Art Learning Map

Autumn 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Funny Bones

The true story of the Three Little Pigs.

Our Town



Bullets, Bombs and Bunting.

Key Content (Skills/knowledge)

Using pencils and other media to create different marks:straight /wavy lines, hatched lines, spaced lines and lines close together.

Experimenting with a variety of media; pastels, paint.

Looking at visual images of skeletons, e.g. animation.

Design inspired by the text. In conjunction with DT skills; creating a moving picture.

Drawing a figure to make part of a moving picture.

Observational drawings of driftwood.

Using pencils to create drawings using a variety of lines and shading to represent texture.

Responding to a variety of imagery from paintings and illustrations of dragons.

Using drawing skills to make a design for a clay relief of a dragon’s eye.

Learning to sculpt and carve clay using tools.

Study Hokusai’s paintings of Mount Fuji to develop their own work, using drawing and printmaking techniques, including using tools to score lino before printing.

Create a lino print.

To learn about Henry Moore’s shelter drawings.

Learn to use a cross-hatching techniques to depict light shade and form.

Notice and learn about proportion and perspective in images.

To use a limited palette to convey emotion.

To use a sketchbook to plan and develop ideas influenced by Moore which will then be developed into personal interpretations of the shelter drawings.


I can begin to produce lines in a range of different tones using the same pencil.

I can explore making marks with pastels, e.g. blending colours.

 I can respond to ideas to create a composition, image

I can work from direct observation and imagination.

I can solidly infill shapes using pencils, pastels, etc.

I can use line and shape to represent a figure.

I can design an image based on a character.

I can draw to represent what I see.

I can experiment with different types of line to create a composition e.g. thick and thin, wavy, curved, etc.

I can explore using pencils to change shade, creating darker/lighter areas of my drawing.

I can use line to design a relief, using pencils to create pattern and texture.

I can shape, form and model clay.

I can use tools to carve and create surface patterns and texture patterns in clay.

I can notice and discuss the features of an artist’s work.

I can show detail through line drawing.

I can carve and score lino following my own design.

I can build up layers of colour to make a two colour print and begin to experiment with additional colours.

I can modify and adapt my print as work progresses.

I can draw using perspective, considering scale and proportion in my figure drawing.

I can draw using tonal contrast.

I can select different techniques for different purposes: shading, smudging, etc. to create a 3d effect.

Core Vocabulary

drawing, line, wavy, curved, straight, blend, colour names (primary and secondary)

Drawing, figure, line, shape

Draw, observe, observation, line, shade.



Hokusai, Mountain, mount, Fuji, print, technique, detail, layer.

pattern, tone,

shading, tone, shape, line

Autumn 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title


The Lost Happy


Aladdin and the Enchanted Lamp

George’s Marvellous Medicine

The Victorians

Beetle Mania!

Key Content


Drawing from observation.

Consolidating  mark making techniques learned in Autumn 1, to draw from observation.

Selecting materials, cutting, tearing to a desired shape, creating a collage to represent ideas of Remembrance.

Drawing from observation to design a lamp. Learning to sculpt using a papier mache technique to create a 3 dimensional model of Aladdin’s lamp.

Through studying the illustrations of Quentin Blake; pupils will learn to use watercolour techniques and draw with ink to create their own illustrations.

Study an artist of historical significance (William Morris - Victorian Era artist of wallpaper)

Improve the mastery of art and design, using their drawing/sketching skills to replicate a William Morris design.

To use tools to shape and mould clay taking inspiration from drawings developed in first half term.

To explore the link between drawing and sculpture, then create clay figures inspired by Henry Moore.


I can draw a line to represent a shape.

I can draw lines of different sizes and thickness.

I can use marks to represent details that I see.

I can use paste and adhesives with control.

I can sort and select materials for a planned effect.

I can mix materials to create texture with paper e.g. scrunching and screwing paper up to create a composition.


I can cut a variety of shapes to complete a composition.

I can choose and use a range of materials to sculpt an artefact.

I can select decorative materials that reflect my own design.

I can cut materials to a desired shape.

I can change the tone of a colour by adding more/less water.

I can layer watercolour for effect.

I can use lines drawn in ink to add detail.

I can discuss the work of a notable artist (William Morris)

I can design a print in the style of William Morris.

I can overlay colours using a relief printing technique.

I can shape clay using tools.

I can mould clay into a planned 3D shape.

I can create a free standing sculpture based on my own drawing.

Core Vocabulary

observation,line, shade, thin, thick, shape

collage, shape, texture, material

model, sculpt, design, decorative


watercolour, wash, layer, detail

design, pattern,overlay,  

Mould, shape, sculpture, texture, figure

Spring 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Hocus Pocus

The Mousehole Cat

Sands of Time

Frozen Planet



Key Content (Skills/knowledge)

To use observational drawings to shape their imagination

Observational drawings of flowers, drawing what we see.

