Art and design at key stages 1 and 2

• stimulate children's creativity and imagination by providing visual, tactile and sensory experiences and a unique way of understanding and responding to the world;
• develop children's understanding of colour, form, texture, pattern and their ability to use materials and processes to communicate ideas, feelings and meanings;
• explore with children ideas and meanings in the work of artists, craftspeople and designers, and help them learn about their different roles and about the functions of art, craft and design in their own lives and in different times and cultures;
• help children to learn how to make thoughtful judgements and aesthetic and practical decisions and become actively involved in shaping environments.

During key stage 1, art and design is about developing children's creativity and imagination through providing art, craft and design activities that relate to children's own identity and experiences, the natural and made objects and materials with which they are familiar and the locality in which they live.

• explore the visual, tactile and sensory qualities of materials and processes and begin to understand and use colour, shape and space, and pattern and texture to represent their own ideas and feelings;
• focus on the work of artists, craftspeople and designers by asking and answering questions like: 'What is it like?' 'What is it made from?' 'How is it made?' 'What do I think and feel about it?'

During key stage 2, art and design is about developing children's creativity and imagination by building on their knowledge, skills and understanding of materials and processes through providing more complex activities. Children's experiences help them to develop their understanding of the diverse roles and functions of art and design in the locality and in the wider world.

• improve their control of materials, tools and techniques and become more confident in using visual and tactile elements, materials and processes to communicate what they see, feel and think;
• increase their critical awareness of the roles and purposes of art in different times and cultures by commenting on works and asking questions like: 'What is this work about?' 'Why was it made - for what purpose?' 'What visual and tactile elements are used?' 'How are they combined and organised?' 'What materials and processes were used to make it?' 'How are these matched to the purpose of the work?' 'When and where was it made?' 'What do I think and feel about it?'

• exploring ideas about the starting points for their work;
• asking and answering questions about source materials and how these help them to develop their ideas, including recording ideas and annotating work in their sketchbooks;
• finding out about art, craft and design by extracting information from sources such as reference books, CD-ROMs, e-mails and the internet;
• discussing and comparing their own and others' work and explaining their own views.

Values and attitudes

• consider their own attitudes and values in relation to images and artefacts and learn to challenge assumptions, stereotypes and prejudice in visual and other forms;
• develop respect for their own and others' work and learn how to offer and receive constructive feedback and praise;
• work with others, listening to and respecting each other's ideas and learning to value different strengths and interests within the group;
• develop a respect for the materials and resources that they use in their work and learn to evaluate critically their own and others' use of these;
• value the natural and made environment, including the distinctiveness of their locality, and learn to evaluate critically the role and function of art and design within it.

• exploring colour, texture, shape, form and space in natural and made objects, including resources from different cultures, and in their environment;
• being stimulated to think about and respond to what they see, touch and feel, in different ways;
• using their imagination and expressing their ideas, thoughts and feelings through the use of a widening range of materials and suitable tools for designing and making;
• being imaginative and creative and making connections between one area of learning and another.

By the end of year 2, most children will be attaining level 2 and will be able to:	By the end of year 6, most children will be attaining level 4 and will be able to:
explore ideas	explore ideas and collect visual and other information to help them develop their work
investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts	use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts combining and organising visual and tactile qualities to suit their intentions
comment on differences in others' work, and suggest ways of improving their own	compare and comment on ideas, methods and approaches used in their own and others' work, relating these to the context in which the work was made adapt and improve their work to realise their own intentions

Features of progression

Planning to help children get better at art and design involves:

• extending the breadth of content by providing opportunities for children to:
  • respond to personal, social and environmental issues within the broad themes of 'themselves and their experiences' and 'natural and made objects' and 'environments';
  • participate in an increasing range of practical experiences of art, craft and design;
  • engage with art, craft and design in a variety of genres, styles and traditions.
    
    
• increasing children's depth of knowledge and understanding of:
  • visual and tactile elements of line, shape, pattern, texture, colour, tone, form and space;
  • the materials and processes used by artists, craftspeople and designers;
  • the role and function of art, craft and design in different times and cultures.
    
    
• improving the quality of children's response and outcomes through the development of:
  • practical and technical skills;
  • the ability to reflect on, adapt and improve their work and make independent choices and decisions about its purpose and meaning;
  • the ability to critically evaluate the work of artists, craftspeople and designers and to apply their learning in the context of their own ideas, methods and approaches.

