Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

Vocabulary

Exploring and developing ideas

Children start to understand how ideas are developed through processes. Children build up resilience to getting things wrong and trying again. Children practise and share their learning and skills with others, receive and offer feedback to improve.

• respond positively to ideas and starting points;
• explore ideas and collect information;
• describe differences and similarities and make links to their own work;
• try different materials and methods to improve;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children start collecting and developing ideas using sketchbooks. They continue to build up resilience, making mistakes and suggesting improvements to improve their work. Children practise and share their learning and skills with others, giving and receiving feedback to improve.

• use sketchbooks to record ideas;
• explore ideas from first-hand observations;
• question and make observation about starting points, and respond positively to suggestions;
• adapt and refine ideas;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children start collecting more information and resources to present in sketchbooks. They continue to build their knowledge of techniques by experimenting and predicting what might happen. Children continue to practise and share their learning and skills with others, receiving and offering feedback to improve.

To create sketchbooks to record their observations and use them to review and revisit ideas.

• review and revisit ideas in their sketchbooks;
• offer feedback using technical vocabulary;
• think critically about their art and design work;
• use digital technology as sources for developing ideas;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

KS1: work, work of art, idea, starting point, observe, focus, design, improve.

LKS2: line, sketchbook pattern, texture, form, record, detail, question, observe, refine.

UPKS2: develop, refine, texture, shape, form, pattern, structure.

Drawing

Children begin to explore different techniques involved in drawing such as shading, thick and thin lines, patterns and shapes as well as using different surfaces to draw on. Children are also exposed to using different materials to draw with such as pencils, felt tips, charcoal, crayons, chalk and pastels.

• draw lines of varying thickness;
• use dots and lines to demonstrate pattern and texture;
• use different materials to draw, for example pastels, chalk, felt tips;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children develop their knowledge of drawing by continuing to use a variety of drawing tools from KS1. They are introduced to new ways of making effect through tone, texture, light and shadow. They have the opportunity to use vocabulary learned in KS1 accurately, e.g. shading, thick and thin.

• experiment with showing line, tone and texture with different hardness of pencils;
• use shading to show light and shadow effects;
• use different materials to draw, e.g. pencils, pastels, chalk, felt tips;
• show an awareness of space when drawing;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children continue to use a variety of drawing tools but are introduced to new techniques, e.g. creating perspective. They become more confident in techniques already learned and use the vocabulary learned accurately, e.g. shading, thick and thin. Children will rely on their sketching books to improve their drawing skills.

• use a variety of techniques to add effects, e.g. shadows, reflection, hatching and cross-hatching;
• depict movement and perspective in drawings;
• use a variety of tools and select the most appropriate;
• use key vocabulary to demonstrate knowledge and understanding in this strand

KS1: portrait, self-portrait, line drawing, detail, landscape, cityscape, building, pastels, drawings, line, bold, size, space.

LKS2: portrait, light, dark, tone, shadow, line, pattern, texture, form, shape, tone, outline.

UPKS2: line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti.

Painting

Children can explore using a variety of different brushes to see what happens. Children begin to learn the primary colours and experiment with mixing paints to understand tone and secondary colours.

• name the primary and secondary colours;
• experiment with different brushes (including brushstrokes) and other painting tools;
• mix primary colours to make secondary colours;
• add white and black to alter tints and shades;
• use key vocabulary to demonstrate knowledge and understanding in this strand

Children continue exploring using a variety of different brushes to see what happens. They use the language of colour accurately when mixing, e.g. shade, primary and tint. Children begin to experiment with colour for effect and mood.

•  use varied brush techniques to create shapes, textures, patterns and lines;
•  mix colours effectively using the correct language, e.g. tint, shade, primary and secondary;
•  create different textures and effects with paint;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children continue exploring a variety of different brushes to see what happens. They use the language of colour accurately and use inspiration from natural and non-natural works to create a colour palette. Children are more expressive with colour, associating colours with moods.

