Key Stage 1
INVESTIGATING &
REALIZING
 Use colour, line form, shape, texture and pattern in two and three dimensional work
 Observe and record aspects of school and home environments
 Experiment with a range of tools, materials and processes
ART AREA
DRAWING AND
PAINTING
PRINTING
BL/HK/April 2003
ART & DESIGN PROGRAMME
PROCESSES
YEAR TWO
MATERIALS TOOLS VISUAL ELEMENTS ACTIVITIES
 drawing using different thicknesses and quality of drawing tools
 drawing to explore different thicknesses of lines
 drawing lines to describe shapes
 drawing lines to create texture
 drawing from observation memory and imagination
 painting with different qualities of brushes
 experimenting with all kinds of paints
 mixing two colours to make new colour
 printing with objects found and collected
 hands, fingers, printing
 vegetable printing
 mono printing
 printing with template or stencil
 printing random or repeat patterns
 symmetrical printing
 fibre pens thick and fine
 crayons wax/plastic
 pastels, chalks, charcoal, pencils hard and soft leaded
 paint brushes of different dimensions thick
/thin, long/short, bristle/hair
 paints of a variety of colours
 additives to paint, glue, sawdust, sand
 newsprint
 sugar paper
 drawing paper
 tube, sponges, blocks, lego, stickle brick, plasticine, vegetables, leaves, templates, stencils
 all colours of paint plus fluorescent, rollers, trays, newsprint, sugar paper
 pattern
 colour
 shape
 space
 line, pattern, texture, shape
 colour, pattern, shape, texture
Page 1
 draw from observation aspects of school environment
 draw people and objects seen in the classroom
 draw and paint to illustrate stories told
 draw repeating shapes to make a pattern
 draw from memory scenes/ people from home environment
 experiment with paint on wet and dry surfaces and wax resist
 using white, lighten colours
 paint with sponges
 press-prints using two shapes
 press printing repeat patterns using two colours
 printing with seasonal or thematical templates eg
Christmas: bell, bauble, candle, tree, cracker or starfish, fish, shell, boat
 smudge printing

Key Stage 1
INVESTIGATING &
REALIZING
 Talk about the work of designers and craft workers how they have made their work – their ideas
ART AREA
MODELLING WITH
MALLEABLE
MATERIALS
TEXTILES
BL/HK/April 2003
ART & DESIGN PROGRAMME
PROCESSES
YEAR TWO
MATERIALS TOOLS VISUAL ELEMENTS ACTIVITIES
 squeezing, twisting and stretching material into a variety of forms
 rolling and coiling the clay or dough
 pinching, poking and smoothing the material
 extending shape to form animal or person
 cutting simple shapes from vivelle, felt and creasoft
 arranging and sticking shapes to backing as pleasing pattern or picture
 lacing with laces or thick yarn around simple pictures on laminated card
 practising running stitch on lacing card
 adding colour to fabric with fabric crayons
 adding detail such as features or patterns
 new clay, playdough, plasticiine modelling media
 lolly sticks
 modelling tools
 rollers boards
 paints
 new clay satin/gloss
 fabric shapes in cotton and felt vivelle, creasoft,
 lacing cards, laces, thick yarn, fabric crayons, adhesive scissors
 form
 shape
 texture
 pattern
 shape
 colour
 pattern
 texture
Page 2
 model by extending clay from main form to create animals or people
 roll out clay to flattened shape to make tile
 impress pattern or picture on tile
 create line picture with thin coils
 form simple thumb pots
 explore different ways to lace/sew the stitches on the lacing card
 create own picture for lamination and punching, then
“sew” around the shape
 work as part of s small group to create a collage picture eg
“Christmas”
“Easter” “At the
Seaside”
 fill in “mosaic” style a drawn shape with fabric pieces

Key Stage 1
INVESTIGATING &
REALIZING
 Talk about their own work
 Explore and respond to direct sensory experiences
 Pupils should have access to appropriate technology and resources
BL/HK/April 2003
ART AREA
ART & DESIGN PROGRAMME
PROCESSES
YEAR TWO
MATERIALS TOOLS VISUAL ELEMENTS ACTIVITIES
3D MODEL MAKING
ART APPRECIATION
CROSS-CURRICULAR
THEMES
EDUCATION
TECHNOLOGY
 making 3D structures by assembling and arranging a variety of materials
 fixing these by various means
 painting and adding details
 observing
 listening
 discussing
 observing using all the senses
 discussing about own work and work of other peers
 discussing about special displays of artifacts or finished art work
 discussing about the work of visiting artist/craft worker
 developing mouse skills for control of processes
 holding the button and sustaining drag
 drawing a picture
 in-filling colour
 changing gauge of line using appropriate tools
 cardboard boxes, tubes, polystyrene packing forms, yoghurt pots, lids of aerosols, corks, bottle tops, packing chips, adhesive, elastic bands, cellotape, masking tape, card, paper
 artifacts
 books
 pictures
 posters
 objects
 labels – flash cards
 display of
- colour
- theme
- season
 video cassettes
 video recorder
 computer hardware
CD-Roms
 ET – Art
Programme
“Doodle”
“Paint”
“Fresco”
 form
 shape
 texture
 colour
 line
 form
 pattern
 shape
 texture
 all visual elements and art concepts
Page 3
 explore means of joining separate pieces by sticking, inserting or gluing
 create fantasy animals, people androids, vehicles, boats and planes
 paint and decorate created model
 visit to person or place of interest
 finished art sessions – a chance to “tell” about the work
 sorting and classifying by shape, colour, texture, purpose
 use language of shape, colour, pattern, texture
 tell “how I did this”
 work individually to create a picture
 adapt and modify the work by implementing the options on “menu”
 view contextual art from CD-Rom presentation

Key Stage 1
INVESTIGATING &
REALIZING
 Pupils should develop an awareness of themselves in relation to their classmates
ART AREA
EDUCATION FOR
MUTUAL
UNDERSTANDING
ART & DESIGN PROGRAMME
PROCESSES
YEAR TWO
MATERIALS TOOLS VISUAL ELEMENTS ACTIVITIES
 working individually
 working with a partner
 working as part of a group
 developing an awareness of themselves in relation to members of their class and teacher
 all art resources  all visual elements  participate in the distribution of materials and clearup
 share with others the resources designated to their group
 co-operate in holding, fixing, cutting materials with a partner
 learn how to wait and take their turn to use resources
 listen to other children talking about their work
BL/HK/April 2003 Page 4