Intended Outcomes
Year 1
Autumn
Line:
•A line is a mark made on a surface that joins different points.
•Lines can vary in length, width, direction and shape.
•Doing the same thing with different materials - like pencil, crayon, pens, charcoal - can create different lines.
Colour
•Primary colours are red, blue and yellow. They cannot be mixed from other colours.
Spring
Form:
•A form is something that you can view from all sides.
•A form can be created as a sculpture.
Tone:
•Tone is about light and dark in an artwork. A strong tone means there is a big difference (contrast) between the light and the dark areas.
•Doing the same thing with different materials - like pencil, fineliner, biro, felt tip - can create a different tone.
•Shadows are an area of darkness that can be created by a sculpture or other object.
Space:
•Space is an area around an object. Space is created when you make a sculpture (e.g. the gap between two parts of the sculpture).
Pattern:
•Patterns can be created with a series of repeated marks like dots and lines.
Control of Materials:
•Use pens - felt tips, fine liners and biros - to draw lines and shapes.
Summer
Shape:
•Drawing can be about representing flat objects using shapes on paper.
Colour:
•Secondary colours are green, orange and purple. They are mixed from primary colours.
Control of Materials:
•Use wax crayons to draw lines and shapes.
•Use the wax resist technique using watercolour paints.
•Mix colours using watercolour paints on the page (not in a palette).
•Use a flat wash brushstroke with watercolour paint.
•Press print onto paper or fabric using the natural colour of the leaves.
Year 2
Autumn
Space:
•Space can be found around existing objects and used to create art.
Shapes:
•Shapes can be found in existing objects and used to create art.
Pattern:
•Identify patterns in the world around us.
Texture:
•Texture is how something feels. Artists can make art that tells us how something might feel, without us having to touch it.
Control of Materials:
•Monoprint onto paper.
•Using crayons to transfer texture and pattern from existing surfaces.
•Create a plate to make a press print.
•Press print onto paper or fabric using a plate.
•Apply ink (or paint) with a roller.
Spring
Tone:
•Manipulate shadows using torches to create a different tone.
Colour:
•Artists can change the way a colour looks by making tints, tones and shades.
•Tints are made by adding white to a colour.
•Tones are made by adding grey to a colour.
•Shades are made by adding black to a colour.
•(We know that tone is about areas of light and dark. Creating tones makes colours look different by making them darker).
•Warm colours are red, orange and yellow. Cool colours are blue, purple and green.
•Colours can be used to represent emotions. For example, red can represent anger and blue can represent sadness.
Control of Materials:
•Mix colours using poster paints in a palette.
Summer
Control of Materials:
•Use stippling, tapered and dry brushstrokes with watercolour paint.
•Use wet on wet and 'less to more see through' [opaque to translucent] techniques.
•Use different amounts of water to create stronger [more opaque] and weaker [more translucent] colours.
•Different paintbrushes are suited to different brush strokes and techniques.
Year 3
Autumn
Colour:
•Earthy colours are reds, browns, oranges (colours of the earth).
•Tertiary colours are red-orange, yellow-orange, yellow-green, blue-green, blue-purple, red-purple. They are mixed from one primary and one secondary colour.
Control of Materials:
•Use chalk pastels to draw on a page using a dynamic tripod grip and using the pastels on their side.
•When drawing from observation, artists look at the object they're drawing from.
Spring
Tone:
•Tone can be created using the same pencil by pressing harder or lighter.
Control of Materials:
•Mix colours using acrylic paints in a palette.
•Make a 3D sculpture using clay.
•Make a tile using clay.
•Make a raised relief by adding layers of clay.
•Slip is a mixture of clay and water and is used as a glue in ceramics.
•Scoring surfaces before adding slip means the pieces will attach more reliably.
Summer
Control of Materials:
A tableau vivant is made by standing still to represent the figures in a story
Year 4
Autumn
Control of Materials:
•Mix colours using acrylic paints in a palette.
•Make a 3D sculpture using clay.
•Slip is a mixture of clay and water and is used as a glue in ceramics.
•Scoring surfaces before adding slip means the pieces will attach more reliably.
•Collagraphic printmaking is a process in which materials are built up on a plate to be printed from.
Spring
Colour:
•The appearance of secondary colours can vary according to the amount of each primary colour used.
Control of Materials:
•Mix colours using watercolour paints in a palette.
