Art&Design

Art and Design

Why do we teach Art and Design? Why do we teach it the way we do?

At Berwick Hills Primary School, our Art and Design curriculum invites children to deepen
and extend their feelings of wonder, delight, joy and mystery. We believe that Art enables
children to communicate and respond to their everyday experiences and feelings. We want
our children to develop their imagination and visual perception using first-hand experience
and rich stimulating resources as a starting point to their enquiries. The intent of our Art and
Design curriculum is to deliver a curriculum which is accessible to all that will maximise the
outcomes for every child.

What do we teach? What does this look like?

Children will build and develop a growing schema around the key learning concepts of Art
and Design:

 Develop ideas
 Master techniques
 Take inspiration from the greats

As children progress through each year and each two-year milestone, learning becomes
deeper so that children know, understand, can do and remember more. National Curriculum
Art and Design will be taught in five week blocks across school one in each term. This allows
children to develop their skills building upon previously learned skills and knowledge across
each year group and year on year before applying them to a final piece. Through each block
children will use at least three different techniques allowing them to build on previously
learned skills and knowledge. Each year group will have a well-known artist focus at least
once a year with each other block exposing children to the work of other artist weaved
throughout with will introduce them to a range of artists and artworks including local artists,
modern artists as well as the greats.

What will this look like? By the time children leave our school they will:

 have learned a repertoire of art skills and processes such as drawing, painting,
sculpture and textiles that enable them to become independent learners who make
decisions about their art

 be able to express themselves and communicate fluently in visual and tactile form
and to use knowledge and understanding to inform, inspire and interpret ideas,
observations and feelings

 have the ability to use visual language skillfully and convincingly (for example, line,
shape, pattern, colour, texture, form) to express emotions, interpret observations

 be able to reflect on, analyse and critically evaluate their own work and that of
others

 have a growing knowledge and understanding of artists, craft makers and designers.

Year 1 Block 1 ART OVE
Year 2 Portraits
Year 3 Drawing Bl
Year 4 Lan
Year 5 Collage
Year 6 Da Vinci/Rembrandt/Picasso Pa
Pr
Food in Art Hokusai/ Co
Collage
Printing The Beau
Drawing Dr
C
Warhol/Cezanne/Arcimboldo T

Cityscape Art Morris/O’K
Drawing
Painting An
Sc
Thorpe/ Jacquette/Estes Pa
Ford/Hir
Impressionism
Drawing Ar
Painting Dr
C
Renoir- artist spotlight Pa
Lalique
Pop Art
Textiles Art an
Sketching C
Painting Dr
Lichtenstein/Hockney/Johns Pr

Architecture Manet/Mo
Drawing
Sculpture Sur
Printing C
Collage Pa
Gaudi Dr

Frid

ERVIEW Block 3
Dreams and Nightmares
lock 2
ndscapes Drawing
Sculpture
ainting Bosch/Fuseli/Dali
rinting
onstable/ Pissarro Scenes of the Sea
Drawing
uty of Flowers Sculpture
rawing Painting
Collage
Textiles Turner/ Aivazovsky/Monet
Keefe/Van Gogh
Abstract Art
nimals Painting
culpture Drawing
ainting Printing
rst/Bonheur/
Kandinsky/Mondrian/Delaunay/Pollock
rt Deco Royalty
rawing Drawing
Collage Printing
ainting Textiles
e/Delaunay
Bayeux Tapestry
nd Fashion
Collage Capturing Conflict
rawing Collage
rinting Painting
ondrian/Picasso Drawing
Sculpture
rrealism Nash
Collage
ainting Expressionism
rawing Drawing
da Kahlo Printing
Textiles
Matisse

KS1/Milestone 1 Develop ideas p

•Respond to ideas and starting points. LKS2/Mile
• Explore ideas and collect visual information.
• Explore different methods and materials as • Develop ideas from starting p
ideas develop. throughout the curriculum.
• Collect information, sketches
• Adapt and refine ideas as the
• Explore ideas in a variety of w
• Comment on artworks using

Master techniques prog

KS1/Milestone 1 LKS2/Milest

• Draw lines of different sizes and thickness. • Use different hardness of pencil
• Colour (own work) neatly following the lines. and texture.
• Show pattern and texture by adding dots and • Annotate sketches to explain an
lines. • Sketch lightly (no need to use a
• Show different tones by using coloured pencils. mistakes).
• Use shading to show light and sh
• Use hatching and cross hatching
texture.

progression UKS2/Milestone 3
estone 2
• Develop and imaginatively extend ideas from
points starting points throughout the curriculum.
• Collect information, sketches and resources
s and resources. and present ideas imaginatively in a sketch
ey progress. book.
ways. • Use the qualities of materials to enhance
visual language. ideas.
• Spot the potential in unexpected results as
work progresses.
• Comment on artworks with a fluent grasp of
visual language.

gression – Drawing

tone 2 UKS2/Milestone 3

ls to show line, tone • Use a variety of techniques to add interesting
effects (e.g. reflections, shadows, direction of
nd elaborate ideas. sunlight).
rubber to correct • Use a choice of techniques to depict movement,
perspective, shadows and reflection.
hadow. • Choose a style of drawing suitable for the work
g to show tone and (e.g. realistic or impressionistic).
• Use lines to represent movement.

