Holy Trinity Academy Art & Design Skills Based Curriculum
Year 1
Year 2
Year 3
Year 4
Portrait sketching in style of
Victorians.
Calne: Line drawing – Tudor and
Georgian architecture The Adam
style (the Adam brothers).
The Green, Calne.
Trip to Holburne Musuem, Bath
Self-portraits and cubism.
I can draw symmetrical and
asymmetrical buildings from the
Tudor and Georgian times.
Egyptian wall art – stylization and
symbolism. Pastels.
Reproducing Celtic knotwork.
Picasso – portraits, expressions Cubism.
I can understand some of the
different grades of sketching
pencils and choose them
appropriately in my work.
I can experiment with different
grades of sketching pencils to
create depths of shadow.
Year 5
Year 6
1. Art and design
techniques: Drawing,
painting and sculpture
Drawing
projects
pattern, colour, texture,
line, shape, form, space.
I can investigate and understand
the features of Victorian portraits.
I can say how I feel about looking
at Victorian portraits.
Purple: ‘Exploring and
developing ideas’ and
‘evaluating and developing
work’ (On going).
I can look carefully at the different
shapes of my features using a
mirror to help.
I can use sketching pencils to
represent different colours.
I can use space carefully to draw
my features.
I can use and explore a variety of
tools, incl. pencils, crayons,
charcoal, chalk to draw my
portraits.
I can layer different media, e.g.
crayons, pastels, felt tips,
charcoal and ball point.
I can draw for a sustained period
of time from the figure and real
objects, including single and
grouped objects.
I am aware of space when
drawing features of my face.
I can show relationships between
people in my drawings.
I can use my sketch book to collect
and record visual information from
different sources.
I can describe and explain art from
Eygptian times and know how
artefacts came to be in museums.
I can layer pastels to create
Egyptian wall art.
I can understand the meaning of
Egyptian wall art and recognize its
style.
I can use drawing to show my
ideas about line, shape and colour.
I can ask and answer questions
about the starting points of my
work and develop my ideas.
I can draw a self-portrait using
sketching pencils to represent
colours and use shadow.
I can question and make thoughtful
observations about starting points
and select ideas to use in my work.
I can identify what I might change
in my work or develop in my future
work.
I can find out about famous artists
who draw self-portraits (using
cubism) and I can say what I feel
about them.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can draw a self-portrait using the
techniques of cubism.
I can adapt my work according to
my views and describe how I might
develop it further.
I can ask and answer questions
about the starting points for my
work and the processes I have
used.
Victorian etchings – Sepia drawing
ink and nib pens. Crayon etching.
Georgian architecture.
I can recreate Celtic patterns using
a variety of sketching tools.
I can look carefully at the different
shapes of my features using a
mirror to help.
I can review what I have and
others have done and say what
they think and feel about it (e.g.
‘Art gallery’).
Cartography – Stuarts
circumnavigation maps in the
style of 17th century Dutch school.
Fine liners.
I can experiment with different
grades of pencil and other
implements to draw a still life of
Anglo-Saxon artefacts.
I can understand the meaning of
Celtic knotwork and use this as
inspiration within my artwork.
I can explore relationships
between line and pattern within
celtic knotwork.
I am very aware of space when
drawing features of my face and
the relationship between them.
I can look carefully at the detailed
shapes of my features using a
mirror to help.
I can draw a self-portrait using
sketching pencils to represent
colours and depth of shadow.
I can choose appropriate grades
of pencils suitable for the features
of my face.
I can research Pablo-Picasso’s
artwork and say what I feel about
it.
I can draw a self-portrait using the
techniques of Picasso.
I can question and make thoughtful
observations about starting points
and select ideas to use in my work.
I can identify what I might change
in my current work or develop in
my future work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can review what I and others
have done and say what I think
and feel about it (e.g.’Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
I can combine birds-eye and 3D
representations of topography.
I can learn about the work of the
Stuarts through looking at their
work in books, the internet and
other sources of information.
I can explore the potential
properties of the visual elements,
line, tone, pattern, texture, colour
and shape.
I can experiment with different
grades of pencil and different sized
felt tip nibs.
I can use perspective in my
drawing using a vanishing point.
I can question and make
thoughtful observations about
starting points and select ideas
and processes to use in my work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
I can look very carefully at the
methods I use and make decisions
about the effectiveness of my
methods.
