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Curriculum Intent and Implementation


Westwood Primary School

Art and design Curriculum Statement of Intent

At Westwood art is continually taught throughout every adventure each half term. The curriculum offer has been well mapped out across year groups and key stages in order to ensure progression in the mastery of art and design techniques whilst continually linking these techniques to great artists, architects, craft makers and designers in history and using sketchbooks throughout to evidence this progression. 

Our engaging, inspiring and challenging art lessons are an ongoing process through which all children are given opportunities to develop specific skills, knowledge and understanding to enable them to work with a variety of media, style and form. Children are continuously given the opportunities to develop specific art skills and reinforce skills already established through the cross-curricular links of our adventures. 

Art at Westwood remains high profile across the school with art being intertwined among all of our adventures to allow children to see how art has shaped our history and contributes to many cultures within our nation and the rest of the world. The achievements and celebration of art plays a key role across our school through the art gallery and entering local and national art and design competitions. We also expand our art community through trips and workshops with links through the Red Kite Alliance.  

Are and Design Implementation

Below outlines the progression in mastery through the art and design techniques with a range of materials that continually link to great artists, architects, craft makers and designers in history.  

Drawing – In Key Stage 1 children explore a wide range of pattern and texture to draw a Teddy’s face. The great artist Salvador Dali is explored, and different media is used (pencil, oil pastels and wax crayons) to explore form, shape and space when recreating the melting clocks. Shape is then further explored to draw fruit, a maze and tunnels using oil pastels to create the circular shapes inspired by Kandinsky. Drawing is further developed in Lower Key Stage 2 where children use sketch books to explore drawing different facial features and how these can show various emotions. These sketches are then used to produce a final piece inspired by Leonardo Di’Vinci’s Mona Lisa where facial features are used to show a variety of facial expressions. Progressing from Key Stage 1, line, tone, shape and colour is explored again when drawing Victorian Miners in the style of Ted Holloway where children use body language to represent figures and forms of the miners using charcoal. Marks, lines and textures are built upon in Lower Key Stage 2 where children experiment with adding texture and shade to four various landscape drawings of mountains from across the world. Using the knowledge and skills they have gained from these sketches; a final mountain is produced combing all the skills learnt.  In Upper Key Stage 2, texture is revisited and developed along with perspective when drawing a Mayan scene in the style of Fredrick Catherwood using sketch pencils. Tone and shade is then investigated within their sketch books to then produce a final still life piece of Mayan food in the style of Van Gogh using both sketch and colour pencils. Drawing to show reflection is a new skill that is explored in Upper Key Stage 2 when drawing an Anglo-Saxon boat in the style of John Constable using the media of oil pastels. 

Painting – Key stage one focus on mixing colours to create secondary colours to paint fruit focusing on tone, tint and brush selection and predicting the outcome in the style of Gisueppe Arcimboldo. The painting technique of pointillism is studied using the Pop Art style of Roy Lichtenstein. Lower Key Stage 2 develop on their knowledge of mixing colours by this time looking at the colour wheel and predicting with accuracy the colours that they mix when painting their Egyptian tombs. They then explore watercolour painting by experimenting with a range of brushes and how this changes the effect of their background wash for their coastal painting. Exploration of this will take place in their sketchbooks and notes are made to explain their thoughts and understanding of using watercolours. In Upper Key Stage 2, progression of using watercolours and exploring colours are developed as they create two water colour pictures in the style of Lowry, this time looking at the contrasts in mood before and after the blitz and how this can be represented by the different colours. Painting skills are then brought together to paint a Tudor-style house after learning about the architecture of Tudor houses. Children select colours, sizes of brush and paint a realistic image drawing on all previous painting skills learnt. 

Sculpture – Sculpture is taught in Key Stage 1 through using plasticine to sculpt dinosaurs and lions focusing on shape, patterns and texture using the sculpture David Sproxton for ideas. Children also sculpt dens using nature to develop ideas, experiences and imagination. In Lower Key Stage 2, clay is used to learn new sculpting techniques. A clay beaker is sculpted in the same style and for the same purpose as the Beaker people adding texture and shape onto their design. Moulding different clay textures is then explored further when creating dragon eyes. Different clay sculpting tools are investigated, and notes are made within their sketchbooks to explore their thoughts and critical thinking of the tools they have used. This will they inform their final piece to create their textured dragon’s eye. In Upper Key Stage 2 a clay sculpture is also produced, however children work on creating a wire skeleton below to add structure. The children create a sculpture of Minin and Pozartsky using wire to form a skeleton and clay to flesh the sculpture out. They are taught about the famous sculpture Barbara Hepworth and the architect Postnik Yakovlev to help influence their creations. Papier-mâché is another form of sculpture used in Upper Key Stage 2 to create a 3D form of a planted combining materials to add texture in a range of scales to represent the different planets. 

Collage – Natural materials are used to create a collage in Key Stage 1 who work collectively together to create a group picture of India. Scissors are used to Cut up pictures of buildings are used to create a building in Leeds. The children explore the work of artist Paul Klee and they creating a collage of the woods by tearing paper. Repeated patterns are also used to create a collage of a house using patterns of sweets. Throughout collage making, the children are able to explain why the materials they have used were chosen. In Lower Key Stage 2, the skill of collage is taken outdoors where they work in collective groups to create an overlapping collage of Yellowstone using natural materials, to develop on prior learning the children consider perspective and the location of key features using a real-life image for guidance. The technique of collage is further explored when studying Ansel Adams black and white photography and using this style to create a collage of Yellowstone Park using black and white photographs. Ceramic tiles are then used as another media for collage to create a Roman mosaic where the architectural work of Gaudi is looked at for discussion and inspiration for their own designs. In Upper Key Stage 2, the exploration of using different materials is a key focus for the collages as the children develop their prior knowledge further to independently choose appropriate materials. A collage of two rivers showing the effects or pollution to express mood and emotion is followed by a justification of the materials chosen. A collage of a favela in the style of Henri Matisse is also created using coloured paper and cellophane again with a justification of their choice of material for the different elements in their sketch books. 


Printing – Key Stage 1 explore texture through printing using different medias (bubble wrap, corrugated card, sponge and tinfoil) they use these materials in different ways such as pressing, rolling, rubbing and stamping to explore how these ways can change the final outcome of their image of a sea creature. Printing is developed further in Lower Key Stage 2 through children creating their own printing blocks. Children print using four colours overlaying it using two colours blocks on polystyrene by etching in the design looking at Andy Warhol’s work for inspiration for their designs. Angie Lewin is then used as an example to create their own lino blocks and cutting tolls to create a flower design in a similar style. The cutting techniques for lino are first explored and explained in their sketch books to discuss how their final piece will be approached. Upper Key Stage 2 look at Pop Art in a similar way but this time using string on the polystyrene and printing onto different materials to see how the effect changes. Looking at another material to print on, they create an Italian print on a plate in the style of William Morris and overprint different colours to reflect similar styles found in Pompeii. 

Craft makers– This area is covered explicitly in Key Stage 1 to be in line with their national curriculum. Key Stage 1 learn about the craft maker Karen Wyeth where they focus on colour, pattern and texture to create a decorative felted scene. They learn about the costume designer Edith Head and draw a design of a costume for a superhero using a range of materials creatively to design and make the product.