Summer
Tone:
•Tone can be created using different grades of pencil.
Shape:
•Drawing can be about representing 3D forms with 2D shapes on paper.
Form:
•A form can be represented using tone in a 2D artwork.
Control of Materials
•Arrange a 3D composition by considering size, shape, texture and space between objects.
Year 5
Autumn
Tone:
•Tone can be created using white pens and pencils, which highlight areas of the artwork.
•Linear shading is a method of creating tone, often with a pen.
•Examples of linear shading include hatching, cross hatching and contoured hatching.
Control of Materials:
•Design figures and characters in software programmes (e.g. PowerPoint).
Spring
Knowledge to be reviewed
Line:
•Lines can vary in length, width, direction and shape (Y1 Aut).
Colour:
•Primary colours are red, blue and yellow. They cannot be mixed from other colours (Y1 Aut). Secondary colours are green, orange and purple. They are mixed from primary colours (Y1 Sum). Tertiary colours are red-orange, yellow-orange, yellow-green, blue-green, blue-purple, red-purple. They are mixed from one primary and one secondary colour (Y3 Aut).
•Artists can change the way a colour looks by making tints (adding white), tones (adding grey) and shades (adding black) (Y2 Spr) or by varying the amount of each primary colour used to mix it (Y4 Spr).
Pattern:
•Patterns can be created with a series of repeated marks (Y1 Spr).
Control of Materials:
•Different paintbrushes are suited to different brush strokes and techniques (Y2 Spr).
•Printing – press printing (Y2 Aut) and collagraphic printing (Y4 Aut).
Summer
Control of Materials:
•Origami is a Japanese artform of creating 3D models by folding a piece of paper.
•When drawing from primary observation, artists look at the object they're drawing from. When drawing from secondary observation, artists look at a drawing or a copy of object.
Year 6
Autumn
Control of Materials:
•Cut, shape and manipulate existing objects to create a sculpture.
Spring
Knowledge to be reviewed
Tone:
•Tone is about light and dark in an artwork. Tone can be created by 1. doing the same thing with different materials like pencil, fineliner, biro, felt tip (Y1 Spr), 2. using the same pencil but pressing harder or lighter (Y3 Spr), 3. Using different grades of pencil (Y4 Sum), or 4. Using a white pencil to add highlights (Y5 Aut).
Colour:
•Primary colours are red, blue and yellow. They cannot be mixed from other colours (Y1 Aut). Secondary colours are green, orange and purple. They are mixed from primary colours (Y1 Sum). Tertiary colours are red-orange, yellow-orange, yellow-green, blue-green, blue-purple, red-purple. They are mixed from one primary and one secondary colour (Y3 Aut).
•Artists can change the way a colour looks by making tints (adding white), tones (adding grey) and shades (adding black) (Y2 Spr) or by varying the amount of each colour used to mix it (Y4 Spr).
Control of Materials:
•Range of painting and drawing techniques as taught so far (depending on pupils’ choice).
Summer
Control of Materials
•Draw the human face and its features in proportion using pencil.
