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Age Related Expectations for each programme of study have been identified and created

EYFS

Year 1

By the end of year 1 pupils will have had the opportunity to:

Year 2

By the end of year 2 pupils will have had the opportunity to:

Year 3

By the end of year 1 pupils will have had the opportunity to:

Year 4

By the end of year 1 pupils will have had the opportunity to:

Year 5

By the end of year 1 pupils will have had the opportunity to:

Year 6

By the end of year 1 pupils will have had the opportunity to:

Making Skills (procedural knowledge)

Drawing

Explore mark making, experiment with drawing lines

and use 2D shapes to draw.

Explore drawing techniques,

begin to apply tone to describe form, develop skill and control with a range of drawing materials.

Develop drawing skills by drawing from direct observation, applying and using geometry and tonal shading when drawing. Use a

range of drawing media.

Draw still life from

observation and for mark making. Further develop

understanding of geometry and mathematical proportion when drawing.

Further develop drawing from observation. Draw using perspective, mathematical

processes, design, detail and line.

Learn and apply new drawing

techniques such as negative drawing, chiaroscuro, expression, sketching and still life.

Painting

Develop skill and control when painting. Paint with

expression.

Further improve skill and control when painting. Paint with creativity and expression.

Increase skill and control when painting. Apply greater expression and creativity to

own paintings.

Develop skill and control when painting. Paint with

expression. Analyse painting by artists.

Control brush strokes and apply tints and shades when painting. Paint with greater skill and expression.

Paint with greater skill and control, applying tonal

techniques and more

complex colour theory to own

work.

Craft, design, materials and

techniques

Learn a range of materials and techniques such as clay etching,

printing and collage.

Use a range of materials to design and make products

including craft, weaving, printmaking, sculpture and clay.

Use materials such as paper weaving, tie dying, sewing and other craft skills to

design and make products.

Make art from recycled materials, create sculptures,

print and create using a range

of materials. Learn how to display and present work.

Create mixed media art using found and reclaimed materials. Select materials

for a purpose.

Create photomontages, make repeat patterns using printing

techniques, create digital art and 3D sculptural forms.

EYFS

Year 1

By the end of year 1 pupils will have had the opportunity to:

Year 2

By the end of year 2 pupils will have had the opportunity to:

Year 3

By the end of year 3 pupils will have had the opportunity to:

Year 4

By the end of year 4 pupils will have had the opportunity to:

Year 5

By the end of year 5 pupils will have had the opportunity to:

Year 6

By the end of year 6 pupils will have had the opportunity to:

Making Skills (procedural knowledge)

Knowing and

applying the

formal elements

Shape

Identify, describe and use shape for purpose.

Compose geometric designs by adapting the work of other

artists to suit their own ideas.

Identify, draw and label shapes within images and objects. Create and form

shapes from 3D materials.

Create geometric

compositions using

mathematical shapes. Analyse and describe the use

of shape in artist’s work.

Composing original designs by adapting and synthesising

the work of others. Analyse and evaluate artists’ use of shape.

Fluently sketch key shapes of objects when drawing. Create abstract compositions using

knowledge of other artists’ work.

Texture

Use materials to create

textures.

Identify and describe

different textures. Select and

use appropriate materials to

create textures.

Analyse and describe texture

within artists’ work.

Use a range of materials to

express complex textures.

Develop understanding of

texture through practical

making activities.

Understand how artists

manipulate materials to

create texture.

Tone

Understand what tone is and how to apply this to their own work.

Experiment with pencils to create tone. Use tone to

create form when drawing.

Develop skill and control when using tone. Learn and

use simple shading rules.

Use a variety of tones to create different effects.

Understand tone in more depth to create 3D effects. Analyse and describe use of

tone in artists’ work.

Develop an increasing

sophistication when using tone to describe objects when drawing. Analyse artists’ use of tone.

Increase awareness of using tone to describe light and

shade, contrast, highlight and shadow. Manipulate tone for halo and chiaroscuro techniques.

EYFS

Year 1

By the end of year 1 pupils will have had the opportunity to:

Year 2

By the end of year 2 pupils will have had the opportunity to:

Year 3

By the end of year 1 pupils will have had the opportunity to:

Year 4

By the end of year 1 pupils will have had the opportunity to:

Year 5

By the end of year 1 pupils will have had the opportunity to:

Year 6

By the end of year 1 pupils will have had the opportunity to:

Generating Ideas (Conceptual knowledge)

Explore ideas and record feelings and experiences

Sketchbooks

To use sketchbooks through teacher modelling. Use

sketchbooks to record thoughts and ideas and to experiment with materials.

