Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

Drawing

• Using images and symbols to name and describe feelings and ideas;
• Representing familiar objects as a ‘schema’ by combining shapes;
• Drawing confidently from imagination;
• Combine schematic and observational approaches;
• Add detail to artwork;
• Observing and recording the shapes, patterns and textures found in objects;
• Working in a combined schematic and observational way with confidence in placing objects;
• Using drawing as the starting point for work in other media as well as in its own right.

• Representing objects with correct proportions;
• Observing how shape, colour and tone can be used to describe form;
• Using observational drawings as opening studies for more developed work;
• Using line, tone and texture to represent objects in three dimensions;
• Spending longer periods of time on more challenging activities, concentrating on particular views of objects;
• Using tools, such as viewing frames, effectively; 
• Using drawing as part of the investigation process and presenting work well in a sketchbook.

• Depicting shadows and reflections using light and shade;
• Combining different pressures and shading techniques;
• Developing a personal style;
• Choosing appropriate techniques to convey meaning or atmosphere.

Painting

• Exploring the tactile and visual qualities of a paintbrush;
• Combining materials and tools and enjoy finding out how to achieve different effects;
• Mixing paints from a limited range;
• Showing control in the use of colour; 
• Understanding that paint is used in different ways for different effects;
• With guidance, adding detail to work.

• Working in stages using different materials for particular effects;
• Making some independent decisions about colour;
• Beginning to understand and identify complementary colours and warm and cool colours;
• Speaking about the emotional impact of colour;
• Developing painting skills as parts of work that include initial studies and investigation;
• Controlling brushes and materials with confidence;
• Adopting a systematic approach when mixing and applying colour;
• Using a good vocabulary of art terms related to colour concepts such as opacity and transparency.

• Include texture gained through paint mix or brush technique;
• Show well-developed control is to achieve effects;
• Mix appropriate colours to create a suitable colour palette that conveys mood and atmosphere.

Sculpture

• Exploring materials;
• Joining simple objects together;
• Using a range of modelling materials squeezing, pinching and rolling them to make familiar or fantasy objects;
• Adding colour, pattern and texture to objects;
• Working on a larger scale when appropriate;
• Showing sufficient control to join and manipulate materials for the purpose intended;
• Showing a developing understanding of the qualities of the materials used.

• Taking part in extended activities through different stages;
• Working independently with a wider range of materials;
• Requiring less support when selecting materials and tools;
• Using a similar range of materials as at earlier levels but with an increased sensitivity and control;
• Using more advanced materials like wire and plaster.

• Portraiture work has a life like quality gained by choosing and applying the most appropriate techniques;
• Making models on a range of scales that communicate observations from the real or natural world;
• Producing sculptures that are well proportioned.

Materials and textiles

• Sorting, matching and naming different materials;
• Exploring materials to see how they are made;
• Using joining processes such as tying and gluing;
• Weaving on simple frames for different effects;
• Using paints, dyes, crayons and other media to make individual and group designs on textiles;
• Joining, positioning and manipulating materials with some independence.

• Developing more control over the making process;
• Collecting materials and ideas for work and experiment with materials before using them;
• Using more advanced printing and dyeing techniques, combining different processes;
• Following a clear design brief to achieve an effect in techniques such as sewing (cross stitch & backstitch) appliqué, embroidery, plaiting and finger knitting.

• Displaying precision in work;
• Combining a range of sewing printing, dyeing and joining techniques to good effect.

Printing

• Using objects and basic tools and equipment to make patterns and images;
• Working with a range of processes, controlling materials and tools;
• Using printing to illustrate and explore ideas, commenting on what is done.

• Approaching work in stages to use simple processes to make more complex designs;
• Developing work from initial studies and investigations;
• Understanding how printing differs from other art processes and how it is used in different cultures;
• Using a number of colours built up in a sequence;
• Using precise repeating patterns by creating accurate printing blocks.

• Choosing the appropriate materials on which to print to suit the purpose;
• Using drawings and designs to bring fine detail into their work;
• Combining printing techniques within one piece of work to create impact and effect.

Collage

• Using cut and torn papers and other materials to make simple patterns and images;
• Recognising that materials look and feel different, choosing the most suitable materials for an effect;
• Mixing paper and other materials with different textures and appearances.

• Using collage to explore wider art themes;
• Returning to work using a range of techniques to develop the final image;
• Experimenting with techniques that use contrasting textures, colours or patterns (rough/smooth, light/dark, plain/patterned);
• Experimenting with ceramic mosaic techniques to produce a piece of art.

• Choosing the most appropriate materials to fit the purpose;
• Conveying a definite theme that is apparent to any viewer.