I can use mathematical vocabulary
when talking about Georgian
architecture.
I can use proportion and symmetry
when sketching Georgian
buildings.
I can use a full range of sketching
pencils to create depth and
distance.
I can blend tones of pencils
effectively.
I can demonstrate a wide variety
of ways to make different marks
with dry and wet media.
I can manipulate and experiment
with the elements of art: line, tone,
pattern, texture, form, space,
colour and shape.
I can use perspective in my
drawing using a vanishing point.
I can question and make
thoughtful observations about
starting points and select ideas
and processes to use in my work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
Painting
projects
pattern, colour, texture,
line, shape, form, space.
Pre-historic dinosaurs. Jungle
landscape: printing and collage.
Impressions of water – Monet, Van
Gogh. Water colour & gouache.
The Normans – Hearldry,
designing shields/banners.
Tudor Portraits (Hans Holbein).
Acrylic on canvas. Trip to
Holburne museum, Bath.
Picasso – portraits, expressions Cubism.
I can mix secondary colours and
shades using different types of
paint.
I can work on different scales.
Purple: ‘Exploring and
developing ideas’ and
‘evaluating and developing
work’ (On going).
Great fire of London
Landscape paintings –
Turner
I can use different sized brushes
and explore different types of
brush strokes.
I can create a jungle landscape
showing a foreground and
background.
I can choose appropriate colours
for my landscape.
Collage: I can use a wide variety of
media, e.g. photocopied material,
fabric, plastic, tissue, magazines,
crepe paper etc.
I can ask and answer questions
about the starting points of my
work and develop my ideas.
I can identify what I might change
in my work or develop in my future
work.
I can review what I have and
others have done and say what
they think and feel about it (e.g.
‘Art gallery’).
I know about artists from the
Georgian times.
I can experiment with different
materials and techniques to find
the best ones for the purpose of
my own work. E.g. acrylic paint,
watercolours.
I can mix a range of secondary
colours, shades and tones.
I can work on different scales.
I can use different sized brushes
and explore different types of
brush strokes.
I can experiment with tools and
techniques, including layering,
mixing media etc.
I can name different types of paint
and their properties.
I can create a landscape showing
depth and understand the
difference between foreground and
background.
I can choose appropriate colours
to create a desired mood.
I can ask and answer questions
about the starting points for my
work and the processes I have
used.
I can identify what I might change
in my current work or develop in
my future work.
I can review what I and others
have done and say what I think
and feel about it (e.g.’Art Gallery’).
I can use the internet to research
artists Claude Monet and Vincent
Van Gogh.
I can use complementary (Monet)
and contrasting (Van Gogh)
colours to create a chosen effect.
I can experiment with different
materials and techniques to find
the best ones for the purpose of
my own work.
I am beginning to understand the
viewpoints of others by looking at
images, people, places and so on
from a different angle.
I can select visual information
about people to show in my
portraits.
I can make and match colours with
increasing accuracy.
I can use texture (gouache) to blur
the boundaries between painting
and sculpture.
I can use more specific colour
language, e.g. tint, tone, shade
etc.
I can represent form as an
impression rather than an exact
image.
I can choose appropriate colours
based on my knowledge of
Heraldry to design and create my
own shield.
I can mix a variety of colours and
know which primary colours make
secondary colours.
I understand how to blend paints.
I can experiment with different
effects and textures, e.g. washes,
thickened paint.
I can work confidently on a range
of scales, e.g. thin brush on small
picture.
I can create an artist’s painting
using an appropriate brush stroke
to create the desired effect.
I can question and make thoughtful
observations about starting points
and select ideas to use in my work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
I can explore relationships
between shape and space when
creating my shield to ensure that
my ‘Devices’ are spaced
appropriately.
I am aware of the different brush
strokes that can be created and
choose appropriate brush strokes
for my desired effect.
I can research Pablo-Picasso’s
artwork and say what I feel about it
and why.
I can paint a self-portrait using the
art techniques of Picasso and
cubism.
I can recognise and use the palette
of Hans Holbein.
I can understand a range of Tudor
art and design and use this as
inspiration for my own work.
I can select visual information
about people to show in my
portraits.
I can use proportion and space
appropriately in my portraits.
I can use symbolism to paint
myself in a way that will impress
others. Complimentary colour –
Andy Warhol.