• create a colour palette, demonstrating mixing techniques;
• use a range of paint (acrylic, oil paints, water colours) to create visually interesting pieces;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

tools, sponges, brushes, respond, line, colour, texture, shape, 2D, observation, imagination, size, Colour: primary colour – red, yellow, blue secondary colours, shades, tones, experiment, techniques, layering, mixing media, lighten, darken, watercolours

Colour: mixing, primary, secondary, mix, shades, tones, experiment, effects, textures, blocking, washes, layering, texture, sand, plaster, contrasting, warm and cool, atmosphere

Colour: mix and match, atmosphere, light effects, primary and secondary colours, complementary colours, tints, shades, darkness

Printing

Children experiment with shape and pattern, looking at repeated patterns and different materials to make texture, e.g. sponges.

• copy an original print;

• use a variety of materials, e.g. sponges, fruit, blocks; demonstrate a range of techniques, e.g. rolling, pressing, stamping and rubbing;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children use a variety of printing blocks, e.g. coiled string glued to a block, and explore what effect making their own blocks has on shape and texture.

• use more than one colour to layer in a print;
• replicate patterns from observations;
• make printing blocks;
• make repeated patterns with precision;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children have more opportunities to make printing blocks and tiles. They now reflect on their choice of colour for prints and develop their accuracy with patterns.

• design and create printing blocks/tiles;
• develop techniques in mono, block and relief printing;
• create and arrange accurate patterns;
• use key vocabulary to demonstrate knowledge and understanding in this strand

KS1: hard and soft materials, rollers,  mono printing, printing ink, patterns, stencil, repeating patterns, motif, rubbings, press/block, print, printing block,  colour, texture,

LKS2: Overlays, impressed and relief print, masking, printing block, two-colour print, repeating patterns, motif, positive and negative shapes,

UPKS2: printing block, collagraphs, impressed and relief print, layering, positive and negative shapes, overlays, screen printing

Sculpture

Children have the opportunity to use a variety of materials for sculpting and experiment with joining and constructing. They begin to use the correct vocabulary associated with sculpting and construction to demonstrate their understanding of the skill.

To become proficient in sculpting techniques.

To use sculpture to develop and share their ideas, experiences and imagination.

Children can:

• use a variety of natural, recycled and manufactured materials for sculpting, e.g. clay, straw and card;
• use a variety of techniques, e.g. rolling, cutting, pinching;
• use a variety of shapes, including lines and texture;
• use key vocabulary to demonstrate knowledge and understanding in this strand

Children still have the opportunity to use a variety of materials for sculpting. They experiment with joining and construction, asking and answering questions such as, ‘How can it go higher?’ Children begin to understand more about decorating sculptures and adding expression through texture. They use a variety of tools to support the learning of techniques and to add detail.

Children can:

• cut, make and combine shapes to create recognisable forms;
• use clay and other malleable materials and practise joining techniques;
• add materials to the sculpture to create detail;
• use key vocabulary to demonstrate knowledge and understanding in this strand

Children still use a variety of materials for sculpting and experiment with joining and constructing. They begin to understand more about clay modelling and using different tools with clay. They will be more reliant on their own ideas and knowledge of sculpture during the planning and designing process.

KS2 Art and Design National Curriculum

To become proficient in sculpting techniques.

To improve their mastery of art and design techniques, including sculpting with a range of materials.

Children can:

• plan and design a sculpture;
• use tools and materials to carve, add shape, add texture and pattern;
• develop cutting and joining skills, e.g. using wire, coils, slabs and slips;
• use materials other than clay to create a 3D sculpture;

KS1: sculpture, clay, techniques, tools, rolling, kneading, pinching, flattening, squeezing, squashing, smoothing, safety, 2D and 3D, shape, experiment, constructing, joining, natural, manmade materials, transient, moveable, surface, material, build, imprint Clay, dough

LKS2: sculpture, techniques, manipulate, painting, surface patterns, textures, detail, scoring, carving, 2D and 3D, malleable, rigid materials

Form: modelling, shape, slabs, coils, slips, join, construct, Modroc, Wire, foil

UKS2: form, structure, texture, shape, mark, soft, join, tram, cast. 2D and 3D, intricate patterns, textures, malleable, sculptures, high/low relief sculpture, flat surface, freestanding, casting, constructing, carving, origami, tie 

Media: Clay, Papier Mache, Natural – stones, stick, chalk etc.

Collage

Children will have the opportunity to explore creating a variety of images on different backgrounds with a variety of media,

e.g. paper, magazines, etc. Children experiment with sorting and arranging materials and refining their work.

