The art & design curriculum follows the national curriculum in KS1 and KS2 and the EYFS Statutory Framework and Development Matters in the early years.The art & design curriculum is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs, the knowledge and cultural capital they need to succeed in life.

We have made some enhancements such as visits to The Walker Art Gallery to study Tudor portraits, Liverpool waterfront to study architecture as well as opportunities to develop art during woodland learning sessions.  The pupils gain knowledge about how to design, draw, paint, sculpt, and use paper craft. Clearly defined substantive knowledge and disciplinary knowledge end points are identified at the end of each year. Components (building blocks) are carefully sequenced so new knowledge builds on what has previously been taught and leads to end points. Where required, pedagogy is adapted so that all pupils, including disadvantaged pupils and those with SEND, are on the same knowledge journey towards the same end points.

We have built our own scheme of work which builds in complexity so that pupils can build on their knowledge and skills. Knowledge and skills are revisited and refreshed to ensure they become embedded. Vocabulary is also taught explicitly in every lesson and key words and concepts are mapped out. Review and retrieval is a key part of every lesson where quick quizzes are used to support this.

Our pupils represent a suburban area of Liverpool and this is reflected through an inclusive, diverse curriculum which is supported through additional extra-curricular focus events such as Children’s art week. We have selected designers and artists to study, male and female, who share the context of the pupils. To build pupils’ cultural capital, they also study the work of designers and artists who are nationally important.

ART

National Curriculum: 

Art National Curriculum Programme of Study

For further information on our curriculum intent, implementation and impact, please see our curriculum page.

Autumn Term

Nursery 

In this topic, the children focus on the artist Jackson Pollock. They explore different tools to create splatter/drip paintings as well as making observations on what they can see in Pollock’s paintings, as well as in their own.

Children will:

• Know that paintbrushes can make marks on a surface when combined with paint.
• Know that paintbrushes, sponges, sticks etc can be used to make marks on a surface.
• Know that paint can be moved on a surface.
• Know primary and secondary colours
• Know that by mixing colour a new colour is created and experiment with this
• Explores colour and how colours can be changed via mixing of paint

Reception

In the autumn term, children will:

• Know that when paint is mixed, it will change its colour
• Know how to mix primary colours to make a secondary colour.
• Recognise the term pattern and demonstrate through printing
• Talk about their likes and dislikes of an artist’s work and their own, using their knowledge of  line, shape, colour and pattern.
• Use disciplinary vocabulary: ‘like and dislike’ when discussing art work.

Year 1: Self Portraits – Drawing/Photography/Mixed Media

In the autumn term, children will:

• know that pencil marks can be lighter/darker depending on the pressure used
• know that pencils have different grades
• apply lines that follow basic contours and outlines of shapes from observations
• explore lines, shapes and colour
• know complementary colours
• know when to use thick and thin brushes as appropriate
• describe what they can see, like and dislike in their work and the work of others

In this topic, the children will learn about pencil lines and the effects created when applying different amounts of pressure; complimentary colours and facial features whilst exploring and developing observational drawing techniques for self- portraits . They will use photography and mixed media to create portraits in the style of Andy Warhol.

Year 2: Plants – Drawing/Sculpture/Printing

In the autumn term, children will:

• Know what observational drawings are
• Know that holding the pencil close to the point will help control and detail, further towards the end creates a loose sketching.
• Know that refining lines increase the accuracy of their drawings
• Know that an eraser can be used to refine lines but also to lighten shaded areas
• Know that a pencil must be used at an angle when applying different tones
• Begin to to blend tones or gradients using appropriate pressure
• Know complementary colours and their positions on the colour wheel
• Know primary and secondary colours and where each sits on the colour wheel
• Use natural materials to create a sculpture
• Know the term relief
• Create a print pattern
• Explain how other artists have used colour, tones, pattern, shape and texture in their work

In this topic, the children will explore the work of Andy Goldsworthy and use natural materials to develop skills in observational drawing and to create a collaborative land art sculpture. The children will compare the works of Goldsworthy to Henri Matisse, who was also inspired by nature, before creating a polystyrene relief print, taking inspiration from both artists.

Year 3: Cave Painting Inspired Art – Drawing/painting

In the autumn term, children will:

• know that directional shading can influence a shape’s 3D appearance
• know and demonstrate how to achieve different effects using the same media
• plan, refine and alter their drawings as necessary
• predict with accuracy the colours that they mix
• name earthy tones and explore how to create them
• create a colour wash and know they are effective to fill large areas with block colours
• make notes about techniques used by artists

In this topic, the children will explore the history and style of cave paintings. They will explore colour washes, paints, chalk pastels and charcoal techniques. The children will also look at a variety of indigenous Australian art, in particular, the symbols, shapes, earthy colours and techniques which they will master in a final piece.

