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Puss Bank School and Nursery

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At Puss Bank School and Nursery, it is our intent to engage, inspire and challenge all pupils in Art and Design. We provide opportunities to encourage pupils to experiment, invent and create their own works of art and craft. As the pupil’s progress, we build up thinking skills with which we can think critically about art and how art can reflect our country, culture, and history.


All pupils will produce creative work and become increasingly proficient in drawing, painting, sculpture, and other artistic techniques. We can evaluate and analyse creative works and build up a language of art. We explore the work of great artists, crafts people and designers and form opinions and discuss their work critically.




At Puss Bank School and Nursery, the children will study each of the following curriculum areas: drawing, painting, sculpture. Then print, collage, and textiles will be taught alongside these alternatively. In reception children start to use a sketchbook to record their images as they progress through school, they develop their skills at recording observations, ideas and collecting visual evidence.

Digital media will be addressed by links with computing and by participating in enrichment opportunities. e.g. Art Weeks, artist visiting school, wow days 






Year 1


Andy Goldsworthy

Drawing /Print

William Morris


Matisse the snail/ the goldfish

Year 2

Painting/ textiles

Georgia O’Keefe


Miro, Kandinsky


Figures- Anthony Gormley,

Year 3


Ken Philips -wire trees Tin forest book



Drawing /Print

Japanese artists

Utamaro &Hokushu

Year 4


War artist Ken Howard


Portraits -Jim Dine


Masks from different cultures

Year 5

Sculpture -paper figures

Henry Moore Barbara Hepworth,


Dubuffet, Kurt Schwitters

Drawing /Print

Moroccan tiles

Year 6


Suzy Shackleton

Sculpture- willow sculpture

Nicola Hicks or Sophie Ryder  



Landscapes- classic artists Monet, Constable / modern

Nicola Willington, Kyffin Williams


When exploring and developing ideas children will record and explore ideas from first-hand observation, experience, and imagination. They will be encouraged to ask and answer questions about the starting points for their work and develop their ideas. As they progress through school, they will explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures. In this ever-developing world of technology, we feel it is important that children are exposed to the world of digital media.


Key Art and Design vocabulary is planned, developed explicitly in teaching and revisited.



In the nursery, children should be able to see that movements create marks, and they explore what happens when they mix colours. They investigate different textures describing what they can feel and see, then start to create their own using simple tools. They learn that materials can be combined and manipulated to create new effects.

By the end of Reception children should be able to use simple tools appropriately to express their ideas, thoughts, and feelings through art.

They should have some understanding of line and shape and how it can be used to create simple representations of events, people and objects.

They should know that colours can change when mixed with other colours and choose colours for a particular purpose.

Early Art vocabulary is taught discreetly and explained and then regularly referred to in direct teaching and continuous provision, displayed in classroom to remind adults to keep reinforcing key language with the children.



By the end of Y1 children will have become more skilled at using tools e.g. charcoal, graphite sticks or oil pastels to create and express their feelings through art.

They will be able to talk about how different lines express feelings with increasing accuracy (curved, wavy, zig zag, thin, thick lines and cross hatching) e.g. Anger can be expressed with a thick zig zagged line. Evidence can be found in children’s sketchbooks.

Building on colour mixing in Reception children will know that colours reflect feelings and can be grouped in warm and cool colours. They should be able to tell you that the primary colours a red, yellow and blue and that can be mixed to create other colours. They should be able to match colours to artefacts.

When painting and drawing, children should be able to use a variety of tools and should understand that different tools create different effects. Children should be able to recognise patterns and explain what a repeating pattern is. They should also be able to explore texture using simple vocabulary to describe this e.g. rough, smooth.

When working in 3D form, children should know how to manipulate materials e.g. clay, withes, for different purposes and how to construct and join materials. They should be able to use tools safety and effectively to create forms.





By the end of Y2 children should be able to use a range of materials creatively to design and make. Building on their knowledge of line in Y1 children should have a deeper understanding of how the thickness of a line or direction of a line can help to create a particular effect. They should be able to describe the use of line further by referring to its orientation (horizontal, vertical, and diagonal) and its appearance (bold). This links with the handwriting scheme. They should be able draw for a sustained period of time.  Children should be able to recognise basic geometric shapes within the environment and within the work of artists. E.g. Georgia O’Keefe


Building on colour knowledge in Y1, children should know that green, purple and orange are made from mixing primary colours and are commonly referred to as the secondary colours. They should also know that by adding black and white to colours they can create tints and shades. They should be aware that there are a variety of brushes which make different marks.