To use sketchbooks more effectively through further

teacher modelling. Use sketchbooks to record thoughts and ideas and to experiment with materials.

To use sketchbooks to generate ideas and record thoughts and observations.

Make records of visual experiments.

Use sketchbooks for planning and refining work, to record observations and ideas and developing skill and

technique.

Develop ideas through sketches, enhance knowledge, skill and technique using experimental

media in sketchbooks.

Make personal investigations

and record observations

in sketchbooks. Record experiments with media and

try out new techniques and

processes in sketchbooks.

Creating original artwork

Explore and create ideas for purposes and intentions.

Use artist sources to develop their own original artwork.

Gaining inspiration for artwork from the natural world.

Create personal artwork using the artwork of others to

stimulate them.

Use literary sources to inspire

art. Express thoughts and feelings through the tactile creation of art. Manipulate

materials to achieve desired effects. Represent ideas from

multiple perspectives.

Express thoughts and

feelings about familiar products. Design new

architectural forms, design and invent new products, link

artwork to literary sources. Create and invent for purposes.

Develop personal,

Imaginative responses to a

theme. Produce personal interpretations of cherished objects, show thoughts and

feelings through pattern, create imaginative 3D forms to create meaning. Express

ideas about art through messages, graphics, text and

images.

EYFS

Year 1

By the end of year 1 pupils will have had the opportunity to:

Year 2

By the end of year 2 pupils will have had the opportunity to:

Year 3

By the end of year 1 pupils will have had the opportunity to:

Year 4

By the end of year 1 pupils will have had the opportunity to:

Year 5

By the end of year 1 pupils will have had the opportunity to:

Year 6

By the end of year 1 pupils will have had the opportunity to:

Knowledge (Factual knowledge)

Learn about great artists and Craft and design.  Learn how artists use the formal elements of art.

Artists, craftspeople,

designers

Study the work of the artists:

• Beatrice Milhazes (Abstract)

• Bridget Riley (Drawing)

• David Hockney and Vija Celmins

(Drawing)

• Louis Wain (Movement)

• Kandinsky, Bernal, Bolotowsky

(Shape and Colour)

• Vincent Van Gogh (Texture)

• Jasper Johns (Painting)

• Renoir, Sorolla, Kroyer (Landscape

• Louise Bourgeois (Sculpture)

Study the work of the artists:

• Max Ernst (Frottage)

• Ed Ruscha (Shading, Tone)

• Clarice Cliff (Design)

• Nancy McCrosky (Mural)

• Damien Hirst (Drawing)

• Julian Opie (Portraits)

• Edwina Bridgeman

Study the work of the artists:

• Carl Giles (Drawing)

• Diego Velazquez (Tone) A

• Puppets:

• Prehistoric Artists:

.

Study the work of the artists:

• Luz Perez Ojeda

• Paul Cezanne

• Giorgio Morandi

• David Hockney

• Paula Rego

• Edward Hopper

• Pieter Brueghel

• Fiona Rae

• Giuseppe Archimboldo

• Sokari Douglas Camp

• El Anatsui

• Barbara Hepworth

Study the work of the artists:

• Hundertwasser

• Banksy

• Andy Warhol

• John Singer Sargent

• Magdalene Odundo

Study the work of the artists:

• Claude Monet

• William Morris

• Edward Hopper

• Kathe Kollwitz

• Pablo Picasso

• Mark Wallinger

• Hannah Hoch, Peter Kennard, Jerry

Uelsmann

• Jenny Holzer

• Edward Weston

• Edvard Munch

• Paul Cezanne, Jaromir Funke, Ben

Nicholson

EYFS

Year 1

By the end of year 1 pupils will have had the opportunity to:

Year 2

By the end of year 2 pupils will have had the opportunity to:

Year 3

By the end of year 1 pupils will have had the opportunity to:

Year 4

By the end of year 1 pupils will have had the opportunity to:

Year 5

By the end of year 1 pupils will have had the opportunity to:

Year 6

By the end of year 1 pupils will have had the opportunity to:

Evaluation (Metacognitive knowledge)

Evaluate and analyse own and others work

Identify similarities and

differences to others’ work

Recognise and describe key

features of their own andother’s work.

