Progression of Skills in Art and Design

Progression of Skills In Art and Design

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Exploring and  Record and explore ideas  Record and explore ideas from  Select and record from first hand  Select and record from first hand  Select and record from first hand  Select and record from first hand developing ideas from first hand observation, first hand observation, experience observation, experience and observation, experience and observation, experience and observation, experience and experience and imagination. and imagination. imagination, and explore ideas for imagination, and explore ideas for imagination, and explore ideas for imagination, and explore ideas for different purposes. different purposes. different purposes. different purposes. (ONGOING)  Ask and answer questions  Ask and answer questions about about the starting points for the starting points for their work  Question and make thoughtful  Question and make thoughtful  Question and make thoughtful  Question and make thoughtful their work, and develop their and the processes they have observations about starting points observations about starting points observations about starting points observations about starting points ideas. used. Develop their ideas. and select ideas to use in their work. and select ideas to use in their and select ideas and processes to and select ideas and processes to  Explore the differences and  Explore the differences and  Explore the roles and purposes of work. use in their work. use in their work. similarities within the work of similarities within the work of artists, craftspeople and designers  Explore the roles and purposes of  Explore the roles and purposes of  Explore the roles and purposes of artists, craftspeople and artists, craftspeople and working in different times and artists, craftspeople and artists, craftspeople and artists, craftspeople and designers designers in different times designers in different times and cultures. designers working in different designers working in different working in different times and and cultures. cultures. times and cultures. times and cultures. cultures.

Evaluating and  Review what they and others  Review what they and others  Compare ideas, methods and  Compare ideas, methods and  Compare ideas, methods and developing work have done and say what they have done and say what they approaches in their own and others’ approaches in their own and  Compare ideas, methods and approaches in their own and think and feel about it. E.g. think and feel about it. E.g. work and say what they think and others’ work and say what they approaches in their own and others’ work and say what they Annotate sketchbook Annotate sketchbook feel about them. think and feel about them. think and feel about them. (ONGOING) others’ work and say what they  Identify what they might  Identify what they might change in  Adapt their work according to their  Adapt their work according to their think and feel about them.  Adapt their work according to their change in their current work their current work or develop in views and describe how they might views and describe how they  Adapt their work according to their views and describe how they might or develop in their future their future work. develop it further. might develop it further. views and describe how they develop it further. work.  Annotate work in sketchbook.  Annotate work in sketchbook. might develop it further.

Drawing  Use a variety of tools, inc.  Layer different media, e.g.  Experiment with different grades of  Make informed choices in drawing  Use a variety of source material  Demonstrate a wide variety of pencils, rubbers, crayons, crayons, pastels, felt tips, pencil and other implements. inc. paper and media. for their work. ways to make different marks with pastels, felt tips, charcoal, charcoal and ballpoint.  Plan, refine and alter their drawings  Alter and refine drawings and  Work in a sustained and dry and wet media. ballpoints, chalk and other  Understand the basic use of a as necessary. describe changes using art independent way from  Identify artists who have worked in dry media. sketchbook and work out ideas for  Use their sketchbook to collect and vocabulary. observation, experience and a similar way to their own work.  Use a sketchbook to gather drawings. record visual information from  Collect images and information imagination.  Develop ideas using different or and collect artwork.  Draw for a sustained period of different sources. independently in a sketchbook. mixed media, using a sketchbook.  Use a sketchbook to develop  Begin to explore the use of time from the figure and real  Draw for a sustained period of time  Use research to inspire drawings  Manipulate and experiment with ideas. line, shape and colour objects, including single and at their own level. from memory and imagination. the elements of art: line, tone, grouped objects.  Use different media to achieve  Explore relationships between line pattern , texture, form, space,  Experiment with the visual variations in line, texture, tone, and tone, pattern and shape, line colour and shape. elements; line, shape, pattern and colour, shape and pattern. and texture.  Explore the potential properties of colour. the visual elements, line, tone, pattern, texture, colour and shape. Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Painting  Use a variety of tools and  Mix a range of secondary colours,  Mix a variety of colours and know  Make and match colours with  Demonstrate a secure knowledge  Create shades and tints using techniques including the use shades and tones. which primary colours make increasing accuracy. about primary and secondary, black and white. of different brush sizes and  Experiment with tools and secondary colours.  Use more specific colour warm and cold, complementary  Choose appropriate paint, paper types. techniques, inc. layering, mixing  Use a developed colour vocabulary. language e.g. tint, tone, shade, and contrasting colours. and implements to adapt and  Mix and match colours to media, scraping through etc.  Experiment with different effects and hue.  Work on preliminary studies to extend their work. artefacts and objects.  Name different types of paint and textures inc. blocking in colour,  Choose paints and implements test media and materials.  Carry out preliminary studies, test  Work on different scales. their properties. washes, thickened paint etc. appropriately.  Create imaginative work from a media and materials and mix  Mix secondary colours and  Work on a range of scales e.g.  Work confidently on a range of  Plan and create different effects variety of sources. appropriate colours. shades large brush on large paper etc. scales e.g. thin brush on small and textures with paint according  Work from a variety of sources,  using different types of paint.  Mix and match colours using picture etc. to what they need for the task. inc. those researched  Create different textures e.g. artefacts and objects.  Show increasing independence independently. use of sawdust. and creativity with the painting  Show an awareness of how process. paintings are created (composition).

