Curriculum

Children at St. Anne’s love their Art and DT lessons! At our school, you can find: 

  • A love of art across the school with children expressing how much they enjoy their art lessons
  • Children from Y1-6 having a sketchbook that progresses through the school years with them, evidencing progression
  • Each year group covering clear objectives
  • Children learning about a different artist each year with links across their other subjects

 

We have been working collaboratively to produce pieces of artwork from Nursery – Y6 as part of our reflections in the lead up to Remembrance Day. This is our whole school display:

 

In Nursery, the children have been thinking about Bonfire night – fire work painting, printing and splatter art.

They also made sparklers, using straws and then children chose and snipped shiny paper for fire 

They also had a go at junk modelling rockets children chose their own boxes and folded paper added shapes for windows. 
The children have also been reading Owl babies and making their own, using forks to paint owls creating owls using collage and junk modelling.
In Reception this half term we have been doing lots of art and DT in our creative area. We have been making rockets to go to the moon in junk modelling. We worked really hard on our own versions of the painting ‘The Starry Night’ by Vincent van Gogh. We thought about the colours that we would use and how to move our brushes to make different marks. 
We definitely have some budding artists in Reception!

Year 1 objectives:

  • What happens when we mix colours?
  • What are warm and cold colours?
  • What happens if we add more water?
  • What happens if we change the size of our brush?
  • Can I add simple annotations?
  • Artist study – Houses and Homes – Laura Ashley and William Morris inspired artwork
  • Accessing wallpaper, fabric and photocopies of patterns. Can I design patterns using colour

 

Year 1 vocabulary: 

Drawing: thick, thin, soft, broad, narrow, fine, pattern, line, shape, detail, mirror image, nature, made environment.

Painting: primary (colour), light, dark, thick, thin, tone, warm, cold, shade e.g. different shades of red, green, blue, yellow, bright.

Printing: print, rubbing, smudge, image, reverse, shapes, surface, pressure, decoration, cloth.

Collage & Textiles: fabric, colour, pattern, shape, texture, glue, stick, scissors, sew, needle, felt, hessian, scraps, wool, yarn, thread, fur, tweed, silk, satin, net, weave.

Sculpture: model, cut, stick, fold, bend, attach, assemble, statue, stone, shell, wood, metal.

In Year 1, the children have been designing their own sock puppets.

Year 2 objectives: 

  • Freedom to explore a range of materials
  • What effect do pastels have? What effect does water paint have?
  • Can I make experimental marks?
  • What does tone mean? How can you use a pencil to achieve different tones?
  • How do we use shading? What is the effect?
  • What is shape? What is pattern?
  • Can I annotate and evaluate an artist’s work?
  • Artist study – Andy Goldsworthy

 

Year 2 vocabulary: 

Drawing: Thick, Thin, Soft, Broad, Narrow, Fine, Pattern, Line, Shape, Detail, Nature, Made environment, Comparison, Still life.

Painting: Secondary (colour), Light, Dark, Thick, Thin, Tone, Warm, Cold, Shade e.g. different shades of red, green, blue, yellow, Bright, Pointillism, Colour wash.

Printing: Print, Rubbing, Smudge, Image, Reverse, Shapes, Surface, Pressure, Decoration, Cloth, Repeat, Rotate, Mon-print, Two-tone print.

Collage & Textiles: Fabric, Colour, Pattern, Shape, Texture, Glue, Stick, Scissors, Sew, Needle, Felt, Hessian, Scraps, Wool, Yarn, Mixed media, Collage, Appliqué, Layers, Combine, Opinion, Thread, Fur, Tweed, Silk, Satin, Net, Weave.

Sculpture: Sculpture, Structure, Assemble, Construct, Model, Fold, Bend, Attach, Statue, Stone, Metal, Curve, Form, Clay, Impress, Texture.

 

In Year 2, the children have been thinking about saving their oceans and have linked their DT unit to their topic, creating sea creatures from recyclable resources and developing their skills in sculpture.

 

 

Year 3 objectives: 

  • Independently explore a range of media and plan their own artwork
  • Developing curiosity and creativity
  • Exploring finger paints and charcoal
  • Mark-making on different textures.
  • Which media works the best?
  • How do I use a straw to blow ink?
  • What is the effect of printing?
  • Testing different backgrounds and colours and making comparisons
  • Using staples, hole punchers and tying with various thread to document journeys in sketchbooks.
  • Adding meaningful annotations
  • Link to real career – artist study (examples: Da Vinci, Van Gogh, Barbara Hepworth sculptures

 

Year 3 vocabulary: 

Drawing: Frame, Cartoon, Comic strip, Map, Position, Boundary, Label, Line, Symbol, Practical, Impractical, Change, Improve.

Painting: Abstract, Natural, Bold, Delicate, Detailed, Colour descriptors e.g. scarlet, crimson, emerald, eau de nil, turquoise, Watery, Intense, Strong, Opaque, Translucent, Wash, Tint, Shade, Background, Foreground, Middle ground.

