camp school page image

CURRICULUM – ART

Our school vision states that we want Camp to be: “An environment where children and staff engage in learning with passion and enjoyment and achieve their full potential.  A community school that provides creative opportunities to support pupils’ intellectual, social, emotional and cultural development. A school where we actively celebrate diversity and show respect for each other and the wider world.”

Our Art curriculum delivers on many aspects of this vision by providing the opportunity for all the children to engage and be excited by a wide range of experiences that is their entitlement. A chance to learn new skills and express themselves – to develop the whole child.  For these enrichment opportunities to be embedded and inclusive.  To see the impact this can have on the self-esteem for children who may not excel in more academic areas but they can express themselves and their ability through the medium of art.

We aim to provide an Art Curriculum which allows children to explore their imagination, generate ideas, acquire skills, apply judgements and rejoice in their learning. We intend to offer opportunities for children to recognise and be inspired by the work of artists from a local and international level.

Our art curriculum  is designed to develop visual literacy and communication skills, imagination and personal expression in both the material and virtual worlds. Art nurtures and provides therapeutic support for the heath and well being of children. This is supported through our daily sketch initiative where children have allocated weekly time to have the freedom to draw.

The art curriculum at Camp  School is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage. Alongside the National Curriculum we have produced a progression of skills document, which is more thorough and discreet. Throughout our art curriculum, children are given the opportunity to:

  • develop knowledge, understanding and skills in various art disciplines (drawing, painting, sculpture, printing and textiles)
  • learn about techniques used by artists from a variety of art movements over the course of their Primary schooling
  • recognise achievement of artists, designers and craftspeople, from many different times and cultures including BAME artists.
  • evaluate own and work of artists, designers and craftspeople
  • link their artwork with other areas of the curriculum (We are currently linking to the theme of migration in History and Geography)
  • develop use of sketchbooks

We ensure high standards of teaching and learning in art, we implement a curriculum that is progressive throughout the whole school. Art is taught as part of a termly topic. At Camp, we ensure that art is given equal importance as the core subjects, as we feel that art plays a positive role in children’s mental health and wellbeing. The skills, knowledge and understanding in art are transferable and are therefore, just as important.

Teachers plan lessons for their class using our progression of skills document and our long term plan outlines the art disciplines taught in each year group pair, the art movements to be focused on by each year group pair along with suggested artists to study. Teachers can use this document to plan their art and design lessons suitable to their class’s topics. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.

At   Camp Primary School, we provide a variety of opportunities for art and design learning to take place inside and outside the classroom. Every year, we take part in an ‘Art Week’ where the teachers collaboratively plans fun, engaging activities linked to art and design for the children across the school and we invite outside agencies to carry out workshops. Art Weeks also offer an opportunity for parents to engage with the school and participate with their children’s learning.

Educational visits are another opportunity for the teachers to plan for additional art and design learning outside the classroom. The children have visited local art museums and had visitors into school to share learning and have hands on experiences.  We have made links with St. Albans  Museum with whom we have entered competitions and classes have visited. At Camp, we make use of our extensive grounds and outdoor learning area when planning for outdoor art opportunities.

Alongside our curriculum provision for art, we also provide all pupils with the opportunity to participate in art based after school clubs.

At Camp, we want children to develop as critical and creative thinkers and we aspire to enrich, extend and consolidate learning in a variety of contexts. We intend to encourage the children to express, explore and celebrate ideas, feelings, attitudes and values. We aim to foster originality and creativity using Art as a means of communication. Through our curriculum we meet Article 31 of the UNCRC, which states ‘ Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.’

We want children to leave Camp having experienced an art curriculum that has inspired and invigorated them, equipped them with lifelong skills and developed individuality and culture.

 

Long Term Plan of Coverage in Art - Years 1-6

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
*Drawing Painting *Drawing Painting  *Drawing Painting 
Impressionism/post  Cubism: Pablo Picasso,  Pop art: David Hockney,  Roy Lichtenstien, Andy  Warhol , Eso  Tolson
Impressionism: Claude Monet, Edgar Degas, Van  Gough, Paul Gaugin, Paul  Cezanne, Georges Seurat Tingatinga Art: Edward  Georges Braque, Juan Gris
Tingatinga
Painting Printing Painting  Printing Painting  Printing 
Expressionism:Kandinsky,  Klee, Van Gogh, Munch,  MarcoussisFauvism: Henri Matisse, Andre  Derinsurrealism : André Masson, Max Ernst, Joan  Miro, Salvador Dali and  René Magritte., Yves    
Tanguy
Sculpture Textiles Sculpture Textiles Sculpture Textiles

*Drawing must be taught through every unit but I’ve included an exclusive drawing unit per year group pair to encourage in depth drawing studies take place every 2 years. Please use a range of media within your drawing units: chalk, pastels, pencils of varying gradients, pens (felt tips/gel pens/biro/ink pens), charcoal,
The idea is that the core techniques (or skills) of painting and drawing run through every year group, but that other techniques of sculpture, printing and textiles are visited every two  years, so that they are visited in depth with the intention of meeting the required skills for that year group.  Each year group is required to explore a movement suggested as part of their painting topic. 
Other Artists are listed in the skills progression document. We would like to promote a range of artist at school including BAME artists: www.padlet.com 
The objectives of developing ideas and taking inspiration from the great masters will run throughout all techniques.

