SANDGATE PRIMARY SCHOOL
Key Stage 1 Progression in Art and Design Skills
Exploring and developing ideas
Record and explore ideas from first hand observations
Ask and answer questions about the starting points for their work
Develop their ideas – try things out, change their minds
Explore the work of artists, craftspeople and designers from different
times and cultures for differences and similarities
Sketch books must be used.
F
Use of possible artists/ sculptors/ designers as reference
Kandinsky, miro, LS Lowry, Monet, Van Gough, Cezanne, Andy
Goldsworthy, Picesso, Alexander Calder
Buildings/ architectural features and decorations eg gargoyles,
tiles, carvings, murals, brickwork, etc
African jewellery fabric work
Family albums/newspapers and magazines
Degas, Hogarth
2
Henry Moore, Hockney, Picasso
Designs from other cultures eg Indian textiles, Islamic tiles,
African printing/carving
Paula Rego, Van Dyck
Drawing
Experiment with a variety of media; pencils,
Lines and Marks
Shape
Tone
Texture
rubbers, crayons, pastels, felt tips,
Name, match and draw lines/marks from
Observe and draw shapes from
Investigate tone by drawing light/dark
Investigate textures by describing, naming,
charcoal, ballpoints, chalk
observations
observations
lines, light/dark patterns, light/dark
rubbing, copying
Control the types of marks made with the
Invent new lines
Draw shapes in between objects
shapes
range of media
Draw on different surfaces with a range
Invent new shapes
of media
Digital Media
Painting
Printing
Textiles
3-D
Collage
Explore ideas using digital sources
Use a variety of tools and
Print with a range of hard and soft Match and sort fabrics and
Manipulate malleable materials in a
Create images from a variety of
i.e. internet, CD‐ROMs
techniques including different
materials e.g. corks, pen barrels,
threads for colour, texture,
variety of ways including rolling
media e.g. photocopies material,
Record visual information using
brush sizes and types
sponge
length, size and shape
and kneading
fabric, crepe paper , magazines
digital cameras, video recorders
Mix and match colours to
Make simple marks on rollers and
Change and modify threads and
Explore sculpture with a range of
etc
Use a simple graphics package to
artefacts and objects
printing palettes
fabrics, knotting, fraying, fringing, malleable media
Arrange and glue materials to
create images and effects with
Work on different scales
Take simple prints i.e. mono ‐
pulling threads, twisting, plaiting
Manipulate malleable materials for
different backgrounds
Lines by changing the size of
Experiment with tools and
printing
Cut and shape fabric using
a purpose, e.g. pot, tile
Sort and group materials for
brushes in response to ideas
techniques e.g. layering, mixing
Roll printing ink over found
scissors/snips
Understand the safety and basic
different purposes e.g. colour
Shapes using eraser, shape and fill
media, scrapping through
objects to create patterns e.g.
Apply shapes with glue or by
care of materials and tools
texture
tools
Name different types of paint and
plastic mesh, stencils
stitching
Form
Fold, crumple, tear and overlap
Colours and Texture using simple
their properties
Build repeating patterns and
Apply decoration using beads,
Experiment with constructing and
papers
filters to manipulate and create
Colour
recognise pattern in the
buttons, feathers etc
joining recycled, natural and
Work on different scales
images
Identify primary colours by name
environment
Create cords and plaits for
manmade materials
Colour
Use basic selection and cropping
Mix primary shades and tones
Create simple printing blocks with
decoration
Use simple 2‐D shapes to create a
Collect, sort, name match colours
tools
press print
Colour
3‐D form
appropriate for an image
Texture
Design more repetitive patterns
Apply colour with printing, dipping,
Texture
Shape
Create textured paint by adding
Colour
fabric crayons
Change the surface of a malleable
Create and arrange shapes
sand, plaster
Experiment with overprinting
Create and use dyes i.e. onion
material e.g. build a textured tile
appropriately
motifs and colour
skins, tea, coffee
Texture
Texture
Texture
Create, select and use textured
Make rubbings to collect textures
Create fabrics by weaving
paper for an image
and patterns
materials i.e. grass through twigs,
carrier bags on a bike wheel
Input
1
Evaluating and developing work
Review what they and others have done and say what they think and feel
about it.
Identify what they might change in their current work or develop in
future work
Vocabulary skills
Foundation
Encouragement of use of senses
Mainly doing words – painting, drawing, printing, modelling, scratching, pressing, etc.
Introducing a wide variety of natural and manmade objects
Naming tools and materials
Enabling experiences and environment
Responding words – nice, nasty etc.
Introducing basic tools and materials, songs, stories, poems, music etc.
Scale words e.g. big, small
Naming colours
Year 1
Introducing different tools and materials fostering awareness of their quality and care
Describing colours
Making collections
Descriptive words based on touching, looking and feelings – hard, soft, rough, smooth, cold, war,, happy and sad etc.