By the end of Y2, children will have an increasing knowledge of texture and will be able to describe the qualities of texture in real objects and as depicted or suggested in the work of artists. They will have developed a variety of techniques, weaving, fabric crayons and tie dying.

In sculpture, they should be creating simple 3D pieces of work from basic materials like paper, string, clay, wire, and newspaper rods to continue the progression of their manipulative skills.

When using sketchbooks, they will have explored working out ideas for drawing and collecting information about artist’s work.



Children should be able to select and use a range of media to achieve variations in line, texture, tone, colour, and shape to show feelings. Children will have a deeper knowledge of form through exploring more complex shapes and will begin to show some awareness of space when drawing. They should be able to draw accurately from observation for longer periods of time at their own level and use their sketchbooks to collect and record visual information or observations.


Following on from Y2, children should develop a secure understanding of primary and secondary colours and how to create tints, shades and tones. They should be able to talk about why they have selected certain brushes and show a variety of strokes in their work. They should explore the effect of adding sand, sawdust, or glue to paint.

Children should also know how to create different effects and textures using a variety of media. In printing, they should be creating surfaces to print on and using simple repeat and overlap mono print.

In sculpture, they should explore form and shape, recognising the strength and weakness of a variety of medium, mainly focusing on clay. They should build on their manipulative skills when folding, joining and cutting and work more independently, using tools safely and effectively. In their sketchbooks they should show how they have planned their design and record the final piece of artwork through photography.



Using their knowledge of line, shape, colour, and texture children should be able to alter and refine work using specific vocabulary to describe changes.  They should be able to collect images in their sketchbook and transfer them onto a larger scale. Children should be able to observe how artists use light and shadow and begin to understand the relationship between two dimensional and three dimensional. Building on work in Year 3, children should have a deeper understanding of how shape is used within art and should show an increasing awareness of this when completing observational drawing tasks.

They should be able to make and match colours with increasing accuracy and when discussing this they should be able to use colour specific language learnt previously. They should be able to independently make informed choices when working with a range of media to create desired effects and textures.

When working with textiles, they should be able to thread a needle, cut, glue and trim materials. Simples stitches, knotting and other manipulative skills should be incorporated into pieces of artwork.

In sculpture, they should be able to develop their skills with more complex methods e.g. using Modroc or papier-mâché over a simple mould when responding to a stimulus.


In UKS2 teaching is designed to encourage children to use their existing knowledge to experiment and refine their composition using a range of media and in their interpretation of art.



Children should be confident in selecting and using a variety of techniques to create effects e.g. shadow and reflection. An introduction to composition and scale emphasising how an artist can make objects look like they are far away. Evidence in sketchbook should show the development of ideas and the use of viewfinders.


By the end of Year 5, children should have built on colour knowledge obtained in Years 3 and 4 and should now be secure in identifying and creating primary and secondary, warm, and cold and complementary colours. They should develop and refine the use of pattern, texture, colour, shapes and mixing materials within a collage. Scale of collages should be explored.   

In print they should be able to create a textured block to print from. They should consider composition, scale, and colour.  They should organise their work showing repetition of pattern or image.

In sculpture, they should be able to join clay adequately and work reasonably independently to manipulate clay for a variety of reasons e.g. thumb pots, simple coil pots or models. They should consider the scale, form, and surface texture. Recognising the limitations of clay and the basic care of materials and tools should be discussed.



Children should have a secure knowledge of the visual elements (line, tone, pattern, texture, form, space, colour, and shape) and should be able to manipulate and experiment with these to best suit the given task. 

Children should be able to show a variety of ways to make marks and use graded pencils effectively showing an understanding about how they are graded. They should be able to discuss how measurement can inform composition and scale and draw moving or still objects.

When painting children should be able to choose appropriate paints, paper, and tools to create and adapt their work. They should be able to consider the foreground and background in their drawings.

In sculpture, they should design, plan, and create a sculpture based around the theme of an artist’s work. They should be able to use a range of natural or manmade materials and recognise the limitations of the different medium they selected. They should work independently and safely; being aware of the basic care of materials and tools.

They should be able to create their own sketchbooks and have detailed annotation where appropriate. The sketchbook should have evidence of how they have recorded, explored, and informed further work.