Art and design technology

Design and Technology curriculum

  Year 1 Year 2
Autumn

Textiles or Materials

 

  • Textiles – create a flag that represents life in UK.
  • Design purposeful, functional & appealing products

 

  • Design and make a puppet.
  • Textiles – learn how to weave using scraps of material.

 

 

Spring

Functional products

 

  • Generate, model & communicate ideas
  • Use range of tools & materials to complete practical tasks
  • Evaluate existing products & own ideas
  • Build and improve structure & mechanisms
  • Designing and creating animal masks.
  • Designing and creating “Shackleton” out posts.
  • Create a junk model castle.
  • Design a battle shield.
  • Build a hedgehog house.
  • Design and make a bird feeder.
  • Challenge- design and make a house to keep the   three little pigs safe.
  • Make a cup puppet of a fairy-tale character.

 

 

  • Design purposeful, functional & appealing products
  • Generate, model & communicate ideas
  • Use range of tools & materials to complete practical tasks
  • Evaluate existing products & own ideas
  • Build and improve structure & mechanisms
  • Design and make a picture frame for a piece of special work.
  • Mechanisms – Design and make a moving vehicle.
 

Summer

Food

  • Understand where food comes from
  • Create a healthy meal for sailors to take on a journey.
  • Design and make a healthy salad

 

  • Understand where food comes from
  • Design and make a healthy snack
  • Identify some tastes

 

 

Year 3 Year 4 Year 5 Year 6
Autumn

Textiles or Materials

 

Can I join textiles of different types in different ways?

Can I choose textiles both for their appearance and also qualities?

  • Understand the need for patterns
  • Understand seam allowance
  • Identify decoration techniques
  • Use and explore simple pop ups
  • Cut accurately using scissors
  • Make accurate folds
  • Discuss ways of joining materials Work safely and hygienically
Can I think what the user would want when choosing textiles?

Can I think about how to make my product strong?

Can I devise a template?

Can I explain how to join things in a different way?

  • Create a simple pattern
  • Join fabrics using a simple stitch
  • Evaluate the effectiveness of decoration techniques
  • Cut slots
  • Create levers and linkages
  • Use and explore complex pop ups
  • Create nets
  • Make accurate joins
Can I measure carefully so as to make sure I have not made mistakes? Can I attempt to make my product strong?

  • Research and evaluate pattern pieces
  • Decorate textiles appropriately
  • Join fabrics by sewing, back stitch or blanket stitch
  • Cut accurately and safely to a marked line
  • Use a glue gun, under close supervision
  • Justify decisions about materials and methods of construction
Can I think what the user would want when choosing textiles?

Can I make my product attractive and strong?

Can I make up a prototype first?

Can I use a range of joining techniques? Can I think about how my product could be sold?

Can I give considered thought about what would improve my product even more?

  • Understand pattern layout
  • Pin and tack fabric pieces together
  • Combine fabrics to create a more useful purpose
  • Make quality products
  • Use a craft knife, cutting mat and safety ruler, under close supervision
  • Build a framework using a range of materials
  • Identify what does and does not work in their design
 Spring

Functional products

 

Can I use the most appropriate materials?

Can I work accurately to make cuts and holes?

Can I join materials?

  • Investigate similar products to the one to be made to give a starting points for a design
  • Think ahead about the order of their work
  • Record a plan by drawing and/or labelled sketches
  • Discuss their design strengths
Can I select the most appropriate tools and techniques to use for a given task?

  • Research several products, evaluating their effectiveness
  • Plan a sequence of actions to make a product
  • Develop more than one design or adaptation of an initial design
  • Add notes to drawings to help explanations
  • Discuss their design strengths and weaknesses
Can I take time to consider how I could have made my idea better?

Can I work at my product even though their original idea might not have worked?

