Peak School – Visual Arts – Skills Progression
YEAR 1
I.B. Learning outcomes
Phase 1 – RESPONDING
-enjoy experiencing artworks
-show curiosity and ask questions about artworks
-identify the materials and processes used in the creation of an artwork
-describe what they notice about an artwork
-analyse the relationships within an artwork and construct meanings
communicate their initial responses to an artwork in visual, oral or physical modes
-make personal connections to artworks
-express opinions about an artwork
-create artwork in response to a variety of stimuli.
Phase 1 - CREATING
-engage with, and enjoy a variety of visual arts experiences
-select tools, materials and processes for specific purposes
-combine different formal elements to create a specific effect
-realize that their artwork has meaning
-use their imagination and experiences to inform their art making
-create artwork in response to a range of stimuli
-take responsibility for their own and others’ safety in the working environment
-take responsibility for the care of tools and materials
-participate in individual and collaborative creative experiences.
Drawing PHASE 1 - Year 1 - Skills outcomes
-Draw from direct observation, memory, imagination and to record events.
-Work from a range of subjects including the human figure (body features, eye/ skin colour)
-Experiment with and make appropriate choice of materials
-Make representational drawings with no consideration of scale.
-Experience making marks (thin, thick, zigzag, wavy, loopy, straight, light lines, heavy dark lines) with graphic tools, fingers, pens, pencils.
-Make simple repeat patterns using a variety of lines.
-Draw simple outlines of observed objects in the environment using different media.
-Use a wide range of graphics tools materials, surfaces – different textures, using sand, clay to draw into. Hard/soft lines with pencils.
-Introduce Sketchbooks as a means to recording and develop ideas and skills
Painting PHASE 1- Year 1- Skills outcomes
-Basic paint routines –Experiencing and using different tools – brushes, hands exploring different types of paint
-Learn how to use brushes.
-Recognise and name primary colours - Mixing from primary colours. (mix colour from powder)
-Hot and Cold Colours
- Apply variety of paint according-to purpose.
- Experiment with/explore qualities of washes.
- Make patterns in the style of an artist.
- Mixing powder paint/ready mix with some degree of consistency.
- Know how to make colours paler by adding white.
- Learn who artists are – what they do/ make
Collage/Printing/Sculpture PHASE 1- Year 1– Skills
-Use a variety of media, techniques and tools to create different effects
-Understands process of printing, making repeating patterns
-Create own texture and pattern using tools.
-Squash, coil, roll (plasticene, clay, dough) Press tools into clay to make marks.
- Explore 3D modelling with junk (joining, sticking)
- Create collages containing a variety of textiles e.g. fabric, tissue, wool etc. , tearing, cutting etc
- Create and explore different textures by adding sand, paper, glue or sawdust to paint.
Y1 Learning Experiences – Drawing
WWA– Portraits – body features
HWEO -Signs and symbols (lines / bold symbols)
Drawing / painting fruit seeds, plants and cycles.
Y1 Learning Experiences – Painting
WWAPT -Journeys Hot/ Cold colours- Patrick Heron
Primary colours – mixing
Intro to watercolours - paintbox
Y1 Learning Experiences – Collage/Printing/Sculpture
STP – Collage and printing based on work on Eric Carle
HWEO - Georgia O Keefe – Multi media collage
HWW – CI-Materials Collage
Carnival of the animals – exotic birds , in style of Eric carle etc
YEAR 2
IB Learning outcomes - Phase 2 (Y2/3)
RESPONDING
-investigate the purposes of artwork from different times, places and a range of cultures including their own
-sharpen their powers of observation
-identify the formal elements of an artwork
-describe similarities and differences
between art works
-use appropriate terminology to discuss artwork
-identify the stages of their own and others’ creative processes
-become an engaged and responsive
audience for a variety of art forms
CREATING
-identify, plan and make specific choices of materials, tools and processes
-sharpen their powers of observation
-demonstrate control of tools, materials and processes
-make predictions, experiment, and anticipate possible outcomes
-combine a variety of formal elements to communicate ideas, feelings and/or experiences
-identify the stages of their own and others’ creative processes
-consider their audience when creating artwork.
Drawing PHASE 2 – (Year 2/3) - Skills outcomes
Year 2 - DRAWING
- Draw from dire,ct observation, memory, and imagination.
-Begin to draw for a range of purposes.