• use a combination of materials that have been cut, torn and glued;
• sort and arrange materials;
• add texture by mixing materials;
• use key vocabulary to demonstrate knowledge and understanding in this strand

Children continue to explore creating collage with a variety of media, e.g. paper and magazines. They experiment with sorting and arranging materials with purpose to create effect. They learn new techniques, e.g. overlapping, tessellation, mosaic and montage.

• select colours and materials to create effect, giving reasons for their choices;
• refine work as they go to ensure precision;
• learn and practise a variety of techniques, e.g. overlapping, tessellation, mosaic and montage;
• use key vocabulary to demonstrate knowledge and understanding in this strand.

Children experiment with mixing textures and with sorting and arranging materials with purpose to create effect. They develop their understanding of techniques learned in Lower KS2 and develop their own ideas through planning.

• add collage to a painted or printed background;
• create and arrange accurate patterns;
• use a range of mixed media;
• plan and design a collage;
• use key vocabulary to demonstrate knowledge and understanding in this strand

KS1: glue, sticking, paper, fabric, natural, materials, fold, tear, cut, Collage, images, media, materials, fabric, crepe paper, magazines, sort, group, purpose, colour, textures, fold, crumple, tear, overlap edges, frottage, thickness, layers, weight, properties, threading, join, fabric, decorate, cut, gluing

LKS2:

Communication and Evaluation

• Share their creations with others, explaining intentions, techniques and tools used.
• Create art in different ways on a theme to express their ideas and feelings.
• Explore artwork by famous artists and talk about likes and dislikes.
• Communicate ideas before creating artwork.
• Discuss subject matter, techniques and feelings artwork creates.
• Say what they like and dislike about their own and others’ work using simple artistic vocabulary.
• Describe and explore the work of a significant artist, craft makers and designers.

• Make suggestions for ways to improve and adapt a piece of artwork
• Talk about similarities and differences between pieces of art from the same genre.
• Compare artists, architects and designers and identify significant characteristics of the same style of artwork and products through time.

• Review and revisit ideas and sketches to improve and develop their ideas.
• Compare and comment on the ideas, methods and approaches in their own and others’ work.
• Adapt and refine artwork in light of constructive feedback and reflection.
• Explain the significance of different artworks from a range of times and cultures and use elements of these to create their own artworks.

KS1: Compare, creation, share, explain, technique, tools, evaluate, artwork, subject, colour, shape, feelings, likes and dislikes, similarities and differences

LKS2: Analyse, evaluate, artwork, subject, colour, shape, feelings, symbolism, likes and dislikes, similarities and differences, common theme, contrast, compare, improve, adapt, structure, composition, genre, inspiration, style, constructive feedback

UKS2: Analyse, evaluate, artwork, subject, colour, shape, feelings, symbolism, likes and dislikes, similarities and differences, common theme, contrast, compare, improve, adapt, structure, composition, genre, inspiration, style, constructive feedback, methods, approaches, messages, visual elements – line, light, shape, colour, pattern, tone, space, form, artistic movements, intent, concepts, refine, perspective, abstract, figurative, conceptual

Work of other Artists 

Children have the opportunity to learn from the works of famous artists, studying their techniques and processes. They will be exposed to a range of different artists through history throughout KS1.

Children can:

• describe the work of famous, notable artists and designers;
• express an opinion on the work of famous, notable artists;
•        use inspiration from famous, notable artists to create their own work and compare;

Children continue to study the works of famous artists. They have more opportunity to offer opinion and to compare and contrast artists. Children will be exposed to a range of different artists through history, studying their techniques and processes.

Children can:

• use inspiration from famous artists to replicate a piece of work;
• reflect upon their work inspired by a famous notable artist and the development of their art skills;
• express an opinion on the work of famous, notable artists and refer to techniques and effect;

Children continue to learn from the works of famous artists. They now expand their knowledge by looking at the range of more famous artists. Children comment on the work of famous artists and name their pieces of work.

Children can:

• give detailed observations about notable artists’, artisans’ and designers’ work;
• offer facts about notable artists’, artisans’ and designers’ lives;
•  use key vocabulary to demonstrate knowledge and understanding in this strand: