Art and Design

Curriculum Overview – Art and Design 2023-2024

Our Lady of the Assumption Catholic Primary School


The aims of the Art and Design curriculum at Our Lady of the Assumption

  • To have knowledge of different artists through the ages and how art has changed over time.
  • To experience and master a variety of techniques and media as artists in their own right, which progress over their time in our school. 
  • To be able to express their opinion of an artist’s work, including their peers, being able to give reasons for this.
  • To have an awareness of the vocabulary used to describe and evaluate techniques and pieces of art.


In Early Years, Art and Design is taught within half-termly topics as part of the children’s development of their Expressive Art and Design.  A focus is placed on the children experiencing different media and developing their growing independence. Children are exposed to different pieces of art by various artists to begin to develop their creative learning journey.

In Key Stages 1 and 2 art is taught through termly ‘pathways’ which focus on different skills and artists. Each pathway builds upon previous learning ensuring children’s skills and knowledge progress as they move through the school. Teachers use a mixture of the Access Art scheme alongside our tailored art curriculum, which is bespoke to our school.

When Art and Design is not the main focus for the half term, weekly 20 minute sessions take place to ensure the continuation of sketchbook and drawing skill development.

OLA Art and Design Long Term Plan Years 1-6:

Year GroupAutumn TermSpring TermSummer Term
1Drawings of local area Sketch books Artist – George Shaw – local artistPainting portraits Comparing portraits of Queen Elizabeth (I + II)  Sculpture Playful Making Access Art Link: Working in Three Dimensions
2Painting African SunsetsDrawing London Skylines/landmarks Artist – Stephen WiltshireSculpture Be an Architect Access Art Link: Working in Three Dimensions
3Collage Volcano Art Artist – Margaret GodfreyDrawing Hieroglyphics  Sculpture Telling Stories Through Drawing and Making Access Art Link: Working in Three Dimensions
4Painting (Printing) MosaicsDrawing Victorian industrial art Artist – LS LawrySculpture The Art of Display Access Art Link: Working in Three Dimensions
5Drawing/Painting Designing their own family Coat of ArmsDrawing Northern Lights Artist – Richard RowanSculpture Set Design Access Art Link: Working in Three Dimensions
6Drawing Propaganda Art Artist – BanksyDrawing Mountain sketches Dol-Y-MochPainting (Pointillism) Rainforest Art Artist – George Seurat  
Whole school theme weeks   Art and Culture Week World Book Day – Illustrators work  Olympics? 70th Anniversary of the school

Knowledge and Skills

Through the art curriculum, children build knowledge linked to core threads of learning, along with development of focus art skills. 

Knowledge of ArtistsArt Skills
Great Artists and their techniquesDrawingPaintingSculpturePrintingCollageEvaluating and Communicating

Knowledge of Artists and their Techniques

Esther Mahlangu (Collage – using shapes to make patterns)Esther Mahlango (Collage – using shapes to make patterns)   Henry Rousseau (Jungle art – painting)George Shaw (local images of Tile Hill)Stephen Wiltshire (City scape art – drawing)Margaret Godfrey (Volcano art – painting/collage)LS Lawry (Life in the Industrial districts- drawing)Richard Rowan (Northern lights – painting/pastels)Banksy (Graffiti art – drawing/colour)   George Seurat (Rainforest art – Pointellism)

Overview of Art and Design Skills:

Art and Design Skill:NurseryReception12345 and 6
Drawing  Makes marks Draws circles and lines   Draws faces, adding facial detailsDraws with more detail, using a range of shapes and lines   Draws people, including self, with more facial and physical detail   Draws for a purpose with an outcome in mindDraw lines of different sizes and thickness. Colour (own work) neatly following the lines. Create patterns by adding dots and lines.Create different tones by using coloured pencils.Use different grades of pencil shade to show different tones and textures. Use sketches to annotate and produce a final piece of work. Sketch lightly (no need to use a rubber to correct mistakes) Use shading to show light and shadowUse hatching and cross hatching to show tone and texture  Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). Use lines to represent movement. Use shading successfully to create mood and feeling. Explain the reasons for choosing specific drawing techniques.
Painting  Use pre made paints and are able to name colours   Able to add white or black paint to alter tint or shade   Enjoys using hands and fingers to paint Can hold paintbrush in the palm of their handCan use thick brushes   Can use thin brushes to add detail   Can hold a paintbrush using tripod grip and independently select additional tools to improve their painting e.g. rollers, stampsUse thick and thin brushes. Mix primary colours to make secondary. Name the primary colours. Add white to colours to make tints and black to colours to make tones.  . Name the secondary colours. Create colour wheel.Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. Mix colours effectively (predict with accuracy the colours I mix) Use watercolour paint to produce washes for backgrounds then add detail.Experiment with creating mood with colour.Develop a personal style of painting, drawing upon ideas from other artists.
Sculpture  Builds towers by stacking objects   Begins to add walls to create enclosed spacesBuilds simple models using a variety of resources and joining techniques   Constructs with a purpose in mind, can explain, refine and evaluate their productMake different kinds of shapes Use rolled up paper, and straws clay as materials. Use techniques such as rolling, cutting and mouldingAdd texture to the sculpture by using tools (markings/ lines)Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials) Use clay and other mouldable materialsInclude texture that conveys feelings, expression or movement. Add materials to provide interesting detail.  Use frameworks (such as wire or moulds) to provide stability and form.  
  PrintingPrint with large blocks and larger sponges   Print with small blocks, small sponges, fruit, shapes and other resourcesCreate patterns and meaningful pictures when printing   Print with a variety of resourcesUse repeating or overlapping shapes.  Mimic print from the environment (e.g. wallpapers). Use objects to create prints (e.g. fruit, vegetables or sponges) Press, roll, rub and stamp to make prints.  Use layers of two or more colours. Replicate patterns observed in natural or built environments.Make precise repeating patterns.  Use a range of visual elements to reflect the purpose of the work.  
  CollageProduct is all one texture Additional textures are added   Is beginning to weave  Use textures for effect and can describe the effect using adjectives  Use a combination of materials that are cut, torn and glued. Sort and arrange materials.Mix materials to create texture.Select and arrange materials for a striking effect. Cut accurately and overlap materials. Create a mosaicCreate a montageCombine visual and tactile qualities.
Evaluating and communicatingTalk about which pieces of art I like bestTalk about which piece of art I like best and begin to give reasons for thisDescribe what I can see and like in the work of another artistExpress clear preferences about artwork and reasons for these (say “I like that because…”) Ask relevant questions about a piece of artwork.Take the time to reflect upon what they like and dislike about their work in order to improve it (for instance they think carefully before explaining to you what they like and what they will do next).Regularly reflect upon their own work,  and use comparisons with the work of others (pupils and artists) to identify how to improve.Provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work.  
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