Printing: Imprint, Impression, Mould, Mono print, Background, Marbling, Surface, Absorb, Stencil, Pounce, Negative image, Positive image.

Collage & Textiles: Tie and dye, Natural, Synthetic, Vat, Bunching, Dip, Soak, Resist, Threading, Stitching, Embroidery, Cross stitch, Running stitch, Stem stitch, Shrunken, Wool tops, Carding, Tease, Matting.

Sculpture: Viewpoint, Detail, Decoration, Natural, Form, Two-dimensional, Three-dimensional, Tiles, Brick, Slate, Wood, Stone, Metal, Texture, Bronze, Iron.

 

Year 4 objectives:

  • Continuing to build on independent exploring
  • Mark-making and drawing in the style of a chosen artist
  • What are the effects of hatching, cross-hatching, stippling and shading?
  • Can I annotate impact in detail?
  • Design project linked to Topic (Stone Age) Clay pottery and researching how to make vessels
  • Making marks to add texture to clay pots? Considering colour
  • Study on Keith Brymer Jones and evaluation of pottery.

 

Year 4 have been strengthening their skills in drawing and painting. They have been drawing self-portraits in the style of a famous Italian painter called Guiseppe Arcimboldo. We used different fruits to make the features of our face. For Remembrance Day, we made silhouette art to emphasise the contrast between light and dark, and life and death. We also wrote poems to accompany our art. This term, we are continuing on with our drawing and painting skills with a particular focus on fruit. We will annotate the following pieces and take inspiration for our own work: 
  • Luca Forte’s painting “Still Life with Grapes and Other Fruit”
  • Ochiai Rōfū’s painting “Eve”
  • Leonardo da Vinci’s painting “The Last Supper”

 

Y5 objectives: 

  • Encouraging meaningful annotation
  • Completing an in-depth art study: Picasso, Emmin and Quinn
  • Conveying personal opinions on art work
  • Mixing different shades of colours, thinking about tint, tone and shade
  • Greek pottery unit on Grayson Perry, comparing to Brymer Jones from Y4 study 

 

Year 5 vocabulary: 

Drawing: Viewpoint, Distance, Direction, Angle, Perspective, Bird’s eye view, Alter, Modify, Interior, Exterior, Natural form, Vista, Panorama, Image, Subject, Portrait, Caricature, Expression, Personality.

Painting: Traditional, Representational, Imaginary, Modern, Abstract, Impressionist, Stippled, Splattered, Dabbed, Scraped, Dotted, Stroked, Textured, Flat, Layered, Opaque, Translucent, Intense.

Printing: Monotype, Printing plate, Inking up, Water-based, Oil-based, Overlap, Intaglio, Relief, Etching, Engraving, Indentation, Collograph, Pressure.

Collage & Textiles: Cloth, Fray, Taffeta, Organdie, Poplin, Tweed, Embellished, Manipulated, Embroidered, Warp, Weft, Replicate, Soft sculpture.

Sculpture: Realistic, Proportion, Surface texture, Balance, Scale, Relationship, Transform, Movement, Rhythm, Composition, Structure, Construct, Flexible, Pliable, Hollow, Solid, Surface, Plane, Angle, Slip, Attachment, Relief.

 

In Year 5, we have been annotating the work of local graffiti artists Nomad Clan and designing our own 3D sketched graffiti walls, considering tone and shade. We linked our art unit to our history study of the Anglo-Saxons and added an Anglo-Saxon rune to our graffiti walls. 

 

Year 6 objectives: 

  • What is art? Having complete independence when expressing our artwork.
  • Using images to inspire story writing
  • Answering questions, gathering evidence, evaluations and writing opinions, similarities and differences. 
  • David Hockney artist study – landscape paintings that inspire their own.
  • How did the Ancient Maya design and create their masks? A DT project. 
  • Evolution and inheritance – exploring a range of media and techniques in sketchbooks. Drawing upon knowledge and skills from past 6 years. 
  • Discover and rediscover, discuss preferences, chat with peers, advice from teachers and at home. 

 

Year 6 vocabulary: 

Drawing: Action, Balance, Direction, Dynamic, Imbalance, Movement, Poised, Transition, Viewpoint, Weight.

Painting: Still life, Traditional, Modern, Abstract, Imaginary, Natural, Made, Inanimate, Composition, Arrangement, Complimentary, Tonal, Shading.

Printing: Aesthetic, Pattern, Motif, Victorian, Islamic, Rotation, Reflection, Symmetrical, Repetition.

Collage & Textiles: Manipulation, Smocking, Ruching, Batik, Embellish, Accentuate, Enhance, Detract, Practicality, Aesthetic.

Sculpture: Line, Shape, Pose, Position, Gesture, Repetition, Sequence, Dynamic, Flowing, Motion, Rhythm, Proportion, Balance

 

In Year 6, we have been focusing on Viking Art this term. We have been having a look at Viking patterns, Viking animals and drawing Viking Warriors.