  • Investigate products and images to collect ideas
  • Develop one idea in depth
  • Record ideas using annotated diagrams
  • Use found information to inform discussions
  • Evaluate using technical vocabulary where known
  • Consider and explain how the finished product could be improved
Can I consider the use of the product when selecting materials?

Can I say if my product meets all design criteria?

  • Sketch and model alternative ideas using products and images as a starting point
  • Record ideas using annotated drawings and keys notes
  • Draw plans which can be read/followed by someone else
  • Give a report using correct technical vocabulary
  • Discuss how well the product meets the needs of the user
 

Summer

Food

Can I choose the right ingredients for a product?

Can I use equipment safely?

Can I make sure that my product looks attractive?

Can I describe how my combined ingredients come together?

Can I set out to grow plants such as cress and herbs from seed with the intention of using them for my food product?

  • Identify taste, smell and appearance of a range of foods
  • Follow instructions
  • Choose appropriate ingredients
  • Develop sensory vocabulary

 

Can I say what to do to be hygienic and safe?

Can I think what I could do to present my product in an interesting way?

  • Identify taste, texture, smell and appearance of a range of foods
  • Join and combine a range of ingredients
  • Measure and weigh ingredients appropriately
  • Develop and use sensory vocabulary

 

Can I describe what I do to be both hygienic and safe?

Can I present my product well?

  • Evaluate taste, texture, smell and appearance of a range of foods
  • Taste a range of ingredients to develop a sensory food vocabulary for use when designing
  • Weigh and measure using scales
  • Show awareness of a healthy diet
  • Prepare food products taking into account the properties of ingredients and sensory characteristics
  • Select and prepare foods for a specific purposeCut and shape ingredients using appropriate tools
  • Show awareness of a balanced diet

Art curriculum

Early Years

Drawing.

Use a variety of media to draw visual elements. line, shape, tone and space.

Observational work: Objects.

Draw from memory and imagination.

Vocabulary of marks. Length, thickness, straight, curved, etc.

Exposure to textures and different techniques for recording patterns objects and pictures.

 

Artists: Hiroshige, Lowry,  Munch,   Claudia Cron

 

Painting.

Use a wide range of colours.

Mixing colours, shades and tints.

Applying paint in different ways. Brushes, sticks, fingers, combs, rollers, knives.

Add sand, glue, and sawdust for texture.

Colour collections. Vocabulary.

Emotional aspect of using colour.

 

Artists: Magritte, Kandinsky,  Miro,  Jackson Pollock,

Kathleen Waterloo

Printing.

Using a variety of objects to print. Pattern and sequence.

Using body parts to print.

Using fruit and vegetables.

Mono printing.

String blocks and polystyrene.

Using 1 and 2 colours.

 

Artists: Andy Warhol, Judith Anderson,

Katsushika Hokusai

Collage.

Using a variety of materials to make free collage.

Natural/ man made textiles.

Tearing and cutting paper.

Develop visual discrimination.

Pieces of work for a purpose,eg, animal faces human faces.

Using junk fabric, paper, foil, etc to make free patterns or pictures.

Using glues, threads to stitch, knitting, etc

Using formal embroidery stitches to decorate,etc

Using collage techniques with other media.

 

Artists: Mary Jo Bowers, George Braque,

Henri Matisse

Sculpture.

Experimenting with plasticine, clay and dough.

3D junk materials.

Clay- rolling cutting coiling.

Using clay to make pots, pinch, coil or slab built pots.

Making impressions on materials.

Straw constructions

Using additive methods- mod roc, plaster of Paris, fillers, and subtractive methods- carving

 

Artists: Ilse Bolle, Henry Moore,

Alberto Giacometti,

Bernard Leach

Textiles.

Sorting, discussing and feeling different fabrics and threads.

Tie-dye.

Using pens to add colour

Weaving paper.

Drawstring hessian.

Lacing and threading activities.

Discuss clothing for a purpose, eg, waterproofing

Making textiles and using readymade textiles to make something else.

