Strand: Drawing

Strand unit: Make Drawings

The child should be enabled to

• experiment with the marks that can be made with different drawing instruments on a range of surfaces wriggly, smudgy, gritty, very light, very dark crayons, soft pencils, chalks, textured papers exploring the mark-making possibilities ofcomputer drawing tools
• make drawings based on vividly recalled feelings, real and imaginative experiences and stories home and play dreams and longings special occasions
• discover and draw line and shape as seen in natural and manufactured objects and discover that lines can make shapes line in stones, leaves, hanks of yarn curvy, straight-edged, big, small, simple, complicated shapes
• explore the relationship between how things feel and how they look texture in natural and manufactured objects interpreting some of these textures in markmaking and rubbings.

Strand unit: Looking and Responding

The child should be enabled to

• look at and talk about his/her work, the work of other children and the work of artists describing what is happening in the drawing the different kinds of marks made how he/she enjoyed making the drawing how the artist might have worked his/her favourite part.

Linkage
Paint and colour: communicating ideas through mark-making, pattern, rhythm, texture
Integration
Music: interpreting (in line) tempo, dynamics; depicting themes from songs
Drama: interpreting (in drawing) "dressing-up play"

Strand: Paint and colour

Strand unit: Painting

The child should be enabled to

• experiment with a variety of colour drawing instruments and media to develop colourn awareness paint, coloured pencils and crayons print, fabric and fibre experimenting with colour-mixing exploring the colour possibilities of computer painting tools
• use colour to express vividly recalled feelings, experiences and imaginings home and play dreams and longings special occasions discover colour in the visual environment to help develop sensitivity to colour beginning to distinguish between lighter and darker colours making paintings with a single colour and black and white
• discover colour, pattern and rhythm in colourful objects stones, flowers, colour magazine cut-outs, fabric scraps experimenting in matching their colours in an elementary way
• discover the relationship between how things feel and how they look texture in natural and manufactured objects texture created using paint, brushes and found objects in a variety of ways.

Strand unit: Looking and Responding

The child should be enabled to

• look at and talk about his/her work, the work of other children and the work of artists describing what is happening in the painting the colours used to create lines, shapes and light and dark areas how he/she enjoyed making them how the artist might have used colour his/her favourite part.

Linkage
Fabric and fibre:developing colour awareness
Integration
Dance:interpreting (in paint and colour) themes explored through movement

Strand: Print

Strand unit: Making Prints

The child should be enabled to

• experiment with the effects that can be achieved with simple print-making with oddments that have interesting textures or shapes with one or two paint colours to help focus on texture, shape, pattern beginning to organise the print marks purposefully discovering how simple prints could be further developed (e.g. overprinting) use a variety of print-making techniques making a variety of relief prints from textured items pressed into a slab of clay from his/her own marks made in the clay from cut or torn pieces of thin polystyrene experimenting with ways of repeating and combining examples of one or more prints printing with mask-outs masking an area of an inked surface with pieces of paper cut or torn to own design using computer experiments in shape and colour to design a print.

Strand unit: Looking and Responding

The child should be enabled to

• look at, handle and talk about familiar objects for experience of shape, texture, pattern
• look at and talk about his/her work, the work of other children and art prints composed of simple shapes and textures describing the print line, shape, texture, pattern how he/she enjoyed making them how the artist possibly made them what he/she likes best about the print

Linkage
Drawing:developing awareness of shape through drawing Paint and colour: developing colour awareness
Integration
Mathematics: discovering pattern in shape and colour ¥ look at and talk about examples of simple print design in everyday use posters, wallpaper, fabrics with simple repeat or other design, packaging, wrapping paper.

Strand: Clay

Strand unit: Developing Form in Clay

The child should be enabled to

• explore and discover the possibilities of clay as a medium for imaginative expression squeezing, pinching, pulling, squashing, prodding a small ball of clay tearing pieces from the clay and putting them together again beginning to distinguish between shapes that lie flat and solid forms that stand up on their own making a variety of forms in clay fat, twisty, squat, bumpy
• make a clay form and manipulate it with fingers to suggest a subject turning a ball of clay into an imaginary creature making a variety of real or imaginary animals experimenting with surface mark-making, texture and pattern talking about the marks made
• invent mixed-media pieces in both representational and non-representational modes pressing sticks, lollipop sticks, feathers or buttons into the clay.

Strand unit: Looking and Responding

The child should be enabled to

• look at, handle and talk about objects with free-flowing forms feeling and handling natural forms (e.g. smooth stones, pieces of smooth tree branches, suitable fruit)

Strand: Construction

Strand unit: Making Constructions

The child should be enabled to

• explore and experiment with the properties and characteristics of materials in making structures grouping, balancing and building with small components and with construction toys that allow free play discovering the tallest, lowest, widest, narrowest parts of the structure rearranging the structure
• make imaginative structures making an imaginative play structure with large boxes balanced on each other drawing or painting what it might be like to be in that structure making an imaginative dwelling using boxes, pieces of polystyrene painting the finished work in a limited colour range to focus on colour and pure colour (hue) making an imaginative plaything (e.g. making a space helmet or party hat using a large box) making a stabile to explore line and shape in a structure.

Strand unit: Looking and Responding

The child should be enabled to

• look at, investigate and talk about spatial arrangements and balance in collections of objects and in photographs of natural and built structures doll's house, toy buildings, pop-up structures, birds' nests, model farms, simple furniture in the room, cutlery trays
• look at and talk about structures that are easily accessible and close at hand, at visually stimulating structures and at a range of common artefacts a public building, farm buildings deciding how many pieces were used to make a table, a swing, a seesaw
• Look at and talk about his/her work and the work of other children describing the structure the materials and tools chosen how the pieces were put together what he/she likes best about the work.

Linkage
Drawing: developing awareness of space through drawing
Clay: discovering a sense of depth in space through forming clay
Integration
Drama: making an imaginative play structure, using space and objects to help create the make-believe world

Strand: Fabric and Fibre

Strand unit: Creating in Fabric and Fibre

The child should be enabled to

• explore the possibilities of fabric and fibre as media for imaginative expression investigating open-weave fabric (e.g. hessian) discovering the effects that can be created by adding a variety of strings, ribbons or large beads discovering how different textures feel and how they compare when put together
• make simple collages developing a colourful theme in a simple collage of fabrics, fibres, beads, buttons "dressing up" a life-size drawing of him/herself or of an imaginary creature making a collage with the emphasis on texture making a collage with the emphasis on rhythm (e.g. talking about moving, swirling water)
• invent a costume for an imaginary character.

Strand unit: Looking and Responding

The child should be enabled to

• look at, handle and talk about a variety of fabrics and fibres for experience of tactile, visual and structural qualities soft, fluffy, coarse, stiff, warm, cool colour and pattern finely or thickly woven curtains, towels, dishcloths, clothes, ropes made of natural and synthetic fibres
• look at and talk about his/her work and the work of other children describing the piece of work the colours used to create shapes, textures, patterns how he/she enjoyed making it what he/she likes best about the work.

Linkage
Drawing: developing awareness of texture
Paint and colour: developing colour awareness
Construction: discovering how materials can be used to make structures
Integration
Drama: inventing a costume for play, or for a character explored through drama
Science: Materials-Properties and characteristics of materials; Designing and making