-Work from the human figure in a range of poses.
-Use a viewfinder as a device to help select and focus.
-Begin to consider size, scale, proportion and colour when representing subject matter
-Develop awareness of natural, made forms/patterns in environment
-Continue to experience making marks. (thin, thick, zigzag, wavy, loopy, straight )
-Learn to use pencil to create hard/soft, line, tone, shading.
-Develop sketching skills in sketchbook and use to record development of skills
Painting PHASE 2 (Year 2/3) Skills outcomes
YEAR 2 – PAINTING
-Mix Secondary colours from primary colours.
-Know the position of primary and secondary colours on the colour wheel
-Mixing shades and tints of a colour. ( Shade = colour + black , Tint = colour + white)
-Basic paint routines - collecting and choosing tools and materials.
-Experiment with and explore qualities of watercolour, ready mixed paint and dry powder paint.
-Mixing paint of differing consistency
-Use thick and thin brushes for appropriate purpose
Collage/Printing/Sculpture PHASE 2-(Y2/3) Skills outcomes
YEAR 2 – COLLAGE/ PRINTING / SCULPTURE
-Recognise printing in the environment eg fabrics
-Manipulate clay by rolling, pressing, shaping.
-Create patterns by repeating a design. (Look at natural and man-made structures showing patterns)
-Mono printing – making a print using ink roller , drawing into paint, even pressure, repeating pattern
-Create collage using different textures
-Observe and recognise shape, colour and texture in immediate environment.
Year 2 Possible Learning Experiences
Who we are –
Portraits,
Perspective - What do you think it is - close up and far away .
‘Zoom’- make a book
Story painting
Sharing the Planet – Collage
HWEO – Drawing techiniques – how to draw basic lines/shapes to create a character shape you use. The way you draw something is to convey a message . Expressions / feelings / how characters are represented.
Mo Willams – drawing techniques.
Jack Kirby Thor – Super Heros
Lang links – character and what characters do
Illustrator studies – Eric Carle, Mo Willams
HWW – Forces simple machines – energy every day life
Problem – how to solve it by creating
Joining techniques – 3 D modelling joining to make a structure – (discovery time) impact on forces
Forces - Learn to use pencil to create hard/soft, line, tone, shading.
STP – Habitats - Thumb pots – clay (natural materials – what is a natural materials - using natural materials. Andy Goldsworthy style.
Weaving
Habitats in a box – small world animals and people – website ‘the imagination tree’ keep them in a lunch box .( Early learning centre - Air drying clay )
Insects – observation pen and paint ( macro )
Blow painting - ?? P52 – Page 52 , P 92 Usborne .
WWA – In style of Todd Parr more for next year
HWOO – CI . People try to find sustainable ways to create products - (AA think of ideas) Natural materials , sustainable art . Change – primary to secondary.
WWAPT – Daytime , Nightime activities zig zag
HWEO - Ongoing Stories communicate thoughts feelings and Emotions – Visual arts that tell a story
Author illustrator study – Eric Carle. House for Hermit Crab – create own Hermit Crab – small groups to create a group habitat . Create a story about their habitat . Make collection of textures etc for backgrounds items in their Habitat. (printing , sponge painting. ) ( Also Mister Sea - life )
YEAR 3
IB Learning outcomes - Phase 2 (Y2/3)
RESPONDING
-investigate the purposes of artwork from different times, places and a range of cultures including their own
-sharpen their powers of observation
-identify the formal elements of an artwork
-describe similarities and differences between art works
-use appropriate terminology to discuss artwork
-identify the stages of their own and others’ creative processes
-become an engaged and responsive audience for a variety of art forms
CREATING
-identify, plan and make specific choices of materials, tools and processes
-sharpen their powers of observation
demonstrate control of tools, materials and processes
-make predictions, experiment, and anticipate possible outcomes
-combine a variety of formal elements to communicate ideas, feelings and/or experiences
-identify the stages of their own and others’ creative processes
-consider their audience when creating artwork.
Year 3 – DRAWING
-Consider how light effects the way objects look. Try shading light to dark / hard and soft lines.
-Continue to experience making marks with different drawing media (charcoal, pencil, chalk, pastel etc)
-Building on knowledge of different tools, selecting tools to match the task and explore variety.
-Experiment with different lines and discuss the effect they have created e.g. wavy lines for movement, short straight lines for fur.
-Use vocabulary – foreground/background and composition.