Helping children improve their drawing

Children should be encouraged to practise their drawing skills on a regular basis. They should develop the willingness to make working drawings and to accept that it is good practice to rework drawings (without the need for an eraser) as they observe with increasing accuracy and develop their understanding.

Children should be challenged to draw:

• from observation, imagination and experience using their sketchbooks where appropriate;
• at different scales and on different surfaces;
• in two and three dimensions using different media, for example wire, wool and clay, as well as traditional media;
• for different purposes, for example to explore ideas, to explain ideas to themselves and others, to record information about what has been observed.

Using a sketchbook

• for recording, exploring and storing visual and other information, for example notes and selected materials, which can be readily retrieved and used as reference;
• for working out ideas, plans and designs;
• for reference - as they develop ideas for their work;
• for looking back at and reflecting on their work, reviewing and identifying their progress;
• as an ongoing record of their learning and achievement, which they can use to further develop their ideas, skills and understanding.

• to keep a visual record of their observations made from a range of first-hand sources, such as interesting objects, plant forms, buildings, people. Children should develop and practise the skills of drawing from observation on a regular basis, so that they can increase and sustain their concentration;
• to record a personal response to their experiences and their environment - a way of communicating ideas, feelings and interests;
• as an 'ideas book' where they can explore possibilities and alternatives based on their own ideas and imagination. These may be quirky, odd or impossible and may not necessarily be realised;
• to analyse the methods and techniques used by different artists, craftspeople and designers;
• for visual and annotated notes about line, tone, colour, pattern and so on, for reference for their own creative work;
• for visual and other notes, including personal comments about artists, craftspeople and designers and about particular works that interest them that they study in school and on visits to museums, galleries and exhibitions.

	Exploring | Investigating | Evaluating | Knowledge 1. Exploring and developing ideas
By the end of year 2, children:	record what they observe, experience and imagine, and explore ideas ask and answer questions about the starting points for their work, and develop their ideas
By the end of year 4, children:	select and record what they observe, experience and imagine and explore ideas question and make comments about starting points for their work collect visual and other information in a sketchbook and use as source material for their work
By the end of year 6, children:	select and record from experience and imagination, record first-hand observations and explore ideas for different purposes make thoughtful observations about starting points and select ideas to use in their work select and record visual and other information in a sketchbook and use this to help them develop their ideas

	Exploring | Investigating | Evaluating | Knowledge 2. Investigating and making art, craft and design
By the end of year 2, children:	investigate the possibilities of materials and processes try out tools and techniques and apply these to materials and processes, including drawing represent observations, ideas and feelings, and design and make images and artefacts
By the end of year 4, children:	investigate and combine visual and tactile qualities of materials and processes apply their experience of materials and processes, including drawing communicate observations, ideas and feelings and design and make images and artefacts for different purposes
By the end of year 6, children:	investigate, combine and organise visual and tactile qualities of materials and processes and match these qualities to the purpose of the work apply their experience of materials and processes, including drawing, developing control of tools and techniques use a variety of methods and approaches to communicate observations, ideas and feelings and design and make images and artefacts

	Exploring | Investigating | Evaluating | Knowledge 3. Evaluating and developing work
By the end of year 2, children:	review what they and others have done and comment on differences identify what they might change in their current work or develop in their future work
By the end of year 4, children:	compare their own and others' work and comment on similarities and differences in the context of the work adapt their work according to their views
By the end of year 6, children:	compare and comment on ideas, methods and approaches in their own and others' work and relate these to the context of the work adapt and improve their work to realise their own intentions, and describe how they might develop it further

	Exploring | Investigating | Evaluating | Knowledge 4. Knowledge and understanding
By the end of year 2:	Visual and tactile elements Materials and processes used in art and craft and design The work of artists, craftspeople and designers
By the end of year 4:	Visual and tactile elements and how these are combined Materials and processes used for different purposes The different purposes of artists, craftspeople and designers
By the end of year 6:	Visual and tactile elements and how these are combined and organised for different purposes Materials and processes and how these are matched to ideas and intentions The roles and purposes of artists, craftspeople and designers working in different times and cultures