Year 4: Romans Empire – Drawing/Mosaics

In the autumn term, children will:

• know which pencil to use based on their properties
• know that cross hatching can be used to show areas of light and dark (close and layered lines show darker areas of an object)
• describe and draw the effects of light on a surface and objects
• use an eraser to expose light tones to show texture in an artwork
• identify areas of light and shadow and blend tones accurately to create soft tones
• know how to use adhesive effectively to produce a piece of ceramic, mosaic art
• explore how to create a roman mosaic using tiles and adhesive
• identify artwork from other periods of history and cultures

In this topic, the children will research Roman art forms. They will look at the illustrator Martin Brown (Horrible Histories) and develop their sketching skills including light effects to produce drawings of Roman soldiers and busts. They will explore pattern, shapes and colours in mosaics before creating their own.

Year 5: Benin Kingdom Drawing/Batik

In the autumn term, the children will:

• know that sketched lines are used to map out concepts on a surface
• use a variety of source material for their work
• begin to explore pattern and texture in artwork using different techniques such as layering
• know the tools and techniques used in batik art
• describe the effects of wax resist and colour bleeds

In this topic, the children will research African art images, sculptures and the work of Nike Davies -Okundaye (African batik textiles designer). They will use pencil, pen, pastels, paints to develop their studies. The children will also explore the history of batik, in Africa, and how it is used to pattern cloth, before developing and mastering the skill of batik.

Year 6:  The Industrial Revolution- Printing/sketching/watercolours 

In the autumn term, children will:

• know that tone can effect the tone of artwork
• experiment to create line, tone, pattern, form, space and colour
• know that flat and oval shaped brushes work well for blending and creating soft – rounded edges like flower petals
• know that fan flat brushes are good for smoothing, blending and feathering
• blend colours using a soft smooth gradient and little visual appearance of intervals
• name the tools needed to create a lino print
• explore lino printing techniques
• explore how to create a lino print using 3 or more colours
• describe what or who their work is influenced by

In this topic, the children will study and compare the works of William Morris and Deborah Harris, in particular, their print designs.  They will take inspiration for their own prints from Georgia O’keeffe‘s floral art, whilst mastering drawing and painting skills, using a range of graded pencils, watercolours and varying sized paintbrushes. The children will use their exploration pieces to create a reduction lino print, using three colours.

Spring Term

Nursery

The children were challenged to draw simple representations. They thought carefully about what they wanted to draw and used pictures as references.

Reception  – Journey to the Lost Garden – Observational drawings 

In spring term, children will:

• understand the terms tint and shade when an adult models the language
• recognise how to make colours lighter by adding white
• know that a brush stroke is a mark made by a paintbrush
• can begin to represent textures of an object using different brush stroke
• know different types of paint e.g. poster paint, watercolours and powder paint and explore

Year 1: Great Fire of London – Drawing/painting/mixed media

In the spring term, children will:

• name a variety of tools, including pencils, rubbers, oil pastels, chalk pastels and charcoal
• identify line, shape and colour, and explore these elements
• refine lines to make them more accurate by erasing and perfecting lines
• begin to apply different tones utilising a change in pressure
• know that red, orange and yellow belong to the warm colour family
• enhance images using hot colours
• know collage is the art of using elements of paper to make images
• identify how to create texture by cutting, tearing and layering materials to make a collage

In this topic, the children will study paintings of the Great Fire of London, in particular, the work of Rita Greer. The children will take inspiration from her work to create their own collages, using a range of skills and media.

Year 2: Space – Drawing and Painting

In the spring term, children will:

• know refining lines increases the accuracy of their drawings
• know that gradient is a gradual change from one element to another such as light to dark, or from one colour to another
• refine their drawings by using an eraser accurately to remove inaccurate line
• know which paint is need to create all of the secondary colours
• know how to create different painting effects using sponges, scrunched paper techniques and layering of paint
• know that different sized brushes create different effects
• know which brushes are best used for creating a stippled effect
• know that paintbrushes can differ in appearance and purpose
• begin to blend tones or gradients, using appropriate pressure when using a paintbrush
• begin to follow contour lines of a shape using directional brush strokes
• produce a piece of work in response to another artist’s work

In this topic, the children will look at a variety of images of the universe and astronauts wearing space suits. They will experiment with a range of painting and drawing techniques to create a final space image, taking inspiration from Peter Thorpe.

