Art

Art, craft and design embody some of the highest forms of human creativity.

At D’Eyncourt we believe that a high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

The national curriculum for art and design aims to ensure that all pupils:

produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, sculpture and other art, craft and design techniques
evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and
cultural development of their art forms.

Key Stage 1

to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
to develop a wide range of art and design techniques using colour, pattern, texture, line, shape, form and space
about the work of a range of artists, craft makers and designers, describing the links to their own work.
differences and similarities between different practices and disciplines, and making

Key Stage 2

to develop their techniques, including their control and their use of materials, with creativity, experimentation and increasing awareness of different kinds of art, craft and design.
to create sketchbooks to record their observations and use them to review and revisit ideas
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
about great artists, architects and designers in history.

At D’Eyncourt, in Key stages 1 and 2, art and design lessons will all have cross-curricular links to the topics being taught in literacy, history, geography and science. For example, during the autumn term Key Stage 1 will be linking their artwork to their history topic on houses past and present, looking at the design of the buildings and artwork present on them. They will also look at the lives and work of designers such as Charles Rennie Mackintosh.

Upper Key stage 2 will be linked to their geography work on North America, learning how to draw skyscrapers and other buildings in 3D and learning about the Pop Art movement that took place in the U.S.A during the last century. Lower Key Stage 2 will be linking their artwork to both their science lessons on living creatures and to their history topic on the Stone Age to Iron Age Britain where they will be working in clay to recreate patterns and objects from that time.

Key Vocabulary

	EYFS	Years 1 and 2 (as EYFS plus…)	Years 3 and 4 (as EYFS, Year 1 and 2 plus…)	Years 5 and 6 (as EYFS, Year 1/2/3/4 plus…)
Drawing	line, thick, thin, wavy, straight, pencil, finger, stick, chalk, pastel, felt tip	soft, broad, narrow, fine, pattern, line, shape,detail, bold, wavy, straight, texture, smooth, rough, wrinkly, bumpy, felt tip pen marker, tone, soft,hard, shiny, tone, light/dark, pale, deep, oval, long, curvy, bright,	charcoal, crayon, pens, form, shape, grades, third dimension, variations, proportion, emotion, expression	observation, photographs, visual images, marks, media, tonal contrast, mixed media, shading, cross hatching, blending, perspective, composition, perspective, single focal point, horizon, scale, foreground, middle ground, vanishing point, sfumato, aerial perspective
Painting	mark making, sponges, brushes, respond, line, colour, texture, shape, 2D, observation, imagination, scale, size, fine motor skills	brush, size and types, scale, colour, mixing, primary colours, primary shades, tones, techniques, layering, mixing media	mixed colours -primary, secondary, mix, tints, shades, experiment, effects, textures, blocking, washes, layering, brush, texture, sand, plaster	record, observation, review, revisit, improve, design techniques, materials, mix and match, atmosphere, light effects, flesh, identify primary secondary and complementary colours, wet, dry, watercolours, imagination
Sculpture	experiment, plasticine, dough, explore, mark making, materials, model	observation, imagination, demonstrate, modelling tools, control, fine motor, materials, products, clay, natural, understand, techniques, tools, rolling, kneading, understand, safety, tools, experiment, properties, paint, create, textural effects, experiment, constructing, joining, natural, manmade	record, observe, review, revisit, improve, manipulate, malleable materials, mastery, design techniques, materials, create, surface patterns, textures, join, construct, modelling, shape, develop, clay, slabs, coils, slips	observations, review, revisit, improve, design techniques, intricate patterns, pose, position, gesture, repetition, sequence, dynamic, flowing, motion, rhythm, proportion, balance.
Collage	experiment, understand, glue, sticking, paper, fabric, imagination	create, variety, images, media, materials, fabric, crepe paper, magazines, sort, group, colour, textures, fold, crumple, tear, overlap edges	collage, techniques, tearing, overlapping, layering, imagery, batik, wearable art, wax resist, applique	mixed media, record, textiles, fabric, sew onto canvas, cloth, fray, taffeta, organdie, poplin, tweed, embellished, manipulated, embroidered, warp, weft, replicate, soft sculpture