		Year 2 | Year 4 | Year 6 By the end of year 2, children:
1. Exploring and developing ideas		record what they observe, experience and imagine, and explore ideas ask and answer questions about the starting points for their work, and develop their ideas
2. Investigating and making art, craft and design		investigate the possibilities of materials and processes try out tools and techniques and apply these to materials and processes, including drawing represent observations, ideas and feelings, and design and make images and artefacts
3. Evaluating and developing work		review what they and others have done and comment on differences identify what they might change in their current work or develop in their future work
4. Knowledge and understanding		Visual and tactile elements Materials and processes used in art and craft and design The work of artists, craftspeople and designers

		Year 2 | Year 4 | Year 6 By the end of year 4, children:
1. Exploring and developing ideas		select and record what they observe, experience and imagine and explore ideas question and make comments about starting points for their work collect visual and other information in a sketchbook and use as source material for their work
2. Investigating and making art, craft and design		investigate and combine visual and tactile qualities of materials and processes apply their experience of materials and processes, including drawing communicate observations, ideas and feelings and design and make images and artefacts for different purposes
3. Evaluating and developing work		compare their own and others' work and comment on similarities and differences in the context of the work adapt their work according to their views
4. Knowledge and understanding		Visual and tactile elements and how these are combined Materials and processes used for different purposes The different purposes of artists, craftspeople and designers

		Year 2 | Year 4 | Year 6 By the end of year 6, children:
1. Exploring and developing ideas		select and record from experience and imagination, record first-hand observations and explore ideas for different purposes make thoughtful observations about starting points and select ideas to use in their work select and record visual and other information in a sketchbook and use this to help them develop their ideas
2. Investigating and making art, craft and design		investigate, combine and organise visual and tactile qualities of materials and processes and match these qualities to the purpose of the work apply their experience of materials and processes, including drawing, developing control of tools and techniques use a variety of methods and approaches to communicate observations, ideas and feelings and design and make images and artefacts
3. Evaluating and developing work		compare and comment on ideas, methods and approaches in their own and others' work and relate these to the context of the work adapt and improve their work to realise their own intentions, and describe how they might develop it further
4. Knowledge and understanding		Visual and tactile elements and how these are combined and organised for different purposes Materials and processes and how these are matched to ideas and intentions The roles and purposes of artists, craftspeople and designers working in different times and cultures

• investigating different kinds of marks made by a range of drawing media
  in order to:
  use marks to communicate ideas about themselves, for example bold and strong (Unit 1A)

• using a viewfinder to select shapes; and working from visual clues in images
  in order to:
  help them make decisions about what to include in a composition (Unit 2A)

• drawing from observation; and simplifying drawings to create a design
  in order to:
  record lines, shapes and colours as a basis for a design for work with textiles (Unit 2B)

• using a viewfinder to isolate particular features; and recording features
  in order to:
  record information about local buildings to refer to in creating a relief mural (Unit 2C)
  

• making quick drawings (two to three minutes each) from observation
  in order to:
  capture the main lines of the position of figures as a basis for a painting (Unit 3A)

• making careful drawings from observation of everyday objects
  in order to:
  find out about different shapes and patterns used on everyday objects (Unit 3B)

• recording visual information about a specific location; and making quick 'thumbnail' drawings
  in order to:
  help them to 'think through' and communicate ideas and make decisions about materials for sculpture (Unit 3C)

• drawing from observation; developing an annotated visual plan; and sequencing images
  in order to:
  identify the main events, special viewpoints and lighting etc in their photographs or film (Unit 4A)

• recording features from direct observation and from different sources of information; exploring alternative ideas; and using this information as reference material
  in order to:
  help them 'think through' the possibilities for a design and select one that they can interpret in a three-dimensional model (Unit 4B)

• making visual notes from source materials; experimenting with different ways of using lines - for example taking a line for a walk - and marks; and incorporating selected features into a design and developing this to suit their intentions
  in order to:
  represent ideas about a real or imagined journey (Unit 4C)
  

• making a series of small studies from observation, using a viewfinder to focus on selected parts of an arrangement; and using media according to the focus, for example charcoal to convey tonal qualities
  in order to:
  select the most interesting arrangement of shapes, forms and spaces for a painting; and try out ideas for developing their work quickly and effectively (Unit 5A)

• drawing from first-hand observation and from source material, making annotated notes about distinctive features; and using two- and three-dimensional media to explore ideas for their own design
  in order to:
  'think through' the possibilities for a design for a container; and develop a design that they can interpret in clay or papier mache (Unit 5B)