Year 3: Shang Dynasty – Paper Willow Lanterns

In the spring term, children will:

• know that H pencils are hard and will produce light marks – best for technical drawings
• Know that B pencils are soft and will produce darker tones – best used for tonal drawings and shading
• know that directional shading can influence a shape’s 3D appearance
• apply tone and show clear contrast between dark, mid and light
• use shading so objects begin to possess form – contour and directional shading
• blend tones without clear intervals of contrast
• plan, refine and alter their drawings as necessary
• know that paintbrushes can differ in appearance and purpose – flat brushes are useful for blending and creating washes and round brushes suitable for small details and delicate lines
• know an armature is an interior framework
• make an armature to support a sculpture
• know that we can combine collage with painting and making, manipulating it into 3D forms

In this topic, the children will explore the history of lanterns within China. They will look at lantern designs and create their own paper willow lanterns, using their research to inspire their creations.

Year 4: Saxon Crosses and Jewellery – Drawing and Sculpture

In the spring term, children will:

• know that texture can be manipulated via different methods and and techniques such as layering, stippling and mark making
• know which pencils they use based on their properties e.g. 2B – appropriate for mid to dark tones
• use cross hatching to show areas of light and dark
• use different pressures to relieve areas of graphite to uncover lighter tones
• know the difference between brushstrokes (including stippling and dry brushstrokes) to create different effects
• know that paintbrushes differ in appearance and purpose: detail round brushes have short hairs – good for short strokes and detail. Flat brushes are good for bold strokes, washes and filling large spaces
• successfully use paint to create shading and tonal effects in their work
• define and combine visual and tactile qualities and apply these in their work
• understand that designers and makers sometimes work towards briefs
• can use a variety of materials to design and construct a piece of Saxon style jewellery

The children will develop their awareness of designers to create a Saxon style crosses and brooches using a range of media. They will explore the history of jewellery and designers such as Tiffany & co, Bulgari and Van Cleef Arples.

Year 5:  Tudor Portraits – Drawing/Painting/Collage

In the spring term, children will:

• know that sketched lines are used to map concepts on surface. A loose grip can aslo suggest movement in artwork
• know that objects are affected by many light sources
• know 3D objects have tactile texture and in drawings this is called implied texture
• identify how to organise facial proportions and demonstrate improve accuracy when drawing people and faces
• clearly mark areas of light and shadow in an observational drawing
• work in a sustained and independent way from observation, experience and imagination
• show elements of the same object drawn using accurate proportions e.g. facial features
• know how to create all colours and mix acrylic colours needed
• know and describe how to use a palette knife to create texture
• know that texture can be manipulated via different methods such as layering, different brush strokes and varying equipment such as a palette knife
• explore patteren and texture
• consider composition with regards to the placement of an object with an understanding of how to highight a focal point

In this topic, the children will study the work of Holbein, they will have the oportunity to develop their portrait skills to produce a portrait of Henry the VIII or one of his wives, in the style of Gustav Klimt.

Year 6:  Landscapes – Sketching/Painting/Mixed Media

In the spring term, children will:

• know the concept of perspective, foreground and background
• know that perspective allows artists to portray form in their artwork
• know that flat fan brushes have hairs that spread, and are good for smoothing, blending and feathering
• know that tone can affect the ability to create form
• use directional shading with confidence to create form in drawing
• experiment to create: line, tone, pattern, texture, form, space, colour and shape
• create objects in the foreground that appear larger than those in the back and midground
• demonstrate a wide variety of ways to make different marks dry and wet media
• blend colours using soft and smooth gradients

In this topic, the children will experiment with different media and marks to capture the energy of a landscape, taking inspiration from Vanessa Gardiner and Kittie Jones.

Summer Term 

Nursery 

 Leaf People 

• know that closing lines will make a shape
• show control when closing lines to represent human form

Reception:  Eric Carle

In the summer term, children will:

• know when doing an observational drawing you need to look at the object.
• know the term collage.
• know how to use a range of textures to create a desired effect
• be able to hold drawing medium (pencil, chalk etc) with increasing control, using a consistent grip. (full grip of three fingered grip.

