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Lilleshall Primary School

Working Together for Excellence and Enjoyment

Key Stage 2

Lilleshall Primary School – Progression in Art and Design KS2

Pupils will be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history

 

  

Lower Key Stage 2

Upper Key Stage 2

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Year 3

Year 4

Year 5

Year 6

 

  • To create sketch books to record their observations and use them to review and revisit ideas. Select and record from firsthand observations, experiences and imagination and explore ideas for different purposes. Select ideas and processes to develop.

 

  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay).

Using techniques to create effect

 

Drawing

  • Exploring line and tonal shading using a range of different media [e.g. pencil, felt tips, pastel and chalks].
  • Talk about different types of mark, and the ways they are created.
  • Draw familiar objects from different viewpoints.
  • Talk about perspective and proportion in their own work
  • Use pencils HB to 6B and a range of different media [e.g. pastels, chalks, felt tips, watercolour pencils] to explore line, tone and texture.
  • Use view finders to develop elements of observational drawings
  • Compare drawings for different purposes e.g. Cartoons advertisements etc.
  • Use drawing as a means of designing.
  • Use drawing to explore line, tone, texture, form and colour.
  • Select appropriate materials for a task (drawing media, paper etc).
  • Use drawing to plan a composition e.g. painting/collage.
  • Continue to practice and refine observational drawing skills.
  • To use tonal qualities when drawing developing an understanding of light and dark on a object.
  • Learn to make a distinction between a working sketch and a drawing.
  • Can convey tonal qualities illustrating the effect of light and dark on a form.
  • Investigate using a range of different media [e.g. charcoal, graphite sticks, chalks, pastels, drawing pencils, pen and ink to explore line, tone, pattern, form and texture.
  • Select the appropriate media and techniques to achieve a specific outcome.
  • Continue to refine and develop observational drawing enhancing use of proportion and perspective.

Painting

  • Revisit colour mixing identifying primary and secondary colours wit addition of black and white hues.
  • Identify warm and cool colours.
  • Explore blending and develop washes using watercolours.
  • Use different types of brushes for specific purposes.
  • Use variety of techniques such as dots, splashes and applying paint in layers.
  • Choose from a range of brush sizes and use appropriately.
  • Complete watercolours refining and developing techniques.
  • Confidently mix colours to make a range of tones and to create mood.
  • Use black/white to make a deeper/lighter shade/tint of one colour.
  • Give reasons why a colour is liked or disliked.
  • Recognise and use neutral colours [black, white and grey].

 

  • Read a colour wheel and understand what it represents
  • Identify and work with complimentary opposite colours/colour harmonies.
  • Select and work with a limited palette.
  • Work with warm and cold colours recognise/mix and use appropriately.
  • How does this influence design and how we decorate our homes? The effect of colour on mood.

 

  • Use acrylic paints.
  • Apply paint to board or canvas using palette knives, pieces of card, sponges and rags.
  • Make informed decisions about colour.
  • Select and work skilfully with a limited palette.
  • Use different tones of colour and make links with space and size.
  • Record the effects of light and dark in more complex situations.

Sculpture

  • Explore clay slabbing and coiling.
  • Build structures using paper folding techniques.
  • Use papier-mâché.
  • Build structures using rolled or scrunched up newspaper and masking/parcel tape.
  • Use papier-mâché.
  • Build structures with sticks.

 

  • Confidently build structures using rolled or scrunched up newspaper and masking/parcel tape for a specific purpose.
  • Skilfully use papier-mâché.

Build structures using withies, wire, mod-roc, and plaster of paris.

  • Make imaginative use of the knowledge they have acquired of tools, techniques and materials to express own ideas and feelings.

 

Architects and Designers

  • To know about great artists, architects and designers in history.
  • What is an architect? What do they do? How do they influence our live?

When was our school built? What design is it? Good elements, weak elements. When was your house built, what style of house is in?

  • What is a designer how do they influence our lives? Looking at functional design
  • Discussing the ways in which things were made – colour, form, techniques
  • Museums and galleries visit.
  • Artists, designers and craftsmen in school.
  •  
  • Revisit the difference between architects and designers. Identify famous architects who have influenced Telford. When was Telford built. Who is Thomas Telford - Thomas Telford (9 August 1757 – 2 September 1834) was a Scottish civil engineer, architect and stonemason, and road, bridge and canal builder.
  • Museums and galleries visit.
  • Artists, designers and craftsmen in school.

 

How have designers influenced Telford?

  • The Plaza building Telford Shropshires tallest office building who designed it, what is its impact on Telford?
  • What famous building are there in Shropshire and Great Britain
  • The Ironbridge, who built it and when? Why is it special?
  • Museums and galleries visit.
  • Artists, designers and craftsmen in school.

 

 

  • 6 most famous buildings in New York who designed them. What has been their impact?
  • Which buildings strike you in Telford who designed them?
  • Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.
  • Museums and galleries visit.
  • Artists, designers and craftsmen in school.

 

 

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