-Extend experience of viewfinders– use to view angles and see proportion of things
-Continue close observations and magnifying glass
-Collect visual and other information in a reflective sketchbook and use to develop their work.
YEAR 3 - PAINTING
-Basic paint routines - collecting and choosing tools and materials.
-Mix tertiary colours
-Know the position of primary, secondary and tertiary colours on the colour wheel
-Continue to explore properties of different types of paint.
-Explore links between colour and emotion
-Talk about contrasting and complementary colours.
-Extend mixing shades/ tints.
-Relate their work to that of artists – comment on colour/style
-Use watercolour paint to produce washes for backgrounds and add detail.
YEAR 3– COLLAGE /PRINTING / SCULPTURE
-Mono printing – understanding and creating a ‘relief’
-Use clay/plasticene using a wide range of tools to create different surfaces.
-Roll /Sculpt clay to create a thumb pot
-Represent objects in collage material.
-Develop weaving skills.
Year 3 Possible Learning Experiences
HWEO – creating Tartan – Line
Body movement (split pins) Re-arrangement of body parts to create a visual image.
Self portrait – observation in mirror, looked at skin tone (add texture with fabric / wool etc)
Masai paintings using sticks and fingers – shape?
Picasso – abstract
HWW - Cycles unit .. Shades and tones (water drops)
Aboriginal Art – pointillism?
Paint - Colour mixing – Primary / Secondary and Tertiary colours- create colour wheel
WWA– Human body in action – make tryptic – bodies in motion ( montage)
Snakes – multi media art
YEAR 4
IB Learning outcomes - PHASE 3
RESPONDING
-compare, contrast and categorize artworks from a range of cultures, places and times
-identify and consider the contexts in which artworks were made
-use their knowledge and experiences to make informed interpretations of artworks
-reflect on their own and others’ creative processes to inform their thinking
-use relevant and insightful questions to extend their understanding
-recognize that different audiences respond in different ways to artworks
-provide constructive criticism when responding to artwork.
CREATING
-show awareness of the affective power of visual arts
-make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures
-create artwork for a specific audience
-use a personal interest, belief or value as the starting point to create a piece of artwork
-use a range of strategies to solve problems
Drawing- PHASE 3 – (Yr 4/5) - Skills outcomes
Year 4 –DRAWING
-Draw from life, memory, and imagination.
-Experiment with shading to create a 3-D effect.
-Recognise tones - dark, middle and light
-Use different techniques to create texture e.g. cross
hatching, stippling etc
-Work from the human figure in a range of active and passive situations.
-Introduce perspective (near and far) looking at object
in distance and close to.
-Make initial sketches to decide on shape and scale.
-Learn to see edge or the contour of things.
-Begin to draw for range of purposes, using range of styles.
-Develop understanding of shape, line, pattern, texture through close observations and drawings
-Exploring shading using different media
-Portraits- how to draw a face (proportion)
-Use sketchbooks to record and practise drawing techniques, collect visual information to develop ideas
Painting - PHASE 3 (Yr 4/5) Skills outcomes
YEAR 4 - PAINTING
-Mix and match colours
-Continue use of watercolours - (use of washes as background coverage)
-Observational painting – using finer strokes
-Mix and use Complementary colours
-Look at use of light within colour
-Develop use of perspective
-Contrasting shapes/colours
-Develop colour language – tones and shades
Collage/Printing/Sculpture - PHASE 3 (Yr 4/5) Skills
YEAR 4– MIXED MEDIA (COLLAGE /PRINTING / SCULPTURE etc)
-Mix black and white to create tones of grey, (warm and cool) use newsprint etc
-Explore the use of block printing. Block printing. –Create own press-print block by adding string, relief layers of a design.
-Sculpt a coil pot or similar in clay, use slip to join
-Represent objects in collage material, newspaper, tissue.
-Understand wax ‘resist ‘and effects of using oil with water based materials e.g. batik, marbling
Year 4 Learning Experiences
Sharing the Planet – Create own biomes
Still life – close observation
-Watercolours – create a beast
-HWEO – Keith Haring –Abstract art to depict belief/ value using primary, secondary, complimentary colours
-‘wash’ as background colour picking out foreground
STP - Watercolours – direct observation flowers ( long paper)– Landscapes / Habitats /Environments/ -
Out door sketching –
Landscapes / Seascapes – creatures habitat
HWW - Line - Volcanic rocks – Jo Bryce direct observation / springboard for art .
