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Mention the most pertinent in your KO and refer to these through unit (line, form, hue, texture, tone/value, space, shape)

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Please see the revised progression. This is cumulative and must be made apparent in children's books. This may be adapted or created colour wheels, games in lessons, sections from the colour wheel added to show reasons for colour choices in their artwork, etc.

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Pair up to plan units if needed. Use the Quigley materials and then google - this will often provide inspiration to bridge the gap between suggested artists and questions, and the actual tasks that are appropriate for the children.

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Your overview needs completing by 26.11.22

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Your overview needs completing by 26.11.22

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Use the overviews to help guide planning and titles in books. Are you balancing learning about artists, periods, styles, techniques, creating pieces of work?

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Use the overviews to help guide planning and titles in books. Are you balancing learning about artists, periods, styles, techniques, creating pieces of work?

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These books need to show a journey. There may be little technique-builders along the way and annotations to show that children are reflecting and responding.
There should be the freedom to express themselves within the books - e.g. given setting-out choices where possible.
Add pieces from home if they show that a child has been inspired in school. These can always be reduced in size and added.
Children keep pieces that have gone wrong, annotating where possible.
Make a pocket at the back to keep pieces that are in progress.
Not all art will be finished.

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These are for the start of each unit and must show diversity of artist, especially if the focus does not represent this.
Children need to see the period/s being studied and which artists are also well-know for a particular style.
Can add envelopes with extras in for excitement or to add extras needed (e.g., vocab sheet to use within a lesson).