Setting up interest tables and displays with themes e.g. stories, songs, poems,
description, paintings, drawings, models and artefacts past and present.
Discussion of art and design forms generating more vocabulary.
Comment on own and each others work.
Year 2
Introduce a wide variety of natural and manmade items supported by visits and
excursions linked with all curriculum areas building up personal collections, objects
pictures, etc
Extension of colour vocabulary
Introducing a variety of ways of experimenting, observing and responding
Organisation words – repeat, overlap, symmetry, regular, irregular etc.
Generating discussion
Words describing visual and tactile qualities.
Linking colour to items e.g. raspberry, pillar box red etc.
Description of artefacts and discussion
Comment on own and each others work.
SANDGATE PRIMARY SCHOOL
Lower Key Stage 2 Progression in Art and Design Knowledge
Exploration and making links
Sketch books must be used to record their
observations and use them to review and revisit
ideas.
Select and record from first hand observation,
experience, imagination, and explore ideas/
techniques.
Explore the roles and purposes of artists,
craftspeople and designers working in different
times, cultures and how this has influenced the
present day.
Experiment with ways in which
surface detail can be added to
drawings.
Use sketchbooks to collect and
record visual information from
different sources.
Draw for a sustained period of
time at an appropriate level.
Digital Media
Record and collect visual
information using digital
cameras, I pad’s.
Present recorded visual
images using software e.g.
Photostory, PowerPoint.
Use a graphics package to
create images and effects
with;
Lines by controlling the
brush tool with increased
precision.
Changing the type of brush
to an appropriate style e.g.
charcoal.
Create shapes/ patterns by
making selections to cut,
duplicate and repeat.
Use of possible artists/ sculptors/ designers as
reference
Please add any artists that you’re interested in/ teach in
your year group. Please include living artists.
Sharing and Developing ideas
Input
Salvador Dhali, Seurat, Monet, Renoir, Cassatt,
Matisse, Aboriginal art
Mark Chagall, Blake, Magritte, Miro
Compare ideas, methods and approaches in their own
and others’ work and say what they think and feel
about them.
Link their art work to artists and discuss techniques/
disciplines used.
Considering and discuss art and design
from past and present and the reason
for their creations.
Introducing artists, craftsmen and
design into school.
Drawing
Lines and Marks
Form and Shape
Tone
Make marks and lines with a
Experiment with different
Experiment with different
wide range of drawing
grades of pencil and other
grades of pencil and other
implements e.g. charcoal,
implements to draw different
implements to achieve
pencil, crayon, chalk pastels,
forms and shapes.
variations in tone.
pens etc.
Begin to show an awareness of
Apply tone in a drawing in a
Experiment with different
objects having a third
simple way.
grades of pencil and other
dimension.
implements to create lines and
marks.
Painting
Printing
Textiles
3-D
Experiment with
different effects and
textures inc. blocking in
colour, washes, thickened
paint creating textural
effects with increasing
control.
Work on a range of
scales e.g. thin brush on
small picture etc.
Create different effects
and textures with paint
according to what they
need for the task.
Colour
Initiating visits to art galleries
/museums/ local art- Folkestone
Creative Quarter
Create printing blocks
using a relief or
impressed method.
Create repeating
patterns.
Print with two colour
overlays.
Use a variety of
techniques, e.g. printing,
dyeing, weaving and
stitching to create
different textural
effects.
Match the tool to the
material.
Develop skills in
stitching, cutting and
joining.
Experiment with paste
resist.
Texture
Create textures with a wide
range of drawing implements.
Apply a simple use of pattern
and texture in a drawing.
Plan, design and make
models from observation,
imagination and research
from famous sculptures.
Join clay adequately and
construct a simple base
for extending and
modelling other shapes.
Create surface patterns
and textures in a
malleable material.
Use Paper Mache to
create a simple 3D
object.
Projects involving art design, music
movement and drama.
Developing group projects and
challenges encouraging ability to plan
work as a team and deal with challenges
of cooperation
Make a class gallery on website/ blog/
Youngartnet.com art competitions
Collage
Experiment with a range
of collage techniques
such as tearing,
overlapping and layering
to create images and
represent textures.
Use collage as a means of
collecting ideas and
information and building
a visual vocabulary.
Vocabulary
skills
Understand the meaning of matching,
dark and light, hot and cold, colours,
lines, shades, contrasts.
Technical terms used in processes.
Naming techniques and tools, sculpting,
modelling, weaving, pottery, relief
construction, manuscript, calligraphy,
print, engraving, etc.
Fostering ability to organise vocabulary
to plan, annotate and describe some
design processes.
Experiment with colours and
textures by making an
appropriate choice of special
effects and simple filters to
manipulate and create
images for a particular
purpose.
