respecting other points of view while evaluating their own work and
that of their classmates.
Competence in autonomous learning and personal initiative: Showing confidence in oneself while learning a new drawing technique.
Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their cultural heritage.
CONTENTS
Linear perspective in art and
environment.
EVALUATION CRITERIA
Analyse and interpret the works of
art so that they can create new
artwork based on new knowledge.
LEARNING STANDARDS
Observe and identify that
perspectives lines are used to show
depth and volume.
Lines.
Identify different types of lines.
Cityscapes.
Distinguish the characteristics of a
cityscape, and name the elements of
art they can see.
Use the basic drawing tools to draw
lines.
Explain that lines converge at a
vanishing point in order to show
depth in a 2-D artwork.
Name the vertical, horizontal and
diagonal lines they see in an
illustration.
Draw a city street with details.
Geometry.
Use the ruler and set squares to draw
the different straight lines.
Draw lines from rectangles to a
vanishing point to create city streets,
KEY COMPETENCES
(LIN, MST, LTL, SOC, CUL)
(LIN, LTL, SOC, CUL)
(LIN, MST, SOC, CUL)
(LIN, MST, LTL, SOC, AUT, CUL)
Analysis of the use of linear
perspective in the painting Gran Vía
by Antonio López.
Observation of and reflection on the
work of art by Antonio López as part
of our cultural heritage.
Autonomy and creativity in art.
Observe depth in a city street.
buildings, windows, etc.
Reflect on the lines used to show
depth and volume.
Learn and respect the works of art
that make up our cultural heritage.
Appreciate the artwork by Antonio
López.
(LIN, SOC, CUL)
Draw and paint a cityscape.
(LIN, LTL, SOC, AUT, CUL)
Development of computer skills and
practice of art skills on the Internet.
Find out more about perspective.
Draw and paint a city street with
depth and volume, following the
basic steps of the creative process.
Explore perspective playing some
games.
(LIN, LTL, SOC, CUL)
(LIN, MST, DIG, LTL, AUT, CUL)
Explore other ways to show depth in
landscapes.
LINGUISTIC CONTENTS
Language focus
Perspective, vanishing point
Depth, volume, illusion
Diagonal, horizontal, vertical
Balcony, building, detail, street, window, realistic
Key structures
Present perfect to talk about past experiences: He has painted many
cityscapes. I have visited many art galleries.
VALUES
Enjoys learning new techniques and shows confidence in their
ability as an artist.
Demonstrates creativity, autonomy and responsibility during the
creative process.
METHODOLOGY
In this unit, pupils will explore the technique of one-point
perspective to show depth and volume in space by observing and
analysing a cityscape by Antonio López. It is important that pupils
understand how to use a ruler and a set square correctly to accurately
draw diagonal, vertical and horizontal lines. Have pupils compare
and contrast a variety of artworks that show one-point perspective.
Through the activities presented in this unit, pupils will apply new
techniques and reinforce new learning in different contexts while
developing language skills. They will continue to develop as artists
as they explore the four content area of art: Perception and response;
Historical, cultural and social context; Creative expression and
production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
can also discuss or present their final projects in small groups.
CROSS-CURRICULAR ITEMS
Social science: city life
MIXED-ABILITY ACTIVITIES
Unit 8 class worksheet – Follow the steps and write your name in
3-D.
Fast finishers
Draw and colour details in your city streets.
Add trees and street lights to your city street.
Cut and glue cars, people and trees to your artwork.
English extension activities
Ask questions about the artwork using the present perfect tense.
Elicit responses about the artwork using the present perfect tense.
Encourage pupils to talk about the artwork using the present perfect
tense.
UNIT 9: POINTS OF VIEW
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Drawing objects from different perspectives.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Applying new art concepts, vocabulary, skills and techniques as part of the creative process.
Competence in social awareness and citizenship: Listening and respecting the opinions and ideas of their classmates.
Competence in autonomous learning and personal initiative: Choosing two different viewpoints to draw the same object.
Competence in artistic and cultural awareness: Understanding that artists can choose from a variety of viewpoints when creating an artwork.
Reflecting on how photography is another way to make art.
CONTENTS
Points of view in art and the
environment.
EVALUATION CRITERIA
Analyse and interpret the works of
art so that they can create new
artwork based on new knowledge.
LEARNING STANDARDS
Draw pictures from different points
of view.
KEY COMPETENCES
(LIN, LTL, CUL)
Photography.
Distinguish different points of view
in a photo.
Identify photography as a way to
make art.
Identify objects in a collage.
(LIN, DIG, LTL, CUL)
Learn and respect the works of art
that make up cultural heritage.
Distinguish between a bird’s eye
view and a worm’s eye view.
Appreciate and reflect on the
photographers’ work.
Identify and name the objects in a
collage with photos taken from
different points of view.
Appreciate the artwork by David
Hockney.
Show different points of view of
several objects.
Draw a picture of a beach from
above and below.
(LIN, LTL, SOC, AUT, CUL)
Observation and analysis of the
different points of view in the collage
Sun on the Pool by David Hockney.
Observation of and reflection on the
work of art by David Hockney as
part of cultural heritage.
Autonomy and creativity in art.
Observe an object from different
angles and choose a point of view for
(LIN, DIG, LTL, SOC, CUL)
(LIN, SOC, CUL)
their artwork.
Development of computer skills and
practice of art skills on the Internet.
Read and learn more about David
Hockney.