Flower paintings based on the style of Georgia O’Keefe

To create an image of a storm inspired by Hokusai’s ‘The Wave’.

Can select and use different brushes to explore and make marks of different thicknesses and using wet and dry paint techniques.

Explore movement using pastels and chalk and watercolours.

Observe and apply art techniques used in Ancient Egypt to make a mask.

Use materials to create a 3D form.

Learn to explore shading, using different media to achieve a range of light and dark tones, black to white

Use a journal/ sketchbook to plan and develop ideas, gather evidence,  investigate and test media

To explore the effect on paint of adding water, glue, sand, sawdust and use this in a painting

To improve skills of overlapping to place objects in front and behind

Develop art techniques using shape and form to create effect (monster silhouettes)

To study Andy Warhol’s prints and use this as inspiration for using a range of visual elements to develop a poster to advertise and reflect Macbeth.


I can use line and tone to represent things from imagination.

I can use drawing tools with dexterity and control.

I can investigate, experiment, mix and apply colour for purposes to represent real life objects.

I can use colour to create a surface that suggests a place.

I can use thick/thin brushes and brushstrokes to convey an idea.

I can use chalk lines and blended to create texture.

I can  construct a structure in linear or soft media.

 I can cover a surface to make a form.

I can use paint as a decorative tool with accuracy.

I can use pencil, pastel, charcoal to represent different shades, using heavy light marks and blending.

I can create texture by combining materials.

I can overlap materials effectively to convey an image.

I can select, and manipulate a range of

drawing tools, using them with control and  dexterity to accurately

represent from observation

I can create a silhouette by shaping and cutting paper with accuracy following my own design.

I can create an original piece influenced by Andy Warhol prints.

I can create an image using block colours.

I can use line with control and accuracy to represent an image.

Core Vocabulary

line, tone, imagine,

Georgia O’Keefe, observational, detail, scale.

brushstroke, texture, Hokusai

form, sculpt, model, structure

texture, combine, overlap, shade, blend,

silhouette, form, shape, outline


Print graphics

Block colours

Pop Art, Warhol

Spring 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Into the Woods

The Great Fire of London

Spiky Spring

Fair Verona

Earth, Space and the Solar System

Drowning in Plastic

Key Content


Understand different ways to create a picture e.g. tree rubbings and sketches, printmaking techniques, combining media.

Make a picture using monoprint and a mixed media background.

Create a picture inspired by the Great fire of London.

Understand the difference between warm and cool colours and be able to use them effectively.

To sort and use collage materials according to specific qualities, e.g. warm, cold.

Further develop observational drawing skills

Use images of real hedgehogs for inspiration.

Create collages using natural materials

To choose and adapt a range of media and discuss reasons for choice.

Create an image inspired by ‘The Wolves in the Walls’, using charcoal and pastels.

Use watercolour washes, colour pastels and chalk to create different patterns and effects, making an image of an imagined planet.

Observe from nature and recreate in different media.

Make a representational textured collage image (from recycled materials).


  I can make a monoprint controlling line and tone using tools or pressure with ink on a block/whiteboard.

 I can take rubbings from a tree and use this to make a textured design for my print.

I can identify warm/cool colours, e.g colours with red/ orange tones as warm, and those with blue tones as cool.

I can mix colours to show an idea or mood.

I can use colour to represent an event.

I can select and shape material to collage parts of my picture.

I can use line, tone, shape and mark with care to represent things seen, imagined or remembered

I can make a representational textured image from found textures that have been selected

I can cut and arrange multiple shapes and stick on a surface to reflect my ideas.

I can use pencil, pastel, charcoal to represent different shades, using heavy light marks and blending.

I can learn about ‘how to’ from studying other artist’s work, looking at Dave McKean’s illustrations.

I can choose the best media to show my ideas.

I can use a sketchbook to plan my picture of a planet, exploring appropriate marks and media.

I can apply colour using a variety of tools and techniques to create my planet.

I can select and use cutting tools and adhesives with care to achieve a specific outcome

I can select and use found materials with art

media and adhesives to assemble and represent a

surface or thing e.g. water

I can decoratively using more layers of found materials to build complexity and represent the qualities of a surface or thing.

Core Vocabulary

print, texture, monoprint, design, pattern.

warm, cool, tone, collage.

represent, collage, texture, media, observation

Illustration, texture, form, charcoal, blend.

media, planet, technique, wash, blend, apply.

collage, embellish, decorative, layers, adhesive.

Summer 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Handa’s Surprise

Save the Bees!

