The John Ball Curriculum Art and Design Technology London and beyond Community Communication Adventure and exploration Innovative thinking ...
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John Ball Curriculum
2020/2021
The John Ball Curriculum
Art and Design Technology
London and beyond
ART AND DESIGN TECHNOLOGY
PILARS OF OUR LEARNING
Community
Communication
Adventure and exploration
Innovative thinking
PossibilityJohn Ball Curriculum 2020/2021 A vision for Art and Design Technology at John Ball School At John Ball our vision is to create a constant and consistent creative curriculum bringing together a range of skills, techniques and knowledge to understand the wider world of art. The purpose of Art and Design education is to give pupils the skills, concepts and knowledge necessary for them to express their responses to ideas and experiences in a visual or tactile form. To show progression in different areas of the subject, including textiles, food technology and 3D modelling, we use theory, observation, creativity and process. We bring the school together throughout the year to create a range of art work based on a piece of music or writing. Art fires our imagination and is a fundamental means of personal expression and we wish for all the children at John Ball to feel they have a platform to do so through whatever means they see fit. We strive to encourage staff and children alike to be more confident and enthusiastic about art and design. Knowledge and skills interlink and as such our curriculum reflects this. The art and DT lead is Eleanor Geoghegan and her email address is egeoghegan.209@lgflmail.org
John Ball Curriculum
2020/2021
ART/DT Key Stage 1 Lower KS2 Upper KS2
OVERVIEW
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Food Portraits – Black and white – Food – food around Portraits - explore Observational
Autumn 1
Self-portrait pencil/skin tones charcoal/graphite the world genres drawing
Self-portrait sticks/oil pastel Self-portrait Self-portrait Self-portrait
Self-portrait
Food technology
Fantasy art Photography/drawing Sgraffito – erasing Mosaics sculpture Theory – art
Autumn 2 art around the world
Food technology
Sculpture Painting – Cave art – Research/evaluate Levers Colour - tones
Spring 1 shades/tints/tones charcoal/making /design mechanisms
own paint
Food technology
Textiles/printing 3D modelling – junk Cross-stitch Light and colour / Observational 3D drawing -
Spring 2
modelling shade and tone - drawing perspective
Food technology Monet
Texture with paint Food – combining Clay – greek pots jewellery printmaking Impossible object
flavours – penrose/ blivet
Summer 1
/escher’s
Food technology relativity
Observational Still life – colour mix Threading and 2D to 3D – creating Landscapes Set build
Summer 2 drawing weaving foreground
/background /etc
Food technologyJohn Ball Curriculum
2020/2021
SKILLS Early Years Foundation Stage
Art and DT
Nursery Reception
Expressive Exploring 30-50 • To explore colour and how colours can be changed.
Arts and and Using months • To understand that they can use lines to enclose a space and then begin to use these shapes to represent
Design Materials objects.
• To begin to be interested in and describe the texture of things.
40-60 • To explore what happens when they mix colours.
months • To experiment to create different textures.
• To understand that different media can be combined to create new effects.
• To manipulate materials to achieve a planned effect.
• To construct with a purpose in mind, using a variety of resources.
• To use simple tools and techniques competently and appropriately.
• To select the appropriate resources and adapt work where necessary.
• To select tools and techniques needed to shape, assemble and join materials they are using.
ELG To safely use and explore a variety of materials, tools
and techniques, experimenting with colour, design,
texture, form and function.
Being 30-50 • To develop a preference for forms of expression.
Imaginative months • To notice what adults do, imitating what is observed and then doing it spontaneously when the adult is not
there.
• To capture experiences and responses with a range of media, such as music, dance and paint and other
materials or words.
40-60 • To create simple representations of events, people and objects.
months • To choose particular colours to use for a purpose.
ELG To use what they have learnt about media and materials
in original ways, thinking about uses and purposes. They
represent their own ideas, thoughts and feelings
through design and technology, art, music, dance, role
play and stories.John Ball Curriculum
2020/2021
Physical Moving and 30-50 • To use one-handed tools and equipment, e.g. makes snips in paper with child scissors.