Progression of Skills

EYFS		Years 1 & 2 Andy Goldsworthy Colour Self Portraits Investigating Materials Paper Art Arcimboldo		Years 3 & 4 Journeys Viewpoints Romans Rainforests Pointilism Stone Age Art		Years 5 & 6 Talking Textiles Art Illusions WWII A sense of place Containers Chinese Art
Three and Four-Year-Olds Physical Development Use large-muscle movements to wave flags and streamers paint and make marks Choose the right resources to carry out their own plan Use one-handed tools and equipment, for example, making snips in paper with scissors Use a comfortable grip with good control when holding pens and pencils. Expressive Arts and 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.	Exploring and developing ideas (ONGOING)	Record and explore ideas from first-hand observation, experience and imagination Ask and answer questions about the starting points for their work, and develop their ideas. Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.	Record and explore ideas from first-hand observation, experience and imagination. Ask and answer questions about the starting points for their work and the processes they have used. Develop their ideas. Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures	Select and record from first-hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.	Select and record from first-hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.	Select and record from first-hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas and processes to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.	Select and record from first-hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas and processes to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.
	Evaluating and developing work (ONGOING)	Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook Identify what they might change in their current work or develop in their future work.	Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook Identify what they might change in their current work or develop in their future work. Annotate work in a sketchbook.	Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them Adapt their work according to their views and describe how they might develop it further Annotate work in a sketchbook.	Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them. Adapt their work according to their views and describe how they might develop it further.	Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them Adapt their work according to their views and describe how they might develop it further.	· Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them. · Adapt their work according to their views and describe how they might develop it further.
Reception Physical Development 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. Expressive Arts and Design 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.	Drawing	Use a variety of tools, inc. pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media. Use a sketchbook to gather and collect artwork. Begin to explore the use of line, shape and colour	Layer different media, e.g. crayons, pastels, felt tips, charcoal and ballpoint. Understand the basic use of a sketchbook and work out ideas for drawings. Draw for a sustained period of time from the figure and real objects, including single and grouped objects. Experiment with the visual elements; line, shape, pattern and colour.	Experiment with different grades of pencil and other implements Plan, refine and alter their drawings as necessary. Use their sketchbook to collect and record visual information from different sources. Draw for a sustained period of time at their own level. Use different media to achieve variations in line, texture, tone, colour, shape and pattern.	Make informed choices in drawing inc. paper and media. Alter and refine drawings and describe changes using art vocabulary Collect images and information independently in a sketchbook. Use research to inspire drawings from memory and imagination. Explore relationships between line and tone, pattern and shape, and line and texture.	Use a variety of source material for their work. Work in a sustained and independent way from observation, experience and imagination Use a sketchbook to develop ideas. Explore the potential properties of the visual elements, line, tone, pattern, texture, colour and shape.	Demonstrate a wide variety of ways to make different marks with dry and wet media. Identify artists who have worked in a similar way to their own work. Develop ideas using different or mixed media, using a sketchbook. Manipulate and experiment with the elements of art: line, tone, pattern, texture, form, space, colour and shape.
ELG Physical Development Fine Motor Skills 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 and Design Creating with Materials 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.	Painting	Use a variety of tools and techniques including the use of different brush sizes and types. Mix and match colours to artefacts and objects Work on different scales. Mix secondary colours and shades using different types of paint. Create different textures e.g. use of sawdust.	Mix a range of secondary colours, shades and tones. Experiment with tools and techniques, inc. layering, mixing media, scraping through etc. Name different types of paint and their properties. Work on a range of scales e.g. large brush on large paper etc. Mix and match colours using artefacts and objects.	Mix a variety of colours and know which primary colours make secondary colours. Use a developed colour vocabulary. Experiment with different effects and textures inc. blocking in colour, washes, thickened paint etc. Work confidently on a range of scales e.g. thin brush on small pictures etc.	Make and match colours with increasing accuracy. Use more specific colour language e.g. tint, tone, shade, hue. Choose paints and implements appropriately. Plan and create different effects and textures with paint according to what they need for the task. Show increasing independence and creativity with the painting process.	Demonstrate a secure knowledge about primary and secondary, warm and cold, and complementary and contrasting colours. Work on preliminary studies to test media and materials. Create imaginative work from a variety of sources.	Create shades and tints using black and white. Choose appropriate paint, paper and implements to adapt and extend their work. Carry out preliminary studies, test media and materials and mix appropriate colours. Work from a variety of sources, inc. those researched independently. Show an awareness of how paintings are created (composition).
