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DT experience making articulated fish. Years 1 and 2🐟

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Weaving

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Printing onto fabric

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Batic textiles made with glue and acrylic paint resistant technique.

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Printing onto fabric, repeating our printing block.

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Testing media, exploring positive and negative, repeating the print.

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Making a printing block from our designs.

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Sculptures awaiting a covering of tin foil...

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Textiles - exploring how to use watercolour pencils, representing water.

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Please ensure that work is finished. SEN pupils may need extra support to complete a task or a scribe to write on an evaluation sheet to reduce the cognitive load. A little quiet classroom time e.g. 5 minutes during lunch or whilst others sit and read may be enough. It is not a writing lesson. Whilst we expect all written work to be the best pupils can produce i.e. handwriting and spelling, this may be a big ask for an SEN pupil in the afternoon, so write for them. It is amazing how much more they communicate under these conditions!

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Make learning objectives clear to the children - today we are learning to... Ensure these are in folders for each lesson/ stage of the process. In the unit planning the objectives in bold are the ones specific to your media type. These should be evident in sketchbooks.

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Vulnerable children in ART and DT lessons

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Vulnerable children in ART and DT lessons

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Consider flexible access over rigid artistic outcomes. Focus on process rather than product to boost self-esteem, improve social skills and allow for non-verbal expression. Classrooms are safe spaces for mistakes (happy accidents) which are part of the creative process. Pupils are able to express emotions they may not be able to verbalise. Build trust and confidence by offering 1:1 encouragement. Sit with a vulnerable child and support for part of the lesson. Give children autonomy over their choices of colour, materials and design to build self-esteem and independence. Scaffold and structure learning - break a project down into steps, with visual guides, photographs of each stage to guide the process. Provide extra, small group time to pre-teach/ teach specific techniques or how to use tools. Resources may need to be curated or restricted to avoid overwhelming a child with choice. Think about paint brush size - for particular children. Build in movement breaks.

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Observation drawing bottom right - tsunami debris drawn on old maps.

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Layered collage oceans for a DT moving picture using recycled papers.

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This display was created by adding work with comments about the skills each week. We could look back and see the learning journey together.

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We added to our working wall each week as we learnt about Paul Klee.

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Puffin Class made collage puppet owls linked to English - The Owl Who Was Afraid of the Dark. 🦉

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Stacking punched shapes in a puppet owl collage, inspired by Paul Klee.

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Stacking line drawings

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Mixed age class Year 1 & 2 adapting Year 2 Art planning 2025-6.

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Mixed age class Year 1 & 2 adapting Year 2 Art planning 2025-6.

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Mixed age class EYFS & Year 1 adapting Y1 Art planning 2025-6

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Mixed age class EYFS & Year 1 adapting Y1 Art planning 2025-6

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Drawing and painting - Paul Klee, EYFS & Year 1

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Drawing and painting - Paul Klee, EYFS & Year 1

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EYFS Using small tools, beginning to show accuracy and care when drawing, exploring wax resist effect, building on previous learning.

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'Magic Fish' wax resist technique - drawing them painting

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'Magic Fish' wax resist technique - drawing them painting

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'Magic Fish' wax resist technique - drawing them painting

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'Magic Fish' wax resist technique - drawing them painting

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Year 1: Exploring different mark making materials, using drawing tools with control to represent our ideas, using sketchbooks to experiment with materials, media and colour.

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Mixed media - sponged background with punched stars selected and placed with care. We realised they reminded us of Starry Night by Van Gogh!

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Learning objectives for each session must be in the sketchbooks.

Evaluation with sketchbook and finished piece to hand.

Photograph of the finished piece if it is not in the book itself.

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Enrichment activities at the end of term could be an opportunity for pre-teaching skills and techniques coming up in the next unit.

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There are objectives in the planning specifically for the use of sketchbooks. Using sketchbooks effectively is a skill we need to model and teach.

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There are objectives in the planning specifically for the use of sketchbooks. Using sketchbooks effectively is a skill we need to model and teach.

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A sketchbook is not just a scrapbook for end of unit outcomes. It is a place to explore skills and experiment with new techniques. You don't have to be an expert. Learn with the children!

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To think like the artist I explored these ideas...

Avoid listing the skills here - those go in the box below entitled - I experimented with...and learnt to...

Instead look back at the planning ideas e.g. We explored how shapes work together - similar/contrasting, regular/irregular, how to combine colours (this is where you have used the new vocabulary in discussion and teaching. Refer back to it in the evaluation.

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Introduce the media-specific vocabulary in the first session, learn it together, then get the children to add it to their first page after discussion.

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Introduce the media-specific vocabulary in the first session, learn it together, then get the children to add it to their first page after discussion.

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Use a learing objective from the planning for your first session, and include the new artist's name, or get the children to write the artist's name at the top of the page.

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Use a learing objective from the planning for your first session, and include the new artist's name, or get the children to write the artist's name at the top of the page.

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Printing blocks, double sided

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Bring 3 sketchbooks. Make sure they have all LO's and work in them. Let's look at the collage and printing outcomes for last term in sketchbooks across the year groups. Let's look at the objectives for printing/ collage and identify the NC expectations for progression in skills in these areas.

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All teachers should be modelling in lessons. This has a huge impact on children's outcomes! Use a sketchbook each week yourself and then you will have it next year to show and add to. We cannot expect children (especially those with SEN) to know what to do in a practical subject from verbal instructions alone. Think about how you would feel as a student in an art lesson where nothing was demonstrated. Imagine being in a PE lesson with only verbal instructions given, no demonstration. The impact is massive. 🙂

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Printing

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Anne Davison

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Printing repeating patterns in two colours.

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Collage

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Observation drawing focus

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Autumn Art Club

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Stone Age to Iron Age topic, English experience day - cave drawing - prehistoric animals in charcoal and wax crayon.

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Draw - cut - rejoin - and they move like real fish! KS1 following instructions 🙂

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Class trips to NT Coleshill Organic Farm

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Class trips to NT Coleshill Organic Farm

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Sensory walk, colour matching and drawing in the woods.

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"For me, weaving projects a mood. I follow my instinct to create designs that feel balanced. I am very visual, always taking note of my surroundings and believe this is reflected in my work."

- Tammy Kanat, Artist

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The children created the textures of moving water, giving an environmental message to keep the River Thames Sewage free!

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Brilliant pattern making with print!

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Summer Term

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Exploring environmental themes, pollution in the River Thames.

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Creating relief sculptures