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.

EYFS Progression

Please click here for EYFS progression.

Long Term Plan of Coverage in Art

Please click here for the Long Term Plan.

Progression of Skills Drawing EYFS - Year 6

Drawing (ongoing) pencil, wax, chalk, ink, pen, brushes
EYFS	Year 1/2	Year 3/4	Year 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 work	Experiment 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 imagination	Extend 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 sketchbooks	Produce increasingly detailed preparatory sketches for painting and other work (annotate in sketchbooks)
Draw from observation using mirrors to draw self, still life	Observe and draw landscapes as accurately as possible, some small discussion of proportion and where the sky is.
		Introduce the concepts of scale and proportion (use portrait drawing guidelines).	Introduce and explore the concept of perspective.
	Sketch objects in both the natural and manmade world.
		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 - Colour EYFS to Year 6

Colour Drawing must be used throughout each topic.
EYFS	Year 1	Year 2	Year 3	Year 4	Year 5/6
Experiencing and using primary colours predominantly to ensure they know their names.	Create secondary colours from primary	Make 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 artists 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 wheel	Darken colours without using black	Extend 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 name	Identify complementary colours and explore colour families.	To observe colours on hands and faces - mix flesh colours.	To make tertiary colours including investigating skin tone.
		To make primary and secondary colours (colour wheels)		To use colour to reflect mood	Considering colour for purpose.
			To experiment with creating tints and shades of colours.
			Tint: colour + white	To 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 + black	Tone: colour + grey	Consider 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 - Painting EYFS to Year 6

Painting (see colour skills also) Drawing must be used throughout each topic.
EYFS	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Poster paints and powder paints	Powder paint, poster paint	Powder paint, poster paints	Powder paint, poster paints and watercolours	Watercolour and acrylic	Build 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 well				To 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 sizes	To 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 apply					To develop paintings from drawings	To explain why they have chosen specific painting techniques
	To investigate mixing powder paints	To mix powder paints to create desired colours	To 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 apply			Fauvism: Henri Matisse, Andre Derin			To work in a sustained and independent way to develop their own style of painting
	To investigate mixing poster paints	To mix poster paints to create desired colours		To 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 Seurat		To 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 Tingatinga		Cubism: 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 - Sculpture EYFS to Year 6

Sculpture Drawing must be used throughout each topic.
EYFS	Year 1	Year 3	Year 5
Media: recycled materials, Natural materials, clay, dough	Media: recycled materials, natural materials, clay, papier mache	Media: 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 build	Investigate, 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 reconstruct	Use materials to make known objects for a purpose, i.e puppets	Shape, 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.	Clay Roll out clay to an even thickness	Have an understanding of different adhesives and methods of construction	Shape, form, model and join with confidence.
Shape and model with clay and other modelling materials		Create 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 media		Use wire to create a sculpture or use as framework to cover with mod roc	Produce more intricate patterns and textures (clay)
	Discuss weight and texture.
Impress and apply simple decoration in clay or other modelling materials			Work directly from observation or imagination with confidence.
	Carve into media using tools.	Clay Join clay using slip
			Makes 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 maché Cut shapes using scissors.	Carve 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.)
	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 - Printing EYFS to Year 6

Printing Drawing must be used throughout each topic.
EYFS	Year 2	Year 4	Year 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 printing	Identify 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, feet	Use transfer prints (E.g by folding paper, hand and finger printing) to create pictures	Explore images through mono printing ( tabletop printing, plastic bag printing, gelli plate printing, transparency printing) on a variety of papers	Experienced 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/clay		Explore 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 printing	To extend motif- rotate, symmetry
	Create order, symmetry, irregularity		Screen printing
	Extends repeating patterns - overlapping, using two contrasting colours etc	Use 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 - Textiles EYFS to Year 6

Textiles
EYFS	Year 1	Year 3	Year 5
Wrapping		Weaving and batik	Extend 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