Heron Hill Coverage of Media and Scheme - EYFS and Year 1-2 Art Coverage

Aug 27, 2026

Heron Hill Coverage of Media and Scheme outlines age-banded art education progression from EYFS (3–4) and EYFS (5–6)/Reception through Year 1 and Year 2. It specifies drawing, painting, collage, textiles, printing, and sculpture skills, including mark-making control, colour exploration, tool handling, cutting and sticking techniques, threading and sculptural construction, plus reflection and improvement of portrait work. It also provides vocabulary and example project titles that connect children’s observational and imaginative responses to artists and the environment.

LanguageEnglish

CategoryExam

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

EYFS (3–4) Nursery

Drawing

Painting

Collage

Textiles

Printing

Sculpture

EYFS (5–6) Reception

Drawing

Painting

Collage

Textiles

Printing

Sculpture

Year 1

Drawing (Reigning Queens)

Painting (Leaf Man)

Collage (Self Portraits)

Textiles (Paddington’s Outfit)

Printing

Sculpture - clay (Christmas Decorations)

Year 2

Drawing - Light and Dark (Bees)

Painting (Seascapes)

Collage (Hot Air Balloon and Parachutes)

Sculpture (Andy Goldsworthy)

Heron Hill Coverage of Media and Scheme (F. Ladds 2022) | | | Drawing | Painting | Collage | Textiles | Printing | Sculpture | | --- | --- | --- | --- | --- | --- | --- | --- | | EYFS (3 – 4)
Nursery | -Develop increasing control over mark marking tools. | | -Play with colours in a variety of ways, for example beginning to combine colours. | -Choose materials to stick on apiece of paper.
-Use scissors correctly to cut lines. | -Thread beads on to laces. | -Create simple prints using everyday objects such as: potatoes, cotton buds, etc.
-Enjoy the sensory experience of making marks by creating finger and hand prints. | -Use 3D and 2D structures to explore materials and/or to express ideas. | | | Explore and experiment with and increasing range of media through multi-sensory exploration. | | | | | | | | Vocabulary | | cut, paint, draw, build, make, print, mark make, line, zig zag, dot, model, scissors, stick, glue, the names of the primary colours, white, black | | | | | | | EYFS (5 – 6)
Reception | -Develop an understanding of using lines to enclose a space.
-Create simple pencil drawings of themselves, including some facial features.
-Represent actions and objects based on imagination, observation and experiences.
-Reflect upon previous work and improve techniques in drawing a portrait. | | -Explore different colours and how colours can be changed.
-Create and use paintbrushes from natural and man-made materials. | -Choose materials to stick on apiece of paper to create shapes.
-Demonstrate improving control when using scissors to cut lines and shapes.
-Work collaboratively in order to create a collage. | -Develop more control when threading beads and template threading.
-Use thread and a plastic needle to create threaded lines on a square of binca. | -Develop more control and decision making when creating simple prints using everyday objects such as: potatoes, cotton buds, etc. | -Develop ideas through experimentation with different materials such as loose parts. | | Vocabulary | | design, create, mix, pattern, attach, fasten, textile, sculpture, collage, | | | | | | | Year 1 | Drawing
(Reigning Queens) | | Painting
(Leaf Man) | Collage
(Self Portraits) | Textiles
(Paddington’s Outfit) | Printing | Sculpture-clay
(Christmas Decorations) | | Knowledge and Skills | | -Know how to colour (own work) neatly following the lines.
-Show different tones by using coloured pencils.
-Sketch to make quick records of something.
-Draw people fairly accurately to include visible parts of a body (head, hands, fingers etc. ) . | -Use a variety of tools and techniques including different brush sizes and types.
-Name different types of paint and their properties.
-Talk about and use their imagination in order to create a character. | -Arrange and stick materials to different backgrounds.
-Sort and group materials for different purposes e.g. colour, texture.
-Describe differences and similarities between their work and the work of Pablo Picasso. | -Match and sort fabrics and threads for colour, texture, length, size and shape.
-Change threads and fabrics by knotting, fraying, fringing, pulling threads, twisting and plaiting.
-Cut and shape fabric using scissors.
-Apply shapes/decorations with glue or by stitching. | -Study how artists and designers use colour, shape and lines to create pattern and create a print in response to this.
-Create textural effects using simple printing blocks.
-Print by pressing, rolling, rubbing and stamping.
-Build repeating patterns and recognise pattern in the environment. | -Use clay to begin to develop the techniques of rolling, cutting, moulding and carving. | | Vocabulary | | copy, line, detail, | primary (colour), thick, thin, shade e.g. different shades of red, green, blue, yellow, bright, imagination, | smooth, rough, flat, texture, collage, | shape, fabric, length, short, long, small, large, kn

FAQs

What art areas does the scheme cover across the years?

The scheme covers drawing, painting, collage, textiles, printing, and sculpture, with planned skills for each area across EYFS, Year 1, and Year 2.

What drawing skills are introduced in EYFS (3–4) and Reception?

EYFS (3–4) focuses on increasing control of mark-making tools, while Reception adds using lines to enclose space and making simple pencil drawings, including facial features.

How does the scheme develop printing and sculpture skills over time?

Printing progresses from simple sensory mark-making and simple prints using everyday objects in EYFS toward studying colour/shape/line for patterned prints in Year 1, while sculpture develops through clay rolling/cutting/moulding in Year 1 and material-based sculpture links in Year 2.

Aug 27, 2026

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