Master techniques p

KS1/Milestone 1 LKS2/Mil

• Use thick and thin brushes. • Use a number of brush te
• Mix primary colours to make secondary. and thin brushes to produc
• Add white to colours to make tints and black and lines.
to colours to make tones. • Mix colours effectively.
• Create colour wheels. • Use watercolour paint to
backgrounds then add deta
• Experiment with creating

Master techniques p

KS1/Milestone 1 LKS2/Mi

• Use a combination of materials that are cut, • Select and arrange mater
torn and glued. • Ensure work is precise.
• Sort and arrange materials. • Use coiling, overlapping,
• Mix materials to create texture. and montage

Master techniques p

KS1/Milestone 1 LKS2/Mi

• Use a combination of shapes. • Create and combine shap
• Include lines and texture. recognisable forms (e.g. sh
• Use rolled up paper, straws, paper, card and solid materials).
clay as materials. • Include texture that conv
• Use techniques such as rolling, cutting, movement.
moulding and carving. • Use clay and other moul
• Add materials to provide

progression – Painting

lestone 2 UKS2/Milestone 3

echniques using thick • Sketch (lightly) before painting to combine line
ce shapes, textures, patterns and colour.
• Create a colour palette based upon colours
produce washes for observed in the natural or built world.
ail. • Use the qualities of watercolour and acrylic paints
g mood with colour. to create visually interesting pieces.
• Combine colours, tones and tints to enhance the
mood of a piece.
• Use brush techniques and the qualities of paint to
create texture.
• Develop a personal style of painting, drawing
upon ideas from other artists.

progression – Collage

ilestone 2 UKS2/Milestone 3

rials for a striking effect. • Mix textures (rough and smooth, plain and
tessellation, mosaic patterned).
• Combine visual and tactile qualities.
• Use ceramic mosaic materials and techniques

progression – Sculpture

ilestone 2 UKS2/Milestone 3

pes to create • Show life-like qualities and real-life proportions
hapes made from nets or or, if more abstract, provoke
different interpretations.
veys feelings, expression or • Use tools to carve and add shapes, texture and
pattern.
ldable materials. • Combine visual and tactile qualities.
e interesting detail. • Use frameworks (such as wire or moulds) to
provide stability and form

Master techniques p

KS1/Milestone 1 LKS2/Mi

• Use repeating or overlapping shapes. • Use layers of two or mor
• Mimic print from the environment • Replicate patterns observ
(e.g. wallpapers). built environments. 
• Use objects to create prints (e.g. • Make printing blocks (e.g
fruit, vegetables or sponges). a block).
• Press, roll, rub and stamp to make prints. • Make precise repeating p

Master techniques pr

KS1/Milestone 1 LKS2/Mi

• Use weaving to create a pattern. • Shape and stitch materia
• Join materials using glue and/or a stitch. • Use basic cross stitch and
• Use plaiting. • Colour fabric.
• Use dip dye techniques • Create weavings.
• Quilt, pad and gather fab

Master techniques prog

KS1/Milestone 1 LKS2/Mi

• Use a wide range of tools to create • Create images, video and
different textures, lines, tones, colours and explain why they were cre
shapes.

progression – Print

ilestone 2 UKS2/Milestone 3

re colours. • Build up layers of colours.
ved in natural or • Create an accurate pattern, showing
fine detail.
g. from coiled string glued to • Use a range of visual elements to reflect the
purpose of the work
patterns.

rogression – Textiles

ilestone 2 UKS2/Milestone 3

als. • Show precision in techniques.
d back stitch. • Choose from a range of stitching techniques.
• Combine previously learned techniques
bric. to create pieces.

gression – Digital media

ilestone 2 UKS2/Milestone 3

d sound recordings and • Enhance digital media by editing (including
eated sound, video, animation, still images and
installations).

Take inspiration from th

KS1/Milestone 1 LKS2/Milest

• Describe the work of notable artists, • Replicate some of the technique
artisans and designers. notable artists, artisans and design
• Use some of the ideas of artists studied to • Create original pieces that are in
create pieces studies of others.

he greats progression

tone 2 UKS2/Milestone 3

es used by • Give details (including own sketches) about
ners. the style of some notable artists, artisans
nfluenced by and designers.
• Show how the work of those studied was
influential in both society and to other
artists.
• Create original pieces that show a range of
influences and styles.