Development Handling months
40-60 • To use simple tools to effect changes to materials.
months • To handle tools, objects, construction and malleable materials safely and with increasing control.
ELG • To handle equipment and tools effectively, including
pencils for writing.
Health and 30-50 • To understand that equipment and tools have to be used safely
Self-care months
40-60 • To show understanding of the need for safety when tackling new challenges and consider and manage some
months risks.
• To show understanding of how to transport and store equipment safely.
• To practise some appropriate safety measures without direct supervision.John Ball Curriculum
2020/2021
SKILLS Key Stage 1 Lower KS2 Upper KS2
Art and DT
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Generating recognise that ideas can be gather and review information, engage in open ended research and
Ideas expressed in art work references and resources related exploration in the process of initiating
experiment with an open mind to their ideas and intentions. and developing their own personal ideas
(for instance, they use a sketchbook for different independently develop a range of ideas
enthusiastically try out and use purposes, including recording which show curiosity, imagination and
all materials that are presented observations, planning and shaping originality
to them) ideas. confidently use sketchbooks for a
try out different activities and select and use relevant resources variety of purposes including: recording
make sensible choices about and references to develop their observations; developing ideas; testing
what to do next ideas. materials; planning and recording
use drawing to record ideas and use sketchbooks, and drawing, information.
experiences purposefully to improve systematically investigate, research and
design purposeful, functional, understanding, inform ideas and test ideas and plans using sketchbooks
appealing products based on plan for an outcome. (for instance, and other appropriate approaches. (for
design criteria sketchbooks will show several instance. Sketchbooks will show in
generate, develop, model and different versions of an idea and advance how work will be produced and
communicate their ideas how research has led to how the qualities of materials will be
through talking, drawing, improvements in their proposed used)
templates, mock-ups and, where outcome.)
appropriate, information and use research and develop design criteria to inform the design of innovative, functional,
communication technology appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated
sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and
computer-aided design
Making try out a range of materials and select, and use appropriately, a confidently investigate and exploit the
processes and recognise that variety of materials and techniques potential of new and unfamiliar materials
they have different qualities in order to create their own work.
(for instance, try out several different
use materials purposefully to investigate the nature and qualities
achieve particular of different materials and ways of using tools and materials that
characteristics or qualities processes systematically. are new to them)
deliberately choose to use apply the technical skills they are Independently take action to refine their
particular techniques for a given learning to improve the quality of technical and craft skills in order to
purpose their work. (for instance, inJohn Ball Curriculum
2020/2021
develop and exercise some care painting they select and use improve their mastery of materials and
and control over the range of different brushes for different techniques
materials they use. (for purposes)
use their acquired technical expertise to
instance, they do not accept the
first mark but seek to refine make work which effectively reflects
and improve) their ideas and intentions.
select from and use a wide Independently select and effectively use
range of materials and relevant processes in order to create
components, including successful and finished work
construction materials, textiles
and ingredients, according to
their characteristics select from and use a wider range of tools and equipment to perform practical tasks
select from and use a range of [for example, cutting, shaping, joining and finishing], accurately
tools and equipment to perform select from and use a wider range of materials and components, including construction
practical tasks [for example, materials, textiles and ingredients, according to their functional properties and
cutting, shaping, joining and aesthetic qualities
finishing]
Evaluating Show interest in and describe take the time to reflect upon what regularly analyse and reflect on their
what they think about the work they like and dislike about their progress taking account of what they
of others/products work in order to improve it and hoped to achieve.
When looking at creative work consider the views of others to provide a reasoned evaluation of both
express clear preferences and improve their work. their own and professionals’ work which
give some reasons for these regularly reflect upon their own takes account of the starting points,
(for instance, be able to say “I work, and use comparisons with the intentions and context behind the work.
like that because…”) work of others (pupils and artists)
Evaluate their ideas and to identify how to improve.
products against design criteria
explore and evaluate a range of investigate and analyse a range of existing products
existing products evaluate their ideas and products against their own design criteria and consider the
views of others to improve their work
understand how key events and individuals in design and technology have helped shape
the worldJohn Ball Curriculum
2020/2021
Knowledge and how to recognise and describe talk about and describe the work research and discuss the ideas and
understanding some simple characteristics of of some artists, craftspeople, approaches of a various artists,
craftspeople, designers and architects,
different kinds of art, craft architects and designers
taking account of their particular
and design and be able to explain how to use cultural context and intentions.