• making focused drawings of figures; developing drawings using overlapping lines and shapes, blurred edges and flowing lines; and using media to match intentions
  in order to:
  explore, develop and communicate ideas about movement in figures and forms (Unit 6A)

• making drawings based on the theme of their work; making a series of small designs for headwear, using different media to show colour, pattern, texture
  in order to:
  explore, develop and communicate ideas for a three-dimensional piece of headwear (Unit 6B)

• using a viewfinder to select interesting features, drawing 'thumbnail' sketches from observation, focusing on relative proportions, lines and shapes; selecting and enlarging or combining sketches; and exploring different approaches to representing perspective
  in order to:
  explore, develop and communicate ideas about the local environment (Unit 6C)

	Key stage 1	Key stage 2 (years 3 and 4)	Key stage 2 (years 5 and 6)
Self and experiences	Unit 1A Unit 2A	Unit 3A Unit 4A Unit 4B Unit 4C	Unit 5A Unit 5C Unit 6A Unit 6B Unit 6C
Natural and made objects and materials	Unit 1B Unit 2B	Unit 3B Unit 4B	Unit 5A Unit 5B Unit 5C Unit 6B Unit 6C
Environments	Unit 1C Unit 2C	Unit 3C Unit 4A Unit 4C	Unit 5C Unit 6A Unit 6B Unit 6C

	Key stage 1	Key stage 2 (years 3 and 4)	Key stage 2 (years 5 and 6)
Colour	Unit 1A Unit 1B Unit 2A Unit 2B	Unit 3A Unit 3B Unit 3C Unit 4A	Unit 5A Unit 5C Unit 6A Unit 6B Unit 6C
Pattern	Unit 2C	Unit 3B Unit 4B Unit 4C	Unit 5C Unit 6C
Texture	Unit 1B Unit 1C Unit 2B	Unit 3C Unit 4B Unit 4C	Unit 5B Unit 5C Unit 6B Unit 6C
Line	Unit 1A Unit 2A Unit 2B	Unit 3A Unit 4C	Unit 6A
Tone	Unit 2A	Unit 3A Unit 4A	Unit 5A Unit 6A
Shape	Unit 1A Unit 1C Unit 2A Unit 2B Unit 2C	Unit 3A Unit 3B Unit 3C Unit 4A Unit 4B Unit 4C	Unit 5A Unit 5B Unit 5C Unit 6A Unit 6B Unit 6C
Form	Unit 1C	Unit 3C Unit 4B	Unit 5A Unit 5B Unit 5C Unit 6A Unit 6B Unit 6C
Space	Unit 2A Unit 2C	Unit 3C Unit 4A	Unit 5A Unit 5B Unit 6A Unit 6C

	Key stage 1	Key stage 2 (years 3 and 4)	Key stage 2 (years 5 and 6)
Painting	Unit 1A	Unit 3A Unit 4C	Unit 5A Unit 6A Unit 6C
Collage mixed-media	Unit 1C Unit 2A Unit 2B	Unit 4C	Unit 6A Unit 6B
Print-making	Unit 2A Unit 2C	Unit 3B Unit 4A Unit 4C	Unit 6A
Digital media	Unit 2A	Unit 4A	Unit 6A
3D sculpture	Unit 1C Unit 2C	Unit 3C Unit 4B	Unit 5B Unit 6B
Textiles	Unit 1B Unit 2B	Unit 3B	Unit 5C Unit 6B

	Key stage 1	Key stage 2 (years 3 and 4)	Key stage 2 (years 5 and 6)
Painters	Unit 1A	Unit 3A Unit 4A Unit 4C	Unit 5A Unit 6A Unit 6C
Photographers	Unit 1A Unit 2A	Unit 3A Unit 4A Unit 4C	Unit 6A Unit 6C
Illustrators	Unit 2A	Unit 3A Unit 4A	Unit 6A
Sculptors	Unit 1C Unit 2C	Unit 3C Unit 4C	Unit 5A Unit 5C
Architects	Unit 2C	Unit 3C Unit 4A	Unit 6C
Designers	Unit 2B Unit 2C	Unit 3B Unit 3C Unit 4B	Unit 5B Unit 6B
Craftspeople	Unit 1B Unit 2B Unit 2C	Unit 3B Unit 4B Unit 4C	Unit 5B Unit 5C Unit 6B