Develop Painting ART MILE
ideas Collage
KS1/Milesto
•Respond to ideas and Master techniqu
starting points.
• Explore ideas and • Use thick and thin brushes.
collect visual information. • Mix primary colours to make sec
• Explore different • Add white to colours to make tin
methods and materials as to colours to make tones.
ideas develop. • Create colour wheels.
• Use a combination of materials
Sculpture torn and glued.
• Sort and arrange materials.
Drawing • Mix materials to create texture.
Print • Use a combination of shapes.
Textiles • Include lines and texture.
Digital media • Use rolled up paper, straws, pap
clay as materials.
• Use techniques such as rolling, c
moulding and carving.
• Draw lines of different sizes and
• Colour (own work) neatly follow
• Show pattern and texture by ad
• Show different tones by using co
• Use repeating or overlapping sh
• Mimic print from the environme
• Use objects to create prints (e.g
• Press, roll, rub and stamp to ma
• Use weaving to create a pattern
• Join materials using glue and/or
• Use plaiting.
• Use dip dye techniques
• Use a wide range of tools to cre
tones, colours and shapes.

ESTONES

one 1 Take inspiration
ues from the greats

condary. • Describe the work of notable
nts and black artists,
artisans and designers.
that are cut, • Use some of the ideas of artists
studied to
create pieces

.

per, card and

cutting,

d thickness.
wing the lines.
dding dots and lines.
oloured pencils.
hapes.
ent (e.g. wallpapers).
g. fruit, vegetables or sponges).
ake prints.
n.
r a stitch.

eate different textures, lines,

Develop Painting LKS2/Mile
ideas Master techniq
Collage
• Develop ideas from Sculpture • Use a number of brush technique
starting points and thin brushes to produce shape
throughout the • Mix colours effectively.
curriculum. • Use watercolour paint to produc
• Collect information, backgrounds then add detail.
sketches and resources. • Experiment with creating mood w
• Adapt and refine ideas • Select and arrange materials for
as they progress. • Ensure work is precise.
• Explore ideas in a • Use coiling, overlapping, tessellati
variety of ways. and montage
• Comment on artworks • Create and combine shapes to cr
using visual language. recognisable forms (e.g. shapes ma
• Include texture that conveys feel
Drawing • Use clay and other mouldable ma
• Add materials to provide interesti
Print • Use different hardness of pencils
Textiles • Annotate sketches to explain and
• Sketch lightly (no need to use a r
Digital media • Use shading to show light and sh
• Use hatching and cross hatching
• Use layers of two or more colour
• Replicate patterns observed in na
• Make printing blocks (e.g. from c
• Make precise repeating patterns.
• Shape and stitch materials.
• Use basic cross stitch and back sti
• Colour fabric.
• Create weavings.
• Quilt, pad and gather fabric.
• Create images, video and sound r
were created

estone 2 Take inspiration
ques from the greats

es using thick • Replicate some of the techniques
es, textures, patterns and lines. used by
notable artists, artisans and designers.
ce washes for • Create original pieces that are
influenced by
with colour. studies of others.
a striking effect.

tion, mosaic

reate
ade from nets or solid materials).
lings, expression or movement.
aterials.
ting detail.
s to show line, tone and texture.
d elaborate ideas.
rubber to correct mistakes).
hadow.
to show tone and texture.
rs.
atural or built environments. 
coiled string glued to a block).
.

titch.

recordings and explain why they

Develop UKS2/Mile
ideas Master techni

• Develop and Painting • Sketch (lightly) before painting to combine lin
imaginatively extend • Create a colour palette based upon colours o
ideas from Collage • Use the qualities of watercolour and acrylic p
starting points Sculptur pieces.
throughout the e • Combine colours, tones and tints to enhance
curriculum. • Use brush techniques and the qualities of pai
• Collect information, Drawing • Develop a personal style of painting, drawing
sketches and resources
and present ideas Print • Mix textures (rough and smooth, plain and pa
imaginatively in a sketch Textiles • Combine visual and tactile qualities.
book. Digital • Use ceramic mosaic materials and technique
• Use the qualities of media
materials to enhance • Show life-like qualities and real-life proportio
ideas. different interpretations.
• Spot the potential in • Use tools to carve and add shapes, texture an
unexpected results as • Combine visual and tactile qualities.
work progresses. • Use frameworks (such as wire or moulds) to p
• Comment on artworks
with a fluent grasp of • Use a variety of techniques to add interesting
visual language. shadows, direction of sunlight).
• Use a choice of techniques to depict moveme
and reflection.
• Choose a style of drawing suitable for the wo
• Use lines to represent movement.