the names of the tools, some of the tools and techniques how to describe, interpret and explain
techniques and the formal they have chosen to work with. the work, ideas and working practices of
elements (colours, shapes, tones talk about and describe some of some significant artists, craftspeople,
etc.) that they use. the key ideas, techniques and designers and architects taking account
that different forms of working practices of a variety of of the influence of the different
historical, cultural and social contexts in
creative works are made by artists, crafts makers, architects
which they worked.
artists, crafts makers and and designers that they have how to describe the processes they are
designers, from all cultures and studied using and how they hope to achieve high
times. talk about, and be able to quality outcomes
be able to talk about the demonstrate, how tools they have about the technical vocabulary and
materials, techniques and chosen to work with, should be techniques for modifying the qualities of
different materials and processes.
processes they have used, using used effectively and with safety.
an appropriate vocabulary (for apply their understanding of how
instance, they know the names to strengthen, stiffen and
of the tools and colours they reinforce more complex structures
use)
build structures, exploring how apply their understanding of how to strengthen, stiffen and reinforce more complex
they can be made stronger, structures
stiffer and more stable understand and use mechanical systems in their products [for example, gears, pulleys,
cams, levers and linkages]
explore and use mechanisms
understand and use electrical systems in their products [for example, series circuits
[for example, levers, sliders, incorporating switches, bulbs, buzzers and motors]
wheels and axles], in their apply their understanding of computing to program, monitor and control their products.
products. understand and apply the principles of a healthy and varied diet
use the basic principles of a prepare and cook a variety of predominantly savoury dishes using a range of cooking
healthy and varied diet to techniques
understand seasonality, and know where and how a variety of ingredients are grown,
prepare dishes
reared, caught and processed.
understand where food comes
from.John Ball Curriculum 2020/2021
John Ball Curriculum
2020/2021
Art and Design Technology – Nursery
Half Topic title Coverage
term
Settling in/All About Making our faces using shapes for our display
Autumn 1
Me - Traditional Using mirrors and skin tone pencils to draw our self
Tales portraits
Skeleton pictures using chalk, cotton buds
Autumn - Fireworks – Diva lamps
Autumn 2
Harvest Autumnal & firework pictures
Rangoli patterns
Drawing recognisable pictures—e.g spider with legs
Harvest—where our food comes from
Winter - Arctic Arctic Pictures & collages
Habitats – Transport Junk Modelling—can you make an igloo? Or a home
Spring 1
for a bear?
CNY dragon collage
Design/model a vehicle
Painting Ice cubes
Making stir fry
Spring - Making Easter cards
Growing/Lifecycles Tissue paper flowers
Forest/Woods/farm Gruffalo masks and role play
Spring 2
Habitats Decorating paper easter eggs
Tulip painting
Daffodils—observational pictures
Lavender Playdough
Making and tasting pancakes
Legends & Make Islamic Patterns
Summer 1
Believe - Space Designing shields, crowns, cloaks
Shape rockets/aliens
Dinosaurs - Jungle - Habitat boxes
Seaside Under the sea /jungle collage
Summer 2
Junk modelling sea creatures, dinosaurs
Printing for symmetry
Exploring and comparing different natural materials
vs man madeJohn Ball Curriculum
2020/2021
Art and Design Technology – Reception
Half Topic title Coverage
term
Settling In/All About Make a school buddy
me - Do you want to Self portraits (NR-Aut1)
Autumn 1
be friends? Colour mixing
Using the creative area
Mark making
Planting crops (broad beans, onions, spring onions
and garlic)
Light and Dark Andy Goldsworthy
(including hibernation) Autumn rubbings
Autumn 2
– Space - Fireworks Rangoli patterns (NR-Aut2)
Owl collage
Firework pictures (NR-Aut2)
Harvest – where our food comes from (NR-Aut2)
Snow and Ice Mixed media collage (NR-Spr1,Sum2)
Spring 1
(including The Arctic) Penguins
- Pirates Make an Igloo
Talking about paintings (Dutch Winter scenes)
Transport - Dinosaurs Changing our book corners based on chosen core
text
