Art & Design

Art and Design Years 1 and 2
 
By the end of Year 1 pupils should have a basic grasp of all of this content. By the end of Year 2 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 1 and 2 pupils:
  •  Respond to ideas and starting points.
  •  Explore ideas and collect visual information.
  •  Explore different methods and materials as ideas develop.
  • Use thick and thin brushes.
  • Mix primary colours to make secondary.
  • Add white to colours to make tints and black to colours to make tones.
  • Create colour wheels.
  • Use a combination of materials that are cut, torn and glued.
  • Sort and arrange materials.
  • Mix materials to create texture.
  • Use a combination of shapes.
  • Include lines and texture.
  • Use rolled up paper, straws, paper, card and clay as materials.
  • Use techniques such as rolling, cutting, moulding and carving.
  • Draw lines of different sizes and thickness.
  • Colour (own work) neatly following the lines.
  • Show pattern and texture by adding dots and lines.
  • Show different tones by using coloured pencils.
  • Use repeating or overlapping shapes.
  • Mimic print from the environment (e.g. wallpapers).
  • Use objects to create prints (e.g. fruit, vegetables or sponges).
  • Press, roll, rub and stamp to make prints.
  • Use weaving to create a pattern.
  • Join materials using glue and/or a stitch.
  • Use plaiting.
  • Use dip dye techniques.
  • Use a wide range of tools to create different textures, lines, tones, colours and shapes.
  • Describe the work of notable artists, artisans and designers.
  • Use some of the ideas of artists studied to create pieces.
Art and Design Years 3 and 4
 
By the end of Year 3 pupils should have a basic grasp of all of this content. By the end of Year 4 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 3 and 4 pupils:
  • Develop ideas from starting points throughout the curriculum.
  • Collect information, sketches and resources.
  • Adapt and refine ideas as they progress.
  • Explore ideas in a variety of ways.
  • Comment on artworks using visual language.
  • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.
  • Mix colours effectively.
  • Use watercolour paint to produce washes for backgrounds then add detail.
  • Experiment with creating mood with colour.
  • Select and arrange materials for a striking effect.
  • Ensure work is precise.
  • Use coiling, overlapping, tessellation, mosaic and montage.
  • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
  • Include texture that conveys feelings, expression or movement.
  • Use clay and other mouldable materials.
  • Add materials to provide interesting detail.
  • Use different hardnesses of pencils to show line, tone and texture.
  • Annotate sketches to explain and elaborate ideas.
  • Sketch lightly (no need to use a rubber to correct mistakes).
  • Use shading to show light and shadow.
  • Use hatching and cross hatching to show tone and texture.
  • Use layers of two or more colours.
  • Replicate patterns observed in natural or built environments.
  • Make printing blocks (e.g. from coiled string glued to a block).
  • Make precise repeating patterns.
  • Shape and stitch materials.
  • Use basic cross stitch and back stitch.
  • Colour fabric.
  • Create weavings.
  • Quilt, pad and gather fabric.
  • Create images, video and sound recordings and explain why they were created.
  • Replicate some of the techniques used by notable artists, artisans and designers.
  • Create original pieces that are influenced by studies of others.
Art and Design Years 5 and 6
 
By the end of Year 5 pupils should have a basic grasp of all of this content. By the end of Year 6 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 5 and 6 pupils:
  • Develop and imaginatively extend ideas from starting points throughout the curriculum.
  • Collect information, sketches and resources and present ideas imaginatively in a sketch book.
  • Use the qualities of materials to enhance ideas.
  • Spot the potential in unexpected results as work progresses.
  • Comment on artworks with a fluent grasp of visual language.
  • Sketch (lightly) before painting to combine line and colour.
  • Create a colour palette based upon colours observed in the natural or built world.
  • Use the qualities of watercolour and acrylic paints to create visually interesting pieces.
  • Combine colours, tones and tints to enhance the mood of a piece.
  • Use brush techniques and the qualities of paint to create texture.
  • Develop a personal style of painting, drawing upon ideas from other artists.
  • Mix textures (rough and smooth, plain and patterned).
  • Combine visual and tactile qualities.
  • Use ceramic mosaic materials and techniques.
  • Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.
  • Use tools to carve and add shapes, texture and pattern.
  • Combine visual and tactile qualities.
  • Use frameworks (such as wire or moulds) to provide stability and form.
  • Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).
  • Use a choice of techniques to depict movement, perspective, shadows and reflection.
  • Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).
  • Use lines to represent movement.
  • Build up layers of colours.
  • Create an accurate pattern, showing fine detail.
  • Use a range of visual elements to reflect the purpose of the work.
  • Show precision in techniques.
  • Choose from a range of stitching techniques.
  • Combine previously learned techniques to create pieces.
  • Enhance digital media by editing (including sound, video, animation, still images and installations).
  • Give details (including own sketches) about the style of some notable artists, artisans and designers.
  • Show how the work of those studied was influential in both society and to other artists.
  • Create original pieces that show a range of influences and styles.