Progression of Skills EYFS - Year 6 - Drawing

Drawing (ongoing) pencil, wax, chalk, ink, pen, brushes 
EYFSYear 1/2Year 3/4Year 5/6
Begin to use a variety of drawing tools e.g. finger, stick, pencil, coloured pencils, pastels, chalk.Use sketchbooks to gather and collect workExperiment with the potential of various pencils (2B - HB) to show tone, texture and line. Observe and use a variety of techniques to show the effect of light on objects and people e.g. use rubbers to lighten, use various grade of pencil to show tone, use tones of the same colour. 
Draw from imaginationExtend the variety of drawings tools to include charcoal and felt tips.Use viewfinders to select a view in an image then record what is in the frame.Look at the effect of light on an object from different directions.
Use drawings to tell a story from retelling or from imagination. Explore different textures (adding lines and dots) and experiment with mark making.Make close observation of objects in both the natural and man-made world.Use a variety of techniques to interpret the texture of a surface e.g. mark making, different textured paint.
Investigate different lines (thick, thin, wavy, straight.)Use a variety of  horizontal & vertical lines in patterns.Observe and draw simple shapes. Use hatching & cross-hatching to shade.
Name lines (type & direction)
Explore different textures and experiment with mark making to illustrate these.Make initial sketches as a preparation for painting and other work (sketch lightly in sketchbooks)Produce increasingly accurate drawings of people e.g. proportion, positioning of features (use portrait drawing guidelines), expression, profile/angled portraits
Fill in spaces with patterns.
Encourage accurate drawings of people that include all the visible parts of the body. (head, hands, legs, where are they?)To plan, refine and alter drawings where necessary and annotate in sketchbooksProduce increasingly detailed preparatory sketches for painting and other work (annotate in sketchbooks)
Draw from observation using mirrors to draw self, still lifeObserve and draw landscapes as accurately as possible, some small discussion of proportion and where the sky is. 
Introduce the concepts of scale and proportion Introduce and explore the concept of perspective. 
Sketch objects in both the natural and manmade world.(use portrait drawing guidelines). 
Encourage more accurate drawings of people, particularly faces looking closely at where features are and the detail they have (use tracing paper to trace and copy.)Work on a variety of scales.
Observe patterns in the natural and man-made world. 
Identify and draw the effect of light (shadows) on a surface, on objects and people. Independently selects materials and techniques to use to create a specific outcome. 
Observe anatomy, encourage accurate drawings of people. 
To put background in drawings.Work on a variety of scales, A4 (wrist movement), larger (to involve development of arm and upper body movement and visual perceptions)Draw detailed patterns & motifs
To use pattern and texture in drawing. 
Look at drawings and comment thoughtfully,Create computer generated drawings. Investigate typography 
 To begin to discuss use of shadows, use of light and dark. 
Sketch to make quick records Drawing from direction- line drawings
Work out ideas through drawing in sketchbooks 

Progression of Skills EYFS - Year 6 - Colour

Colour 
Drawing must be used throughout each topic.
EYFSYear 1Year 2Year 3Year 4Year 5/6
Experiencing and using primary colours predominantly to ensure they know their names. Create secondary colours from primaryMake as many tones of one colour as possible using primary colours and white.Build on KS1-To mix and match colours to those in an artist’s piece of art.To understand the relationship between colours and apply this understanding in their art pieces (contrasting and complimentary colours).
To  experiment with   mixing primary colours to make secondary colours
To use a range of tools  (sponges, brushes, fingers) to make coloured marks on paper or other surfaces.Use colour wheelDarken colours without using blackExtend exploring colour mixing to applying colour mixing in their art pieces.To use warm and cool colours for desired effect.Predict colour mixing and tinting and toning results with increasing accuracy 
Continues to explore applying colour with a range of tools for enjoyment 
Mix colours to match those of the natural world colours that might have a less defined nameIdentify complementaryTo observe colours on hands and faces - mix flesh colours.To make tertiary colours including investigating skin tone. 
colours  and explore colour families
To make primary and secondary colours  (colour wheels)To use colour to reflect moodConsidering colour for purpose.
To experiment with creating tints and shades of colours.
Tint: colour  + whiteTo create tints, tones and shades  and use these to emphasise form in 3D work.Use colour to express moods and feelings. 
Tone: colour + grey Tint: colour  + white
Shade: colour + blackTone: colour + greyConsider artists use of colour and application of it.
Shade: colour + black:
To use a colour wash 
To explore monochrome (use as arrange of reds (vermillion, crimson,brilliant red)to make as many different reds as possible)