Spring 2
Design a vehicle (NR-Spr1)
Make a dinosaur fossil (imprinting with found
objects in clay)
Making and tasting pancakes (NR-Spr2)
Traditional Tales – Make a puppet
Minibeasts Make a character mask (NR-Spr2)
Make a bug
Summer 1
Hungry Caterpillar
Butterfly paintings with pattern and symmetry as
the focus (NR-Sum2)
Planting and harvesting vegetables (Rec-Aut1)
Making porridge
Habitats – Make a supertato
Superheroes - Human Pop art superheroes
Summer 2
Growth Colour mixing (primary colours) (Rec-Aut1)John Ball Curriculum
2020/2021
Art and Design Technology – Year 1
Half Topic title Coverage
term
Bread Bonanza ● understanding hygiene in the kitchen (EYFS)
(food) ● understanding how to follow recipes and instructions
● understanding the science of raising agent
Autumn 1
+ Self Portrait ● molding and making bread rolls
● adding flavour to create different types of breads (link
with black history month -
http://africanchop.com/smallchop/five-fabulous-african-
breads/)
Full of fantasy ● studying fantasy art and artists (Rec-Spr2)
(collage) ● http://www.arthistoryarchive.com/arthistory/fantasy/
Autumn 2
● designing and describing a fantasy landscape/characters
● using mixed media to create different textures and layers
(Rec-Spr1)
● understanding layers of images
● extending ideas over a period of time
Beast Building ● observing and researching 3D modelling and artists
(sculpture) ● understanding how to use clay (Rec-Spr2)
Spring 1
● learning how to use different clay tools
● effective and appropriate use of tools to create textures
● designing 3D sculpture
● creating a 3D sculpture based on ideas
Pillow Print ● understanding the use of fabrics
(textiles/printing) ● understanding steps to making a product
Spring 2
● creating patterns to print (Rec-Sum1)
● investigating different printing materials and media
● making decisions on the best materials and medias to use
● making a final product
How does it feel? ● describing natural textures (NR-Sum2)
(texture with paint) ● investigating different man-made textures (NR-Sum2)
Summer 1
● making decisions on appropriate textures
● observing the effects of different textures in paint
● creating textures using paint
● producing a final outcome
● studying detail and facial features
Make like a tree and ● selecting natural objects to draw (NR-Spr2)
leave ● using lines to create a simple drawing
Summer 2
(observational ● adding shading with charcoal and pencil
drawing) ● colour mixing with watercolours (Rec-Sum2)
● Identifying and matching colour to natural objects
● observing detail in a leaf
Year 1 Key Vocabulary
Line, sketch, colour mixing, shading, pattern, 3D, modelling, charcoal, watercolour, design, fabric,
collage, clay.John Ball Curriculum
2020/2021
Art and Design Technology – Year 2
Half Topic title Coverage
term
Feature me! ● Looking closely at the features of the face
(drawing/collage) ● Studying close up portraits
● Looking at the texture of skin on different parts
Autumn 1
+ Self Portrait (Y1-Aut1) of the body (Y1-Sum1)
● Looking at how it changes over time
● Investigating materials that can represent our
skin
● Using materials to create a portrait
Fur and feathers ● Lead on from last term…
(texture/textiles/photography) ● Observing different materials closely (Y2-Aut1)
● Zooming in on different textures and drawing
Autumn 2
them (Y1-Sum1,Y2-Aut1)
● Taking close up pictures – understanding how to
use a camera effectively
● Working from a photograph – grid drawing to
focus on one area at a time
Colour creations ● Learning to combine colours thoughtfully using
(painting/colour) powder paint
● Recognising the differences in shades and tones
● Understanding how the colours mix and how they
Spring 1
create new colours (Rec-Sum2)
● Knowing the primary colours (red, yellow, blue) and
learning to identify secondary colours (purple,
green, orange)
● Creating artwork using only certain shades or
tones (e.g. a sunny picture containing light, bright
colours, a stormy picture using dark, dull hues)
Traction time ● 3D modelling using clay and junk modelling (Rec,
(3D/drawing/design) Y1-Spr1)
● Design and build a box for a toy – looking at nets
for 3D shapes
● Find out about the materials that are used to
Spring 2
make different kinds of toys (Y1-Science)
● Designing a new enemy out of household items –
using old to create the new
● Learning to sketch ideas and build on them over