	Printing	Make marks in print with a variety of objects, including natural and made objects. Carry out different printing techniques e.g. monoprint, block, relief and resist printing Make rubbings. Build a repeating pattern and recognise patterns in the environment.	Use a variety of techniques, inc. carbon printing, relief, press and fabric printing and rubbings. Design patterns of increasing complexity and repetition. Print using a variety of materials, objects and techniques.	Print using a variety of materials, objects and techniques including layering. Talk about the processes used to produce a simple print. to explore patterns and shapes, creating designs for printing.	Research, create and refine a print using a variety of techniques. Select broadly the kinds of material to print with in order to get the effect they want Resist printing including marbling, silkscreen and coldwater paste.	Explain a few techniques, inc’ the use of poly-blocks, relief, mono and resist printing. Choose the printing method appropriate to the task. Build up layers and colours/textures Organise their work in terms of pattern, repetition, symmetry or random printing styles. Choose inks and overlay colours.	Describe varied techniques Be familiar with layering prints. Be confident with printing on paper and fabric. Alter and modify work. Work relatively independently.
	Textiles/collage	Use a variety of techniques, e.g. weaving, finger knitting, fabric crayons, sewing and binca. How to thread a needle, cut, glue and trim material. Create images from imagination, experience or observation Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc.	Use a variety of techniques, inc. weaving, French knitting, tie-dyeing, fabric crayons and wax or oil resist, appliqué and embroidery. Create textured collages from a variety of media. Make a simple mosaic. Stitch, knot and use other manipulative skills.	Use a variety of techniques, inc. printing, dying, quilting, weaving, embroidery, paper and plastic trappings and appliqué. Name the tools and materials they have used. Develop skills in stitching. Cutting and joining. Experiment with a range of media e.g. overlapping, layering etc.	Match the tool to the material. Combine skills more readily. Choose collage or textiles as a means of extending work already achieved. Refine and alter ideas and explain choices using an art vocabulary. Collect visual information from a variety of sources, describing with vocabulary based on the visual and tactile elements. Experiments with paste resist.	Join fabrics in different ways, including stitching. Use different grades and uses of threads and needles. Extend their work within a specified technique. Use a range of media to create collage. Experiment with using batik safely.	Awareness of the potential of the uses of material. Use different techniques, colours and textures etc when designing and making pieces of work. To be expressive and analytical to adapt, extend and justify their work.
	3D form	Manipulate clay in a variety of ways, e.g. rolling, kneading and shaping. Explore sculpture with a range of malleable media, especially clay. Experiment with, construct and join recycled, natural and man-made materials. Explore shape and form.	Manipulate clay for a variety of purposes, inc. thumb pots, simple coil pots and models. Build a textured relief tile. Understand the safety and basic care of materials and tools. Experiment with, construct and join recycled, natural and man-made materials more confidently.	Join clay adequately and work reasonably independently. Construct a simple clay base for extending and modelling other shapes. Cut and join wood safely and effectively. Make a simple papier mache object. Plan, design and make models.	Make informed choices about the 3D technique chosen. Show an understanding of shape, space and form. Plan, designed, make and adapt models. Talk about their work understanding that it has been sculpted, modelled or constructed. Use a variety of materials.	Describe the different qualities involved in modelling, sculpture and construction. Use recycled, natural and man-made materials to create sculpture. Plan a sculpture through drawing and other preparatory work.	Develop skills in using clay inc. slabs, coils, slips, etc. Make a mould and use plaster safely. Create sculpture and constructions with increasing independence.
	Breadth of study	Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT Investigate different kinds of art, craft and design.	Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate different kinds of art, craft and design.	Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.	Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.	Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.	Work on their own, and collaboratively with others, on projects in 2 and 3 dimensions and on different scales. Use ICT. Investigate art, craft and design in the locality and in a variety of genres, styles and traditions.

Cultural Capital

Cultural capital in art refers to the knowledge, skills, experiences, and connections that enable individuals to understand, appreciate, and engage with art and cultural expressions. It is an important aspect of cultural literacy and can provide numerous benefits, including increased creativity, critical thinking skills, and social and economic mobility. At D’Eyncourt, art education plays a crucial role in developing cultural capital in art by providing students with the opportunity to explore and engage with different art forms, learn about cultural diversity, and develop their creative skills. By participating in art activities, students can develop an appreciation for art and culture, as well as gain important skills that will benefit them throughout their lives. As a parent, supporting your child’s art education and providing opportunities for them to engage with cultural resources can help them to develop their cultural capital in art and expand their horizons.

Art