 

Artists: Martha Zackey, Lisa Green,

Charlotte Gardiner

 

  Reception Year 1 Year 2
Autumn 1 See Early Years Art Matrix

 

Drawing

  • Use drawing as a medium to develop and share ideas. Incorporate known experiences. Focus on using lines and known geometric shapes to create.
  • To investigate the possibility of a range of different mark making using pencil and pastel.
  • To make own tools for mark making using different found materials.
  • To look closely at natural objects, talk about different aspects and create a controlled drawing.
  • To use imagination to draw represented by texture using different marks.
  • To use appropriate vocabulary when describing marks.
Drawing

  • Refine skills in drawing and develop and share ideas. Incorporate known experiences. Focus on using lines (movement, contours, and feelings) and known shapes (geometric) to create.
  • Attempt to make links to the local artistic community. Examine a piece of work from a well-known artist and use it to create a success criterion. Then critically evaluate their work.
  • To try out a range of marks on different surfaces using different media with the focus tone.
  • To explore ides and use imagination to respond to music as a stimulus for mark making.
  • To try out tools and techniques.
  • To explore line and mark.
  • To use Computing as a tool for mark making.
  • To look closely, draw and talk about a group of objects and how they are arranged.
  • To investigate and describe texture

 

Autumn 2 See Early Years Art Matrix

 

Painting

  • Use painting as a medium to develop and share ideas. Involve experiences and imagination. Focus on using colour and space for effect.
  • Link their products to well-known artists. Attempt to make links to the local artistic community.
  • To explore the use of thick and thin paint
  • To talk about what they and others have done and say what they think and feel about it.
  • To develop painting techniques using different brush strokes.
  • To use visual elements of line, stroke and colour in their developing work.
  • To identify what they might change or develop in their future work.
  • To use experience of tools and media in producing an imaginative image.

 

Painting

  • Refine skills in painting and develop and share ideas. They choose to use own experiences or imagination. Focus on using colour and space for effect.
  • To respond to the work of artists such as Kadinsky through the use of lines, shapes and colours.
  • To respond to music through line, shape and colour.
  • To investigate and use visual elements of line, space and colour in a painting.
  • To learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 

Spring

1

See Early Years Art Matrix

 

Printing

  • Use painting as a medium to develop and share ideas. Create using imagination. Develop and use a texture for effect. Incorporate known experiences or imagination.
  • To explore direct printmaking with a variety of objectives.
  • To investigate the possibilities of direct and overprinting using primary colours.
  • To make, and print with negative stencils.
  • To use colour, light and dark.
  • To combine printing techniques already learned to produce a layered printed image.
  • Experiment with block printing.
  • To print onto variety of surfaces.
Printing

  • To tear and print with positive and negative stencils.
  • To investigate layering and overlapping colours when printing.
  • To develop the process of direct printing using found objects, selecting colours and surfaces.
  • To make decisions about how they work may be developed.
Spring

2

See Early Years Art Matrix

 

Collage

  • Use a range of materials creatively to design and make products.         Use a wide range of patterns.
  • To tear, overlap and stick materials.
  • To identify hot and cold colours, select, sort and stick to reflect on other artists work.
  • To select and sort contrasting materials.
  • To develop cutting and sticking skills.
  • Has experience of adhesives and decides on the most effective for a given task i.e. pritt stick, PVA, sellotape etc.

 

Collage

  • Use a range of materials creatively to design and make products.         Create and use a wide range of patterns and colours. Identify man-made and natural patterns. Choose for effect and purpose.
  • To work with others on a large-scale collaborative project.
  • To cut, tear and arrange primary and their complementary coloured papers.
  • To collect, select and record in developing understanding and use of complementary colours.
  • To develop cutting and sticking skills.
  • Has experience of adhesives and decides on the most effective for a given task i.e. pritt stick, PVA, sellotape etc.
Summer 1 Extra Extra Extra
Summer 2 Your choice Your choice Your choice

 