time
● Creating a creative journal of ideas – weekly
sketch challenge
Trail mix ● Understanding flavours and what works together
(food/design) (Rec-Spr2)
● Combining flavours to create a new taste
Summer 1
● understand where each food comes from (Rec-
Aut2)
● Making smoothies with a range a fresh fruit and
veg
● Experimenting with flavour and textureJohn Ball Curriculum
2020/2021
● Inventing new tastes based on what they already
know
● Extending and changing ideas based on the
outcome
Shades of summer ● Revisiting colour mixing (Y2-Spr1)
(colour/painting) ● Using watercolour paints (Y1-Sum2)
● Creating a final piece of art based on artwork
they have learnt about (Regatta at Sainte-
Adresse by Monet, Gloucester Beach, Bass Rocks
by Edward Hooper, Luncheon of the Boating Party
Summer 2
by Pierre-Auguste Renoir, Femme aupres de la
fenetre by Matisse -
https://www.artistsnetwork.com/art-
inspiration/summer-favorites-for-artists/)
● Practicing to blend and combine colours to create
fading (Y2-Spr1)
● Using their knowledge of summer scenes to create
their own
Year 2 Key Vocabulary
Portrait, photography, grid drawing, texture, textiles, shade, tone, primary, secondary colours,
blend, combine.John Ball Curriculum
2020/2021
Art and Design Technology – Year 3
Half Topic title Coverage
term
Tone and shade ● Using charcoal and graphite sticks to create an image
(drawing/design/collage) (Y1-Sum2)
● Combining white oil pastels with charcoal to create
+ Self Portrait (Y2- contrast
Aut1) ● Sketching ideas in creative journals first before
creating a finished piece (Y2-Spr2)
Autumn 1
● Practicing with the media with different techniques –
lines, blending, hashing, etc.
● Looking at the use of charcoal in different times - used
during rituals and for camouflage within indigenous
cultures - Australia/Asia/Africa/etc.
● Investigating the use of different paper to show
different textures (Y2-Aut2)
● Creating a collage of iron man using newspaper - using
light and dark parts of the paper for shading. (Y2-Spr1)
Tone and taste ● erasing paint to create a picture - painting a combination
(drawing/fantasy art) of colours then using different materials to erase it.
● investigating materials to use for different textures -
sponge to create trees, a rubber or end of a pencil to
draw lines, etc. - testing these in creative journal. (Y1-
Sum1,Y3-Aut1)
Autumn 2
● Sgraffito - similar to erasing the paint but with oil
pastels
● Using fruit to create art - squashing berries to make
paint/using apple stem to paint with/etc.
● Observe the work of Richard Collingridge (illustrator of
Blackberry Blue) - use these as inspiration to create
their own fantasy artwork
● Testing ideas and extending them in creative journal
(Y2-Spr2)
Tricky tools ● Revise the use of charcoal which was often used in cave
(3D/paint/drawing/food) paintings (Y3-Aut1)
● https://www.youtube.com/watch?v=I63zkTMgB-w -
drawing like cave men with charcoal
● Creating cave drawings by drawing on paper taped under
the table and lying on their backs
● mixing their own cave paint with oil and ground up
Spring 1
charcoal/mud/clay
● Combining different natural materials to make a stone
age tool (Y1-Sum1)
● Learning about the use of stone age tools and using this
to help with ideas
● Using their creative journal appropriately to record and
refine ideas - labelling sketches
● looking back at the basic diet of a cave man
● making a basic meal with only the tools and resources
that a caveman had. (Y1-Aut1)John Ball Curriculum
2020/2021
Cross stitch creations ● Practicing cross stitch and fine motor skills on binca
(textiles/pattern) ● Designing a simple image in their creative journals to
cross stitch
● Drawing their image on squared paper with the crosses
to show where to stitch - using cross stitch instructions
as models
Spring 2
● https://www.thecrossstitchguild.com/cross-stitch-
basics/stitchers-study/making-your-own-charts.aspx
● Expanding on ideas to create a final design for making
● Making a bookmark with their image
● Looking at famous artwork and adding in a cross stitch
overlay - Van Gogh, Almond Blossom/A Sunday on La
Grande Jatte, Georges by Seurat/Van Gogh
Sunflowers/Monet's Tulip Fields/Monet’s Iris
Garden/etc. (Y2-Sum2)
Terrific togas ● Look at artwork based on Homer’s ‘The Odyssey’ -
(textiles) Christoph Amberger, Odysseus and Nausicaa, 1619.