Knights and Castles

Water’s Edge


The Arrival

Key Content (Skills/knowledge)

Creating African sunset pictures and African patterns using the work of Yinka Shonibare as inspiration.

Study the life and work of Friedensreich Hundertwasser. Use techniques inspired by his paintings to create flower paintings.

Develop painting skills

Use modelling skills

Use a range of art techniques to design a coat of arms to put onto a shield.

Observational Drawing in pencil using shading and cross hatching.

1: Shells

2: Moving objects (fish)

3: From research (coral)

Look at artists who have created seascapes: David Hockney, Turner; compare and choose techniques and style to create seascapes.

Planning a 3 dimensional model through drawing from photographs and objects.

Shaping and moulding clay into the shape of a lizard.

Marking clay with tools and paint to create a pattern.

Portrait photography linkling to the images in the book ‘The Arrival’

Looking at the work of photographers;

Steve McCurry and Annie Liebovitz.

learning to take clear portrait.


 I can talk about the artist’s work, saying what I think and feel and suggest reasons for the artist’s intention or meaning of the work.

I can use colour and painting skills and apply surface techniques to create a painting of a sunset based on African landscapes and the patterns in Yinka Shonibare’s work.

I can create a repeating pattern using colour and different media.

I can draw carefully in line from observation, recording shapes and positioning the features of my picture with some care.

I can investigate, experiment, mix and apply colour  to represent my ideas.

I can use marks, colours and ideas inspired by an artist’s work.

I can use tools to make a shield.

I can create my coat of arms based on research of images and develop my own ideas.

I can use colour and shape to convey an idea.

I can use line, tone, shape and mark with care to represent things seen, imagined or remembered.

I can use drawing to arrange elements of ideas to compose and plan my painting.

I can represent things observed, remembered or imagined, using colour selecting appropriate paint and brushes

I can plan a model by drawing from observation.

I can mould clay using fingers and tools to create a recognisable shape of a lizard.

I can use tools and colour to create a pattern.

I can describe the work of well known photographers and discuss this with others.

I can learn about how to take a portrait  from studying other artist’s work.

I can plan, take and digitally process

a portrait of a person.

Core Vocabulary

Yinka Shonibare, sunset, surface, background, foreground

Hundertwasser, painting, brushstroke, inspire

Design, coat of arms

seascape, line, tone, represent.

mould, form, manipulate, shape, pattern

photography, portrait, composition, refugee, frame

Summer 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Theme overview

Jurassic World

Ship Ahoy!

Storms and Shipwrecks


A Midsummer Night’s Dream

All About Us

Key Content


Draw fossils using appropriate marks to represent texture and shape.

Create a clay model of a fossil, using objects or natural materials  to make an impression of an image.

To understand how artists painted ships in history to create pictures of ships.

To  represent things observed, remembered or imagined, using colour selecting appropriate paint and brushes.

Develop painting skills to create a seascape

Use of acrylic paints and canvas

To use a variety of brushes and brushstrokes.

Study the paintings of Alfred Wallis

Children study the emotion of colour through different artists.

They will explore the impact of one image presented in different colour palettes.

To create a nightscape picture, using blended colours as a background with silhouette figures in the foreground.

Overlay different media to create effects.

Taking a photograph on a camera or other device.

Learning how to frame a shot and use light or props to convey

Taking a portrait of a friend for an end of year/ graduation show.


I can use a pencil with increasing control to draw from observation.

I can smooth and mould clay.

I can use objects to embellish my model.

I can select and use different brushes to explore and make marks of different thicknesses to paint a recognisable image.

 I can spread and apply paint to make a background using wide brushes and other tools to create the  background of my picture.

I can apply colour for purposes to represent real life, ideas and convey mood

I can describe the work of an artist.

I can use an artist’s technique and style to create my own painting.

I can  represent the sea using acrylic paint.

I can select and mix colours to show my ideas.

I can create an image showing the influence of a notable artist.

I can select appropriate media to create an image.

I can use colour to convey emotion.

I can select  appropriate media and techniques to achieve a specific outcome.

 I can choose from different methods to apply colour using a variety of tools and techniques to express mood and atmosphere.

I can create different effects by using a variety of tools and techniques such as dots, scratches and splashes, and applying paint in layers.

I can change the camera settings such as flash, to best capture an image in low light conditions.

I can use the technical features of a camera to sharpen, frame and enhance my portrait.

I can explain the reasons for my choice of subject.

Core Vocabulary

fossil, impression, model, embellish

background, marine art, technique,

acrylic, artist,technique,


symbolism, emotion,

nightscape, foreground, background, blend, overlay, silhouette.

Portrait, subject, enhance, capture.