I can learn about the work of
others through looking at their
work in books, the internet and
other sources of information.
I can demonstrate a secure
knowledge about primary and
secondary, warm and cold,
complementary and contrasting
colours.
I can experiment with different
effects and textures using different
types of thickened paint.
I am aware of the different brush
strokes that can be created and
choose appropriate brush strokes
for my desired effect.
I can blend colours effectively.
I can choose acrylic paints and mix
colours appropriately based upon
the work of Picasso.
I can ask questions to find out the
cultural and social role of
museums and galleries.
I can question and make thoughtful
observations about starting points
and select ideas to use in my work.
I can question and make thoughtful
observations about starting points
and select ideas and processes to
use in my work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
William Morris prints. Collage
using paint.
Bird’s eye view from plane –
landscapes WW11. Use of water
colours and other types of paints.
Children to choose their medium.
I can design repeating patterns in
the style of William Morris.
I can take purpose and meaning
from the natural world and
generate ideas for my work in
pattern.
I can use language such as
parallel lines and symmetry when
describing artwork.
My 2D work is refined and I can
experiment with styles to reflect
my ideas.
I can describe varied printing
techniques and be familiar with
layering prints.
I can be confident with printing on
paper and fabric.
I can learn about the work of
others through looking at their
work in books, the internet and
other sources of information.
I am aware of the different brush
strokes that can be created and
choose appropriate brush strokes
for my desired effect.
I can create shades and tints using
black and white.
I can question and make
thoughtful observations about
starting points and select ideas
and processes to use in my work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
Sculpture
projects
Natural world: Clay footprints and
dinosaurs.
Andy Goldsworthy – Notice
patterns in nature. Nature trail,
using nature to make sculptures,
take rubbings to collect texture and
patterns.
I can use the internet to research
and find out about the Bush
Barrow Lozenge.
pattern, colour, texture,
line, shape, form, space.
ON GOING: ‘Exploring
and developing ideas’ and
‘evaluating and developing
work’.
Link to Avebury: Making Stone age
jewellery in the style of the Bush
Barrow Lozenge.
I can manipulate clay in a variety
of ways, e.g. rolling, kneading and
shaping.
I can combine regular shapes to
make a decorative diamond
shaped lozenge.
I can explore shape and form.
I can look carefully at different
types of dinosaurs and the shape
of their feet.
I can collect items from the natural
world and use these to create my
own piece of art.
I can create art using nature
looking at pattern, shape, space
and colour.
I can understand why Andy
Goldsworthy uses nature for his
art.
I can identify what I might change
in my work or develop in my future
work.
I can ask and answer questions
about the starting points of my
work and develop my ideas.
I can review what I have and
others have done and say what
they think and feel about it (e.g.
‘Art gallery’).
I can use delicate impressed linear
lines.
I can describe properties of shape
using mathematical vocabulary.
I can recognize and use reflective
symmetry in shapes and patterns
that I create.
I can manipulate polymer clay
(Fimo) for a variety of purposes.
I can understand the safety and
basic care of materials and tools.
I can choose appropriate clay tools
to use to create my pattern.
I can ask and answer questions
about the starting points for my
work and the processes I have
used
I can identify what I might change
in my current work or develop in
my future work.
I can review what I and others
have done and say what I think
and feel about it (e.g.’Art Gallery’).
Clay hieroglyph tablets
Anglo-Saxon pottery (shape)
Viking jewellery.
Mosaics
I can take meaning from Ancient
Egyptian replica artefacts to
generate ideas for my work.
I can choose appropriate clay tools
to create Ancient Egyptian
symbols and lines.
I can use repeated regular shapes
to make patterns and represent
form.
I can join clay adequately and work
reasonably independently.
Soap carving
Aztec Masks (Use of Modroc and
acrylic)
God’s eyes.
I can recognise and recreate
Viking patterns in jewellery using
appropriate tools.
I can recreate the colour
combinations of Viking jewellery.
I can recreate the appropriate
shapes of Viking jewellery using
clay and appropriate tools.
I can understand the texture of
‘Fimo’ and how to manipulate it.
I can create an image by removing
material from a block.
I can use a variety of tools
carefully and delicately to make
appropriate patterns used by the
Aztecs.
I can work intricately for a
sustained period of time.
I can understand and research
about the Aztecs and use this as
inspiration for my own work.