● Investigate narratives and scenes on Ancient Greek
amphorae - collecting ideas in creative journals
● Making Greek pots or tiles using earthenware clay with
Summer 1
black paint to illustrate a scene from The Odyssey. (Y1-
Spr1)
● Collecting images of togas to assist in designing their
own - in creative journals
● Using old bedsheets to make their own toga using
different fastenings such as safety pins and hemming
strips
Weaving wonders ● Using threading to create a spider web
(textiles/pattern) ● weaving around a circular plate to create a pattern (Y1-
Spr2)
Summer 2
● drawing a picture then using thread to create texture
within the picture
● Looking at textured artwork - Rhian Swierat (threading
over drawing and painting), Jose Romussi (threading
over photographs). (Y3-Spr2)
Year 3 Key Vocabulary
Graphite, contrast, media, hashing, blending, threading, weaving, fastenings, clothes patterns,
rubbing, sgraffito, Cross stitch.John Ball Curriculum
2020/2021
Art and Design Technology – Year 4
Half Topic title Coverage
term
World Foods ● Looking at food from around the world (Y2-Sum1)
● Understand seasonality – when and where food is available. (Y3-
+ Self Portrait Spr1)
(Y3-Aut1) ● Look at what might be available now in England – where does it
Autumn 1
come from? How is it imported?
● Design a meal using different foods from around the world
● Make a meal to serve to others (due to COVID, they may need to
prepare a meal for themselves)
● Exploring different cooking techniques
● Writing a recipe – step by step instructions (Y1-Aut1)
Roman rituals ● Exploring Roman artefacts such as mosaics and shields
Autumn 2
(design/make/e ● Independently working from beginning to end
valuate) ● Designing their own mosaic
● Creating their final design in 2D (squares of coloured paper)
● Final product with self-hardened clay tile chips on a solid base
Buzzwire ● Studying buzzwire games and how they are made
(design/make/e (https://www.instructables.com/id/Buzz-Wire-Kit/)
Spring 1
valuate) ● Drawing out their own design for a buzzwire game - labelling it
with all the elements needed
● Understanding the mechanics behind the game.
● Test and evaluate the game, WWW, EBI
Monet ● Exploring a particular artist - Monet and his River Thames series
movement ● Look at how his series gave rise to the term ‘impressionism’ (Y3-
(theory/painting Spr2)
) ● Exploring the use of light and colour (Y2-Sum2)
Spring 2
● Use what they have found out to create their own painting of the
River Thames
● Get them to take photos of the river or provide these for them to
work from (Y2-Aut2)
● Understanding the use of particular shades and tones to bring out
the feel of a painting (Y2-Spr1)
Egyptian jewels ● Designing a piece of jewellery in creative journals using pattern.
(pattern/drawin (Y3-Sum1)
g/making) ● Recreate the design on a paper plate with the pattern their going
Summer 1
to use (Y3-Sum1)
● (https://www.firstpalette.com/Craft_themes/Wearables/egyptian
collar/egyptiancollar.html)
● make the necklaces using wire and beads - creating a finished
product
Antarctic ● Using different media to create an oceanic image (Y1-Aut2)
animation ● In creative journals use a different media each week to explore
Summer 2
(mixed the best one (charcoal & chalk/oil pastels/collage/watercolour) -
media/drawing/ evaluate each media and compare (Y4-Spr1)
3D modelling) ● Design and produce their final image using their chosen medium.