Adult Intended Outcomes
EYFS
Physical Development
In Nursery, children will:
- Use one-handed tools and equipment e.g. making snips in paper with scissors
- Use a comfortable grip with good control when holding pens and pencils
- Show a preference for a dominant hand
- Use gross motor movements to paint and make marks
- Choose the right resources to carry out their own plan
In Reception, children will:
- Develop their small motor skills so that they can use a range of tools competently, safely and confidently e.g. pencils, paintbrushes, scissors
- Begin to show accuracy and care when drawing
To meet the ELG, children will:
- Hold a pencil effectively in preparation for fluent writing and drawing, using the tripod grip in almost all cases
- Use a range of small tools, including scissors and paintbrushes
- Begin to show accuracy and care when drawing
Expressive Arts and Design
In Nursery, children will:
- Explore different materials freely, to develop their ideas about how to use them and what to make
- Develop their own ideas and then decide which materials to use to express them
- Join different materials and explore different textures
- Create closed shapes with continuous lines and begin to use these shapes to represent objects
- Draw with increasing complexity and detail e.g representing a face with a circle and use some details
- Use drawing to represent ideas like movement or sound
- Show different emotions in their drawings and paintings e.g. happiness, sadness, fear
- Explore colour and colour mixing
In Reception, children will:
- Explore, use and refine a variety of artistic effects to express their ideas and feelings
- Safely use and explore a variety of materials, tools and techniques
- Safely use and experiment with colour, design, texture, form and function
- Return to and build on their previous learning, refining ideas and developing their ability to represent them
- Create collaboratively, sharing ideas, resources and skills
- Share their creations, explaining the process they have used
To meet the ELG, children will:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
- Share their creations, explaining the process they have used
Drawing
Year 1
Children will:
- Experiment with line – wavy, horizontal, vertical, straight, diagonal
- Use a variety of medium to draw e.g. pencil, pen, colouring pencil, charcoal
- Use line to draw simple 2D shapes and images
- Practice shading neatly e.g. adding colour to drawing
- Draw for pleasure using their imagination and observations
Year 2
Children will:
- Begin to use a range of pencil grades – HB, B, 2B, 4B
- Begin to create a range of tones using a range of pencil grades
- Use pattern and texture – hatching, scumbling, stippling, back and forth
- Begin to control pressure to add tone to drawings
- Use simple lines and shapes to create form
Year 3
Children will:
- Use a variety of pencil grades to draw – 2H, HB, B, 2B, 4B, 6B
- Use line to add texture and pattern with increasing accuracy - hatching, cross-hatching, scumbling, stippling, back and forth, smudging
- Create a range of tones and use it for purpose – light, mid and dark tones
- Shading tones have few gaps and are neat to the edges
- Draw from imagination, observations, photos
Year 4
Children will:
- Use a range of textures in drawings for a purpose
- Use line and tone to create shape, form, light and shade using a wider range of medium - hatching, cross-hatching, scumbling, stippling, back and forth, contour, random hatching, smudging
- Become aware of proportion and scale when drawing
- Identify 2D and 3D shapes within an object when drawing from observation
Year 5
Children will:
- Draw with increased awareness of the 2D and 3D shapes that create forms and objects
- Increase in neatness and detail in drawings
- Blend tones from light to dark smoothly
- Create depth using a range of line, tone and shade
- Draw using 1 point perspective
Year 6
Children will:
- Use shadows to create mood and depth
- To accurately apply knowledge of tone and line to 3D objects/shapes
- Drawings communicate expression and emotion
- Draw from a range of perspectives – 1 point and 2 point
The second column.
Collage
Year 1
Children will:
- Manipulate the size and texture of materials e.g. cutting, tearing, scrunching, rolling, twisting
Year 2
Children will:
- Use a range of techniques to manipulate materials
- Select appropriate materials for a purpose
Year 3
Children will:
- Overlap materials to create effect
- Design a simple mosaic
- Create a mosaic e.g. using paper squares, foam tiles, square tiles
Year 4
Children will:
- Use collage as a means of collecting ideas and information
- Combine visual and tactile qualities
- Being to draw/paint on top of collage to add depth and interest
Year 5
Children will:
- Combine visual and tactile qualities to express mood and emotion
- Add collage to a painted, printed or drawn background
Year 6
Children will:
- Combine pattern, tone and shape
- Select and use materials for a purpose
3D Form
Year 1
Children will:
- Add texture using a range of tools
- Manipulate materials with purpose
- Cut, roll and coil mouldable materials e.g. plasticise, salt dough, clay
- Select an appropriate way to join materials
Year 2
Children will:
- Manipulate materials with a purpose e.g. roll, squeeze, pinch, flatten
- Know how to join modelling materials together e.g. slip, press
- Understand how to use materials and tool safely
Year 3
Children will:
- Add onto work to create texture and shape
- Use a range of tools and techniques to create texture and shape
- Work with a range of different sized materials
Year 4
Children will:
- Experiment with and combine materials/processes to create a 3D form
- Use tools to carve, add shape, texture and pattern
- Join mouldable materials and add onto to create detail