Mix colours and know
which primary colours
make secondary colours.
Use more specific colour
language.
Mix and use tints and
shades.
SANDGATE PRIMARY SCHOOL
Upper Key Stage 2 Progression in Art and Design Knowledge
Exploration and making links
Sketch books must be used to record their observations and
use them to review and revisit ideas.
Select and record from first hand observation,
experience, imagination, and explore ideas/ techniques.
Explore the roles and purposes of artists, craftspeople
and designers working in different times, cultures and
how this has influenced the present day.
Research the history of artists, their techniques and how
this can inform their own mastery and exploration.
Work from a variety of sources including observation,
photographs and digital images.
Work in a sustained and independent way to create a detailed
drawing with increasing control.
Develop close observation skills using a variety of view
finders.
Use a sketchbook to collect and develop ideas.
Identify artists who have worked in a similar way to their own
work.
Digital Media
Record, collect and store
visual information using
digital cameras, video
recorders and I pads.
Present recorded visual
images using software e.g.
Photo story, PowerPoint.
Use a graphics package to
create and manipulate new
images.
Be able to import an image
(scanned, retrieved, taken)
into a graphics package.
Understand that a digital
image is created by
layering.
Painting
Develop a painting from a
drawing.
Carry out preliminary
studies, trying out
different media and
materials and mixing
appropriate colours.
Create imaginative work
from a variety of sources
e.g. observational drawing,
themes, poetry, music.
Colour
Mix and match colours to
create atmosphere and
light effects.
Be able to identify primary
Use of possible artists/ sculptors/ designers as reference
Please add any artists that you’re interested in/ teach in your
year group. Please include living artists.
Esher, Holbein, Leonardo Da Vinci, Picasso, Leger, Bayeux
Tapestry.
Sharing and developing ideas
Input
Compare ideas, methods and approaches in their own and
others’ work, including famous artists (in history, living AND
local). Discuss their opinions and feelings.
Adapt their work according to their views and describe how
they might develop it further from what they have learnt.
Annotate/ add to work in sketchbook.
Considering and discussing
art and design from past and
present and the reason for
their creations. Make links
to previous learning and
exploration.
Initiating visits to art
galleries and museums
(including local
opportunities).
Drawing
Lines, Marks, Tone, Form & Texture
Use dry media to make different marks, lines, patterns and
shapes within a drawing.
Experiment with wet media to make different marks, lines,
patterns, textures and shapes.
Explore colour mixing and blending techniques with coloured
pencils.
Use different techniques for different purposes i.e. shading,
within their own work.
Develop their own style and techniques using tonal contrast
and mixed media.
Printing
Create printing blocks by
simplifying an initial
sketch book idea.
Use relief or impressed
method.
Create prints with three
overlays.
Work into prints with a
range of media e.g. pens,
colour pens and paints.
Textiles
Use fabrics to create 3D
structures.
Use different grades of
threads and needles.
Experiment with batik
techniques.
Experiment with a range
of media to overlap and
layer creating interesting
colours and textures and
effects.
Perspective and Composition
Begin to use simple perspective in their work using a single
focal point and horizon.
Begin to develop an awareness of composition, scale and
proportion in their paintings e.g. foreground, middle ground
and background.
Show an awareness of how paintings are created i.e.
Composition.
3-D
Shape, form, model and
construct from
observation or imagination.
Use recycled, natural and
man‐made materials to
create sculptures.
Plan a sculpture through
drawing and other
preparatory work.
Develop skills in using clay
inc. slabs, coils, slips, etc
Collage
Add collage to a painted,
printed or drawn
background.
Use a range of media to
create collages.
Use different techniques,
colours and textures etc
when designing and making
pieces of work.
Use collage as a means of
extending work from initial
ideas.
Introducing artists,
craftsmen and design into
school.
Projects involving art design,
music movement and drama.
Developing group projects
and challenges encouraging
ability to plan work as a team
and deal with challenges of
cooperation.
Make a class gallery on
website/ blogs/
Youngartnet.com
Vocab skills
Understand the meaning of matching, dark
and light, hot and cold, colours, lines,
shades, contrasts.
Technical terms used in processes.
Naming techniques and tools, sculpting,
modelling, weaving, pottery, relief
construction, manuscript, calligraphy, print,
engraving, etc
Building listening and reading sills needed in
or to understand challenges and problems.
Fostering ability to organise words to plan,
annotate and describe some design
processes.
Create layered images
from original ideas (sketch
books etc.)
secondary, complementary
and contrasting colours.
Work with complementary
colours.
Consider colour for
purpose.
Produce intricate patterns
and textures in a malleable
media.
Evaluate every product- link to techniques,
disciplines and art work from a range of
artists.
Design the ideas to suit intention.
Adapt and improve own work for purpose
and meaning.