● Explore the artist David McEown’s project in the Antarctic -
http://www.davidmceown.com/projectJohn Ball Curriculum
2020/2021
● Changing their 2D image into a 3D one…separating out the
background and foreground - understanding perspective.
(https://www.bbc.com/bitesize/clips/zvq6sbk)
Year 4 Key Vocabulary
Sketching, designing, extending, exploring, impressionism, light, colour, trialling,
evaluating, artefacts, mosaics.John Ball Curriculum
2020/2021
Art and Design Technology – Year 5
Half Topic title Coverage
term
Fine lines and finesse ● Looking at portraiture in more detail
(drawing/collage/theory) ● Studying Picasso and Van Gogh portraits - looking at
different genres (Picasso -
+ Self Portrait (Y4- cubism/symbolism/surrealism, Van Gogh - impressionism)
Aut1) ● Recreating their own portraits using both artists for
Autumn 1
inspiration
● Colour mixing - skin tones - comparing and matching (Y2-
Aut1,Y4-Spr2)
● https://www.bbc.com/teach/class-clips-video/how-to-
draw-a-portrait/zk28qp3 - how to draw a portrait
● Using creative journal to practice drawing a portrait -
practicing techniques and styles.
Seated sculptures ● Studying different sculptures and using them as
(3D/sculpture) inspiration for clay sculptures (Anthony Gormley – Field
of Asia/British Isles) (Y1-Spr1)
● Famous sculptures and sculptors - The Thinker (1902) –
Auguste Rodin, David (1504) – Michelangelo, Large
Reclining Figure (1984) – Henry Moore, The Walking Man
Autumn 2
I (1961) – Alberto Giacometti.
● Looking at the use of different materials,
metal/wood/ceramics/stone - evaluating these and giving
opinion on these processes (Y4-Sum1)
● http://www.bbc.co.uk/archive/sculptors/ - British
sculptors
● Using chicken wire and Mod-rock to create a large
sculpture as a class
Pulley pushey ● Learning how a lever works - understanding logistics
(design/make/evaluate) ● Drawing out a lever movement in creative journals with
labels (Y4-Spr1)
● Making a lever to move an image in card -
Spring 1
https://www.twinkl.co.uk/resource/t2-d-104-making-
levers-and-linkages-moving-dragon-activity-sheet
● Investigating and trialing different types of levers -
https://inventorsoftomorrow.com/2016/10/12/levers-2/
● Making their own catapult lever with different materials
- evaluating which materials work best - testing them
(Y4-Spr1)
Selection of stills ● http://www.artyfactory.com/still-
(drawing/theory) life/still_life_pencil.html - still life techniques (Y2-
Aut2)
Spring 2
● Studying the use of different pencils to draw still life -
HB, 2B, graphite pencil, etc.
● Looking closely at shapes, shadows, reflection, tone, etc.
● Using different skills to create tone and shading -
hatching, blending, water-soluble graphic pencil (Y3-
Aut1)John Ball Curriculum
2020/2021
● positive and negative images - erasing the image,
inserting a background around a blank object, etc. (Y3-
Aut2)
● Looking at artists such as: Henri Matisse, Willem Kalf,
Harmen Steenwyck, Jean-Baptiste-Simeon Chardin, Juan
Gris, Giorgio Morandi -
http://www.artyfactory.com/art_appreciation/still_life/
still_life.htm
Perfections printing ● Studying the different effects of printmaking - linocut,
(printmaking/pattern) blockprint, monoprint, screen print (Y1-Spr2)
● Experimenting with at least 2 different techniques
(block and screen suggested)
● Creating patterns and images to print (Y4-Sum1)
Summer 1
● creating overlay prints
● Using creative journals to investigate, research,
experiment and evaluate
● Study Ann Bridges and her use of poetry to inspire her
printmaking -
https://www.accessart.org.uk/ann_bridges_poetry_and_print
making/
● Selecting their own inspirational poem to use for a final
print
Learning landscapes ● Looking at landscape artists - J.M.W.Turner and John
(drawing/painting/photogr Constable (romanticism), Camille Pissarro
ahy/theory) (impressionism), David Hockney (modern art) (Y4-Spr2)
● Studying ariel perspective - size, detail, tone, colour -
http://www.artyfactory.com/aerial-perspective/aerial-
Summer 2
perspective-1.html
● Investigating the combination of different medias -
pencil, pen, ink, watercolour, etc. -
http://www.artyfactory.com/pen_and_ink_drawing/pen_
and_ink_drawing.htm (Y4-Sum2)
● Creating their own final landscape using media of their
choice - making appropriate creative decisions.