Year 3 Year 4 Year 5 Year 6
Autumn 1
Drawing

  • Children are to develop their drawing skills charcoal, pencils and sketching. They can incorporate previously learned techniques i.e. line, shape (geometric and irregular), colour and space.
  • Continuously refer back to artists, architects and designers in history for inspiration or comparison.
  • Experiment with a variety of drawing materials and discuss their effect i.e. charcoal, chalk, pencil, pastels etc
  • Encourage close observation of objects, both natural and manmade
  • Observe and draw simple shapes
  • Make initial sketches as preparation for further work i.e. painting
  • Look at drawing people, particularly faces. What are the main features and what detail do they have?

 

Painting

  • Make colour wheels to show primary and secondary colours
  • Explore mixing primary and secondary colours
  • Introduce different types of brushes for different purposes
  • Begin to apply colour using a variety of techniques – dotting, scratching, splashing etc.
  • Observe colours on hands and faces – flesh colours
  • Use colour to reflect mood
  • Conduct an in-depth analysis of a watercolour painting. Comment on the form, line, technique and other observations. Form and discuss opinions. Begin to create a sketch book of what you have discovered. Evaluate beginning to use artistic language.
  • Plan, create and evaluate a painting using watercolours. Incorporate what you have found in Painting 1 into creating something. Students refer to the sketch book and use it for planning. Evaluate beginning to use artistic language.
Drawing

  • Experiment with shading and perspective to create form and texture. Know that a short, hard line gives a different feeling to a more flowing one.
  • Encourage accurate drawings of whole people, building on work of facial features, with a focus on proportion
  • Use tones of the same colour to add tone
  • Work on drawing on a variety of scales
  • Use a variety of techniques to interpret the texture of a surface
  • Introduce the concept of perspective
  • Independently select materials and techniques to use to create a specific outcome
Painting

  • Review and revisit their work. Critically evaluate and edit (paint over their work). Work in pairs to recreate a well-known piece or an element of the piece. Try to use the colour wheel to use “harmonious colours” and “contrasting colours”.
  • Control and experiment with particular qualities of tone, hue, shade and mood
  • Explore the use of texture in colour (sawdust, sand, wood shavings etc) on different surfaces
  • Explore the texture of paint and how this is achieved i.e. thick or thin, adding water or PVA glue
  • Consider artists use of colour and application of it
  • Use a flat brush to apply tones of paint in order to create a shaded effect.
  • To be able to use a colour wheel to create different tones and contrasting colours.
Autumn 2 Collage

  • Selects, sorts, tears and cuts from a selection of resources i.e. magazines, paper
  • Sorts materials according to qualities i.e. smooth, shiny, rough etc.
  • Has experience of adhesives and decides on the most effective for a given task i.e. pritt stick, PVA,  sellotape etc.
  • Interprets stories, music, poems and other stimulus as a basis for work
Sculpture

  • Create visual texture using different marks and tools. Create patterns/ motifs with repeated mark making. Evaluate beginning to use artistic language.
  • Explores how stimuli can be used as a starting point for 3D work with a particular focus on form, shape, pattern, texture, colour
  • Use layered paper mache to create texture
  • Use available resources i.e. junk modelling to recreate a scene from memory
  • Discuss best suited materials to create specific sculptures
  • Begin to make simple thoughts about own work and that of other sculptors. (Moore, African, Native American, Goldsworthy)

 

Collage

  • Experiments with creating mood, feeling, movement and areas of interest
  • Selects and uses materials to achieve a specific outcome
  • Combines with a variety of techniques i.e. painting, printing etc.
  • Uses the natural environment or townscape as a stimulus to create own work
Sculpture