Printing  Make marks in print with a  Use a variety of techniques, inc.  Print using a variety of materials,  Research, create and refine a  Explain a few techniques, inc’ the  Describe varied techniques. variety of objects, including carbon printing, relief, press and objects and techniques including print using a variety of techniques. use of poly-blocks, relief, mono  Be familiar with layering prints. natural and made objects. fabric printing and rubbings. layering.  Select broadly the kinds of and resist printing.  Be confident with printing on paper  Carry out different printing  Design patterns of increasing  Talk about the processes used to material to print with in order to  Choose the printing method and fabric. techniques e.g. monoprint, complexity and repetition. produce a simple print. get the effect they want appropriate to task.  Alter and modify work. block, relief and resist  Print using a variety of materials,  to explore pattern and shape,  Resist printing including marbling,  Build up layers and  Work relatively independently. printing. objects and techniques. creating designs for printing. silkscreen and coldwater paste. colours/textures.  Make rubbings.  Organise their work in terms of  Build a repeating pattern and pattern, repetition, symmetry or recognise pattern in the random printing styles. environment.  Choose inks and overlay colours. Textiles/collage  Use a variety of techniques,  Use a variety of techniques, inc.  Use a variety of techniques, inc.  Match the tool to the material.  Join fabrics in different ways,  Awareness of the potential of the e.g. weaving, finger knitting, weaving, French knitting, tie- printing, dying, quilting, weaving,  Combine skills more readily. including stitching. uses of material. fabric crayons, sewing and dyeing, fabric crayons and wax or embroidery, paper and plastic  Choose collage or textiles as a  Use different grades and uses of  Use different techniques, colours binca. oil resist, appliqué and embroidery. trappings and appliqué. means of extending work already threads and needles. and textures etc when designing  How to thread a needle, cut,  Create textured collages from a  Name the tools and materials they achieved.  Extend their work within a specified and making pieces of work. glue and trim material. variety of media. have used.  Refine and alter ideas and explain technique.  To be expressive and analytical to  Create images from  Make a simple mosaic.  Develop skills in stitching. Cutting choices using an art vocabulary.  Use a range of media to create adapt, extend and justify their work. imagination, experience or  Stitch, knot and use other and joining.  Collect visual information from a collage. observation. manipulative skills.  Experiment with a range of media variety of sources, describing with  Experiment with using batik safely.  Use a wide variety of media, e.g. overlapping, layering etc. vocabulary based on the visual and inc. photocopied material, tactile elements. fabric, plastic, tissue,  Experiments with paste resist. magazines, crepe paper, etc.

3 D form  Manipulate clay in a variety of  Manipulate clay for a variety of  Join clay adequately and work  Make informed choices about the  Describe the different qualities  Develop skills in using clay inc. ways, e.g. rolling, kneading purposes, inc. thumb pots, simple reasonably independently. 3D technique chosen. involved in modelling, sculpture slabs, coils, slips, etc. and shaping. coil pots and models.  Construct a simple clay base for  Show an understanding of shape, and construction.  Make a mould and use plaster  Explore sculpture with a range  Build a textured relief tile. extending and modelling other space and form.  Use recycled, natural and man- safely. of malleable media, especially  Understand the safety and basic shapes.  Plan, design, make and adapt made materials to create sculpture.  Create sculpture and constructions clay. care of materials and tools.  Cut and join wood safely and models.  Plan a sculpture through drawing with increasing independence.  Experiment with, construct and Experiment with, construct and join effectively.  Talk about their work and other preparatory work. join recycled, natural and man- recycled, natural and man-made  Make a simple papier mache object. understanding that it has been made materials. materials more confidently.  Plan, design and make models. sculpted, modelled or constructed.  Explore shape and form.  Use a variety of materials. Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Breadth of study  Work on their own, and  Work on their own, and  Work on their own, and  Work on their own, and  Work on their own, and  Work on their own, and collaboratively with others, on collaboratively with others, on collaboratively with others, on collaboratively with others, on collaboratively with others, on collaboratively with others, on projects in 2 and 3 dimensions projects in 2 and 3 dimensions and projects in 2 and 3 dimensions and projects in 2 and 3 dimensions and projects in 2 and 3 dimensions and projects in 2 and 3 dimensions and and on different scales. on different scales. on different scales. on different scales. on different scales. on different scales.  Use ICT  Use ICT.  Use ICT.  Use ICT.  Use ICT.  Use ICT.  Investigate different kinds of  Investigate different kinds of art,  Investigate art, craft and design in the  Investigate art, craft and design in  Investigate art, craft and design in  Investigate art, craft and design in art, craft and design. craft and design. locality and in a variety of genres, the locality and in a variety of the locality and in a variety of the locality and in a variety of styles and traditions. genres, styles and traditions. genres, styles and traditions. genres, styles and traditions.