Year 5 Key Vocabulary
Logistics, levers, movement, genre, cubism, symbolism, surrealism, romanticism
technique, printmaking, linocut, blockprint, monoprint, screen print, overlay,
perspective, mod-rock, sculpture, ceramics, stone, metal, wood.John Ball Curriculum
2020/2021
Art and Design Technology – Year 6
Half Topic title Coverage
term
Healing hands ● Extending learning from year 5 spring 2 - using colour and
(drawing) other media to create a still life (Y5-Spr2)
● Working with one object consistently and using a variety of
+ Self Portrait (Y5- skills - hatching, shading, tone, colour mixing, shape, value,
Aut1) etc. (Y5-Spr2)
Autumn 1
● Studying a selection of artists - Paul Cezanne, Henri
Matisse, Giorgio Morandi, Vincent Van Gogh, Georgia
O’Keefe, Edward Weston(Photographer).
● Choosing an artist to research in creative journals and use
for inspiration.
● Sourcing their own objects to draw/paint and selecting
their chosen media to create their own still life. (Y5-Spr2)
Art around the world ● https://artclasscurator.com/art-around-the-world-in-30-
(theory/research/pres days/
entation) ● Studying different artwork and artists from around the
world (Y5-Aut1,Sum2)
Autumn 2
● Selecting a few countries from the above website to study
● Discussing their opinions on the artwork
● Creating their own work based on what they learn - using
creative journals
● Independently researching different artists and artwork
from around the world
● Presenting what they know to the class
Tone and texture ● Understanding how to mix colour to create different tones
(painting/planning/evalu (Y4-Spr2,Yr5-Aut1)
ating) ● Experimenting with mixing yellow red and blue to create
tone rather than white and black
● Studying artwork such as A Rose - Thomas P. Anshutz, The
Spring 1
tragedy - Picasso, Magic Flute - Marc Chagall, Starry Night
- Van Gogh. (Y6-Aut2)
● Practicing using different tones by painting in only one
colour - choosing an appropriate colour for the scene they
have chosen/drawn. (Y2-Sum2, Y3-Aut1, Y5-Sum2)
● Drawing out their chosen image first and planning their
steps - perhaps creating their own paint by numbers by
making tones of colour and documenting each one.
Setting the scene ● Learning how to draw in 3D on isometric paper
(3D ● Drawing in perspective
drawing/perspective) ● Designing a scene for a show
● Planning objects needed - furniture, decoration, doorways,
Spring 2
etc.
● Practicing drawing each object individually - combining all
knowledge of shading and tone to make it look 3D
● Understanding how to plan out each element of the image
● Combining all elements together to draw out a 3D set with
colour, tone, shading, etc.John Ball Curriculum
2020/2021
● https://www.sketchbook.com/blog/perspective-guides-
using-two-point-perspective-for-drawing-interiors/
● https://www.bbc.com/bitesize/clips/zvq6sbk
Helping hands ● Drawing in 3D on isometric paper (Y6-Spr2)
● Making their own shapes with cubes and drawing them -
how far can you go? use 3 cubes to start and extending out.
Summer 1
● Looking at the penrose triangle and the blivet - studying
impossible objects
● Creating their own impossible object on isometric paper.
● Studying Escher’s relativity - evaluating and researching
other similar work
Set build ● Working together to design the set for the end of year
(building/set design) show (Y6-Spr2)
Summer 2
● Designing, planning and executing the making of props and
set
● Using creative journals to document the development of
the set (Y5-Sum1)
Year 6 Key Vocabulary
hatching, shading, tone, colour mixing, shape, form, value, still life, design, plan,
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