I can choose different clay tools for
my work and understand what
different types of patterns, shapes
they can make.
I can label sketches of Viking
jewellery to communicate the
details of my designs.
I can investigate forms of Roman
art and different types of
Roman mosaics.
I can use a ‘Metal wire twisting
tool’ and understand the safety
aspects.
I can use strips of modroc to
create a mould of my face.
I can investigate different patterns
that can be used for borders.
I can use the internet to research
Viking jewellery.
I can learn about 3D sculpture
through looking at work in books,
the internet and other sources of
information.
I can create border patterns of my
own.
I can use the properties of shapes
to explore patterns for my mosaic.
I can learn about Viking jewellery
through looking at examples in
books, the internet and other
sources of information and use this
as inspiration for my own work.
I can leave appropriate gapping
between the tiles for my mosaic.
I can show an understanding of
shape, space and form.
I can design my mosiac thinking
carefully about the spacing and
patterns.
I can choose appropriate colours
suitable for a Roman mosaic.
I can question and make thoughtful
observations about starting points
and select ideas to use in my work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
I can question and make
thoughtful observations about
starting points and select ideas to
use in my work.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
I can use natural and man-made
materials to create sculpture.
I can choose appropriate colours
and blend acrylic effectively for my
Aztec mask.
Expressions (unit from Wiltshire
scheme of work)
e.g. mask making, adapt hollow
forms in clay, use reclaimed
materials.
I can understand the different
conventions used by Artists in
symbolism, mood, composition
and expression.
I can explore methods and
approaches used by different
artists to inform my own ideas.
I can use a range of materials and
processes.
I can research artists who express
strong ideas and feelings through
their image making. (E.g. Kahlo,
Picasso, Much, Bacon)
I can look at art and say what I see
(E.g. expression and symbolism).
I can explore certain artists’
processes and use these methods
imaginatively in my own work.
I can talk about how the face can
show feelings.
I can exaggerate and extend my
drawings to intensify desired
feelings.
I can question and make
thoughtful observations about
starting points and select ideas
and processes to use in my work.
I can explore and practice different
techniques of 3d sculpture to
convey my chosen
feeling/expression.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can question and make thoughtful
observations about starting points
and select ideas and processes to
use in my work.
I can adapt my work according to
my views and describe how I might
develop it further.
I can compare ideas, methods and
approaches in mine and others’
work and say what I think and feel
about them (‘Art Gallery’).
I can adapt my work according to
my views and describe how I might
develop it further.
2. Range of materials
used throughout year
group.
Sketching pencils
Charcoal
Crayons
Chalk
Poster paints
Collage materials, e.g. tissue,
magazines, paper
Air-drying clay
Natural materials.
Sketching pencils
Charcoal
Felt tips
Pastels
Acrylic paint
Watercolours
Air-drying clay
Fimo
Sketching pencils
Charcoal
Crayons
Pastels
Water colours
Gouache
Clay
Sketching pencils
Felt tips
Charcoal
Fimo
Air-drying clay
Beads
Water colours
Acrylic paint
Sketching pencils
Charcoal
Felt tips
Water colours (paint and pencils)
Acrylic paint
Soap carving
Modroc
Sketching pencils
Charcoal
Ink and nib pens
Crayons
Collage materials
Acrylic paint
Water colours
Clay
3. Artists, craft makers
and designers
4. Sketch books
Andy Goldsworthy (1956 -
The Adam Brothers (1721 – 1794)
J.M.W. Turner (1775 – 1851)
Monet (1840 – 1926)
Van Gough (1853 – 1890)
Picasso (1881- 1973)
Hans Holbein (1497 – 1543)
William Morris (1834–1896)
I can keep notes about the
purpose of my work in my art
sketch book, using labels, captions
and short paragraphs.
I can suggest improvements to my
work and keep notes in my art
sketch book.
I can suggest improvements to my
work and keep notes in my art
sketch book.
I can keep notes in my art sketch
book about how I might develop
my work further.
I can collect images and
information independently in a
sketchbook.
I can keep notes in my art sketch
book about how I might develop
my work further.
I can compare my methods to
those of others and keep notes in
my art sketch book.
I can adapt and refine my work to
reflect its meaning and purpose,
keeping notes and annotations in
my art sketch book.
5. Use of:
pattern, colour, texture,
line, shape, form, space.