Year 5
Children will:
- Experiment with and combine materials/processes to create a 3D form
- Sculpt materials to represent a sketched design
- Use tools to carve, add shape, texture and pattern
Year 6
Children will:
- Create models on a range of scales
- Combine a range of joining techniques to create a 3D form
- Use a range of tool techniques to add texture
- Sculpt materials to represent a sketched design
Painting
Year 1
Children will:
- Name the primary and secondary colours
- Mix primary colours to create secondary colours
- Mix secondary and primary colours to make some tertiary colours
- Select the appropriate brush size to paint with
- Apply colour with a purpose
Year 2
Children will:
- Mix paint to create secondary colours and tertiary colours
- Create tints by adding white, tones by adding grey and shades by adding black
- Being to develop accuracy of painting within a space
- Use a paintbrush to add detail
Year 3
Children will:
- Predict with accuracy the colour they will mix
- Know where primary, secondary and tertiary colours fit on the colour wheel
- Use a range of brushes to create different effects
- Use a paintbrush with increasing accuracy to add detail
Year 4
Children will:
- Accurately create all the colours they need
- Explore using colour to represent emotions and mood
- Use shades and tints to create mood and feelings
Year 5
Children will:
- Use knowledge of colour to create a range of effects – analogous colours, complementary colours
- Select and use colour to portray emotions
- With precision, add detail using paint
Year 6
Children will:
- Begin to understand their own style and articulate it to others
- Use a wide range of skills and techniques in paintings
- Use knowledge of colour theory for effect
- Use a range of brush techniques to add detail and create texture
Printing
Year 1
Children will:
- Create prints using texture rubbings e.g. pavement, leaves, coins
- Print with a range of objects e.g. sponge, card, bubble wrap, found objects
- Create a repeated pattern e.g. potato printing
Year 2
Children will:
- Create a print by pressing, rolling, rubbing and stamping
- Create a block print and use it to create an image
Year 3
Children will:
- Begin to move away from simple block designs
- Select different print surfaces to create varying effects
- Combine printing techniques
Year 4
Children will:
- Create an accurate print design with fine detail
- Print onto a range of materials
Year 5
Children will:
- Print using a range of colours
- Create an accurate print design
- Print onto a range of materials to create a range of effects
Year 6
Children will:
- Create a print with texture
- Select a printing style for purpose
- Create an accurate design showing fine detail
Generating Ideas
Year 1
Children will:
- Record ideas and thoughts
- Experimentation with materials
- Use work of other artists to copy and begin to develop own ideas
- Explore ideas through practical activities
Year 2
Children will:
- Record ideas and thoughts
- Develop skills and experiment with techniques
- Develop their own artwork after studying an artist
- Create unique designs
- Draft ideas to complete a final piece
Year 3
Children will:
- Use sketchbooks to generate ideas and observations
- Express thoughts and observations with brief notes
- Make records of experiments with various materials
- Control materials to create a desired effect
Year 4
Children will:
- Use a sketchbook to plan and refine ideas
- Record ideas for materials and composition
- Develop skill and technique using various media in sketchbooks
- Manipulate composition and materials to achieve a desired effect
Year 5
Children will:
- Develop and discuss ideas through sketches
- Enhance knowledge of skill and technique using various media in sketchbooks
- Use the work of other artists to explore their own ideas
- Create ideas for purpose
Year 6
Children will:
- Record ideas and thoughts
- Experimentation with materials
- Use work of other artists to copy and begin to develop own ideas
- Explore ideas through practical activities
Evaluation
Year 1
Children will:
- Describe what they can see and like about the work of another artist, craft maker, designer
- Ask questions about a piece of work
- Explain what they like about their own work
- Use talking like an artist functional language to communicate with others
Year 2
Children will:
- Describe what they can see and like/dislike about the work of another artist, craft maker, designer
- Discuss how other artists, craft makers and designers have used colour, line pattern, shape
- Explain what they like about their own work and how they could improve it next time
- Use talking like an artist functional language to communicate with others
Year 3
Children will:
- Compare the work of different artists
- Understand the viewpoints of others and reflect on their own
- Use PERMS to evaluate their own work
- Use talking like an artist functional language to communicate with others
Year 4
Children will:
- Draw on similarities and differences between their own original artwork and that of other artists
- Use PERMS to evaluate their own work and that of peers
- Use talking like an artist functional language to communicate with others
Year 5
Children will:
- Articulate thought processes during the design process e.g. what they like/dislike, why specific techniques were chosen
- Use PERMS to evaluate their own work and that of peers
- Use talking like an artist functional language to communicate with others
Year 6
Children will:
- Describe what they can see and like about the work of another artist, craft maker, designer
- Ask questions about a piece of work
- Explain what they like about their own work
- Use talking like an artist functional language to communicate with others