  • As independently as possible plan, create and evaluate a sculpture. Incorporate form, pattern, and texture. Use a wide variety of tools and refine skills. Use imagination and experience to influence work. Evaluate and edit using artistic language.
  • Recreates images in 2D and 3D, looking at one area of experience, e.g. recreate a landscape painting, focus on textures
  • Use paper mache in a variety of ways i.e. over chicken wire, scrunched up, over a balloon etc to create texture and form
  • Evaluate the different forms of sculpture
  • Investigate, analyse and interpret natural and manmade forms of construction.
Spring 1
Painting

  • Use acrylic paints to recap on the techniques previously learned. Review and evaluate work. Make changes by painting over with the acrylic.
  • Identify primary colours
  • Identify the different forms that printing takes i.e. wall paper, fabrics, clothing etc
  • Create symmetry, repeating patterns and irregularity
  • Use sketchbooks for recording patterns seen
  • Look in depth at pointillism (Georges Seurat)
  • Print using different materials i.e. sponge, leaves, polystyrene, objects etc
  • Use relief printing processes i.e. potato prints, string prints etc
Drawing

  • Children are to develop their drawing skills charcoal, pencils and sketching.
  • Choose the appropriate techniques i.e. line, shape, colour and space. Introduce the concept of negative space. Evaluate beginning to use artistic language.
  • Refer back to artists, architects and designers in history for inspiration or comparison.
  • Explore a sense of scale in observational drawings– people, places, buildings, things and nature.
  • Use a sketchbook to record their ideas, observations and imaginative drawings using an increasing range of marks, lines and patterns.
Painting

  • Explore different tools and surfaces and experiment with paint application, colour and scale –colour wash, thick and thin rounded and flat brushes in a variety of strokes.
  • Interpret environmental and man-made patterns and form
  • Design prints for fabrics, book covers or wall paper
  • Use impressed printing processes i.e. lino or foam squares, foil etc
  • Discuss and evaluate own work in relation to others
  • Use printing to recreate the natural environment
  • Explores colour mixing through printing, using two colours and a variety of materials
  • Develop further skills in colour mixing – reproducing, with accuracy, from the natural and made world.
Drawing

  • Select from a range of drawing tools and use with increased control to create a specific effect – a distorted or blurred image
  • Use a variety of techniques to create form and texture i.e. shading and perspective.
  • Complete observational drawings using a variety of mark making skills and materials.
  • Be able to draw a still life in preparation for a painting.
  • Use drawing as a starting point that may, or may not, be taken forward into work with other media – designing, planning or producing a sketch.
Spring 2
3D work – clay

  • Introduce them to a wide range of sculptures and artists. Choose one for in-depth analysis. They must evaluate and analyse their work and form their own opinion. They can replicate the work to gain understanding and improve technique and control.
  • Handles, feels and manipulates malleable materials
  • Becomes aware of form, feel, texture, pattern and weight
  • Experiments with basic tools to create pattern
  • Compares and recreates form and shape to natural and man-made objects/environments
  • Create basic objects/shapes through simple techniques i.e. shaping a pot with thumbs, rolling, coiling etc
Artist study

  • Research a variety of artists that are similar in style to the chosen artist
  • Discuss similarities and differences between similar artists and the techniques they have used
  • Discuss their feelings towards the piece – likes and dislikes
  • Create a piece of work using similar style and/techniques to the chosen artist
Sculpture

  • Experiments with a variety of tools to create pattern and texture.
  • Plan and create a sculpture. Evaluate using artistic language.
  • Look at how to bond/attach pieces of clay
  • Recreates 2D images in a 3D piece
  • Looks at 3D work from a variety of cultures and genres and develops own response
  • Makes imaginative use of the material and the knowledge and tools they have used
Artist study

  • Complete some detailed research on the artist, the style they have, techniques used and their lives
  • Comment on the artist’s work, backing opinions up with thoughtful and sensible ideas
  • Create a piece of work in the style of the artist, making subtle differences which can be explained and have reason behind them
  • Refer back to artists, architects and designers in history for inspiration or comparison.
Summer 1 Extra Extra Extra Extra
Summer 2 Your choice Your choice Your choice Your choice