Year 1:  Holidays – Textiles 

In the summer term, children will:

• know that refining lines means to make them more accurate
• know the primary colours and where they are on the colour wheel
• know that blue, green ans purple belong to the cool colour family
• destinguish fabrics and threads by colour and texture
• idntify the technique of weaving with fabrics and threads as a method of joining materials
• show accuracy when when cutting materials for their work
• sort threads and fanrics for a purpose

The children will learn all about textile techniques.  They will focus on weaving to create a final piece based on an underwater scene – taking inspiration from crafts people around the world, in particular, Gunta Stolzl.

Year 2:  Coastline – Drawing/Mixed Media

In the summer term, children will:

• know that directional shading is moving the pencil/pastel back and forth using contour lines as a guide
• begin to folloe the contour lines when shading
• choose the position of the pencil based on purpose e.g.angled to apply tone
• know that tints can be created by adding white and shades of one colour can be created by adding black
• explore tints and tones
• name methods/techniques of joining materials such as stitching, glueing and taping – join structures and apply decorations
• identify types of stitches e.g. running stitch, and practise stitching to join and enhance work

The children will look closely at the work of ‘The Seaside ‘ artist, Alfred Wallis. They will use pen, pencil and colour pencils to create sketches, before using oil pastels, collage and stitching techniques to create their final seaside compositions.

Year 3:  Greek Pots & Vases – Drawing/sculpture

In the summer term, the children will:

• know that highlighting areas of a drawn object with white, can create the illusion of reflected light
• choose the correct paint brush for purpose e.g. holding the paint brush with a three-finger grip close to the tip to add detail
• apply lines and shapes with increasing accuracy
• know how to create clay coils and methods of blending clay
• know how clay can be manipulated to create a variety of 3D forms
• explore using clay to create a clay container
• shape clay and other moldable material
• make notes about techniques used by artists/crafts people

The children will explore Greek pots and vases, looking at coil techniques used to create containers. The children will study the work of Monica Young (ceramics) and create their own contempary coiled pots.

Year 4:  Clay Dragon Eyes – Drawing/Sculpture

In the summer term, children will:

• know that texture can be manipulated via differernt methods and techniques such as layering, stippling and different types of mark making
• know that refining lines, shapes, tonal gradients will help to create a more accurate and realistic outcome
• know that erasers can be used expressively to create texture in a drawing
• begin to understand that composition of an artwork can effect the focal point
• use research to inspire draeings from memory and imagination
• identify and describe how to join clay using slip and score
• know how to create texture in clay and which tools are most suitable for a desired effect
• select from a range of tools to add detail
• explore how to create a range of textures in clay

In this topic, the children will look in detail at the carvings on a longboat, they will carry out detailed sketches of dragon heads and eyes, in  a variety of media, before craeting a clay model, taking inspiration from Beate Kuhn.

Year 5:  Architecture – Drawing/ 3D/ Mixed Media

In the summer term, the children will:

• know that objects can be affected by many light sources
• know what technical drawings are and know that H pencils are best for this type of drawing
• work in a susutained and independent way from observation, experience and imagination
• begin to create technical drawings
• draw elements of the same object using accurate proportions
• understand that architects and other artists have a responsibility towards society and can help shape the world for the better
• know and use a combination of materials, construction methods and tools to create 3D cityscapes
• plan a sculpture through drawing and other preparatory work
• demonstarte an understanding of shape, space and form
• keep notes on how they might develop their work further

The children will study the Liverpool skyline including the Liver buildings (The Three Graces) and the architect Walter Aubrey Thomas. Then they will compare his designs to Zaha Hadid’s creations. The children will use their studies to create 3D mixed media art/sculpture.

Year 6:  WW2 Henry Moore Shelters – Sketching and sculpture

In the summer term, the children will:

• name sketching techniques e.g. contouring, stippling, scrumbling and linear hatching
• know the effect of light on a shape/form from different directions
• know the concept of perspective, foreground and background
• know that perspective allows artists to portray form in their work
• know that tone can effect the ability to create form
• use directional shading with confidence to create form in a drawing
• create objects in the foreground that appear than those in the background and midground
• shapes and lines are refined independently using controlled lines
• know how to combime materials and amd processes to design amd make 3D form (wire, armature and modroc
• convey a message through their sculpture
• use recycled, natural and manmade materials to create a sculpture

The children will develop their art techniques in life drawing, demonstrating control of pencil, pastels and charcoal to create sketches in the style of Henry Moore‘s WW2 shelter drawings, before creating their own wire/foil/modroc sculpture.