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Art Curriculum Intent

At Radcliffe on Trent Junior school, we intend to deliver a high quality art curriculum, which will motivate, inspire and challenge our pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art. Our intent is for our children to be equipped with the skills to be creative and use their imagination. They will enjoy art through varied mediums and express how they feel about different aspects of art using relevant vocabulary to explain their reasons.


Connecting with learning:

Art is a form of expression and our children will have many opportunities to develop and extend skills with a great opportunity to share and celebrate their individual interests and ideas. We pride ourselves on progressively teaching our children relevant vocabulary and using metacognitive approaches for the learning to stick and remember important pieces over time. Our whole school creative art days (themed to link with PSHE or diversity for example) are also great platforms to learn art collaboratively and make the leaning memorable.

We aim to give all children the confidence to express themselves through a range of chosen art forms: drawing, colour, texture, sculpture, textiles and collage, and pupils are encouraged to experiment with a range of different materials and techniques to bring their ideas to life. Opportunities to practise art and design techniques when using colour, pattern, texture, line, shape, form and space are embedded across the Art curriculum through the use of individual sketchbooks which move with the children through school so they can also see their art progress develop.


Connecting with others:

Additionally, we want our children to know how Art & Design has contributed to our culture and understanding of our history and the world. Our children will focus on a variety of famous artists, architects and designers, for example William Morris in lower school and Frida Kahlo in upper school. Most of our influential artist work will be linked to our year group topics to ensure that learning is as purposeful and cross-curricular as possible. Our children will have opportunities to take inspiration from these key artists and create their own artworks in their particular styles, embracing our whole school ‘Be Unique’ value well.


Connecting with our community:

Our curriculum allows our children to explore British art and design and make comparisons between then and now and also between different communities around the world. We have studied local artists in the past such as Michelle Reader and Belinda Poon and our local area is also used as much as possible when looking at natural colour and texture, for example our new nature garden, the River Trent and Radcliffe cliffs. Our after school art club brings different children together from across the school to meet and share artistic skills. Historically we have created mosaic art work linked to the Radcliffe on Trent railway station with the community rail partnership and more recently art and photo competitions linked to the natural environment we live in partnership with the Vale of Belvoir Rotary Club.

ROTJS Art Curriculum


Year 3

Year 4

Year 5

Year 6


Developing drawing skills using a variety of mediums (for example, pencils, charcoal, crayons, chalk, pastels, pens etc).

*Experiment shading techniques with various pencils: outline, hatching, cross hatching, stippling, back and forth and scumbling for example.

*Close observational drawing using real life objects – so starting to have an awareness of 3D.

*Initial sketches as a base for painting.

*Accurate drawings of faces.

*Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc.

*Begin to draw with different scales and proportions.

*Work on a variety of scales e.g. A5, A4, A3, A2 etc.

*Use ICT to ‘draw’ simple abstract ideas.

  *Sketching the effect of light on objects and people from different directions.

*Draw increasingly accurate people.

*Begin to use simple perspective e.g. one-point perspective or a horizon.


  *Represent the texture of a surface when drawing.

*Using a mixture of drawing implements all on 1 piece of work e.g. completing an initial sketch in pencil, then adding charcoal or pens over the top for effect.

*Begin to compose pieces using scale and proportion e.g. foreground, middle ground and background.



Developing skills linked to paint, pastels and printing techniques.






*Colour mixing,

*Making colour wheels.

*Introducing different types of brushes and when you would use them.

*Applying colour in different ways: splashing, dotting, scratching, colour washing etc.

*Relief / imprinted printing.

*Colour mixing through overlapping colour prints.

*Colour matching: tint, tone and shade, observing colour in real life and matching it.

*Using colour on a range of scales.

*Using colour to reflect mood.

*Use sketchbooks to record textures / patterns, experimenting with printing.

*Replicate environmental and manmade patterns.

*Modify and adapt printing.

*Be able to identify primary secondary, complementary and contrasting colours.

*Developing a painting from a drawing.

*Mix and match colours to create atmosphere and light effects.

*Explore the use of texture in colour.

*Combining prints for effect.

*Work into prints with a range of media e.g. pens, colour pens and paints.

*Using colour to express feelings.

*Hue, tint, tone, shades and mood through colour use.

*Explore environmental and manmade patterns e.g. tessellation.

*Explore printing techniques used by various artists.


Developing skills in 3D work, including clay, textiles and collage.

*Shape, form, model and construct using malleable or rigid materials.

*Plan and develop sculpting ideas - understanding different methods of construction.

*Use inspiration from patterns in the environment.

*Experiment making patterns on a range of surfaces.

*Develop skills in stitching, cutting and joining.


*Tie dying or batik.

*Use collage as a means of collecting ideas e.g. mood boards etc.

*Plan and develop own sculpture work.

 *Discuss own work and work of other sculptors.

*Analyse natural and manmade forms of construction.

*Join clay adequately.

*Use a wider variety of stitches.

*Looking at textile artists.

*Designing textural art - experimenting with creating mood, feeling, movement etc.

*Compare different fabrics.

*Experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent textures.


*Use stories, music, poems as stimuli for all texture mediums.

*Plan a sculpture through drawing and other preparatory work.

*Sculpt from observation or imagination.

*Discuss and evaluate own work and that of other sculptors.

*Select and use a range of materials.

*Begin to embellish textile work.

*Study textile artists.

*Add collage to a painted, printed or drawn background

*Use a range of media to create collages.


*Work collaboratively on a larger scale for all texture mediums.

*Express feelings through texture studies.

*Use recycled, natural and man made materials to create sculptures.

*Develop skills in using clay incl. scoring, slips, sticking and smoothing.

*Produce more intricate patterns and textures in a malleable media.

*Develop experience in embellishing textiles.

*Use different techniques, colours and textures for collage.

Famous Artists

Learning about great artists, architects and designers in history.

(I am listing some suggested artists but the list is exhaustive and not necessarily set for each year).

Kandinsky, Kathe Kollwitz, Ping Lian Yeak, Jackson Pollock, Claude Monet, Ben Mosley, Judith Ann Braun, Pierre Alechinsky, Keith Salmon, Willow Bascom, Linda Caverley, William Morris, Barbara Hepworth, Joan Miro, Bridget Riley, Paul Klee, Andrew Bannecker, Rachel Ducker, Judith Scott, Matisse.

Leonardo DaVinci, Stephen Wiltshire, Frida Kahlo, Vincent Van Gogh, Andy Warhol, Faith Ringgold, Sue Entwistle, Mary Cassatt, Lisa Fittipaldi, Peter Longstaff, Maria Iliou, David Hockney, Molly Williams, Gustav Klimt, Henry Moore, Andy Goldsworthy, Escher, David Hockney, Melissa Zexter, Louise Bourgeois, Inge Jacobson, John Brunsdon, Alice Schonfield.


To be able to use and understand some artistic vocabulary.

(I am listing some suggested words but there are others).



Cross hatching



Primary (colours)

Secondary (colours)
























Middle ground














Sticky Knowledge


To know some different sketching techniques.


To be able to mix secondary colours.


To be able to name some famous artists.

To know that sketching pencils rage from H to B and what this means.


To know the terms scale and proportion.


To know the terms tint, tone or shade.


To know how to join clay.


To be able to name some famous artists.

To be able to use simple perspective.


To be able to use shading to represent light.


To be able to identify contrasting and complimentary colours.


To be able to name some famous artists.


To use sketching techniques to develop texture.


To know the terms hue and mood.


To develop skills in using clay incl. scoring, slips, sticking and smoothing.


To be able to name some famous artists.