WWAPT – Mixed Media - Clay work / Sculpture
Rubbing.
-HWW- CI Natural disasters Mixed media collage, (Loraine led ask Loraine )
-HWEO -H.K. Skyline in tissue (shades/tones) buildings in newspaper ( shades/tones of grey, pattern on newsprint to create desired effect)
Beliefs and Values – Photo collage / pastels , paint , chalks
HWOO – Crisis response – POSTERS – ( last yr - Gov Cometitiions raising awareness water safety .) Safety Posters . ADVERTISING – Persuasive. Maybe Environmental from Jo )
- Crisis response
YEAR 5
IB Learning outcomes - PHASE 3
RESPONDING
-compare, contrast and categorize artworks from a range of cultures, places and times
-identify and consider the contexts in which artworks were made
-use their knowledge and experiences to make informed interpretations of artworks
-reflect on their own and others’ creative processes to inform their thinking
-use relevant and insightful questions to extend their understanding
-recognize that different audiences -respond in different ways to artworks
-provide constructive criticism when responding to artwork.
CREATING
-show awareness of the affective power of visual arts
-make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures
-create artwork for a specific audience
-use a personal interest, belief or value as the starting point to create a piece of artwork
-use a range of strategies to solve problems
Year 5 - DRAWING
-Develop skills/understanding of perspective, tone, shading, shape, proportion
-Draw people in profile and awareness of scale.
-Use a variety of lines in composition. Experiment with hard / soft pencils to create appropriate effect.
-Observe patterns and texture.
-Increase awareness of composition.
-Use sketchbooks as an everyday tool to reflect, discover and to develop personal interests, and as a source of ongoing information.
Year 5 - PAINTING
-Apply knowledge of colour to express mood & emotions
-Use different brushes for different effects
-Use painting skills for a wide range of purposes
-Extend effective use of ‘washes’
-Expose to different categories of art work
Year 5 –COLLAGE/ PRINTING/ SCULPTURE
-Use dyes, paints, applique etc to design own textile.
-Represent objects in collage material. Recreate designs from other times and cultures using a variety of materials.
-Use colour to represent space in 2-0 - overlaying tissue/water colour/ washing/blending.
-Look at the work of different artists and sculptors and how they create shape and space.
-Use a variety of skills and media to create the appropriate texture in their work.
Year 5 – Learning Experiences
HWW - CI Energy
HWEO -A….. Art ?? (Ask)
Perspective –
Energy – black and white / charcoal pencil etc
-Kandinsky – Where we are in place and time
-Look through a view finder, select section of magazine picture at starting point looking at Shape, form – create abstract painting. Mixing primary colours to make secondary / tertiary colours.
-Re-visit use of ‘washes’ as effective painting technique
Clay work – 3D sculpture
2015-16 - Beliefs and Values
YEAR 6
Phase 4
RESPONDING
Learning outcomes
-explain the cultural and historical perspectives of an artwork
-understand the role and relevance of visual arts in society
-reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities
-reflect on the factors that influence personal reactions to artwork
-critique and make informed judgments about artworks.
CREATING
Learning outcomes
-become increasingly independent in the realization of the creative process
-adjust and refine their creative process in response to constructive criticism
-identify factors to be considered when displaying an artwork
-utilize a broad range of ways to make meaning
-select, research and develop an idea or theme for an artwork
-develop an awareness of their personal preferences.
Drawing PHASE 4 – (Year 6) - Skills outcomes
Year 6 - DRAWING
-Use drawing to design and communicate ideas, understand shape, line, texture, form.
-Use appropriate media and techniques for a specific outcome.
-Draw from close observation; apply shade and tone using a variety of lines creating depth.
-Draw from life, memory, and imagination. - Show greater emphasis to detail, eg facial expressions, folds on clothing, proportion etc.
-Select scale and surface appropriate to work.
-Develop further understanding of perspective, scale and proportion.
-Start to recognise categories of art work– e.g. impressionism,abstract,pointillism,cubism
-Use sketchbooks as an everyday tool to reflect, discover and to develop personal interests, and as a source of on-going information.
Painting PHASE 4 (Year 6) Skills outcomes
Year 6 - PAINTING
-Experiment with different colours to create a mood, express a feeling /emotion
-Basic paint routines - collecting and choosing tools and materials.