Progression of Skills EYFS - Year 6 - Painting

Painting (see colour skills also)
Drawing must be used throughout each topic.
EYFSYear 1Year 2Year 3Year 4Year 5Year 6
Poster paints and powder paintsPowder paint, poster paintPowder paint, poster paints Powder paint, poster paints and watercoloursWatercolour and acrylicBuild on all previous experiences. To select and use a range of brush sizes
Hold brush correctly. Build on all previous experiences. 
Explore different ways of applying paint (sponges, blowing, bubbles, wax relief etc) Build on experiences in Year 1 Build on all previous experiences. To use a range of paints with control (water colours, powder paints, poster paints and acrylics)
To load brush wellTo use and mix acrylic paints.To select paint that is best for desired painting technique and outcome.
Know when to use a thick and when to use a thin brush.To revise colour mixing skills. To create a wash with watercolour paints. Tp use a variety of techniques 
Control brush to create pictures.To use a variety of brush sizesTo create paintings using skills acquired over the years, taking inspiration from other artists.
Use the terms landscape and portrait.To select and control a brush to create shape and detail.Create a range of textures using powder paint, poster paints (mix with flour, saw dust, glue, paper shreds etc)To add finer detail with small brushes.
To use poster paints- mix and applyTo develop paintings from drawingsTo explain why they have chosen specific painting techniques
To investigate mixing powder paintsTo mix powder paints to create desired coloursTo study artists from the following movement/s:To begin to select the paint to create a desired effect with support
To use powder paints- mix and applyFauvism: Henri Matisse, Andre DerinTo work in a sustained and independent way to develop their own style of painting
To investigate mixing poster paintsTo mix poster  paints to create desired coloursTo study artists from the following movement/s:To study artists from the following movement/s:
surrealism : André Masson, Max Ernst, Joan Miro, Salvador Dali and René Magritte., Yves Tanguy
To study artists from the following movement/s:
To study artists from the following movement/s:  Pop art: David Hockney, Roy Lichtenstien, Andy Warhol , Eso Tolson
Impressionism/post impressionism: Claude Monet, Edgar Degas, Van Gough, Paul Gaugin, Paul Cezanne, Georges SeuratTo study artists from the following movement/s:
To study artists from the following movement/s:
Expressionism:Kandinsky, Klee, Van Gogh, Munch, Marcoussis
Tingatinga Art: Edward TingatingaCubism: Pablo Picasso, Georges Braque, Juan Gris
BAME:
Frank Bowling, Yinka shonibare, Tingatinga, Chris Ofili , George Oomen, Alma Woodsey, African art (Tingatinga) ,Clemintine Hunter, Chidi Okoye, Jamini Roy-(influenced by impressionism}

Progression of Skills EYFS - Year 6 - Sculpture

Sculpture
Drawing must be used throughout each topic.
   
EYFSYear 1Year 3Year 5
Media: recycled materials, Natural materials, clay, doughMedia: recycled materials, natural materials, clay, papier macheMedia: recycled materials, natural materials, clay, mod roc, wire Media: recycled materials, natural materials, clay, mod roc, wire
Handling, feeling, manipulating materials without using tools (use fingers to roll, nip, pat, press, twist, squeeze, prod, poke)Construct to represent personal ideas. 
Use both hands and tools to buildInvestigate, analyse and interpret natural and manmade forms of construction. To make decisions about the best medium to use to create sculptures and take into account the properties of media being used.
Construct and building from simple objects Consider light and shadow, space and size. 
Replicate patterns and textures in a 3-D form
Pull apart and reconstructUse materials to make known objects for a purpose, i.e puppetsShape, form, model and construct from observation and  or imagination with increasing confidence. Create temporary/permanent sculptures with and in the natural environment.
Shape and model from observation and imagination.ClayHave an understanding of different adhesives and methods of constructionShape, form, model and join with confidence.
Roll out clay to an even thickness
Shape and model with clay and other modelling materialsCreate sculptures using cardboard and Modroc.To use framework (card, wire, moulds) to provide stability and form
Pinch and roll coils and slabs using a modeling media.
Pinch and roll coils and slabs using various modelling mediaUse wire to create a sculpture or use as framework to cover with mod rocProduce more intricate patterns and textures (clay)
Discuss weight and texture. 
Impress and apply simple decoration in clay or other modelling materialsWork directly from observation or imagination with confidence.
Carve into media using tools.Clay 
Join clay using slipMakes imaginative use of the knowledge they have acquired of tools, techniques and materials to express own ideas and feelings
Impress patterns into clay or other modelling media using simple tools and objects.
Papier machéCarve into media using various tools.Discuss and evaluate own work and that of other sculptors in detail (Goldsworthy, Calder, Segal, Leach, recycled sculptures from Africa and India, Giacometti, etc.)
Cut shapes using scissors.
Manipulate paper/card to create a sculpture (fold, roll, pleat, fold, cut, join, crumple)
Use papier maché technique using cellulose paste or watered down PVA and strips of newspaper. (on yoghurt pots/bowls)
Artists: Barbara Hepworth, Moore, African, Native American, Goldsworthy,Jean/Hans Arp, Louise Nevelson, Naum Gabo, Alexander Calder, George Segal, Bernard Leach, Alberto Giacometti
BAME: Augusta Savage, Elizabeth Catlett, Rasheed Araeen, Yayoi Kusama, Anish Kapoor