LINGUISTIC CONTENTS
Language focus
Photographer, photographs, viewfinder
Points of view, angle, above, below, side, bird’s eye view, worm’s
eye view
Chair, diving board, palm tree, umbrella, beach ball, sandcastle
Key structures
Modal verbs (can, should, must): You can take a photograph from
different angles. You should look at an object to find a good angle.
You mustn’t get your camera wet.
VALUES
Actively observes objects in their immediate environment from
different perspectives.
Applies art concepts, vocabulary, skills and techniques as part of the
creative process.
METHODOLOGY
In this unit, pupils will explore points of view in photography by
observing and analysing a photomontage by David Hockney.
Encourage pupils to discuss their personal experiences,
Create an artwork that shows a place
or an object from two distinct points
of view.
Search the Internet for more
photomontages by David Hockney.
(LIN, MST, DIG, LTL, CUL)
interests and knowledge of photography. Have pupils use their
viewfinders in the classroom and around the school to explore their
immediate environment from different points of view. Share photos
from a variety of perspectives and ask pupils to describe the point of
view and position of the photographer. Pupils can practise taking
photos with a digital camera of the same object from different points
of view (if time and resources are available). Through the activities
presented in this unit, pupils will apply new techniques and reinforce
new learning in different contexts while developing language skills.
They will continue to develop as artists as they explore the four
content area of art: Perception and response; Historical, cultural and
social context; Creative expression and production; Aesthetics and
criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups. Pupils
can also work with a partner to identify strengths and areas for
improvement in their own and others’ artworks.
CROSS-CURRICULAR ITEMS
Natural science: technology
MIXED-ABILITY ACTIVITIES
Unit 9 class worksheet – Colour the bird’s eye view of the city
street. Then, draw and colour a city street from a worm’s eye view.
Fast finishers
Draw a garden from a bird’s eye view.
Draw and colour the background.
Tape your artwork for display so that both sides are visible.
English extension activities
Review the modal “can/can't” to talk about the artwork.
Review the modal “should/shouldn't” to talk about the artwork.
Review the modal “must/mustn't” to talk about the artwork.
ART HISTORY 3: MEDIEVAL ART
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Using a variety of forms to construct a castle.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring the artistic possibilities of using recyclable materials in art.
Competence in social awareness and citizenship: Collaborating effectively with others to create a medieval castle.
Competence in autonomous learning and personal initiative: Finding and sharing new information about medieval castles in Spain.
Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their historical and cultural heritage.
CONTENTS
Medieval art.
Observation and analysis of a
medieval painting of the port of
Naples.
Observation of and reflection on
medieval castles as part of cultural
heritage.
Group work: a 3-D castle.
Autonomy and creativity in art.
EVALUATION CRITERIA
Explore castles in the Middle Ages.
LEARNING STANDARDS
Analyse what castles were designed
for.
KEY COMPETENCES
(LIN, LTL, CUL)
Learn and respect the works of art
that make up cultural heritage.
Identify and name the parts of a
castle.
Identify some characteristics of
medieval castles: fortification and
protection.
Observe, recognise and respect
medieval art.
Recognise the most suitable
materials for the execution of their
work.
Carry out a group project respecting
the ideas of others and collaborating
in the tasks they’ve been assigned.
(LIN, LTL, SOC, AUT, CUL)
Use recyclable materials for their
artworks.
Follow the basic steps of the creative
Make a model of a castle.
(LIN, LTL, SOC, AUT, CUL)
Reflect on a scene from the Middle
Ages.
(LIN, LTL, SOC, CUL)
(LIN, SOC, CUL)
process to construct a castle.
Make a poster about medieval art in
Spain.
Development of computer skills and
practice of art skills on the Internet.
Learn more about castles.
Paint and decorate a castle in a
creative and unique way.
Listen and complete information
about medieval art in Spain which
helps the pupils make a poster.
Search the Internet for information
about castles in Spain.
(LIN, MST, DIG, LTL, CUL)
Build a castle online.
LINGUISTIC CONTENTS
Language focus
Medieval castle, fortification, protection, enemy
Parts of a castle: gate house, central courtyard, keep, walls, towers,
dry moat
Hill, harbour, ship, frontier, valley, rocky, flat, garden
Key structures
Past simple in affirmative and interrogative: Why did people build
castles during the Middle Ages? People built castles for fortification
and protection.
VALUES
Develops creativity, imagination and innovation through the use of a
variety of art materials.
Actively communicates and collaborates with others during group
activities.
METHODOLOGY
In this unit, pupils will continue their study of Art History by
observing and analysing a painting of a medieval castle. Encourage
pupils to share information that they have learned about medieval
times and talk about what information castles can teach us about this
point in history. Ask pupils to talk about their own experiences
visiting castles around Spain and other countries. Support pupils in
the creative process by allowing them to choose and experiment with
different techniques and recyclable materials to construct a castle.
Through the activities presented in this unit, pupils will apply new
techniques and reinforce new learning in different contexts while
developing language skills. They will continue to develop as artists
as they explore the four content area of art: Perception and response;
Historical, cultural and social context; Creative expression and
production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or group. Pupils will
collaborate with classmates to construct a castle. Pupils also have the
opportunity to research and present information about medieval art
in Spain by making a poster in small groups.
CROSS-CURRICULAR ITEMS
Social science: Medieval times
MIXED-ABILITY ACTIVITIES
Review Unit Class worksheet 3 – Listen and complete information
about a famous Spanish artist.
Fast finishers
Plan details for your castle.
Write a name for your castle.
Ask classmates questions about their poster.
English extension activities
Review word order in questions in the past tense.
Review answers in the past tense to talk about the artwork.
Encourage pupils to ask questions in the past tense about the
artwork.