• Build up layers of colours.
• Create an accurate pattern, showing fine det
• Use a range of visual elements to reflect the

• Show precision in techniques.
• Choose from a range of stitching techniques.
• Combine previously learned techniques to cr

• Enhance digital media by editing (including so
and installations).

estone 3 Take inspiration
iques from the greats

ne and colour. • Give details (including own sketches)
observed in the natural or built world. about
paints to create visually interesting the style of some notable artists,
artisans
e the mood of a piece. and designers.
int to create texture. • Show how the work of those studied
g upon ideas from other artists. was
patterned). influential in both society and to other
artists.
es • Create original pieces that show a
ons or, if more abstract, provoke range of
influences and styles.
nd pattern.

provide stability and form
g effects (e.g. reflections,

ent, perspective, shadows

ork (e.g. realistic or impressionistic).

tail.
purpose of the work

.
reate pieces.
ound, video, animation, still images

Art & Design in EYFS

Why do we teach Art & Design? Why do we teach it the way we do?

At Berwick Hills Primary our Art & Design curriculum invites children to
deepen and extend their feelings of wonder, delight, joy and mystery. We
believe that Art enables children to communicate and respond to their
everyday experiences and feelings. In our Early Years Foundation Stage the
children are actively encouraged to follow their own interests developing their
own ideas. The children learn to express themselves and their own choices,
developing the skills of evaluating and refining their own work.

What do we teach? What does this look like?

At our school, the children in Early Years Foundation Stage have access to
continuous provision, which had high quality open-end resources. They are
encouraged to plan and design what they would like to create and select the
tools and resources they will need to support their choices. Highly trained
practitioners support the children to learn a repertoire of skills. Throughout
half termly topics such as Ourselves, Seasons, Animals, Healthy lifestyles the
children also explore different art skills such as drawing, painting, and
sculpture.

What will this look like? By the time children leave our EYFS they will
able to:

ELG
Physical

• Hold a pencil effectively in preparation for fluent writing - using
the tripod grip in almost all cases.

• Use a range of small tools, including scissors, paintbrushes and cutlery.
• Begin to show accuracy and care when drawing.
Expressive Arts & Design
• Safely use and explore a variety of materials, tools and techniques, experimenting with

colour, design, texture, form and function.
• Share their creations, explaining the process they have used.

Learning in EYFS: Art

The EYFS framework is structured very differently to the national curriculum as it is organised
across seven areas of learning rather than subject areas. The aim of this document is to help
subject leaders to understand how the skills taught across EYFS feed into national curriculum
subjects.

This document demonstrates which statements from the 2020 Development Matters are
prerequisite skills for art within the national curriculum. The table below outlines the most
relevant statements taken from the Early Learning Goals in the EYFS statutory framework and
the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the
programme of study for art.

The most relevant statements for art are taken from the following areas of learning:

• Physical Development
• Expressive Arts and Design

Three & Physical Development • Use large-muscle movements to wave flags and streamers,
Four Year paint and make marks.
Olds
• Choose the right resources to carry out their own plan.
Expressive Arts and
Design • Use one-handed tools and equipment, for example, making
snips in paper with scissors.
Reception Physical Development
• Use a comfortable grip with good control when holding pens
Expressive Arts & and pencils.
Design
• Explore different materials freely, in order to develop their
ideas about how to use them and what to make.

• Develop their own ideas and then decide which materials to
use to express them.

• Join different materials and explore different textures.

• Create closed shapes with continuous lines, and begin to use
these shapes to represent objects.

• Draw with increasing complexity and detail, such as
representing a face with a circle and including details.

• Use drawing to represent ideas like movement or loud noises.

• Show different emotions in their drawings and paintings, like
happiness, sadness, fear, etc.

• Explore colour and colour mixing.

• Develop their small motor skills so that they can use a range of
tools competently, safely and confidently.

• Use their core muscle strength to achieve a good posture
when sitting at a table or sitting on the floor.

• Develop overall body-strength, balance, coordination and agility.

• Explore, use and refine a variety of artistic effects to express
their ideas and feelings.

• Return to and build on their previous learning, refining ideas
and developing their ability to represent them.

• Create collaboratively, sharing ideas, resources and skills.

ELG Physical Development Fine • Hold a pencil effectively in
Motor Skills preparation for fluent writing - using
the tripod grip in almost all cases.
Expressive Creating
Arts and Design with Materials • Use a range of small tools,
including scissors, paintbrushes
and cutlery.

• Begin to show accuracy and care
when drawing.

• Safely use and explore a variety
of materials, tools and
techniques, experimenting with
colour, design, texture, form and
function.

• Share their creations, explaining the
process they have used.