Compare other’s work, identifying similarities and

differences.

Discuss own and other’s work using an increasingly

sophisticated use of art language (formal elements).

Build a more complex

vocabulary when discussing

your own and others’ art.

Develop a greater

understanding of vocabulary

when discussing their own and others’ work.

Use the language of art with greater sophistication when discussing own and others

art.

Reflecting

Describe what they feel about

their work and the art of

others.

Describe choices and preferences using the language of art.

.Reflecting on their own work in order to make

improvements.

Use their own and other’s

opinion of work to identify

areas of improvement.

Regularly analysing and

reflecting on their intentions

and choices.

Give reasoned evaluations

of their own and others work

which takes account of

context and intention.

Vocabulary

Many of the artist’s names will be very challenging for

pupils to read at this age.

• Formal Elements Lessons: Colour,

line, pattern, tone, shape, form, tone, abstract art, composition,

outlines, wavy, vertical, horizontal,

crosshatch, primary and secondary

colours.

• Sculpture & Collage Lessons: Shells

(exoskeletons) salt dough, plasticine,

3 dimensional, sculpture, natural

materials carnivore, herbivore, omnivore, junk, creature.

• Landscapes Lessons: Shoreline,

horizon, up, down, straight, left,

right, texture, tints, shades, light,

dark, landscape.

• Art & Design Skills Lessons:

Geometry, Tudor, Great Fire of

London, printmaking.

Many of the artist’s names will be very challenging for

pupils to read at this age.

• Formal Elements Lessons: Colour,

line, pattern, tone, shape, form, tone,

Jupiter, shading, three-dimensional,

rubbings, frottage, tear, experiment,

design, repeat pattern.

• Art & Design Skills Lessons:

Rollercoaster, free-flowing, precise,

straight, curved, edge, design,

concentric, silhouette, weaving,

horizontal, vertical, template, overlay, vessel, slip, clay.

• Human Form Lessons: Detail,

modelling, facial features, outline,

contours, collage, beauty, skull,

decorate, proportion, pose,

collaborate.

• Sculpture & Mixed Media Lessons:

Pastel, blend, shadow, paint wash,

background, scale, explosion, action

words, expression, mannequin.

Some of the artist’s names may be challenging for pupils

to read at this age.

• Formal Elements Lessons: Colour,

line, pattern, tone, shape, form, tone, shading, shading grip, wire techniques, bending, shaping, geometry, 3D, sketch.

• Art & Design Skills: Puppet, shadowpuppet,

decorate, detail, observation,

tint, shade, light and dark.

• Prehistoric Art: Negative, positive,

tints, shades, natural form names,

charcoal, scaling, texture, fixative.

• Craft: Running stitch, fabric, weave, over-and-under, woven, reverse,

warp, weft, tie-dying, wax resist,

mood board.

Many of the artist’s names may be challenging for pupils

to read at this age.

• Formal Elements Lessons: Colour, line, tone, form, shape, pattern, texture, symmetrical, mark making.

• Sculpture Lessons: Stomp, rhomboid,

maracas, pitch, collage, recycled,

geometric, contrasting, memorial.

• Art and Design Skills Lessons:

Curator, montage, carving,

modelling, casting, constructing,

pierced form, upright form,

Some of the artist’s names may be challenging for some

of the children to read.

• Formal Elements Lessons: Pupils should make appropriate use of

these words when discussing works

of art: colour, line, tone, form, shape, pattern, texture, observation,

monument, legacy.

• Every Picture Tells a Story Lessons:

Democracy, law, rule, liberty, respect,

tolerance, belief, emoji, symmetry,

ceramics, ceramicist.

• Design For A Purpose Lessons:

Visual language, communication,

design, design brief, collaborate,

advertising, Unique Selling Point,

packaging, product, media, purpose,

criteria.

• Art & Design Skills Lessons:

Annotate, visualise, scale, collage.

Some of the artist’s names may be challenging for some

of the children to read.

• Still Life Lessons: Pupils should make

appropriate use of these words when

discussing works of art: Colour, line,

tone, form, shape, pattern, texture.

• Make My Voice Heard Lessons:

Graffiti, contrasting, commissioned,

Guernica, sculpture.

• Photography Lessons: Desaturate,

truism, photomontage, abstract,

self-expression, crop, contrast.

• Art & Design Skills Lessons:

Impressionism, zentangle,