Key Stage 1

Exploring and developing ideas

• Ask and answer questions to develop ideas
• With support, use a sketchbook to begin gathering and recording art works and explorations

Evaluating and developing learning

• Say what they like/don’t like when discussing works of art
• With support, review both their own and others’ art works through discussion, describing what they think and feel
• With support, consider ways in which they might develop future art works

Great artists, architects and designers in history

• Begin to explore similarities and differences between works of art/architecture, artists or styles of art
• Express thoughts and feelings about a piece of art
• With support, take inspiration from artists/architects/ designers studied when creating art works

Drawing

Year 1

• Explore a variety of drawing and mark-making tools e.g. pencil, chalk, pastel, charcoal
• Explore different textures and use of line
• Begin to draw objects, landscapes from imagination and experience, and observation (with support)
• Begin to draw for a set period of time, with age-appropriate focus

Year 2

• Begin to control types of marks made with a range of drawing and mark-making tools
• Continue to explore texture and line, including an expanding range of patterns
• Observe and discuss use of shadows, light and dark
• Begin to draw objects, landscapes and the figure (faces) from imagination, experience and observation
• Draw for a set period of time, with age-appropriate focus

Focus artists: Pablo Picasso, Frieda Kahlo, Vincent Van Gogh, Sandro Botticelli

Painting

Year 1

• Begin to show control over the types of marks made
• Paint using a variety of tools, such as thick and thin brushes, sponges and fingers
• Name the primary colours, and start to mix them together to make secondary colours
• Begin to understand the notion of colours creating or reflecting a mood or feeling e.g. warm and cool
• Explore adding white and black to colours when mixing
• Begin to work on a range of scales e.g. large brush on large paper

Year 2

• Begin to exercise more control over the types of marks made when painting
• Begin to select suitable tools to produce marks appropriate to work e.g. small brush for small marks
• Mix all secondary colours using primary colours, with confidence
• Show good understanding of the colour wheel
• Explore adding white to colours to make tints, and black to make tones, learning these terms

Focus artists: Edgar Degas, Pierre-Auguste Renoir, Claude Monet

Printing

Year 1

• Use natural and made objects to create prints e.g. fruit, vegetables, corks or sponges
• Begin to use techniques such as pressing, rolling, rubbing and stamping to make prints
• Use repeating or overlapping shapes when printing
• Recognise pattern in the environment, mimicking this with support

Year 2

• Continue to explore printing with a range of materials
• Use repeating or overlapping shapes with purpose, to create an image, pattern or design
• With support, use media and tools correctly to produce clean printed images
• Use printmaking to create deliberate repeating patterns
• Explore impressed printing e.g. printing from objects
• Explore printing in relief e.g. string, plastic, fabric on card

Focus artists: Kandinsky, Mondrian, Delaunay, Jackson Pollock, Hilma af Klint

Collage

Year 1

• Begin to create images from imagination, experience or observation
• Explore picture making using a wide variety of collage media, with an intended outcome or idea
• Begin to sort and group media and materials based on their colour or texture

Year 2

• Begin to use a variety of collage media to create images from imagination, experience or observation
• With support, create own media for collages e.g. painted papers, cut out or torn
• Begin to identify different types and textures of materials for collage
• Match and sort media and materials by colour, texture, size and shape

Focus artists: Lois Ehlert

Textiles

Year 1

• Match and group materials based on their colour or texture
• With support, thread a large-eyed safety needle using thicker thread e.g. wool
• Learn and begin to use simple stitches e.g. running stitch, with support
• With support, join two pieces of fabric together using glue

Year 2

• Begin to identify different forms of textiles e.g. felt, cotton, hessian, binca
• With increasing independence, thread a large-eyed safety needle using thicker thread e.g. wool
• Learn and begin to use simple stitches e.g. running stitch, overstitch and back stitch, with support
• Begin to free stitch onto some fabrics e.g. felt and binca
• With support, begin to explore simple weaving techniques

N.B. Textiles appears only once as a unit of learning in art at Thomas Jones, as it is predominately taught within the remit of Design Technology. Each year group will be taught one textiles unit per year, as part of Design Technology.

Sculpture

Year 1

• Experiment in a variety of malleable media e.g. clay, playdough, salt dough
• Explore techniques such as rolling, kneading, moulding, shaping and cutting
• With support, begin to manipulate clay to create and combine shapes, perhaps creating recognisable forms
• Begin to use simple tools to make marks and surface patterns e.g. relief tiles
• Begin to understand and learn the safety and basic care of age-appropriate tools and materials
• Construct and join recycled, natural and man-made materials with increasing confidence

Year 2

• Manipulate clay to create and combine shapes, producing imaginary or realistic forms
• Use techniques such as rolling, kneading, moulding, shaping and cutting with increasing skill
• Use simple tools to make marks and surface patterns e.g. relief tiles
• Understand the safety and basic care of age-appropriate tools and materials
• Begin to use simple joining techniques when working with clay e.g. slip, score and blend