Art & Design

At Hellingly School we want children to enjoy being expressive in Art! We encourage pupils to work creatively and promote opportunities to develop key skills in their sketchbooks, which they take from Year 1 to Year 6. This year pupils throughout the school have begun working in their sketch books to record and explore their ideas.

A range of creative opportunities are always promoted in Reception working towards the Early learning Goals. The Chris Quigley Milestones are then followed in Key Stage 1 and 2 to progress children’s skills in the wide range of Art techniques.

Chris Quigley Learning Intentions Milestone 1
Year 1 & 2
Milestone 2
Year 3 & 4
Milestone 3
Year 4 & 5
To develop ideas
  • Respond to ideas and starting points.
  • Explore ideas and collect visual information.
  • Explore different methods and materials as
  • ideas develop.
  • Develop ideas from starting points throughout the curriculum.
  • Collect information, sketches and resources.
  • Adapt and refine ideas as they progress.
  • Explore ideas in a variety of ways.
  • Comment on artworks using visual language.
  • Develop and imaginatively extend ideas from starting points throughout the curriculum.
  • Collect information, sketches and resources and present ideas imaginatively in a sketch book.
  • Use the qualities of materials to enhance ideas.
  • Spot the potential in unexpected results as work progresses.
  • Comment on artworks with a fluent grasp of visual language.
To master techniques Painting
  • Use thick and thin brushes.
  • Mix primary colours to make secondary.
  • Add white to colours to make tints and black to colours to make tones.
  • Create colour wheels.
  • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.
  • Mix colours effectively.
  • Use watercolour paint to produce washes for backgrounds then add detail.
  • Experiment with creating mood with colour.
  • Sketch (lightly) before painting to combine line and colour.
  • Create a colour palette based upon colours observed in the natural or built world.
  • Use the qualities of watercolour and acrylic paints to create visually interesting pieces.
  • Combine colours, tones and tints to enhance the mood of a piece.
  • Use brush techniques and the qualities of paint to create texture.
  • Develop a personal style of painting, drawing upon ideas from other artists.
Collage
  • 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.
  • Ensure work is precise.
  • Use coiling, overlapping, tessellation, mosaic and montage.
  • Mix textures (rough and smooth, plain and patterned).
  • Combine visual and tactile qualities.
  • Use ceramic mosaic materials and techniques.
Sculpture
  • Use a combination of shapes.
  • Include lines and texture.
  • Use rolled up paper, straws, paper, card and clay as materials.
  • Use techniques such as rolling, cutting, moulding and carving.
  • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
  • Include texture that conveys feelings, expression or movement.
  • Use clay and other mouldable materials.
  • Add materials to provide interesting detail.
  • Show life-like qualities and real-lifeproportions or, if more abstract, provoke different interpretations.
  • Use tools to carve and add shapes, texture and pattern.
  • Combine visual and tactile qualities.
  • Use frameworks (such as wire or moulds) to provide stability and form.
Drawing
  • Draw lines of different sizes and thickness.
  • Colour (own work) neatly following the lines.
  • Show pattern and texture by adding dots and lines.
  • Show different tones by using coloured pencils.
  • Use different hardnesses of pencils to show line, tone and texture.
  • Annotate sketches to explain and elaborate ideas.
  • Sketch lightly (no need to use a rubber to correct mistakes).
  • Use shading to show light and shadow.
  • Use hatching and cross hatching to show tone and texture.
  • Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).
  • Use a choice of techniques to depict movement, perspective, shadows and reflection.
  • Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).
  • Use lines to represent movement.
Print
  • Use 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 printing blocks (e.g. from coiled string glued to a block).
  • Make precise repeating patterns.
  • Build up layers of colours.
  • Create an accurate pattern, showing fine detail.
  • Use a range of visual elements to reflect the purpose of the work.
Textiles
  • Use weaving to create a pattern.
  • Join materials using glue and/or a stitch.
  • Use plaiting.
  • Use dip dye techniques.
  • Shape and stitch materials.
  • Use basic cross stitch and back stitch.
  • Colour fabric.
  • Create weavings.
  • Quilt, pad and gather fabric.
  • Show precision in techniques.
  • Choose from a range of stitching techniques.
  • Combine previously learned techniques to create pieces.
Digital media
  • Use a wide range of tools to create different textures, lines, tones, colours and shapes.
  • Create images, video and sound recordings and explain why they were created.
  • Enhance digital media by editing (including sound, video, animation, still images and installations).
To take inspiration from the greats (classic and modern)
  • Describe the work of notable artists, artisans and designers.
  • Use some of the ideas of artists studied to create pieces.
  • Replicate some of the techniques used by notable artists, artisans and designers.
  • Create original pieces that are influenced by studies of others.
  • Give details (including own sketches) aboutthe style of some notable artists, artisans and designers.
  • Show how the work of those studied was influential in both society and to other artists.
  • Create original pieces that show a range of influences and styles.

Pupil Voice

“I just love getting messy!”

“It’s always really satisfying when you’ve done something that you’re proud of and you can look at it at the end of a lesson and think&hellip I did that!”

“I like it all. Drawing, painting, sculpture&hellip. I like everything!”

“I’m really proud of the sketches that I have made in my sketch book this term.”

“I just enjoy the fact that in our sketch books we get to be creative.”

Pupil’s Work

Asteroids (Year 1) have studied photographs of fireworks as a starting point for their printing. Using chalk pastels, they recreated some of the firework patterns and shapes, designed their own fireworks and then went on to print their pictures.

Aliens (Year1) studied the local area and the ‘Long Man of Wilmington’. They practised ripping, cutting, rolling and scrunching papers to create a collage of their own ‘Long Man’!

Stars (Yr6) have been learning about the Sumerians and examined some of the Sumerian statuettes found in temples. They designed their own sculpture, learned how to make a wire framework to support it and then used clay to produce their amazing sculptures!!