Progression of Skills EYFS - Year 6 - Printing

Printing 
Drawing must be used throughout each topic.
EYFSYear 2Year 4Year 6
Make rubbings showing a range of textures and patterns.Create patterns and pictures by printing from objects using more than one colour. Use relief and impressed printing processes. Relief printing - string, card, etc.Experienced in combining prints taken from different objects to produce an end piece.
To use a variety of natural and man mad objects for printingIdentify the different forms printing takes: books, pictures, wallpaper, fabrics, etc.Explore images and recreates texture through deliberate selection of materials wallpaper, string, polystyrene etc
To print using hand, fingers, feetUse transfer prints (E.g by folding paper, hand and finger printing) to create picturesExplore images through mono printing ( tabletop printing, plastic bag printing, gelli plate printing, transparency printing) on a variety of papersExperienced in producing pictorial and patterned prints.
Create still prints with a growing range of objects, including manmade and natural printing tools
To make imprints into dough/clayExplore colour mixing through overlapping colour prints deliberately. Designs prints for fabrics, book covers and wallpaper
Develop impressed images with some added pencil or decorative detail.
Print with block colours. Makes connections between own work and patterns in their local environment (e.g. curtains, wallpaper)
Create own blocks to print with (use polystyrene tiles or modelling material or cut shapes from sponges/potatoes)To use motifs in printing
Discuss and evaluate own work and that of others. (Morris, labeling, etc.)
To create a simple motif to use in printingTo extend motif- rotate, symmetry 
Create order, symmetry, irregularityScreen printing
Extends repeating patterns - overlapping, using two contrasting colours etcUse sketchbook for recording textures/patterns.
Explore and use  Monotype printing technique
Interpret environmental and manmade patterns and form
Explore printing techniques used by various artists. 
Discuss the nature of effects
To be able to modify and adapt print as work progresses.
Explore the use of pointillism
Wrapping paper, wall paper and fabrics, wood block and lino prints, Aboriginal art, Aztec stamped designs, Eric Carle and Jan Pienkowski (illustartors) William Morris, Andy Warhol, Escher, Klee BAME: Hokusai, Dr Chila Kumari, Hiroshiga

Progression of Skills EYFS - Year 6 - Textiles

Textiles 
EYFSYear 1Year 3Year 5
Wrapping Weaving and batikExtend skills from previous years.
To learn skills of wool and textile wrapping Dying textiles To use at least 2 visual elements in their weaving. Selecting from various elements such as: colour, pattern, tone, texture, shape, form, space.To select/develop own weaving frames, creating both warp and weft threads e.g. twigs,wire,plastic, card, wood etc.
To develop the use of wool wrapping by linking it to a specific visual element e.g. research. (eg- represent colours of a landscape on a strip of woven yarn)
To develop skills of pushing textiles in and out of `the warp threads.Sew long and short stitches on hessian or scrim.Explore a variety of Tie and dye techniques :with folds and fastening such as paper clips, pegs etc
To develop skills of weaving using ‘warp’ and ‘weft’.
Cutting and joining materials (fabric/yarn/ string/thread/silks) using glue and sticky tape.Use different weaving frames e.g. forked twig, bicycle wheel, wooden box, crossed sticks…To investigate simple batik techniques e.g. glue resist, use flour and water paste to create a resist.Batik: use hot wax on silk/cotton to create intricate designs. 
Develop skill of ‘progging’ (using (satsuma) nets and pushing textiles through)To dye fabric and yarn to use in art work.
e.g. wet squares of white fabric and sprinkle on brusho, tie up fabric and dip into dye to create tie and dye 
Artists: Woven fabric from other cultures, Michael Brennad-Wood, Kaffe Fasset, Jan Beaney, Indonesian batik, Sarah Symes, Faith Ringgold, Yinka Shonibare

By continuing to use the site, you agree to the use of cookies. more information

The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this.

Close