-Use painting skills with growing confidence for a wider range of purposes
-How to use different paint brushes for different effects
-Recognise the work of certain artists by their style.
-Observe and discuss work of different artists – developing their personal response
-Use famous artist’s techniques in own work
-Compare and contrast artists – how they have used art to create a message, mood etc.
-Use tonal perspective
-Use effect of light
-Building up of colours to develop texture of skin tone and hair colour.
Learning Experiences
Year 6 – COLLAGE/PRINTING/SCULPTURE
-Clay slabbing to create a structure.(roll out) Use tools to add detail.
-Represent objects in collage material. Explore surfaces using a magnifying glass, simplify what is observed and recreate in collage.
-Design and produce prints selecting the appropriate method and media. (press-printing, screen printing)
-Awareness of different textures in all artwork.
-Create patterns using the environment and other cultures as a stimulus to represent their own feelings and ideas.
Year 6 - Learning Experiences
3 D Shapes using pastels and charcoal.
HWEO – Moods – responding to music
OTHER POSSIBLE LEARNING ENGAGEMENTS
Year 1
Taking a line for a walk.
Using different surfaces to mark make (glass, sand, textured paper, plasticine).
Manipulation of ICT programs e.g. dazzle
Explore a range of collage material. Sort materials into groups of smooth, rough, shiny, etc, to create corresponding collage.
Print with hands and feet/ found objects / vegetables fruit.
CNY - Fireworks – explore colour, line, shape through painting, collage, printing go to :_
http://k6.boardofstudies.nsw.edu.au/files/arts/K6_creatart_uw.pdf
Living Things – fish and sea creatures – looking closely see lesson plan on
http://k6.boardofstudies.nsw.edu.au/files/arts/K6_creatart_uw.pdf
Year 2 -
Draw a face/object without removing pencil from paper. Look at Quentin Blake’s drawings.
Overlapping dots and squiggles of colour.
Observational drawing –use of magnifying glass for detail, view finder.
Use digital camera to find line, shape and texture in immediate environment.
Observe/draw body positions in different poses – throwing a ball etc ‘Foundations of writing’ - Annette has it
Include patterns/detail in drawings– black pens - fabric samples to show different patterns
Take rubbings from a range of surfaces, to discover line shape and texture - arrange in patterns to create a picture.
Printing by drawing into paint, breaking the surface, using ink roller and taking a print
Collect examples of natural and man-made structures showing patterns. (electricity pylons, spider’s web, bridges) Create patterns by repeating a design.
Create a printed picture using different materials to represent features eg boxes as houses. When printing, allow colours to mix and discover combinations.
Papier Mache over simple moulds eg bowls/plates.
Make collections of materials with similar textures. Design and make a textured tile with card using wool, beads, threads and string.
Represent objects in collage material. Represent natural objects like shells, tree bark, water, using a variety of materials.
Year 3
Patterns in cultural art – Muslim, Indian etc.
Making natural colour paints mud, turmeric etc. honey, egg white as bind.
Weaving - Make simple looms/frames and practice weaving skills on a small or large scale using different textured fabrics, string, etc
Collect pictures in magazines etc. which may give examples of patterns, eg scaffolding, cobwebs, fabrics.
Keep these ideas in sketchbooks and try to reproduce using different media.
Printing – drawing onto polystyrene tiles to create relief. Use ink roller ( print onto cartridge paper with torn tissue paper stuck on to create interest)
Year 4 -
How to draw a face using principal of thirds etc
Exploration of line, tone and shading e.g. shading chart – light to dark.
Drawing to music.
Large scale and small scale drawing.
Link to music – moods – pictorial composition.
Connecting types of lines/colours/textures etc to moods.
Exploration of line, tone and shading e.g. cross hatching.
Study of artists e.g. Picasso’s Blue Period, Edward Munch –‘The Scream”.
Amazing example of 3D chalk drawings:
http://www.rense.com/general67/street.htm
Batik
Marbling
Year 5 -
Revise use of pencils to show tone and line (crosshatching etc.).Experiment markmaking using 2B, 4B pencils.
pens., chalk pastels/mixing.
Study faces – look at eyes, nose etc.
Close observations of an object – choose a section e.g. fruit e.g. kiwi, flower. Look at Georgia O’Keeffe. Use digital camera zoom photos.
Mark making using different brushes.Make up different colour tabs. How many different greens, blues, etc. Record in sketchbook.
Experiment with water colours.
Give children/or ask children to collect pictures of landscapes and use these for their watercolour painting.
Experiment painting different parts, i.e. water, trees.
Use previous knowledge to paint landscapes of their choice using watercolours.
Year 6 -
Slideshow on categories of Art – see Annette
Still life – direct , close observation e. g. shoes piece fabric, bottles ( tones and shade)
Or create an arrangement – using shells , bark , fabric etc ( observe from different angles/ viewpoints)
Develop study of different objects – e.g. shoe- 1 min sketch, 5 mins sketch, longer and compare.
Drawing with ‘fold and twists’ – to make paper sculpture to then look at light and shadows.
Shading and still life – use light to create strong shadows.
Drawing from the top, side, back, front, up close, far away and focusing on one part. (Look at cubists e.g. Durer, Braque.) Cubist drawing - bottle from 3 different angles overlapping, split page into 3 and fill in with oil pastels.
Perspective-Look at rooms (e.g. Van Gogh’s chair, own bedrooms)
Magritte – strange perspective/proportions.
Look at Escher for 2D and 3D.
Study of artists e.g. Picasso’s Blue Period, Edward Munch –‘The Scream”.
Looking at land and seascapes (e.g. Constable, Monet, Turner).
Build on self portrait – (in pose/dress up?) and build on in pastels chalks etc – Inspired by Matisse??
Embroider on batik
Collage of Musical instruments – using line shade , tone and pattern – speak to Jane
Sculpt a vessel based on a natural form, e.g. an apple core vase/jug
Take a photograph of the local environment and reproduce in collage materials.
Other general ideas /notes
Insects and dragons – rolled newspaper etc Y2+
Wire sculpture – bicycles Y4 +http://k6.boardofstudies.nsw.edu.au/files/arts/K6_creatart_uw.pdf
Making music - observe details of musical instruments, and make artworks about these using various techniques such as proportion, perspective, composition /use different artistic concepts eg colour, tone, line, scale, abstract,
Communicates about the ways in which subject matter is represented in artworks
• identifies and describes the properties of different forms, materials and techniques in
artworks and comments on how these are employed in the representation of subject
matter . Resources :- prints of Cubist artworks eg Three Musicians by Picasso , Chagall’s painting Green Violinist and Degas’ The Orchestra of the Opera drawing
collage materials including photocopies of music scores.
Year 6
WWAPT - Human migration is a response to challenges risks and opportunities Key concepts: causation, change, perspective
Learning Intention. :- To explore shading techniques to show different effects and gradual changes between dark and light (sketchbooks)
Media : Pencils and charcoal. ( reinforcement see Y5)
Learning Intention:-To create illustrations that convey messages about aspects of migration.
Charcoal and pencil drawings - sudden move, somewhere strange.(emphasis on shading - light/ dark ) Provocation :- ‘The Arrival’ by Shaun Tan http://www.youtube.com/watch?v=vAay4myoEDE
Year 5
To explore the effects that can be created using a pencil
Introduce to different pencils H to 4B – different ways of shading, creating lines – hatching, cross hatching, stippling, applying different pressure.
Year 4
HWEO - People can use different art forms to convey their beliefs and values. Key concepts: reflection, perspective, function
Look at famous Portraits – they show what was important to people in their lives.
Children choose a ‘pose’ with an object that depicts their ‘value’ – A3 photocopy of photo – build up with pastel, crayons, paint wash etc
Paintings inspired by Keith Haring - showing values/beliefs.
HWW – Powerful natural sources can change the earth’s physical features and impact on lives.
Visual Imagery – 1) Collage 2) Wax Resist depicting a natural disaster
Y2 – Provocation - ‘The dot’ – create own ‘dot’ pictures/ patterns/ creations using paint – (mixing primary colours to make secondary colours)
Y2 - ‘Dog loves Drawing’ – Using starting point (photocopy of pencils/paintbrushes) on A3 paper, use black pen to create own picture.
STP – ‘When interacting with Natural habitats, humans make choices that have an impact on living things.’
Following ‘habitat walk’, create thumb pot to make own ‘nest’, find items (feathers, wool, beads etc in playground) to decorate nest.
Show – Bower bird you tube/ images
Y1 Colour mixing – concentric circles
Year 3 - Sea scapes